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If, as theirresearch suggests, managing differencesin personality is more important thandealing with differences in cultural backgrounds,diversity may be a minor elementnecessary only for special projects—despite the current emphasis on it.Watson, Kumar, and Michaelsen’s(1993) research on cultural diversity inteams suggested that similar groups aremore effective in the early stages butthat process and performance levels arealmost identical after about 17 weeks. In adiscussion of ways to effectively managediversity, Cox and Blake (1991) prefacedtheir discussion with the bold statementthat “the specific link between managingdiversity and organizational competitivenessis rarely made explicit, and noarticle has reviewed actual research datasupporting such a link” (p. 45). O’Reilly(1997) supports this view. However, Hobman,Bordia, and Gallois (2003) reportedthat both team success and team memberrelationships were affected when diversitywas not managed and team relationshipswere not encouraged.
The Present Study
According to the aforementionedresearch, diversity of backgrounds, attitudes,and values is not an importantcomponent of team effectiveness. However,managing diversity ineffectivelymay have a negative effect.
Therefore, the purpose of the presentstudy was to determine if significantdifferences existed between the perceptionsof students in teams with the samebusiness majors and the perceptions ofstudents in diverse teams with mixedbusiness majors (including accounting,computer information systems, finance,marketing, and management). We askedstudents to address several items abouthow their teams operated (see questionsin Table 1) and how they would describetheir teams (see descriptors in Table 2).
METHOD
ParticipantsWe conducted this study at a Midwestern,regional, comprehensive universitywhose business college was accreditedby the Association to Advance CollegiateSchools of Business International. Duringthe first week of the semester, 188full-time students (89 men, 81 women,18 unspecified) who were enrolled inbusiness communication courses wererandomly assigned to teams with thesame business majors or to teams withmixed majors. The sample was almostequally divided on the dimension of sex,and 78% of the students were youngerthan 23 years. The percentages ofstudents reporting each major were asfollows: 14% accounting, 3% businesseducation, 13% computer informationsystems, 13% finance, 6% graphic arts,24% management, 13% marketing, and14% other. We tried to balance teams interms of men and women, and the fewinternational students were randomlyassigned
