Diversity and learning in groups
By: DRIVER, Michaela
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Material type: 
ArticlePublisher: West Yorkshire, England : MCB University Press, 2003Subject(s): Cognitive mapping | Creative thinking | Diversity | Frames of reference | Group working | Organizational learningThe Learning Organization : an international journal 10, 2 and 3, p. 149-166Abstract: This paper examines how groups respond to diversity. Specifically, a framework is developed that integrates prior research on diversity in groups within a learning perspective. The value of the framework is that it seeks to integrate various dimensions of group diversity with the intent of highlighting critical characteristics of groups that effectively manage diverse member contributions. Within this framework, the focus is on cognitive rather than demographic diversity and on how groups use diverse ideas and approaches to learn collectively. Based on this framework, it is suggested that groups manage cognitive diversity in three distinct ways, through accommodation, elaboration and transformation. These responses to diversity may represent different levels of group learning along a continuum ranging from routine, exploitative to non-routine, exploratory learning. An exploratory study is presented in which this framework is used to understand how groups manage cognitive diversity. Preliminary study results suggest that most groups seem to respond to diversity by accommodating or elaborating while very few groups seem to engage in transformation. Specifically, few groups seem to invest the necessary resources to capitalize on diversity and create opportunities for non-routine learning. Implications for practice and research are discussed
This paper examines how groups respond to diversity. Specifically, a framework is developed that integrates prior research on diversity in groups within a learning perspective. The value of the framework is that it seeks to integrate various dimensions of group diversity with the intent of highlighting critical characteristics of groups that effectively manage diverse member contributions. Within this framework, the focus is on cognitive rather than demographic diversity and on how groups use diverse ideas and approaches to learn collectively. Based on this framework, it is suggested that groups manage cognitive diversity in three distinct ways, through accommodation, elaboration and transformation. These responses to diversity may represent different levels of group learning along a continuum ranging from routine, exploitative to non-routine, exploratory learning. An exploratory study is presented in which this framework is used to understand how groups manage cognitive diversity. Preliminary study results suggest that most groups seem to respond to diversity by accommodating or elaborating while very few groups seem to engage in transformation. Specifically, few groups seem to invest the necessary resources to capitalize on diversity and create opportunities for non-routine learning. Implications for practice and research are discussed
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