Nursing sample : PROPOSAL
The Impact of Cognitive Style Diversity on Implicit Learning in Teams
Introduction
Organizations are increasingly searching for approaches to reap cognitive diversity
benefits in solving management problems. Majorly, the unanswered question revolves around
cognitive diversity implications based on the longevity of the outcomes like team learning. All of
which is enveloped within the broader effects attributed to organization productivity and
learning. Based on the changes faced by modern organizations, teams likely tend to rely on the
delicate balance existing between having too much for the development of high levels collective
intelligence and not having enough cognitive diversity.
Research Objective
The objective of the study was to indirectly impact team learning through its influence on
the team’s collective intelligence.
Research Questions
i. What relationship tends to exist between cognitive style diversity and implicit learning in
teams?
ii. What is the role of collective intelligence in the relationship?
Research Hypotheses
H1: there exists an inverted U-shaped relationship between cognitive style diversity and
collective intelligence. H2: a team’s collective intelligence will be positively correlated to its
implicit learning rate. H3: an indirect relationship exists between cognitive style diversity and
team implicit learning attributed to collective intelligence.
THE IMPACT OF COGNITIVE STYLE DIVERSITY ON IMPLICIT LEARNING IN TEAMS
Conceptual Model
The hedgehog-fox instrument for management will be employed in acknowledging the
manifesting differences across different positions and occupations in terms of public value
evaluation in rganizations.
Literature Review
The key words used in the search for the journals used in the review were ‘the impact of
cognitive style diversity on implicit learning in teams, decision-making, dimensionality, implicit
coordination and cognitive diversity.’ Inclusion and exclusion criteria became fundamentally
important in determining the articles that contributed to this context.
The understanding established by Aggarwal et al. (2019), the correlation between a
team’s cognitive diversity, in terms of the manner in which team members organize, encode and
process information, influences the team’s learning through the general ability of the team or its
collective intelligence (2019: 2). Through collective intelligence and the team’s general ability, a
team’s ability to work as one unit when handling a wide range of responsibilities (Aggarwal et
al, 2019). the understanding established by Aggarwal et al. (2019), the correlation between a
team’s cognitive diversity, in terms of the manner in which team members organize, encode and
process information, influences the team’s learning through the general ability of the team or its
collective intelligence (2019: 2). Through collective intelligence and the team’s general ability, a
team’s ability to work as one unit when handling a wide range of responsibilities (Aggarwal et
al, 2019). In this U.S. based study, the authors borrow from Woolley et al. (2010) to show that
teams have a greater role to play in the wide range of responsibilities they have to encounter and
THE IMPACT OF COGNITIVE STYLE DIVERSITY ON IMPLICIT LEARNING IN TEAMS
from the concept, Aggarwal et al. provides the building blocks associated with cognitive style
diversity towards enhancing collective intelligence (2019: 3).
In Switzerland, Timo et al. (2017) argue that cognitive styles influence is increasingly
becoming evident in relation to political judgment as investigations show the manner in which
people derive meaning and perceive information relevant in making decisions (2017: 2). Using
Tetlock’s cognitive style, the authors are able to measure people’s ability to deal with
complicated information and this helps in shaping the purpose of the study on concepts such as
corporate social responsibility or sustainability within an organization (Timo et al, 2017: 3).
Borrowing from existing literature on cognitive styles dimensionality, the authors expand the use
of hedgehog-fox scales towards managing practices provides reason to thoroughly investigate
validity and reliability of using the Tetlock’s instruments in an organizational setting. The
understanding defines the context of the study as Timo et al., upon defining cognitive styles,
highlight the importance behind cognitive styles in the decision-making and judgment
approaches (Timo et al, 2017: 3).
Based on Sujin (2017), multicultural teams are increasingly becoming prevalent and
important as tools facilitating creative collaboration among organizations (2017: 993). Several
theories have been established on developing the understanding on the specific roles that
individuals or multiculturals that internalize two or more cultural schemas in the aim of
developing multicultural teams. Nonetheless, the theories have shortcoming that limits them in
the manner in which multiculturals operates in terms of cultural composition setting related to
agnostics (Sujin, 2017: 994). With a reflection of the Australian context, employing the cultural
brokerage model in multicultural teams, the author examines the relationship that tends to exist
between team members behaviors and cultural composition in multicultural organizations.
THE IMPACT OF COGNITIVE STYLE DIVERSITY ON IMPLICIT LEARNING IN TEAMS
Methods
Design
The design of the study was qualitative used in the collection of primary data. The
researcher will use information gathered to conduct data analysis once the students filled out
survey measures associated with cognitive styles individually. Each team followed by working
on its collective intelligence battery and participated in a minimum-effort tacit coordination
game that lasted at least twenty-five minutes.
Setting
The study was carried out in Carnegie Mellon University among psychology students
with a total of 337 undergraduate participants. With 53% of the respondents being male and 47%
being female. The participants became part of the 98 teams, with two to five participants each.
Sampling
Through a well-structured survey, the researchers employed a simple random technique
to sample the 337 students that participated in the study. No formula was necessary towards
selecting the students; however, the main consideration for the students is they had to have been
part of a larger study.
Research Instruments
The research instrument for the study was the well-structured survey broken down into
two sections. The first section of the questionnaire assisted in the collection of information such
as participant’s age and gender differences as well as whether they belonged to Carnegie Mellon
University. The second section comprised of questions that elicited the required answer based on
THE IMPACT OF COGNITIVE STYLE DIVERSITY ON IMPLICIT LEARNING IN TEAMS
participant’s experiences with respect to the impact of cognitive style diversity on implicit
learning in teams.
Data Collection Procedure
The survey were distributed among the participants through their email, using google
docs and via hand delivery. Based on the understanding the study was conducted in the
university, the use of emails and hand delivery were employed in data collection procedure.
Data Analysis
The object-spatial imagery and verbal questionnaire (OSIVQ) found application in
measuring cognitive styles. The object, spatial and verbal scores were derived from a 15 item
rating that each participant used. Internal reliability associated with the object scale was 0.81,
0.85 and 0.76 with the latter two being scales for spatial and verbal factors.
Ethical Considerations
According to the researchers, the study was performed as guided by the office of the
Research Integrity and Compliance, Carnegie Mellon University, over research involving
humans. Carnegie Mellon University’s Institutional Review Board approved the protocol with
every subject provided a written informed consent.
THE IMPACT OF COGNITIVE STYLE DIVERSITY ON IMPLICIT LEARNING IN TEAMS
References
Aggarwal I, Woolley AW, Chabris CF and Malone TW (2019) The Impact of Cognitive Style
Diversity on Implicit Learning in Teams. Front. Psychol. 10:112; pp 1-11. doi:
10.3389/fpsyg.2019.00112
Sujin Jang (2017) Cultural Brokerage and Creative Performance in Multicultural Teams.
Organization Science 28(6):993-1009. https://doi.org/10.1287/orsc.2017.1162
Timo, M, Carolin, H, and Stefan, A. (2017). Making Sense of a Most Popular Metaphor in
Management: Towards a HedgeFox Scale for Cognitive Styles. Adm. Sci, 7, 33; pp 1-23.
