David W. Miller, Mississippi State University John P. Bartkowski, Mississippi State University

1. A Qualitative Analysis of Structural Emergence and Ascendant Leadership in Technological Appropriation David W. Miller, Mississippi State University John P. Bartkowski, Mississippi State University Wm. David Salisbury, Ohio University ICIS 2000Brisbane, Australia

2. Oh, the places we’ll go! • Theoretical background • Adaptive Structuration Theory • The Duality of Structure • Research questions • Method • Stories from the sessions • Discussion and conclusions

3. Adaptive Structuration Theory • Rules and resources(DeSanctis and Poole 1994) • Schemata and their transposability(Sewell 1992) • Resources(Giddens 1984; Sewell 1992; Fincham 1992) • Human agency(Giddens 1984; Sewell 1992)

4. Research Questions • How do group members appropriate schemata and resources? • Do schemata and resources called upon change any as a function of experimental treatment? • What does the ability to recognize schemata and resources and call them into play do for one’s ability to assert leadership?

5. Analysis Method • Ethnomethodology (Garfinkel, 1964) • Qualitative research approach • Noninterventionist • Remote observation of decision-making groups via analysis of video tape • Interaction fragments • How actors construct and give meaning to their actions

6. Experimental Setting Restrictiveness manipulated • restricted groups • non-restricted groups • Student subjects • Role-play scenarioSchool of Business Policy Task (Wheeler & Mennecke, 1992) • Small groups (4-5 members)

7. White Board Video Camera & TV Monitor Facilitator Chair Network Server Facilitator Computer Participant Chair Participant Computer Meeting Room Layout F E A B D C Microphone

8. Observation of Ascendant Leadership • Describe and compare the emergence of social structure among the groups • Members’ accumulation of resources • How ascendant leaders use accumulated resources to direct group interaction

9. Examination of Participants • Verbal and Nonverbal Interaction • With group and individual participants • With facilitator • Calling GDSS and other resources into use • Strategies and Tactics • Resource accumulation • Power acquisition and influence • Appropriation and circumvention of the GDSS

10. Stories from the Sessions • Appropriation of schemata and resources, both present and transposed from other situations • Treatment influences • Physical proximity • Artifacts present in the session • Facilitator as de facto leader • Transposability of Schemata

11. Treatment Influences • Restrictive treatment • Facilitator as de facto leader • Association with the Facilitator • Physical proximity to Facilitator • Non restrictive treatment • Initial uncertainty • Artifacts present in session • Bids for leadership made without calling upon facilitator’s authority

12. Physical Proximity • Participants D & E bid for leadership • Both attempt to gain the attention of F to legitimize their positions • E physically blocks F from D’s view (and D from F’s view) F E A B D C

13. Artifacts in the Session • To resolve an uncertainty about how to proceed, C refers group to “Use the computer” • From that point on, C is then recognized as the leader F E A B D C

14. More Artifacts in the Session • To resolve another uncertainty about how to proceed, B suggests that group “Use this handout they gave us” • From that point on, B is then deferred to on procedural issues F E A B D C

15. Facilitator as de facto Leader • Leaders emerge when sanctioned by facilitator (de facto leader) • A & C appear concerned that there is no leader at first, until B takes over by suggesting brainstorming • A & C look to facilitator for validation of B as group leader F E A B D C

16. Transposability of Schemata • Facilitator viewed as de facto leader • Position at front • “Authority” as to sessions • Perhaps a “class room” schemata, with the teacher in the lead? F E A B D C

17. Discussion • Greater insights into the impact of technology mediated communication on social structuration • Accumulation of resources to assert influence on the group • How the technology is appropriated • How the technology is circumvented

18. Discussion • Provides further support for AST • Theoretically • Methodologically • Richer view of GDSS phenomena in groups (cf. Gopal and Prasad, 2000) • Future work • Need for diverse approaches in GDSS and AIT research

19. Conclusions • Schemata may be transposed and called upon in creative ways by human agents • Artifacts present in the session provide resources upon which individuals may draw to ascend to leadership

20. Conclusions • Resources provided by the GDSS are often appropriated in ways not foreseen by the designers or implementers • The degree of restrictiveness in the session did influence which resources would be drawn upon