two powerful pathways: For the Leading Diversity or LeaD model, see Astrid C. Homan et al., “Leading Diversity: Towards a Theory of Functional Leadership in Diverse Teams,” Journal of Applied Psychology 105, no. 10 (2020): 1101–28.
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the group’s ability to seek, conquer: These ideas come from the Theoretical Intellectual Framework of Dr. Patrick Mussel, who offers insights into the process and operation of creativity. Process is the motivational part of creative performance that hinges on two components: seek and conquer. Seek refers to the emotions that arise in intellectually challenging situations, and the general openness to approach rather than avoidance of these situations. Conquer refers to the effort and perseverance required to work through the uncertainty, complexity, and incongruities to master an intellectual challenge. Operation is the ability part of creative performance where there is thinking (reasoning, synthesizing, and drawing conclusions), learning (obtaining information, asking questions, testing hypotheses, filling knowledge gaps), and creating (which is putting all of these processes and abilities toward the development of new ideas, strategies, and products). With this framework, it is easy to argue for the benefits of a team composed of people with complementary motivational and ability profiles working together toward a common creative goal (as opposed to a team with generally identical profiles). See Patrick Mussel, “Intellect: A Theoretical Framework for Personality Traits Related to Intellectual Achievements,” Journal of Personality and Social Psychology 104, no. 5 (2013): 885–906.
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“epistemic motivation,” defined: Carsten K. W. de Dreu et al., “Group Creativity and Innovation: A Motivated Information Processing Perspective,” Psychology of Aesthetics, Creativity, and the Arts 5, no. 1 (2011): 81–89.
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they viewed dissenters twice as positively: See Study 1 and Study 2 for a replication of the findings, in Matthew J. Hornsey et al., “The Impact of Individualist and Collectivist Group Norms on Evaluations of Dissenting Group Members,” Journal of Experimental Social Psychology 42, no. 1 (2006): 57–68.
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Groups that commit to epistemic motivation values: For findings on the value of internalizing explicit group norms to be an independent, critical thinker, see Myriam N. Bechtoldt et al., “Motivated Information Processing, Social Tuning, and Group Creativity,” Journal of Personality and Social Psychology 99, no. 4 (2010): 622–37; Jolanda Jetten, Tom Postmes, and Brendan J. McAuliffe, “ ‘We’re All Individuals’: Group Norms of Individualism and Collectivism, Levels of Identification and Identity Threat,” European Journal of Social Psychology 32, no. 2 (2002): 189–207; Brendan J. McAuliffe et al., “Individualist and Collectivist Norms: When It’s OK to Go Your Own Way,” European Journal of Social Psychology 33, no. 1 (2003): 57–70; Charlan J. Nemeth et al., “The Liberating Role of Conflict in Group Creativity: A Study in Two Countries,” European Journal of Social Psychology 34, no. 4 (2004): 365–74; Tom Postmes, Russell Spears, and Sezgin Cihangir, “Quality of Decision Making and Group Norms,” Journal of Personality and Social Psychology 80, no. 6 (2001): 918–30; Lotte Scholten et al., “Motivated Information Processing and Group Decision-Making: Effects of Process Accountability on Information Processing and Decision Quality,” Journal of Experimental Social Psychology 43, no. 4 (2007): 539–52; Mark D. Seery et al., “Alone against the Group: A Unanimously Disagreeing Group Leads to Conformity, but Cardiovascular Threat Depends on One’s Goals,” Psychophysiology 53, no. 8 (2016): 1263–71.
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some specific practices to try: Based on Table 1 in Carsten K. W. de Dreu, Bernard A. Nijstad, and Daan Van Knippenberg, “Motivated Information Processing in Group Judgment and Decision Making,” Personality and Social Psychology Review 12, no. 1 (2008): 22–49.
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Create a one-page handout: Susan Cain raises similar points about challenges faced by introverts in environments dominated by louder, aggressive, attention-seeking people: Susan Cain, Quiet: The Power of Introverts in a World That Can’t Stop Talking (New York: Crown, 2013). See also research on differences between introverts and extraverts: Michael C. Ashton, Kibeom Lee, and Sampo V. Paunonen, “What Is the Central Feature of Extraversion? Social Attention versus Reward Sensitivity,” Journal of Personality and Social Psychology 83, no. 1 (2002): 245–52.
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make adherence to values more likely: Robert B. Cialdini and Noah J. Goldstein, “Social Influence: Compliance and Conformity,” Annual Review of Psychology 55 (2004): 591–621.
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With a larger reservoir of resources: Lauren E. Coursey et al., “Linking the Divergent and Convergent Processes of Collaborative Creativity: The Impact of Expertise Levels and Elaboration Processes,” Frontiers in Psychology 10 (2019): 699.
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a group friendly to principled rebels: A principled-rebel–friendly group or organization is ends or outcome focused instead of means focused. With clarity of mission, it does not matter who produces the best ideas. Anyone who asks questions, offers helpful criticisms and counterarguments, and points out solutions missed improves the team. If you are means focused, then being a good solider who follows orders and the hierarchy of command and conforms becomes valued; each of these behaviors is the wrong metric unless it facilitates instead of frustrates the endgame. The problem with most diversity initiatives is that they are means focused instead of ends focused. Know the particulars of why diversity matters to convince the nonbelievers. See Packer, Miners, and Ungson, “Benefiting from Diversity.”
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Groups valuing autonomy and critical thinking: Bechtoldt et al., “Motivated Information Processing.”
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mobilize “debiasing strategies”: Michelle Daniel et al., “Cognitive Debiasing Strategies: A Faculty Development Workshop for Clinical Teachers in Emergency Medicine,” MedEdPORTAL 13 (2017).
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In a laboratory experiment, Dr. Inga Hoever: Inga J. Hoever et al., “Fostering Team Creativity: Perspective Taking as Key to Unlocking Diversity’s Potential,” Journal of Applied Psychology 97, no. 5 (2012): 982–96.
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five-hour workshops on perspective-taking skills: Amit Goldenberg et al., “Testing the Impact and Durability of a Group Malleability Intervention in the Context of the Israeli–Palestinian Conflict,” Proceedings of the National Academy of Sciences 115, no. 4 (2018): 696–701.
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When we categorize a person as an “other”: Mark Snyder and William B. Swann, “Hypothesis-Testing Processes in Social Interaction,” Journal of Personality and Social Psychology 36, no. 11 (1978): 1202–12.
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seek out evidence that clashes: Anne-Laure Sellier, Irene Scopelliti, and Carey K. Morewedge, “Debiasing Training Improves Decision Making in the Field,” Psychological Science 30, no. 9 (2019): 1371–79.
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“more examples of career-women crashing”: A. V. Yader, “The Deadly Consequences of Feminist Propaganda in the US Navy,” essay, Return of Kings, July 11, 2014, https://www.returnofkings.com/39218/the-deadly-consequences-of-feminist-propaganda-in-the-us-navy.
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“Theres [sic] a few biological studies”: “Talk: Kara Hultgreen,” Wikiwand, Wikipedia: The Free Encyclopedia, https://www.wikiwand.com/en/Talk:Kara_Hultgreen#/%22she_crashed%22.
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We humans love to be right: Described as one of many logical flaws that prevent sound reasoning in chapter 3.
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promoting peace instead of war: Eran Halperin et al., “Can Emotion Regulation Change Political Attitudes in Intractable Conflicts? From the Laboratory to the Field,” Psychological Science 24, no. 2 (2013): 106–11.
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