1. Degn, L., Franssen, T., Srensen, M. P., & de Rijcke, S. (2018). Research groups as communities of practicea case study of four high-performing research groups. High Education, 76, 231-246. https://doi.org/10.1007/s10734-017-0218-4

Summary:

This article explores the organization of research in high-performing groups, particularly in the context of increasing competition and pressure in higher education. Utilizing case studies from Denmark and the Netherlands, the study examines if these groups align more with "communities of practice" or "teams." The methodology included ethnographic studies, interviews, and observations in two research groups from natural sciences in Denmark and two from the Netherlands in biomedical research and social sciences. Findings indicate these successful groups share characteristics with communities of practice, such as a focus on group identity, peer learning, and internal criteria for excellence. This research adds a new perspective to understanding the dynamics and shared practices in high-performing research groups, suggesting implications for policies fostering scientific excellence.

1. McLaughlin, J. E., Bush, A. A., Rodgers, P. T., Scott, M. A., Zomorodi, M., & Roth, M. T. (2020). Characteristics of High-Performing Interprofessional Health Care Teams Involving Student Pharmacists. American Journal of Pharmaceutical Education, 84(1), Article 7095.

Summary:

This study aimed to identify characteristics of effective interprofessional healthcare teams including student pharmacists. Six pharmacists from North Carolina's Area Health Education Centers participated in 60-minute interviews. The data, analysed qualitatively, revealed themes related to organizational resources, team-level procedures, communication, skills mix, climate, care quality, and role understanding. The findings suggest the importance of clear communication, appropriate resources, and respect for roles within interprofessional teams. These insights are crucial for developing effective interprofessional educational models in healthcare, especially for integrating pharmacy learners. This research contributes to understanding how to prepare aspiring healthcare professionals for team-based care best.

1. de Waal, A. A., & Oudshoorn, M. (2015). Two profiles of the Dutch high performing employee. European Journal of Training and Development, 39(7), 570-585. doi:10.1108/EJTD-12-2014-0082

Summary:

This study, conducted by de Waal and Oudshoorn, investigates the behavioural characteristics of high-performing employees (HPE) in the Netherlands. Utilizing a literature review and a questionnaire distributed to 420 Dutch managers and employees, the research identifies two distinct profiles for HPE: one from the managers' perspective, useful for employee evaluation and recruitment, and another from employees' viewpoint, beneficial for developing and coaching programs. The study reveals that while there are some commonalities, managers and employees have different perceptions of what constitutes a high-performing employee. This research contributes to understanding the complexities of defining and recognizing high performance in organizational settings, particularly highlighting the necessity of multiple profiles to cater to varying perspectives in the workplace.

1. de Waal, A. A., van der Heijden, B. I. J. M., Selvarajah, C., & Meyer, D. (2012). Characteristics of high performing managers in The Netherlands. Leadership & Organization Development Journal, 33(2), 131-148. doi:10.1108/01437731211203456

Summary:

This study by de Waal, van der Heijden, Selvarajah, and Meyer explores the characteristics of high-performing managers in the Netherlands, utilizing an Asian-developed leadership framework. The research, involving 808 Dutch managers, identifies a four-dimensional factor structuremanagerial behaviors, environmental influences, personal qualities, and organizational demandsas key to high performance. The study uncovers that Dutch high-performing managers are characterized by their ability to handle external influences, possess significant personal qualities, demonstrate effective managerial behaviours, and meet organizational demands. The findings emphasize the need for a multicultural and globally relevant approach in leadership research, moving beyond the predominant US-centric models. This work contributes to understanding effective management in different cultural contexts, offering insights for tailoring management development, evaluation, coaching, and recruitment processes to enhance managerial quality.

1. Degn, L., Franssen, T., Srensen, M. P., & de Rijcke, S. (2018). Research groups as communities of practicea case study of four high-performing research groups. Higher Education, 76(2), 231-246. https://doi.org/10.1007/s10734-017-0202-

Summary:

This article investigates the organization of research within high-performing research groups in Denmark and the Netherlands amidst increasing competition and pressure in higher education. By examining the practices and perceptions of four distinguished groups, it evaluates whether these can be classified as "communities of practice" or exhibit "team"-like characteristics. The study, conducted through ethnographic methods, reveals that despite policy initiatives fostering team-like structures, successful groups display community-like traits such as shared domain of interest, relational behavior, and practice-based authority. This suggests that promoting communities of practice could be more beneficial for research group success than team-based approaches.

References

Degn, L., Franssen, T., Srensen, M. P., & de Rijcke, S. (2018). Research groups as communities of practicea case study of four high-performing research groups. High Education, Retrieved fromhttps://doi.org/10.1007/s10734-017-0218-4

McLaughlin, J. E., Bush, A. A., Rodgers, P. T., Scott, M. A., Zomorodi, M., & Roth, M. T. (2020). Characteristics of High-Performing Interprofessional Health Care Teams Involving Student Pharmacists. American Journal of Pharmaceutical Education, 84(1), Article 7095.

de Waal, A. A., & Oudshoorn, M. (2015). Two profiles of the Dutch high performing employee. European Journal of Training and Development, 39(7), 570-585. doi:10.1108/EJTD-12- 2014-0082

de Waal, A. A. (2007). The characteristics of a high-performance organization. Business Strategy Series, 8(3), 179-185. doi:10.1108/17515630710684159

Degn, L., Franssen, T., Srensen, M. P., & de Rijcke, S. (2018). Research groups as communities of practicea case study of four high-performing research groups. Higher Education, Retrieved from. https://doi.org/10.1007/s10734-017-0202- Instructions

Objective: To critically review the chosen articles and categorize them based on themes and findings.

Instructions:

Craft an introduction for your literature paper based on your bibliographic summaries from Part A.

Your introduction should: Research Question or Objective: Start by clearly stating your literature review's research question or objective. For instance, you could frame it as: "What makes high-performing organizations stand out?" Synthesize and Combine Literature: Your introduction should effectively weave together the literature and concepts discussed in class around the key themes: The significance of crafting an HR strategy Global trends shaping HR dynamics Elements defining a top-tier workforce Factors that enhance employee engagement and the pivotal role of HR in this domain The best practices in leadership and management

Steer Clear of Summarization: As you integrate these themes into your introduction, avoid simply summarizing or repeating the articles. Instead, present an integrated synthesis that captures the essence of the literature and the classroom discussions.

Highlight the Relevance: Convey the significance of your chosen themes in the current HR landscape. Why is it vital for professionals to understand these themes today?

Offer a Glimpse into the Structure: Briefly hint at how your paper will progress. This provides a roadmap for your readers, allowing them to anticipate the flow and structure of your full literature review.

Adhere to Word Limit: Ensure your introduction does not exceed 300 words, with an ideal range of 250 words. Concise, well-crafted content is more impactful than excess words.

Mandatory Citations and References: Incorporate proper in-text citations to credit your sources as you draft your introduction. At the end of your paper, include an APA references page. Please note: Neglecting to include accurate APA citing and references or including them improperly will result in a grade of zero for this assignment. Ensure precision and accuracy in this aspect.

Proofread: Before finalizing your introduction, read through it for clarity, coherence, grammar, and adherence to APA . Refinement at this stage can significantly enhance the quality of your submission.