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1
Bao, Lili. „Deep and Diverse: Knowledge Combination of Team Members in Problem Solving Teams“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586812485500884.
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2
Zajac, Stephanie. „Exploring new boundaries in team cognition: Integrating knowledge in distributed teams“. Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6390.
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Distributed teams continue to emerge in response to the complex organizational environments brought about by globalization, technological advancements, and the shift toward a knowledge-based economy. These teams are comprised of members who hold the disparate knowledge necessary to take on cognitively demanding tasks. However, knowledge coordination between team members who are not co-located is a significant challenge, often resulting in process loss and decrements to the effectiveness of team level knowledge structures. The current effort explores the configuration dimension of distributed teams, and specifically how subgroup formation based on geographic location, may impact the effectiveness of a team's transactive memory system and subsequent team process. In addition, the role of task cohesion as a buffer to negative intergroup interaction is explored.M.S.
Masters
Psychology
Sciences
Industrial Organizational Psychology
3
Miller, Michael Scott. „A framework for knowledge-based team training“. [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1760.
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Carpenter, Martin Richard John. „Cooperative team formation using distributed decomposition knowledge“. Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/cooperative-team-formation-using-distributed-decomposition-knowledge(b54c0ec5-04ea-4eab-89fa-b38611ca5275).html.
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In recent years, the problem of automating the formation of Virtual Organisations (VO) has risen to prominence. Work in this area has typically considered the process of VO formation to be a centralised process driven by a company with responsibility for the business opportunity.Such systems use two main stages: first they decompose the business opportunity into a set of roles and then select suppliers for each role by matching their advertised capability against criteria supplied by the user. Both stages require that the company driving the VO formation process has access to considerable amounts of centralised knowledge.In contrast, this thesis considers virtual organisations as forming by combining the cooperative contributions within a group of organisations. It is shown that, within this context, both the knowledge required to facilitate and the control within the virtual organisation formation process are naturally distributed. In particular companies are free to vary their level of commitment to given projects and so only they have detailed knowledge of their capabilities. Supporting VO formation within this context requires a novel approach capable of utilising this distributed information. The primary contribution of this thesis is to provide such a novel approach to supporting virtual organisation formation. This approach builds on the traditions of blackboard and multi-agent systems. It allows virtual organisation formation to be driven by the accumulation of voluntary contributions from the prospective members of the virtual organisation. The principle focus of the system is on identifying candidate virtual organisations, and it does not offer automated support for such aspects as the creation of contracts. Crucially this system works with the distributed knowledge encountered in the chosen problem domain. The following technical contributions shape the general approach into a detailed system: (a) the representation of company's capabilities, (b) an algorithm for combining those capabilities and (c) mechanisms enabling intelligent agents representing the companies to produce candidate virtual organisations. The proposed system is evaluated in three ways - its technical feasibility is demonstrated through the implementation of a testbed prototype, a theoretical discussion of the systems performance is given and finally its potential benefits are shown in a reasoned case study.
5
Roberts, Alan. „Team role balance : investigating knowledge-building in a CSCL environment“. Queensland University of Technology, 2007. http://eprints.qut.edu.au/16466/.
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Computer Supported Collaborative Learning (CSCL) is one approach that seemingly maps neatly to the notion of equipping learners for emergent knowledge-age work practice currently exemplified by Computer Supported Cooperative Work (CSCW) or Virtual Teams. However, the difficulty of achieving peer interaction in Computer Supported Collaborative Learning (CSCL) environments has proved to be a recurrent problem. Seemingly collaborative settings have been interpreted too narrowly referring only to positive phenomenon. There has been a tendency to focus on technology rather than social scaffolds. Little is known about the influence of students' personalities on online collaborative interaction and knowledge-building activity. Within collaborative team based contexts individuals demonstrate preferences towards certain activities. Such preferences and combinations of preferences may affect team knowledge-building activity both in terms of quality and efficiency. This thesis reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of teams balanced by Team Role Preference.
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Leinonen, P. (Piritta). „Interpersonal evaluation of knowledge in distributed team collaboration“. Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285974.
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Abstract The study investigated how individuals evaluate others' knowledge when they work as a distributed team. Theoretically, the study was based on contemporary theory on collaborative learning and combined with the theories which explain how individuals evaluate others' perspectives in social learning situations. Interpersonal evaluation of knowledge was conceptualized as one mediating process which is needed between social and individual knowledge planes. This study builds on a design-based research approach. Three research experiments were conducted. In the study, a pedagogical model and a visualization tool were developed based on the findings gathered from the first and the second empirical research experiments. It was also investigated how the working model and the visualization tool supported interpersonal evaluation of knowledge. In practice, the model and the tool were tested in the experiments with distributed teams. The results of the experiments are reported in four research articles (Articles I–IV). Based on the analysis of the three research experiments, it can be concluded that when the distributed team members evaluate the other team members' thinking, they use several cognitive reasoning strategies. The findings indicate that the evaluation strategies, such as perspective-taking, comparing, attribution and categorization fulfill each other when the team members try to take the perspectives and shared knowledge of others into account. The results showed also that with the working model or the visualization tool it was possible to support only some strategies of interpersonal evaluation of knowledge at one time. The findings highlight the fact that interpersonal evaluation of knowledge is a multidimensional process. The dimensions which affect the evaluation of others' knowledge are externalized knowledge presented in communication, and an individual's knowledge about, for instance, others' expertise, which may not be externalized in communication. In future studies different levels of analysis are needed to understand how interpersonal evaluation of knowledge is related to the interactions between team members and with technological resources in practiceTiivistelmä Tässä tutkimuksessa tarkastellaan hajautetun tiimin jäsenten pyrkimyksiä arvioida toistensa tietoa. Yhä useammin sekä suomalaisten että globaalien organisaatioiden toiminta perustuu ongelmien ratkaisemiseen ja uuden tiedon kehittämiseen tiimeissä. Yleensä monimutkaisten ongelmien ratkominen edellyttää tiimiläisten tapaamisia ja keskusteluja, mutta se ei ole aina mahdollista esimerkiksi pitkien välimatkojen vuoksi. Tällöin tiimiläiset kommunikoivat pääosin teknologian välityksellä, mikä osaltaan tekee tiimiläisten keskinäisestä ymmärtämisestä ja siten myös ongelmien ratkaisusta haastavaa. Teoreettisesti tutkimus nojautuu kollaboratiivisen yhteisöllisen oppimisen teoriaan ja sosiokognitiiviseen oppimisnäkemykseen, joissa toisten tietojen arviointi ja pyrkimys vastavuoroiseen ymmärtämiseen nähdään oppimiselle tärkeinä prosesseina. Tutkimuksessa sovelletaan myös sosiaalispsykologian tutkimuksissa käytettyjä teorioita attribuutiosta ja kategorioinnista. Tutkimus koostuu kolmesta osatutkimuksesta, ja se seuraa Design Based Research -tutkimusotetta. Ensimmäisen ja toisen osatutkimuksien tulosten perusteella kehitettiin yhteisölliseen hajautettuun tiimityöhön työskentelymalli ja visualisointityökalu, jota hajautetun tiimin jäsenet käyttivät tietorepresentaatioiden ja jaetun tiedon arvioimisen tukena kolmannessa osatutkimuksessa. Yleisesti visualisointityökalun ja työskentelymallin avulla pyrittiin tukemaan hajautettujen tiimien jäsenten vastavuoroista ymmärrystä. Toisten tietojen arvioimiseen käytettyjä strategioita tarkasteltiin useiden laadullisten tutkimusmenetelmien avulla. Tutkimuksen tulokset osoittavat, että ymmärtääkseen toistensa näkökulmia hajautettujen tiimien jäsenet käyttävät kognitiivisina strategioina perspektiivinottoa, vertailua, attribuutiointia ja kategorisointia. Perspektiivinotossa pyrkimyksenä on ymmärtää toisen tiimin jäsenen näkökulma jaetun tehtävän sisällön kannalta. Vertailu perustuu omien ja toisten tiimiläisten tietorakenteiden erojen ja yhteneväisyyksien etsintään. Lisäksi tuloksista nousee esille erityisesti tarve ymmärtää, mikä tieto on jo jaettua tiimin jäsenten kesken. Tutkimuksen tulokset osoittavat, että yhteisöllisen ongelmanratkaisun tutkiminen hajautetussa tiimityössä vaatii yksilön kognitiivisten toimintojen analysointia osana sosiaalista tilannetta
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Rosen, Michael. „COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2727.
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This dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on teamwork to date has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for developing interventions to support collaborative problem solving, or knowledge-based performance, in teams. Sixty nine three person teams participated in a strategic planning simulation using a collaborative map. Content analysis was applied to team communications and the external representations team members created using the collaborative tool. Regression and multi-way frequency analyses were used to test hypotheses about the relationship between the amount and sequence of team process behaviors respectively and team performance outcomes. Additionally, the moderating effects of external representation quality were evaluated. All five team knowledge building processes were significantly related to outcomes, but only one (i.e., knowledge sharing) in the simple, positive, and linear way hypothesized. Information exchange was negatively related to outcomes after controlling for the amount of acknowledgements team members made. Option generation and evaluation interacted to predict outcomes such that higher levels of evaluation were more beneficial to teams with higher levels of option generation. Regulation processes exhibited a negative curvilinear relationship with outcomes such that high and low performing teams engaged in less regulation than did moderately performing teams. External representation quality moderated a composite team knowledge building process variable such that better external representations were more beneficial for teams with poorer quality processes than for teams with high quality process. Additionally, there were significant differences in the sequence of team knowledge building processes between high and low performing teams as well as between groups based on high and low levels of external representation quality. The team knowledge building process framework is useful for understanding complex collaborative problem solving. However, these processes predict performance outcomes in complex and inter-related ways. Further implications for theories of team performance and applications for training, designing performance support tools, and team performance measurement are discussed.Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Mehta, Nikhil Byrd Terry Anthony. „Knowledge integration in software teams an analysis of team, project, and IT-related issues /“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/Send%2012-15-07/MEHTA_NIKHIL_1.pdf.
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Turner, John R. „Knowledge Sharing: Examining Employee Perceptions Using Structural Equation Modeling“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804846/.
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During team decision-making practices information is often shared among team members as part of the decision making process. Knowledge sharing involves one team member sharing information so that other team members can encode the knowledge to make their own mental representation of the new information (Huan & Jiang, 2012). Unfortunately, the literature has shown that new information is not always shared between team members during decision making processes (Stasser & Titus, 1985). When teams make decisions without considering all the information available poor decisions can result. This research study tests a team conceptual model derived by Turner (2013) addressing attitudes toward knowledge sharing. Structural equation modeling was conducted to test a portion of Turner’s (2013) team conceptual model. The tested model included the independent variables of psychological safety, team conflict, team cohesion, and transactive memory systems. The dependent variable for the dissertation was knowledge sharing.
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Ng, Siu-kai, und 吳少階. „Collaborative learning in Knowledge Forum: a study of the process of knowledge building“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256673.
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Härgestam, Maria. „Negotiated knowledge positions : communication in trauma teams“. Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-108251.
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Background Within trauma teams, effective communication is necessary to ensure safe and secure care of the patient. Deficiencies in communication are one of the most important factors leading to patient harm. Time is an essential factor for rapid and efficient disposal of trauma teams to increase patients’ survival and prevent morbidity. Trauma team training plays an important role in improving the team’s performance, while the leader of the trauma team faces the challenge of coordinating and optimizing this performance. Aim The overall aim of this thesis was to analyse how members of trauma teams communicated verbally and non-verbally during trauma team training in emergency settings, and how the leaders were positioned or positioned themselves in relation to other team members. The aim was also to investigate the use of a communication tool, closed-loop communication, and the time taken to make a decision to go to surgery in relation to specific factors in the team as well as the leader’s position. Methods Eighteen trauma teams were audio and video recorded and analysed during regular in situ training in the emergency room at a hospital in northern Sweden. Each team consisted of six participants: two physicians, two nurses, and two enrolled nurses, giving a total of 108 participants. In Study I, the communication between the team members was analysed using a method inspired by discourse psychology and Strauss’ concept of “negotiated orders”. In Study II, the communication in the teams was categorized and quantified into “call-outs” and “closed-loop communication”. The analysis included the team members’ background data and results from Study I concerning the leader’s position in the team. Poisson regression analyses were performed to assess closed-loop communication (outcome variable) in relation to background data and leadership style (independent exploratory variables). In Study III, quantitative content analysis was used to categorize and organize the team members’ positions and the leaders’ non-verbal communication in the video-recorded material. Time sequences of leaders’ non-verbal communications in terms of gaze direction, speech time, and gestures were identified separately to the level of seconds and presented as proportions (%) of the total training time. The leaders’ vocal nuances were also categorized. The analysis in Study IV was based on the team members’ background data, the results from Study I concerning the leader’s position in the team, and the categorization and quantification of team communication from Study II. Cox proportional hazard regression was performed to assess the time taken to make a decision to go to surgery (outcome variable) in relation to background data, the leader’s position, and closed-loop communication (independent variables). Results The findings in Study I showed that team leaders used coercive, educational, discussing, and negotiating repertoires to convey knowledge and create common goals of priorities in work. The repertoires were used flexibly and changed depending on the urgency of the situation and the interaction between the team members. When using these repertoires, the team leaders were positioned or positioned themselves in either an authoritarian or an egalitarian position. Study II showed that closed-loop communication was used to a limited extent during the trauma team training. Call-out was more frequently used by team members with eleven or more years in the profession and experience of trauma within the past year, compared with team members with no such experience. Scandinavian origin, an egalitarian team leader and previous experience of two or more structured trauma courses were associated with more frequent use of closed-loop communication compared to those with no such origin, leader style, or experience. Study III showed that team leaders who gained control over the “inner circle” used gaze direction, vocal nuances, verbal commands, and gestures to solidify their verbal messages. Leaders who spoke in a hesitant voice or were silent expressed ambiguity in their non-verbal communication, and other team members took over the leader's tasks. Study IV showed that the team leader’s closed-loop communication was important for making the decision to go to surgery. In 8 of 16 teams, decisions on surgery were taken within the timeframe of the trauma team training. Call-outs and closed-loop communication initiated by the team members were significantly associated with a lack of decision to go to surgery. Conclusions The leaders used different repertoires to convey and gain knowledge in order to create common goal in the teams. These repertoires were both verbal and non-verbal, and flexible. They shifted depending on the urgency of the situation and the interaction within the team. Depending on the chosen repertoire, the leaders were positioned or positioned themselves as egalitarian and/or authoritarian leaders. In urgent situations, the leaders used closed-loop communication as part of a coercive repertoire, and called out commands and directed requests to specific team members. This repertoire was important for making the decision to go to surgery; the more closed-loop communication initiated by the leader, the more likely that the team would make a decision to go to surgery. Problems arose if the leaders were positioned or positioned themselves as either an authoritarian or an egalitarian leader. The leaders needed to be flexible and use different repertories in order to move the teamwork forward. It was notable that higher numbers of call-outs and closed-loop communication initiated by the team members decreased the probability of making the decision to go to surgery.
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Bennett, Brock. „Knowledge Retention of the Rural Trauma Team Development Course“. Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/623228.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.The Rural Trauma Team Development Course (RTTDC) is a one day course given to trauma personnel at various rural medical centers across the United States with the goal of improving care to injured patients in such areas. The purpose of this study is to determine the retention of RTTDC knowledge by those trained, as well as the migration rates of trainees out of these sites. The teaching of the RTTDC includes both pre‐test and post‐test assessments to ensure proper skills were learned. There was a statistically significant increase in score from the average course pre‐test score of 76.9% to the average course post‐test score of 92.1%. At this interim analysis, plotting the study post‐test scores over time since the course was given does reveal a pattern of decreased scores over time. The average study post‐test score of 88.8% is only slightly below the average initial post‐test score of 92.1%, though this was not significant. When assessed by individual questions, the participants scored significantly worse with questions addressing initial approach to the trauma patient and management of burn patients. There was no significant difference in scores between trauma team role. In this data set, the percentage of trainees remaining at course sites was 100%, though this was not expected based on previous studies. Our goal of 200 participants to achieve power has not been met at this time, but this could be established if more sites become involved, thus providing significant feedback for possible course revision.
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Bloom, Gordon. „Characteristics, knowledge, and strategies of expert team sport coaches“. Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/9903.
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In-depth, open-ended interviews were conducted with 16 expert Canadian coaches from the team sports of basketball, volleyball, field hockey, and ice hockey. The purpose of the interviews was to better understand the perceptions of expert team sport coaches regarding the characteristics, knowledge, and strategies that operate within their profession, and then to conceptualize the relationships between these various elements. Interviews were transcribed verbatim, and the unstructured qualitative data were analyzed inductively following the procedures and techniques outlined by Cote, Salmela and Russell (1995b). This process allowed the meaning units of the interview transcripts to be grouped into 79 tags and then regrouped into 22 properties. Six categories emerged from the analysis: coach-centered processes, organization, training, competition, athlete-centered processes, and contextual factors. The coach-centered processes category included the coaches' characteristics, knowledge, and strategies about personal growth and development, and ways of nurturing this process through continuous learning. The tasks of organization, training, and competition were central to their profession, with organization representing the point of departure of the other two categories since it was the foundation for training competition. These coaches were more than just efficient organizers, they were also highly motivated individuals who understood the magnitude of effectively outlining a global perspective to their team and then having the players comply with this mission. Training was based upon coaches' characteristics, knowledge, and strategies in physical, tactical, and technical training. Competition was a continuation and testing of the training process and the coaches played an active, integral role during each component of pre-, during-, and post-competition. Athlete-centered processes related to how the coaches perceived and dealt with athletes in such areas as empowerment and personal development, and how they chose athletes whose characteristics were compatible with the team mission. Contextual factors, such as level of competition and job conditions, also altered the organization, training, and competition categories of coaching. This research shed insight on the pedagogical strategies of expert teachers in sport by demonstrating how their characteristics, knowledge, and strategies drove the other processes of coaching.
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Chan, Christopher Ching Ann. „Individual team and organizational learning:underpinnings of competitive advantage“. Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.124600.
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Many academicians and practitioners have recognized that organizational learning is a
viable paradigm for contemporary organizations aspiring to attain competitive
advantage in an increasingly turbulent business environment. Despite tremendous
interest in endeavoring to understand the nature of learning organizations, there is a
dearth of empirical evidence to support the anecdotal claims that learning in
organizations results in positive outcomes such as team performance, service quality,
job satisfaction, and organizational commitment. Most studies either focus on the
antecedents and obstacles to learning or speculate how learning produces positive
outcomes. Consequently, the purpose of this research was to examine the interactions
of individual, team and organizational learning and to examine how learning at the three
levels contributed to competitive advantage. In the framework of this study competitive
advantage was conceptualized to be made up of team performance, service quality, job
satisfaction, and organizational commitment.
Accordingly, a cross-sectional study was conducted at a 230-bed capacity Australian
hospital. The study respondents were drawn from all fill time hospital workers -
nurses, executives, managers, professions allied to health, administration and clerical
workers. As the doctors are contracted, they were not surveyed. All respondents
completed a complex questionnaire. In addition to demographic information, the
instruments used in the questionnaire included the Individual Learning Scale (Arnes and
Archer, 1988), Team Learning Survey (Edrnondson, 1996), Organizational Learning Survey (Goh and Richards, 1997), Team Performance Survey (Edmondson, 1996),
SERVQUAL (Parasuraman, Zeithaml, and Berry, 1991), job satisfaction section of the
Job Diagnostic Survey (Hackman and Oldham, 1979, and Organizational Commitment
Questionnaire (Porter, Steers, Mowday, and Boulian, 1976). These instruments were
deliberately chosen because of their previously recorded acceptable psychometric
properties (i.e. validity and reliability) in similar assessments, and hence, they were
considered appropriate for the purpose of this study.
A comprehensive methodology was used to assess the hypotheses. Relevant literature
pertaining to the variables examined in this study was reviewed. In light of the
literature review, a number of hypotheses and a conceptual model were developed. A
quantitative methodology was used to test the proposed hypotheses and qualitative
information was sought to provide some explanation of the results. This pluralist
approach is gaining recognition in contemporary research because of the
complementary nature of qualitative to quantitative methodology (Edmondson, 1996;
Shaffer and Harrison, 2001). In total 700 questionnaires were administered for
completion during a period of two weeks. A total of 189 questionnaires were returned,
generating an overall response rate of 27.0 percent. The lower-than-expected response
rate was a concern, as biasness in results could occur (Churchill, 1991; Hunt, 1990), so
a non-response bias assessment was conducted by comparing early and late respondents
(Rulke, Zaheer, and Anderson, 2000; Wright, 1997). The results indicated no grave
problem with non-response bias, and therefore, the data was deemed suitable for
analyses.
Several statistical procedures were employed to evaluate the data. For example, factor
analyses and reliability analyses were used to assess the psychometric properties of the
scales. The results of psychometric assessments indicated that the scales had good
validities and reliabilities, and the data was robust. Then, path analysis was used to test
the hypotheses, which were developed in Chapter Two. The results of path analysis
indicated that individual learning was negatively related to team learning, two service
quality facets, and two organizational learning facets. Also, the predictions that team
learning would enhance organizational learning and team performance were fully
supported. Furthermore, the relationships between organizational learning and three
relevant outcomes (job satisfaction, organizational commitment, and service quality)
received some support. Finally, it was found that three job satisfaction facets were
related to organizational commitment. Implications for these findings are
comprehensively discussed in the implications section of Chapter Five.
A feature of this study is the use of informal focus groups to improve the understanding
of statistical results. The Quality Coordinator of the hospital organized seven sessions
and every employee was invited to attend. Each session lasted fifteen to twenty
minutes. The Chief Executive Officer, who attended most the sessions, displayed
tremendous interest and support for the study. There were two objectives for the
informal discussions. Firstly, this strategy allowed a better interpretation of the results
from the mindsets of some employees. During the sessions, attendees were asked to
recall instances that support the findings. Secondly, the session allowed staff members
to discuss any job-related issues with the Quality Coordinator and Chief Executive Officer. Indeed, as suggested by contemporary management researchers (Bond, Fu, and
Pasa, 2001; de Ruyter, Moorman, and Lemrnink, 2001; Teagarden, Von Glinow,
Bowen, Frayne, Nason, Huo, Milliman, Arias, Butler, Geringer, Kim, Scullion, Lowe,
and Drost, 1995), this informal qualitative approach was complementary to the
statistical method.
The study represents an original attempt to empirically examine the individual, team
and organizational learning constructs and their outcomes. Discussion of results is
preceded by a review of the outcomes of individual learning, which include team
learning, organizational learning, and service quality. Next, the outcomes of team
learning, such as organizational learning, team performance and service quality, are
discussed. Subsequently, the effects of organizational learning on job satisfaction,
organizational commitment and service quality are discussed. The discussion is
concluded with explanations for the reciprocal relationship between the affective
variables of job satisfaction and organizational commitment as well as the effects of the
two variables on service quality. Following the discussion of results, the limitations and
strengths of the study are presented. Finally, suggestions for future research are
provided.
A number of theoretical and practical contributions have resulted from this study.
These can be broadly summarized to include four features. The first contribution of
this study is an advancement of the currently available knowledge about individual,
team and organizational learning by empirically examining the linkages. A second contribution of the study is an assessment of the appropriateness of the Individual
Learning Survey, Team Learning Survey, Organizational Learning Survey, and the
SERVQUAL instrument in assessing learning capabilities and service quality in the
context of an Australian hospital, with the potential of a wider application across the
health care industry. Next, evidence supporting the organizational learning facets that
have contributed to employee attitude and behavior, such as job satisfaction and
organizational commitment, may help bolster arguments for initiatives to improve the
quality of life of health care staff. Finally, identifying the organizational learning facets
that have contributed to service quality has the potential to encourage hospital
management to incorporate human resource policies into operational plans to improve
service quality. Implications of the findings for managers and theory developments are
discussed comprehensively in Chapter Five.
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Vai, Iok Pui. „Managing cross-functional virtual team : knowledge sharing, trust and leadership“. Thesis, University of Macau, 2005. http://umaclib3.umac.mo/record=b1636670.
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Harding, Jennifer A. „A knowledge representation model to support concurrent engineering team working“. Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/7054.
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This thesis demonstrates that a knowledge representation model can provide considerable support to concurrent engineering teams, by providing a sound basis for creation of necessary software applications. This is achieved by demonstrating that use of the knowledge representation model facilitates the capture, interpretation and implementation of important aspects of the multiple, diverse types of expertise which are essential to the successful working of concurrent engineering project teams. The varieties of expertise which can be modelled as instances of the knowledge representation model range from specialist applications, which support particular aspects of design, by assisting human designers with highly focused skills and knowledge sets, to applications which specialise in management or coordination of team activities. It is shown that both these types of expertise are essential for effective working of a concurrent engineering team. Examination of the requirements of concurrent engineering team working indicate that no single artificial intelligence paradigm can provide a satisfactory basis for the whole range of possible solutions which may be provided by intelligent software applications. Hence techniques, architectures and environments to support design and development of hybrid software expertise are required, and the knowledge representation model introduced in this research is such an architecture. The versatility of the knowledge representation model is demonstrated through the design and implementation of a variety of software applications.
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Dahlqvist, Maria, und Jacqueline Forsberg. „Inter-team knowledge sharing : A case study on co-located teams’ drivers and barriers for KS“. Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149528.
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Agile software development is a high-technology environment with several challenges. One of these is how to manage knowledge. Knowledge sharing is an important part of software development and is supported in agile practices, but mainly within teams, and not between teams. There is much research done about knowledge sharing within teams and a current trend is to research knowledge sharing in globally distributed teams. However, there’s little research about knowledge sharing between co-located teams, and what barriers and drivers exist. We conducted a case study within an IT-company with four co-located development teams to answer the research question: What are the drivers and barriers for knowledge sharing between co-located agile software development teams and how do they relate to different contexts. Ten semi-structured interviews and one focus group was conducted and analyzed by using thematic analysis. This analysis constructed 6 themes, where 15 drivers and 21 barriers were identified. We contribute to the research field by presenting these barriers and drivers and show which barriers and drivers that exist in several contexts. We also relate our findings to other research. By our findings we also contribute to practitioners to understand when forming inter-team strategies for KS there is not only one way to success, but strategies need to be formed in several levels of organization.
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Chan, Christopher Ching Ann. „Individual team and organizational learning: underpinnings of competitive advantage“. Chan, Christopher Ching Ann (2002) Individual team and organizational learning: underpinnings of competitive advantage. PhD thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/511/.
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Many academicians and practitioners have recognized that organizational learning is a viable paradigm for contemporary organizations aspiring to attain competitive advantage in an increasingly turbulent business environment. Despite tremendous interest in endeavoring to understand the nature of learning organizations, there is a dearth of empirical evidence to support the anecdotal claims that learning in organizations results in positive outcomes such as team performance, service quality, job satisfaction, and organizational commitment. Most studies either focus on the antecedents and obstacles to learning or speculate how learning produces positive outcomes. Consequently, the purpose of this research was to examine the interactions of individual, team and organizational learning and to examine how learning at the three levels contributed to competitive advantage. In the framework of this study competitive advantage was conceptualized to be made up of team performance, service quality, job satisfaction, and organizational commitment.
Accordingly, a cross-sectional study was conducted at a 230-bed capacity Australian hospital. The study respondents were drawn from all fill time hospital workers - nurses, executives, managers, professions allied to health, administration and clerical workers. As the doctors are contracted, they were not surveyed. All respondents completed a complex questionnaire. In addition to demographic information, the instruments used in the questionnaire included the Individual Learning Scale (Arnes and Archer, 1988), Team Learning Survey (Edrnondson, 1996), Organizational Learning Survey (Goh and Richards, 1997), Team Performance Survey (Edmondson, 1996), SERVQUAL (Parasuraman, Zeithaml, and Berry, 1991), job satisfaction section of the Job Diagnostic Survey (Hackman and Oldham, 1979, and Organizational Commitment Questionnaire (Porter, Steers, Mowday, and Boulian, 1976). These instruments were deliberately chosen because of their previously recorded acceptable psychometric properties (i.e. validity and reliability) in similar assessments, and hence, they were considered appropriate for the purpose of this study.
A comprehensive methodology was used to assess the hypotheses. Relevant literature pertaining to the variables examined in this study was reviewed. In light of the literature review, a number of hypotheses and a conceptual model were developed. A quantitative methodology was used to test the proposed hypotheses and qualitative information was sought to provide some explanation of the results. This pluralist approach is gaining recognition in contemporary research because of the complementary nature of qualitative to quantitative methodology (Edmondson, 1996; Shaffer and Harrison, 2001). In total 700 questionnaires were administered for completion during a period of two weeks. A total of 189 questionnaires were returned, generating an overall response rate of 27.0 percent. The lower-than-expected response rate was a concern, as biasness in results could occur (Churchill, 1991; Hunt, 1990), so a non-response bias assessment was conducted by comparing early and late respondents (Rulke, Zaheer, and Anderson, 2000; Wright, 1997). The results indicated no grave problem with non-response bias, and therefore, the data was deemed suitable for analyses.
Several statistical procedures were employed to evaluate the data. For example, factor analyses and reliability analyses were used to assess the psychometric properties of the scales. The results of psychometric assessments indicated that the scales had good validities and reliabilities, and the data was robust. Then, path analysis was used to test the hypotheses, which were developed in Chapter Two. The results of path analysis indicated that individual learning was negatively related to team learning, two service quality facets, and two organizational learning facets. Also, the predictions that team learning would enhance organizational learning and team performance were fully supported. Furthermore, the relationships between organizational learning and three relevant outcomes (job satisfaction, organizational commitment, and service quality) received some support. Finally, it was found that three job satisfaction facets were related to organizational commitment. Implications for these findings are comprehensively discussed in the implications section of Chapter Five. A feature of this study is the use of informal focus groups to improve the understanding of statistical results. The Quality Coordinator of the hospital organized seven sessions and every employee was invited to attend. Each session lasted fifteen to twenty minutes. The Chief Executive Officer, who attended most the sessions, displayed tremendous interest and support for the study. There were two objectives for the informal discussions. Firstly, this strategy allowed a better interpretation of the results from the mindsets of some employees. During the sessions, attendees were asked to recall instances that support the findings. Secondly, the session allowed staff members to discuss any job-related issues with the Quality Coordinator and Chief Executive Officer. Indeed, as suggested by contemporary management researchers (Bond, Fu, and Pasa, 2001; de Ruyter, Moorman, and Lemrnink, 2001; Teagarden, Von Glinow, Bowen, Frayne, Nason, Huo, Milliman, Arias, Butler, Geringer, Kim, Scullion, Lowe, and Drost, 1995), this informal qualitative approach was complementary to the statistical method.
The study represents an original attempt to empirically examine the individual, team and organizational learning constructs and their outcomes. Discussion of results is preceded by a review of the outcomes of individual learning, which include team learning, organizational learning, and service quality. Next, the outcomes of team learning, such as organizational learning, team performance and service quality, are discussed. Subsequently, the effects of organizational learning on job satisfaction, organizational commitment and service quality are discussed. The discussion is concluded with explanations for the reciprocal relationship between the affective variables of job satisfaction and organizational commitment as well as the effects of the two variables on service quality. Following the discussion of results, the limitations and strengths of the study are presented. Finally, suggestions for future research are provided.
A number of theoretical and practical contributions have resulted from this study. These can be broadly summarized to include four features. The first contribution of this study is an advancement of the currently available knowledge about individual, team and organizational learning by empirically examining the linkages. A second contribution of the study is an assessment of the appropriateness of the Individual Learning Survey, Team Learning Survey, Organizational Learning Survey, and the SERVQUAL instrument in assessing learning capabilities and service quality in the context of an Australian hospital, with the potential of a wider application across the health care industry. Next, evidence supporting the organizational learning facets that have contributed to employee attitude and behavior, such as job satisfaction and organizational commitment, may help bolster arguments for initiatives to improve the quality of life of health care staff. Finally, identifying the organizational learning facets that have contributed to service quality has the potential to encourage hospital management to incorporate human resource policies into operational plans to improve service quality. Implications of the findings for managers and theory developments are discussed comprehensively in Chapter Five.
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Motha, Sergant Given. „Team managers' knowledge of the role of physiotherapy in South African Soccer Teams in the Premier Soccer League“. Thesis, University of Limpopo (Medunsa Campus), 2009. http://hdl.handle.net/10386/270.
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Thesis (MSc (Physiotherapy))--University of Limpopo (Medunsa Campus), 2009.Background information of the study: Physiotherapists play an important role in soccer teams. This role includes prevention of injury, treatment, education, and exercises. There is a dearth of information in some areas on the part of sports managers on the role of the physiotherapist in a team. Purpose: The purpose of this study was to establish the knowledge of South African team managers on the role of the physiotherapist in the Premier Soccer League (PSL) teams. Objectives: The objectives of this study were to establish team managers’ knowledge of the role of physiotherapists in the prevention and treatment of soccer injuries and evaluate their knowledge of the injuries managed by physiotherapists. Setting: PSL teams in South Africa Design: A descriptive survey design with a close-ended questionnaire was used in this study. Methodology: A quantitative research approach was employed in this study. Descriptive statistics were used to analyze the data set and a rating scale was used to determine the knowledge of team managers. Results: Out of the 16 teams in the PLS, 13 team managers participated in the study and their average knowledge was 79%. Five (38%) had administrative qualifications while eight (62%) did not include their qualifications. All 13 respondents indicated that warm up, cool down and stretching reduces the risk of injuries. Eleven (77%) reported that prophylactic strapping reduces risk of injuries. All participants agreed that physiotherapeutic treatment includes massage, electric machines and ice. They also mentioned that exercises can be done by the physiotherapist, though only three (23%) believed that the physiotherapist could conduct physical training. Conclusion: This study revealed that team managers have good knowledge of the role of the physiotherapist in soccer, with regard to prevention and treatment of injuries in sport.
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Amanda, Bergman, und Törnqvist Gustaf. „Kunskap i Företag : En Studie över Kunskapsöverföring och dess Hinder i Virtuella Team“. Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-230443.
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Globaliseringen har blivit något företag måste ha i åtanke när de opererar på den internationella marknaden. Detta innebär att Transnationella företag i dag är vanligt och dessa arbetar i virtuella team vilka stöter på andra problem än team som arbetar på samma fysiska plats. Denna studie undersökte vilka hinder i överföringsprocessen virtuella team ställs inför och om dessa hinder skiljer sig från de hinder som team som arbetar på samma fysiska plats ställs inför. Detta utfördes genom en fallstudie av två företag, ett i Sverige och ett i USA, som nyligen hade slagits samman till följd av ett uppköp. Företagen agerade som ett Transnationellt företag som arbetade i virtuella team på den globala marknaden. Resultatet av undersökningen visade att de huvudsakliga hindren i kunskapsöverföringsprocessen skilde sig något åt i virtuella team jämfört med team som arbetar på samma fysiska plats. Studien fann att de främsta hindren i kunskapsöverföringsprocessen i virtuella team är kausal tvetydighet, sändarens brist på motivation och komplicerade relationer mellan källan och mottagaren.
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Braga, David M. „Transformational leadership attributes as perceived by team members of knowledge networks“. Full text available, 2002. http://images.lib.monash.edu.au/ts/theses/braga.pdf.
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Hassel, Per-Magnus. „Uppstart av ett team med multimo-dal ansats på rehabiliteringen för patienter med långvarig smärta : Ett förbättringsarbete med blandad studiedesign“. Thesis, Högskolan i Jönköping, Hälsohögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20985.
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Bakgrund: Smärta från rörelseorganen ligger bakom många sjukskrivningar. För att stärka den medicinska rehabiliteringen gjorde Socialdepartementet en överenskommelse med Sveriges kommuner och landsting 2008; Rehabgarantin. Den insats som skulle få prestationsersättning var multimodal rehabilitering. I Landstinget Dalarna har man startat multimodala team med resurser från Rehabgarantin i primärvården. Denna uppsats beskriver ett sådant teams uppbyggnad och faktorer som personal uppfattar som viktiga för teamets uppbyggnad och arbete. Syfte: Syftet med förändringsarbetet är att patienter med långvarig värk ska få ett snabbt och adekvat omhändertagande av ett team som har kunskaper och erfarenhet av att jobba tillsammans. Studiefrågor: Vilka effekter för patienterna kan kopplas till ansatsen att skapa multimodal rehabilitering på en primärvårdspraktik? Vilka faktorer, upplever personal på vårdcentralen, har påverkat skapandet av ett smärtteam på vårdcentralen? Metod: En blandad studie med flera metoder för datainsamling. Öppen intervju med personal, strukturerad telefonintervju med patienter och journalgranskning. Resultat: Smärtteamet har lyckats påverka arbetsåtergången och patienterna har en positiv upplevelse av genomförandet av rehabiliteringen där de varit med och skapat en rehabiliteringsplan. De faktorer som personal upplever har påverkat smärtteamets uppbyggnad är: syfte, mätningar, patientcentrering, samarbete, miljö, engagemang, information, stöd från ledning och tid. Diskussion: Oavsett om man fokuserar på ett teams uppbyggnad eller generellt på ett förbättringsarbete återkommer vissa faktorer som viktiga. Här ingår en tydlig plan för arbetet där delta-garna ställer sig bakom syftet med det arbete som man i teamet ska utföra och kontinuerliga mät-ningar för att öka engagemanget för deltagarna i arbetet och de som direkt eller indirekt berörs av arbetet. Vidare finns det en vinst att skapa sig en gemensam bild av vad vi tillsammans ska uppnå. Vidare forskning behövs av effekterna av teamarbete med smärtpatienter. Patientnytta och eko-nomiska konsekvenser behöver kartläggas. Är multimodal rehabilitering det bästa alternativet eller kan intermediär rehabilitering vara ett alternativ för små enheter?Background: Pain from the musculoskeletal system is the cause of sick leave. To reinforce the medical rehabilitation the Social Ministries did an agreement with Sweden's municipalities and county councils 2008; the rehab warranty. The effort that would receive performance bonuses was multimodal rehabilitation. In the county council of Dalarna they have been starting multi-modal teams of the resources of the rehab warranty. This thesis describes the start of one of these teams and factors that staff perceived important for teambuilding and work. Purpose: Aim for the improvement: Patients with chronic pain should receive prompt and adequate care from a team that has experience and knowledge to work together. Study questions: What effects for the patients can be connected to the attempts to create multi-modal rehabilitation in a primary care practice? What factors, experienced by staff at the centre, has influenced the creation of the pain team at the centre? Method: A mixed methods study with several methods for collecting results. Open interviews with personnel, structured telephone interviews with patients and journal review. Results: The pain team has managed to influence patients’ possibilities to return to work. Patients perceived the rehabilitation process positively when they could participate in the care in the making of a rehab plan. The factors that staff experience has affected team building were: purpose, measurements, patient centeredness, cooperation, environment, commitment, information, support from management, and time. Discussion: Whether you focus on team-building or on improvement work some factors remain important. Among these factors are a clear plan for the work that the participants align to and continuous measurements to increase the engagement for the participants in the team and others that is affected of the teams work. Further research is needed about teamwork in rehabilitation of pain patients and the economic consequences it brings. Is it multimodal rehabilitation that gives good effects or could intermediate rehabilitation be an alternative for small organisations?
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Wright, Sharon L. „Examining the Impact of Collaboration Technology Training Support on Virtual Team Collaboration Effectiveness“. NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/338.
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Businesses and governmental agencies are increasingly reliant on virtual teams composed of team members in different location. However, such virtual teams face all the interpersonal challenges inherent in working in a group, plus additional challenges that are a consequence from communicating through electronic methods. Numerous technological tools are available to facilitate electronic communication, and some organizations provide Collaborative Technology Skills Training (CTST) to virtual team members to help them select and use these tools.
In this study, the researcher investigated whether CTST improves virtual team effectiveness by quantifying relationships between CTST and five components of team effectiveness: knowledge sharing, trust, cohesion, performance, and satisfaction. The researcher designed a survey based on an extensive literature review to allow respondents to quantify and describe their virtual team experiences, including information on any CTST they received and their perceptions of the five components of team effectiveness. Prior to the main research study, a panel of experts used the Delphi method to evaluate the survey, commenting on structure, content, and applicability to the research questions. The researcher then evaluated the temporal reliability and internal reliability of the survey. For the research study, the researcher invited over 1000 members of virtual teams to complete the online, self-report survey. Data were analyzed using MANOVA to investigate and confirm that CTST significantly affected components of team effectiveness. Results of this study can be used to improve CTST, thereby increasing the effectiveness of virtual teams.
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Sidenvall, Adrian. „Knowledge sharing in and between agile software development teams using knowledge practices : An interpretive case study at a medium-sized medical IT company“. Thesis, Linköpings universitet, Industriell ekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138950.
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Agile methods for software development have become popular, especially since the agile manifesto was written in 2001. Many positive effects have been found in organizations using agile methods, but also several dangers. Communication and collaboration in teams is often mentioned as something that works well with the methods, but interactions between teams are often lacking. Since agile teams are cross-functional and focused on products rather than specializations, knowledge becomes spread out in the organization. Within teams, different members often have different deep knowledge, but instead have a lot of knowledge about their products in common. This allows them to discuss knowledge related to the product well, but limits their possibility to discuss advanced topics and experiences regarding their deep knowledge or specialization within their team. These issues are important to consider when applying agile methods in organizations, and the research about the issues is quite thin. In this research, I have taken an interpretive approach and carried out a case study at the development department of a medium-sized IT company providing large software systems for the healthcare industry, for which I have used the pseudonym MedTech. Three different teams have been studied through interviews with all members as well as observations of agile practices like daily meetings. Further, I have studied three different knowledge practices that MedTech uses to complement the creation and sharing of knowledge that happens in teams. These three complementary knowledge practices had different forms and handled knowledge in different ways. One was closely related to what literature often calls communities of practice, which are groups where members share an interest and interact to deepen their knowledge. In this practice at MedTech, meetings were used to discuss experiences and knowledge about topics within specific areas. Another was more focused on one-way communication through presentations and reading tips, spreading more basic knowledge to a wider audience. The third complementary knowledge practice let employees use 12 work hours every sixth week to do whatever they wanted that related to their knowledge, allowing them to e.g. explore new technologies and be creative or simply read up on some interesting topic. My results show that agile teams support some sharing and creation of knowledge, especially through having members work closely to each other and share experiences, and through practising their skills in daily work, with help from each other when necessary. Like other research has shown, there was however a lack of practices for interactions between teams in the agile methods. Such interactions were crucial since I found teams to be comparable to theories about communities of knowing, where teams create strong perspectives, the sharing of which is important for utilization and creation of knowledge. The complementary knowledge practice that related to communities of practice was shown to be good for connecting employees with similar specializations, who would normally be separated in different teams. This allowed for creation and sharing of knowledge as individuals needed to explain their experiences and could combine knowledge from different members of the community. The other two complementary knowledge practices were shown to be good for increasing motivation to create and share knowledge, and showing that the organization valued the knowledge of individuals.
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Simon, Lisa. „The Relationship between Knowledge Management Tools and Interprofessional Healthcare Team Decision Making“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1939.
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Rising costs and continued risks in patient care indicate that knowledge management (KM) tools have not been fully recognized in healthcare. A case study was conducted to determine how KM tools might support the decision-making process of interprofessional teams. The study was predominately qualitative with a quantitative supplemental component. A questionnaire was used to collect data; this questionnaire contained open-ended questions along with Baggs' Collaboration and Satisfaction about Care Decisions and Anderson & West's Team Climate Inventory instruments. Responses to open-ended questions were reviewed, categorized, and coded as part of the qualitative analysis. Descriptive statistics were completed from Likert scale responses. Participants were selected from existing interprofessional transitional care teams in clinics at a VA hospital; a total of 29 participants volunteered. The framework of decision making and KM was the basis for the study. The research concentrated on interprofessional teams' environment characteristics of trust, collaboration, and sharing. The intended goal of the study was to understand how satisfaction in the delivery of collaborative care decisions and the team climate might influence the success of using or implementing KM tools. Key findings included the importance of communication to support teams' knowledge sharing and collaboration; findings also revealed how the satisfaction in the patient care decision-making process may influence a team's climate for innovation, collaboration, and sharing. These insights may inform the development and implementation of healthcare KM tools. Through the use of KM tools to support clinical decision making, opportunities become available to improve patient care and reduce costs, which lead to a positive social change in minimizing the disparity in the healthcare delivery system.
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Weems-Landingham, Velvet L. „The Role of Project Manager and Team Member Knowledge, Skills and Abilities (KSAs) in Distinguishing Virtual Project Team Performance Outcomes“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=case1081506831.
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Bibbes, Ted. „Toward a New Understanding of the Project Manager as a Mixing Value of Organizational Knowledge: A Case Study Approach“. Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/bus_admin_diss/15.
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In the areas of Project Management and Knowledge Management, past and current literature have included studies on the project and project team levels, but a specific focus on the role of the Project Manager in managing knowledge within the team has not yet been explored. In order to add to the discussion and close the gap, this research illustrates how knowledge is created within the project team environment, and the specific role the Project Manager plays in the process. By combining a modified model of Nonaka’s SECI Knowledge Creation Theory and the role of the Project Manager, this research shows how PM’s act as a “mixing valve” in the flow of knowledge in a dynamic, multi-directional, process within the project team environment. By developing this view, this research contributes to the knowledge management literature by describing a more dynamic SECI Model of knowledge creation than previously discussed. It contributes to the project management literature by applying the SECI process model of knowledge creation to the field of project management, and the specific actions of the Project Manager when acting within the project team environment. By outlining these actions, this research identifies possibilities for future research in measuring knowledge creation.
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Lundberg, Niklas. „How is information and knowledge communicated? : A case study on communication within and across software-provisioning team boundaries“. Thesis, Umeå universitet, Institutionen för informatik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105089.
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Today it has become standard for organizations to rely on self-serving teams to make decisions since they are believed to provide access to bigger pools of information and knowledge than individual managers. However, while a lot of research has been focusing on how to improve information and knowledge sharing in teams to better promote the making of deliverables, not much has been said about how self-serving teams actually communicate information and knowledge. In this thesis a qualitative study was conducted with seven members of a software-provisioning team to, with particular focus on using IT when communicating, investigate how information and knowledge is communicated within and across team boundaries. Findings in this thesis suggest that there is a tension between information and knowledge sharing in teams. While the formalization of technological channels might facilitate effective information sharing in teams, it could have negative effects on knowledge sharing.
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Rosen, Michael A. „Collaborative problem solving the role of team knowledge building processes and external representations /“. Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003109.
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Janjua, Hasan Raza, und Jawad Ul Hassan. „Knowledge Sharing in a Cross-Cultural Team : The Case of an IT-Based Services Company“. Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29772.
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Due to the globalization in the world economy, most multinational organizations have changed the way they conduct business. This change also influenced the structure and working of IT services-providing companies. Due to the contemporary phenomenon of the world being seen as a global village, today organizations have access to a wider talent pool. Different multinational IT services-providing companies follow global software development models, while some of these also call people onshore from distant offices to work on different projects. In this scenario, cross-cultural teams are formed to work together and to fulfill clients’ requirements. The objective of this study is to identify cultural differences that affect the knowledge sharing process in IT services-providing companies. In this study, we present the case of a Swedish IT services-providing company that has extended operations into India. Our intention is to understand employees’ views about their work experience in a cross-cultural team. In this context, the study employs a qualitative approach, which helps to elucidate the role of national culture dimensions on an individual’s behavior within the workplace, as well as the impact national culture dimensions have on knowledge sharing processes. Six cross-cultural team members, who have the experience of working in a cross-cultural environment, were interviewed utilizing a semi-structured interview model. Data collection also includes two and half days of data collected during the observation of a cross-cultural team. The collected data helps to effectively clarify in-depth views about the concerns employees have while working within cross-cultural teams. The data collected was analyzed by applying hermeneutics, through which we mapped the answers to the theory of Hofstede on culture. The latter served as the indicator to focus on cultural dimensions that have decisive influence on knowledge sharing in cross-cultural environments. We conclude by highlighting several specific cultural factors that may affect knowledge sharing in cross-cultural environments.
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Weng, Shian-Je, und 翁賢哲. „Applying Team Interaction Training To Facilitate Team Knowledge Sharing“. Thesis, 2002. http://ndltd.ncl.edu.tw/handle/03848681316726376561.
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碩士國立交通大學
工業工程與管理系
90
Team approach is a problem solving method applied in various domains. Because the requirement of task complexity surpasses the cognitive capability of an individual; it is needed to expose the whole conditions of tasks to make decisions via communication and sharing between team members. But they often do not know what to share, how to share, which makes an obstacle to teamwork. The research applies the design and execution of team interaction training to enhance the abilities and concepts of team members and facilitate knowledge sharing by teaching them how to grasp the right information and knowledge. Thus we expect the team to construct effective team common knowledge then enhance team performance. The research examined the influence of Team Interaction Training and Knowledge Sharing In Action on team common knowledge and team performance in both routine and novel environment. Through the subject matter experts rating, the result shows the execution of team interaction training truly improves the behaviors of team members. And as we expected, team interaction training and knowledge sharing in action have a positive effect on constructing team common knowledge and team performance in both routine and novel environment even in the novel environment. Furthermore, we found that there exists a positive effect between team members’ behaviors and team common knowledge, especially the communication behavior. And there also exists a positive effect between team common knowledge and team performance even in the novel environment. Finally, according to the result of the research, we propose suggestions for practicability and future directions of study.
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Delise, Lisa Ann. „Relationships Between Externalization Behaviors and Team Cognition Variables in Distributed Teams“. 2011. http://trace.tennessee.edu/utk_graddiss/1178.
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Members of distributed teams often have difficulty sharing unique information with their teammates during decision making tasks. These communication problems may hinder the development of cognitions that allow team members to reach a similar understanding of the content and structure of task information. The C-MAP intervention (Rentsch, Delise, & Hutchison, 2008) was designed to assist team members in sharing their information through behaviors that convey the content and structure of information by using specific communication behaviors and developing a knowledge object. In the present study, the knowledge object took the form of a white board where information was posted and organized. The development of the team knowledge object was the focus of the study. Using the knowledge object, team members could post a piece of unique information, highlight it, and organize it into clusters, thereby illustrating the content and structure of information through knowledge object development (KOD) behaviors. The present study evaluated the relationships among four types of KOD behaviors (posting content, highlighting content, conveying structure within domain, and conveying structure across domains) used to externalize pieces of unique information and two team cognition variables (transferred and interoperable knowledge) that develop with respect to each piece of unique information. Results provided evidence that posting content behaviors and highlighting content behaviors were positively related to transferred knowledge. Results also indicated that conveying structure within domain behaviors were negatively related to interoperable knowledge. However, conveying structure across domains behaviors were positively related to interoperable knowledge. Implications of these findings for the C-MAP intervention and suggestions for future research are presented.
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Lin, Cheng-Hsien, und 林政賢. „The Study of Team Climate, Team Knowledge Creating Process Effect on Team Innovation Performance“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/85360427270998000778.
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碩士東海大學
企業管理學系碩士班
91
In the era of knowledge economy, most products and services are valuable on the knowledge-based intangible assets. The team-based design that give organizations to have the ability to response quickly and the flexibility to adapt the turbulent environment. This study focuses on team-level to explore the activities of team knowledge creating. By sampling R&D team of the Hsin-chu Science-Based Industrial Park. 416 overall team questionnaires were issued and 42 were effective with 10.09% returning rate. The study concluded: 1.Both of team climate and team knowledge creating process has positive impact on team innovation performance, and team climate also has positive impact on team knowledge creating process. 2.Team knowledge creating process plays a mediating role between team climate and team innovation performance. 3. The characteristic of team task knowledge plays a moderating role between team knowledge creating process and team innovation performance. 4.Both of team climate and team knowledge creating process have significant difference between high and low team innovation level.
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Yu, Shu-Ping, und 游淑萍. „A Study on the Relationships among Team faultline, Team Innovation Climates, Team knowledge sharing“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24771287134136122865.
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博士國立臺北大學
企業管理學系
103
With rapidly changing societies and globalization, corporations must manipulate their team environments to allow for flexibility and creativity. An organization’s creativity stems from knowledge sharing; however, when the diversity of a team increases, as is common in recent years, like individuals tend to form subgroups, which hinders communication. These situations, according to Lau and Murnighan (1998), are known as faultlines, and they depend on the alignment of individual members’ characteristics. Although team diversity is a potential source of creativity, the occurrence of faultlines within a team may result in trust and relationship problems and reduced knowledge sharing. In this study, questionnaires were issued to a total of 51 teams, including 265 individuals, from different organizations. The PLS (Partial Least Squares) method was used to analyze the data and confirm the hypotheses. The findings of this study reveal that: (1) The strength of faultlines based on demographic attributes has significant negative effects on team knowledge sharing; (2) Team innovation climates can affect team knowledge sharing through enhanced team trust; (3) Team trust has significant positive effects on team knowledge sharing; (4) The strength of work value faultlines has no effect on team knowledge sharing or team trust. The results of this research will provide valuable information for organizations including suggestions about team member selection and ways in which teams can enhance knowledge sharing without sacrificing team innovation or trust.
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Mai, Melanie Busch Michael W. „Shared mental models - measuring team knowledge /“. 2007. http://www.gbv.de/dms/ilmenau/abs/549578544mai.txt.
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Weisman, Jeff Eccles David. „Shared knowledge in high school basketball teams effects on team performance /“. Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-09262005-121336.
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Thesis (M.S.)--Florida State University, 2005.Advisor: David Eccles, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Jan. 26, 2006). Document formatted into pages; contains vii, 81 pages. Includes bibliographical references.
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Lin, Hsueh-Lan, und 林雪蘭. „An Approach to Knowledge Service Team Formation for Knowledge Commerce“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/62281630395764254674.
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碩士國立成功大學
製造工程研究所碩博士班
97
Knowledge commerce (k-commerce) brings innovative thinking of knowledge asset management and new profit models to enterprises. Through re-assembling or customizing, knowledge can create profit for individuals and enterprises. However, in knowledge service processes, complex knowledge-based services are difficult to be solved by a single knowledge worker. Therefore, forming a multiple functional virtual knowledge service team is a proper solution for offering customized knowledge service to knowledge requesters. This study proposes a knowledge service team formation approach that consists of a team member selection method and a team combination method. The former includes a fuzzy aggregation operation and a composite index method, which are developed based on the characteristics of knowledge commerce and virtual team, related member selection indicators and correspondent indicator quantified methods. The latter includes an optimization mathematical model for virtual team combination and a genetic algorithm for seeking feasible solutions. Finally, the prototype of a knowledge service team formation system is developed for verifying the feasibility of these methods proposed by this study. The proposed approach considering individual member’s capabilities and the cooperative harmony between team members can form virtual knowledge service teams that can offer optimal knowledge service to requesters.
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Hsiang, Chun-Wei, und 向峻緯. „The Impact of Team Culture and Team Knowledge on Team Creativity: An example of Textile Industry“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/49149771605515769839.
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碩士南台科技大學
資訊管理系
101
In order to enhance team creativity, this research investigates the relationships among team culture, team knowledge and team creativity. Survey data collected from 36 teams of textile industry were examined using structural equation modeling in order to verify the proposed theoretical model. The results indicated that the team culture on team Knowledge, specialization and credibility of transactive memory systems on outcome-based creativity, coordination of transactive memory systems on team creativity had significant impacts. Furthermore, taskwork of team mental models on process-based creativity had a significant impact; teamwork of team mental models on team creativity had significant impacts. Thus, companies should create well team culture and strengthen the team members from the professional knowledge to improve team creativity. The results could be used as a reference of the enterprise of textile industry.
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Wu, Hsin-pei, und 吳欣蓓. „Person-team fit, affective commitment, knowledge sharing behavior, and team performance: perceived team justices as moderators“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/45662975066215780495.
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博士國立中央大學
人力資源管理研究所
98
Different from an economic point of view to explore the rational knowledge sharing, this study was an attempt to understand the perspective of knowledge sharing from the emotional side.It means stress on interpersonal knowledge sharing is essentially a kind of "sharing" behavior, but not entirely the "exchange" results. According to social identity theory, person-team fit based on the value congruence and one’s value fit in with team culture may have higher emotional stability which increased capability of team members to work together, to share knowledge, and to create a better performance. Thus this research aimd to explore relations between P-T fit, affective commitment, knowledge sharing and team performance. In order to test hypotheses, data collected from 72 teams were analyzed, including 413 members as our sample, and the effective rate of participants was 94.9%. It was found that variables significantly related to each other, and the reasoning had been also verified. Besides, affective commitment is an important mediator for the model. In addition, we suggest that team justice would be a supportive factor to sustain positive interaction within the team. Therefore we put forward perceived team justice including distributive justice, procedural justice, interpersonal justice and information justice as moderators and the results show that perceived distributive justice, interpersonal justice and information justice moderated the relationship between P-T fit and knowledge sharing.
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Chu, Ching-Ya, und 朱靖雅. „PSYCHOLOGICAL SAFETY AND TEAM PERFORMANCE IN TECHNOLGOY R&D TEAMS: MEDIATING EFFECTS OF TEAM LEARNING AND KNOWLEDGE INTEGRATION“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/48867932710327827350.
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碩士真理大學
管理科學研究所
96
The team is important for improving organizational competitiveness. In particular, R&D teams are utilized to develop technologies, improve services, and manage operations. Thus, understanding how teams perform successfully in R&D setting is the foci of this study. Psychological safety explains team performance in situations requiring personally non-risky and supportive climate. Therefore, this study analyzed psychological safety in team performance with the mediated effect of team learning and knowledge integration in technology R&D teams. Our research model is assessed using data from a sample of 110 members within 60 technology R&D teams of the Industrial Technology Research Institute (ITRI) and is analyzed using partial least squares (PLS) method. The results of this study indicate: (1) Team learning mediates the relationship between psychological safety and team performance；(2) Knowledge integration mediates the relationship between psychological safety and team performance；(3) Team learning has an effect on knowledge integration. This study also discusses implications for the technology R&D teams based on the results of this study.
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Yen, Chun-Yuan, und 葉純愿. „THE IMPACTS OF QUALITY IMPROVEMENT TEAM ADOPTING KNOWLEDGE MANAGEMENT MECHANISMS ON TEAM PERFORMANCE“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/94964043596023280003.
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碩士元智大學
企業管理學系
93
As enterprises competition become drastic, it’s a big issue for entrepreneurs to enhance competition ability. Through total quality management and related activities can improve quality and raise business performance. Besides this, the speed of enterprise knowledge efficiently is disseminated will have also enhancing competition ability and raise business performance. This thesis will probe the impact of quality improvement team (QIT) and knowledge management (KM) on team performance and whether KM will moderate QIT toward team performance. After referring to scholars’ opinions of influencing QIT successful and failed elements, the thesis will generalize six elements including culture, organization support, education training, inclination, motivation and leadership. KM will be divided into knowledge creation, generalization and dissemination to measure abilities of enterprises. Team performance is measured by indexes that scholars’ consulting and take appropriate items to match that. Samples are focused on domestic driving QIT or related activities enterprises whose employees joined QIT or not. After analysis QIT and KM could have the positive impacts on team performance and enterprises which have better KM will retrieve the lack of training to bring up team performance. It’s suggested that enterprises should have overall thinking about QIT elements and rethink the strategy and additional value of KM. It would establish business performance and competitive advantages by matching QIT and KM.
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WU, PEI-JU, und 吳珮如. „The influence of social network density, team of knowledge share and team potency“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/82234426146066622137.
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碩士逢甲大學
企業管理所
98
Abstract Team members sharing knowledge through networks, additionally lead to increase identity of team and also increase commitment. Furthermore, it affects the team effectiveness. Gineete (1993) point out that communication and sharing is important factor for construct an efficiency team, when team constructing the communication and sharing channel, mean that is to establish a stable an efficient team. Swezy & Salas (1992) point out that when individual members all pursuing the same orientation (goal or task), dependence and relevance interaction would be occur within the organization, and every one are responsible for their particular duty or provide their feature skill to support the organization, and that is why, now a day teamwork has become an important unit for organization. In a hospital, nurses are playing at an importance roles, because of their knowledge (know-how) are being kinds of experiential type and they had learn it through daily experience, which cannot be learn from the book, and if they are willing to share the experience to each other it can be drive up/ increase the entire team’s efficiency and save/reduce the training costs. In other words, recently teamwork are become importance being personal knowledge growth is limited and it must learn through the network for getting more knowledge, especially nurses, they need to learn more about medical knowledge for treating patient. In the light of team sharing knowledge is important for health care workers. This research is exploring network density, teamwork identity, team knowledge sharing, team commitment and the relationship between team effectiveness. I believe that the results of this research contribute to the hospital in the establishment of team approach to work. Result shown that net work density has positive effect to team identity, team knowledge sharing, team commitment, and team effectiveness, it’s mean that in a network relation, the strong density between team members, the higher degree of recognition to team and the higher degree of commitment to knowledge sharing will also high; team identity has positive effect to team effectiveness, means that members showed higher degree of approval to team the more effectiveness will produce, therefore, the results of this study have some reference value when try to build team work within the hospital. Keyword: Network density, the team knowledge sharing, team effectiveness, team
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Sikorski, Eric G. „Team knowledge sharing intervention effects on team shared mental models and team performance in an undergraduate meteorology course“. 2009. http://etd.lib.fsu.edu/theses/available/etd-04132009-100253.
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Thesis (Ph. D.)--Florida State University, 2009.Advisor: Tristan E. Johnson, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 24, 2009). Document formatted into pages; contains ix, 170 pages. Includes bibliographical references.
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Cheng, Kao-Lin, und 鄭凱玲. „Influences of Team Climate on Knowledge Sharing Behaviors“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/50739697219119842930.
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碩士長庚大學
醫務管理學研究所
94
The concept of knowledge-in-motion brings up the notion that knowledge flows amongst people. Therefore, knowledge management is not only a collection of data and information, but also a process that enables their effective use. How to provide the right environment which allows people to leverage their tacit knowledge has become one of the most important issues in knowledge management. The present study, using a questionnaire survey, aims to investigate the factors related to individuals’ knowledge sharing behaviors. The factors at issues include the team climate, job characteristics, and individual characteristic of altruism. A total of 227 administrators and information managers in a medical center were recruited and administered with the questionnaire package. The results suggested that the degree of altruism, the motivating potential of job characteristics, and the team climate of participative safety significantly and positively related to knowledge sharing behaviors. In addition, knowledge sharing behaviors were significantly influenced by the interaction effect between the individual characteristic of altruism and the team climate of participative safety. The implications for knowledge management suggest that knowledge managers need to recognize the importance of building a participative safety climate to make effective use of corporate knowledge and enable employee to efficiently create knowledge.
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Chen, Wei-cheng, und 陳韋成. „The Effect of Knowledge Management to Team Performance“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/45901786654272043152.
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碩士國立成功大學
電信管理研究所
97
With the information and knowledge enhance the status and importance in enterprise , the study of information and knowledge increase .The limit of the organization structure allowing the team popular. In this study, the major research parts: the effect of reward for team to knowledge management and cohesion, the effect of cohesion to knowledge intergration and knowledge sharing ,and the effect of knowledge management and cohesion to team performance. The higher team performance has been the business courses. The knowledge management is a hot topic today, but there are not much enterprise being success. The mainly problem is that people don’t want sharing knowledge. If enterprise don’t have a source of knowledge, they can’t implement knowledge management. The enterprise use reward for team to improve intention of knowledge sharing. The knowledge management will become success. And it can be increase team performance. The result prove that reward for team can increase intention of knowledge sharing, and knowledge management and cohesion can increase team performance.
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Fang, Shih-Huang, und 方世煌. „A Study of Relationships among Virtual Team''s Structure, Team Process and Knowledge Sharing“. Thesis, 2002. http://ndltd.ncl.edu.tw/handle/75406334495215692253.
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碩士國立中山大學
資訊管理學系研究所
90
Due to the progress in information and communication technologies, virtual teams have been widespread developed and adopted. People in different time zones and long-distance places can accomplish the same mission together with the help of virtual tools. It thus forces enterprises to review their structures and systems in their organization for accommodating to globalization economic. The concepts of accomplishing task via virtual team are spreads widely and rapidly in the business circle. It evoked many researches but most of these focused on the issues of communication among virtual team members or the computer-aided of forming groups, etc. There are few researches relative to virtual teams structure and their performances. In this study, we try to explore how the structure of virtual team influences their performances and discover whether the operational process affects the performances. The operational process in a virtual team will also be involved with knowledge management activities such as information gathering & dissemination and knowledge sharing. In this thesis, we explore the relationship among the virtual teams’ structure, operational process, performances and knowledge sharing. The observation groups are 10 virtual teams from a class of Cyber University of NSYSU (http://cu.nsysu.edu.tw). Survey and content analysis research method were adopted to develop and analysis the datum collection and analysis. The finding of this study has proposed an integrated model, which was constructed by the concepts of virtual team’s structure, team process, performances and knowledge sharing. This model may offer a concept as a reference for further research of virtual teams.
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Chang, Yu-Hsuan, und 張祐瑄. „Empowering Leadership and Team Performance- The Mediating Effects of Knowledge Sharing and Team Cohesion“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/81366646578868095215.
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碩士大葉大學
人力資源暨公共關係學系碩士在職專班
96
Different invention and its process of an organization yield various outputs. The study explores the intermediate effect that sharing knowledge and team agglomeration bring between authorized leadership and team achievements. The study collects the data about the team of exclusive leadership from 70 branches of a famous fast-food chain restaurant, and examines various assumptive path relationship using related and linear architecture equations. The result tends to suggest that authorized leadership and team achievements do not lead a direct and obvious positive influence. Instead, sharing knowledge of individuals and agglomerative power of a team indeed cause an obvious positive effect, they also dutifully play the role of an intermediater between the former two. In the process in which members mutually aid, each member will share the valued knowledge related to the team mission with others, which further affects team achievements. Besides, through associating emotion or consciousness with team agglomeration, including morale and motivations of members, the effect that members team up with each others generally affects team achievements. The top leadership should deeply concern such a relationship between team and effect, shares information, power, and cooperative decision-making process with members through this flexible working unit, and enhances identification toward the team that members join. Accordingly, members shall tend to devoted themselves to the organization objects from the role and behaviors of individual, bringing team achievements positive effect. Food service industry is a kind of face-to-face labor trade with customers. These organizations must continually and dynamically modify or extend their policies following the trends of market and their competitor. To orientate towards the service concept of customer satisfaction, leadership not only has to encounter internal employees and external customers, but also needs wisdom and service experience for changeable marketing environment. Human resource is a very important factor in developing organization, especially for the current service industry, which emphasizes high mutuality with customers, customer satisfaction, and customized and differentiated flexible service. High efficient mode of human resource management reaches to attract or persuade employees in the industry. Therefore, excellent operating achievement that brings quality, production, and finance becomes more important.
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Yang, Pei-Yu, und 楊培鈺. „The Relationship Research among Team Exchange-relationship Quality, Knowledge-sharing Behavior and Team Innovation Performance-A Team-level Analysis“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/06520932144758908570.
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碩士國立中興大學
企業管理學系所
96
With the rapid increasing competition in the global setting, enterprises face more and more challenges. In order to adapt to the complex and dynamics environment, team-based design has become the main organizational structure design for continuous innovations. However, innovations are based on knowledge management, such as knowledge sharing and integration. As knowledge is the competitive advantage for R&D teams, it is important to facilitate knowledge sharing within a team. How to guide team-members to share knowledge is one of the important issues in the field of knowledge management. The rise of the use of team in organizations means that the interaction between team members and their direct supervisor become more frequent. In addition, interpersonal relationships within a team are more important. Based on the social exchange theory, this study examines the relationship among quality of interpersonal relationships, knowledge-sharing behavior within teams and team innovation performance at team level. This research explores interactive relationship comprised of members and direct supervisor for the sake of the integrity of relationship within the team, and further examines whether team leader’s inconsistent treatment to team members will affect team-member exchange quality. Convenience sampling method was used to collect data. Questionnaires were developed to collect date from a sample of R&D teams. Besides the invalid or incomplete questionnaires, there were 86 valid R&D team questionnaires. This research adopted structural equation modeling (SEM) to analysis the collected data. SPSS 12.0 and Visual PLS 1.04b1 were used for statistical analysis. The results of this research are as follows: (1) Leader-member exchange differentiation doesn’t significantly impact team-member exchange quality. (2) Team-member exchange quality positively influences team innovation performance. (3) Team-member exchange quality positively influences knowledge-sharing behavior. (4) Knowledge-sharing behavior positively influences team innovation performance. (5) Knowledge-sharing behavior partially mediates the relationship between team-member exchange quality and team innovation performance.
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Chin, How, und 秦豪. „KNOWLEDGE INTEGRATION AND TEAM PERFORMANCE IN TECHNOLOGY R&D TEAMS: AN INTEGRATED MODEL“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/21218924352908908662.
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碩士真理大學
管理科學研究所
96
Team-base orientation has been recognized as the most effective way to achieve goals. The R&D team could develop new techniques; create products to reach high performance, and to raise the organizational compatibility. Thus, understanding how teams perform successfully in R&D setting is the emphasis of this study. Knowledge sharing concerns the willingness of individuals in an organization to share with others the knowledge they have. The contribution of knowledge sharing is direct when it helps to solve a problem in teams. Also shared knowledge still needs to be integrated for the sake of performing successful tasks. Other study indicates Mutual Understanding, Transactive Memory System and Network Tie can facilitate Knowledge integration. This study analyzes those factors in team performance with the mediated effect of knowledge integration in technology R&D teams. Our research model is assessed using data from a sample of 100 members of 60 technology R&D teams and is analyzed using partial least squares (PLS) method. The results of this study indicate: (1) Knowledge integration mediates the relationship between Transactive Memory System and team performance in technology R&D teams. (2) Mutual Understanding and Network Tie can facilitate Transactive Memory System; Transactive Memory System positively affects Knowledge integration. (3) Knowledge integration positively affects to team performance in technology R&D teams. This study also discusses implication for the technology R&D teams based on the results of this study.
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Yu, Kai-Yu, und 游凱裕. „Team-level analysis of the relationships among work value congruence, knowledge sharing, and team innovation“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/63601915318047345239.
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碩士國立彰化師範大學
人力資源管理研究所
104
Team innovation is the important and powerful weapon or the currentindustry to get sustainable competitiveness. Most of the work value research mainly focuses on the ndividual’s psychological level, which induces a team-level research gap in this research area. Therefore, the team-level analysis of work value congruence is manipulated in this study. In the light of Taiwan bicycle industry, this study which based on the Similarity-Attraction Theory discovers a clear mediation path that starts from the person and team fit (work value congruence) to team process (knowledge sharing) and then to team performance (team innovation). Questionnaire survey was used in the present study. The teams from the bicycle industry in Taiwan are the main subjects. In total, there were 111 teams, that is, 432 subjects, participated in the study. The results shows team member’s work value congruence and team innovation has positive relationship; and team knowledge sharing plays mediation role in the relationship. The finding suggests organizations should train or develop team members to possess similar work value, which can enforce team innovation. Besides, the person and team fit about work value should be considered in recruiting and maintaining talents. Also for managers that eager to establish a learning organization, they need to pay more attention on team members’ work value congruence. Finally, the limitations and future research suggestion are discussed.