Dissertations / Theses on the topic 'Teams'
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DeChurch, Leslie A. "Teams leading teams: examining the role of leadership in multi-team systems." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/2759.
Full textshuyuan, yang, and shi yini. "How team cohesion develops in Chinese entrepreneurial teams : A qualitative research in six Chinese entrepreneurial teams." Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48593.
Full textGidlund, Maja. "Measuring feature team characteristics of software development teams." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-192371.
Full textMännistö, J. (Johanna), and N. (Nina) Väisänen. "Leading a team through challenges:resilience in virtual teams." Master's thesis, University of Oulu, 2018. http://jultika.oulu.fi/Record/nbnfioulu-201811303168.
Full textMc, Gee Hewitt Ruth Ann. "Sustaining Leadership Team Effectiveness in Education Agencies to Improve Student Achievement." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/76713.
Full textThesis (PhD)--University of Pretoria, 2019.
Humanities Education
PhD
Unrestricted
Giesler, Achmed. "Successful project teams." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/4796.
Full textThesis (MBA (Business Management))--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: This report is a literature study that focuses on the characteristics of successful project teams in the research and development environment. Successful project teams are becoming an increasingly important factor in business. However, traditional quantitative project management tools no longer give project teams a competitive edge - additional qualitative tools are required, following a systems approach. A number of characteristics of project teams, with the focus on the qualitative issues, particularly the people issues, are investigated. A project team operates in the context of its environment, mostly an organisation with a structure and an organisational culture. Methods and concepts in selecting and managing a dynamic project team within a turbulent and fast changing environment are discussed. The topics covered are: environmental fit, visions and goals, leadership and team roles, systems and procedures, values, organisational culture, rewards and recognition methods,and training and development. This literature study aims to encourage a paradigm shift away form the traditional triangle of budget, brief and time towards a stronger focus on people issues as people are the most important assets of a project team. As people do not behave in a linear way, as required for quantitative tools, new methods and tools are required. The hypothesis that was subsequently formulated from this study states that research and development teams can be more successful if they are regarded as a non-linear system consisting of various inputs, processes and outputs.
AFRIKAANSE OPSOMMING: Hierdie verslag is 'n literatuurstudie wat fokus op die eienskappe van suksesvolle projekspanne in 'n navorsings en ontwikkelings omgewing. Suksesvolle projekspanne raak al hoe belangriker in besigheid. Tradisionele kwantitatiewe metodes is nie meer voldoende vir projekspanne om 'n kompeterende voordeel te bekom nie en moet hierdie metodes aangevul word met kwalitatiewe metodes gebaseer op 'n stelselbenadering. Verskeie karakteristieke van projekspanne, met die fokus op kwalitatiewe eienskappe, in besonder die menslike aspekte word ondersoek. 'n Projekspan funksioneer in die konteks van sy omgewing, meestal 'n organisasie met 'n struktuur en organisatoriese kultuur. Metodes en konsepte in die seleksie en bestuur van 'n dinamiese projekspan in 'n tubulente en vinnig veranderende omgewing word bespreek. Die temas wat gedek word is: omgewingsaanpassing,visie en doelwitte, leierskap en spanrolle, stelsels en prosedures, waardes, organisatoriese kultuur, vergoedings en erkennings metodes, en opleiding en ontwikkeling. Hierdie literatuurstudie mik om 'n paradigma skuif aan te moedig, weg van die tradisionele driehoek van begroting, doelwit en tyd, na 'n sterker fokus op menslikesake aangesien mense die belangrikste bates van 'n projekspan is. Aangesien mense nie op 'n liniere manier reageer soos wat nodig is vir kwantitatiewe metodes nie, word nuwe metodes en gereedskap benodig. Die hipotese wat geformuleer is uit hierdie navorsing, se dat navorsings en ontwikkelingspanne meer suksesvol kan wees indien hulle gesien word as 'n nie-liniere stelsel wat bestaan uit verskeie insette, prosesse en uitsette.
Sharp, Jason H. "Globally Distributed Agile Teams: An Exploratory Study of the Dimensions Contributing to Successful Team Configuration." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9737/.
Full textRavn, Trina M. "Relational aggression and team cohesion among female adolescent athletic teams." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007ravnt.pdf.
Full textTolliver, Robert M., Gayatri Jaishankar, and Jodi Polaha. "Champion Teams as a Mechanism for Developing Team Care Capacity." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6557.
Full textPolaha, Jodi, Tim Bishop, Leigh Johnson, Reid Blackwelder, Diana Heiman, Gayatri Jaishankar, and Deborah Thibeault. "Champion Teams as a Mechanism for Developing Team Care Capacity." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6570.
Full textWestmoreland, Kierra M. "Improving Team Performance in Age-Diverse Teams Using Lean Simulations." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1430755355.
Full textVan, Aken Eileen M. "Determinants of team effectiveness for cross-functional organizational design teams." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-11082006-133627/.
Full textKemp, Andeneshea Shacardia. "A Contingency Model of Team Leadership for Emergency Medical Teams." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5523.
Full textBullard, Alva. "Examining Shared Understanding and Team Performance in Global Virtual Teams." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1089.
Full textJörgensen, Niklas, and Sammy Meléus. "Not Just Another Team Member : How management is affected when the customer is a member of the global virtual team." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255758.
Full textPage, Julia Alease. "Human Terrain Teams." Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/31420.
Full textMaster of Arts
Andrews, Angelique. "Virtual Teams and Technology: The Relationship between Training and Team Effectiveness." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2824/.
Full textHildebrand, Dagmar. "Shared leadership and team learning: the story of three project teams." Doctoral thesis, Universitat Ramon Llull, 2011. http://hdl.handle.net/10803/51365.
Full textLas organizaciones actuales se ven obligadas a fijar ventajas competitivas sostenibles con el fin de prosperar en el mercado global. Las innovaciones de éxito han sido consideradas ampliamente una base fundamental para generar ventaja competitiva (Dodgson et al., 2005). Dichas innovaciones son generadas habitualmente por equipos (Brown y Eisenhardt, 1995). Liderar un equipo de innovación se ha identificado como uno de los factores clave de éxito para los proyectos de innovación (Amabile y Khaire, 2008). El liderazgo no solo repercute en unos indicadores de desempeño hard como el carácter innovador del proyecto, sino que también se ha visto que contribuye a mejorar la actitud del equipo, sus percepciones y creencias (Gordon y Yukl, 2002). En concreto, los líderes de equipo eficaces son los que toman parte en actividades orientadas a la sustancia de la tarea del equipo, las relaciones y el cambio (Yukl, 2010), que, a su vez, facilitan los procesos de grupo y se demuestra que repercuten positivamente en unos resultados del desempeño diversos (Burke et al., 2006). En la medida que el liderazgo se dirige a influir en los procesos de equipo en lo relativo a construir condiciones sociales, estructurar las tareas del equipo y abrir la mentalidad de sus miembros hacia algo nuevo (Yukl, 2010), resulta interesante estudiar un proceso de equipo que se base en las condiciones creadas por las actividades del liderazgo. El aprendizaje cooperativo o en equipo (team learning), que aquí se define como la interacción entre la reflexión y la acción (Edmondson, 2002), es un proceso que requiere interacciones personales, así como la estructura de la tarea del equipo. Además, el aprendizaje cooperativo mejora mucho cuando alguien del equipo lo impulsa a mirar más allá de sus límites o cuestiona su statu quo. La razón para estudiar estos conceptos no solo se justifica por las condiciones necesarias para el aprendizaje que se generan a través del liderazgo, sino también por el hecho de que el liderazgo como factor de input y el aprendizaje cooperativo como proceso de grupo son dos precondiciones críticas para que el equipo adopte un carácter innovador (Amabile et al., 2004; Wong, 2004). Puesto que el aprendizaje cooperativo es especialmente importante en aquellos equipos que participan en tareas creativas no rutinarias (Edmondson, 1999), me he centrado en el liderazgo compartido en este proyecto de tesis doctoral porque este enfoque del liderazgo es especialmente adecuado para los equipos que realizan tareas creativas, complejas y no rutinarias (Pearce, 2004). A diferencia del liderazgo vertical, en el liderazgo compartido todo el equipo, incluyendo al líder del proyecto, participa en el liderazgo (Carson et al., 2007; Pearce, 2004). Este proyecto de tesis doctoral es un primer paso hacia la construcción de esta teoría centrándose en el rol del liderazgo compartido en el aprendizaje cooperativo. He presentado datos extraídos de un estudio observatorio sobre el liderazgo compartido y el proceso de aprendizaje en tres equipos de proyecto. Observando y entrevistando a estos equipos, extrajimos las siguientes conclusiones de los datos obtenidos. En primer lugar, buscando interrelaciones entre cada una de las tres sustancias del liderazgo y el aprendizaje cooperativo, proporcionamos unos conocimientos en profundidad concretamente sobre la relación existente entre la sustancia de la tarea y la del cambio que afectan a la reflexión y a la acción, tal como estas relaciones jamás se habían estudiado anteriormente (Edmondson et al., 2008). Las relaciones y la sustancia del cambio principalmente apoyaban la parte reflexiva del aprendizaje, mientras que la sustancia de la tarea del liderazgo básicamente mejoraba la parte activa del aprendizaje. En segundo lugar, no sólo he estudiado estas tres categorías de liderazgo en el aprendizaje cooperativo individualmente, sino que también he analizado el carácter complementario de estas tres sustancias del liderazgo en lo relativo al aprendizaje cooperativo. Las conclusiones empíricas han demostrado que, para participar en ciclos de reflexión y acción exitosos, el equipo necesita tomar parte en actividades de liderazgo como las tareas, las relaciones y el cambio.
Today’s organizations are forced to establish sustainable competitive advantages in order to outpace the global market. Successful innovations have been broadly considered a vital basis for the generation of competitive advantage (Dodgson et al., 2005). Such innovations are typically generated by teams (Brown & Eisenhardt, 1995). Leading an innovation team has been identified as one of the key success factors for innovation projects (Amabile & Khaire, 2008). Leadership does not only impact on hard performance indicators such as project innovativeness but is also shown to enhance a team’s attitude, perceptions and beliefs (Gordon & Yukl, 2002). Particularly, effective team leaders are those engaging in activities directed at the substance of the team’s task, relations and change (Yukl, 2010) which, in turn, facilitate group processes and are shown to positively impact diverse performance outcomes (Burke et al., 2006). As leadership is directed at influencing team processes in terms of building up social conditions, framing the team’s tasks and opening team members’ minds for something new (Yukl, 2010), it is interesting to study a team process which is based on the conditions created by leadership activities. Team learning, here defined as the interplay of reflection and action (Edmondson, 2002), is a process which requires personal interactions as well as a frame of the team’s task. Additionally, team learning is much enhanced when someone in the team is pushing the team to look outside its boundaries or challenging the status quo. Not only the required conditions for learning generated through leadership highlight the reason for studying these two concepts, but also the fact that leadership as an input factor and team learning as a group process are both critical antecedent conditions for team innovativeness (Amabile et al., 2004; Wong, 2004). Since team learning is especially important for teams engaging in creative non-routine tasks (Edmondson, 1999), I have focused on shared leadership in this PhD project because this leadership approach is especially suitable for teams in charge of creative, complex and non-routine tasks (Pearce, 2004). In contrast to vertical leadership, in shared leadership the team including the project leader is engaged in leadership (Carson et al., 2007; Pearce, 2004). This PhD project is a first step towards building up this theory by focusing on the role of shared leadership in team learning. I have presented data from an observatory study on shared leadership and learning process in three project teams. By observing and interviewing those teams, the following findings emerged from the data: Firstly, by researching interrelations between each of the three leadership substances and team learning, I provide in-depth knowledge, in particular concerning the link between the task and change substance affecting reflection and action as these links have not studied been before (Edmondson et al., 2008): Relations and change substance primarily supported the reflection part of learning, whereas the task substance of leadership basically enhanced the action part of learning. Secondly, not only have I studied these three leadership categories on team learning individually, but I have also provided insights into the complementary character of these three leadership substances as regards team learning. Empirical findings have shown that in order to engage in successful learning cycles of reflection and action, a team needs to engage in leadership activities of task, relations and change.
Kennedy, M. Andrew. "Developing measures of intra-team support and organizational support of teams." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32419.pdf.
Full textGriffiths, L. J. "Doing team work : talk between professionals in community mental health teams." Thesis, Swansea University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.637172.
Full textZajac, 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.
Full textM.S.
Masters
Psychology
Sciences
Industrial Organizational Psychology
Quinones-Rodriguez, Danister. "Multicultural teams| The role of bicultural individuals in achieving team effectiveness." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10017592.
Full textResearch suggested that multicultural team performance is influenced by several variables, but research on the topic has produced conflictive results. It has been suggested that bicultural individuals, due to their dual cultural schemas, can be very competent in mediating the effectiveness of bicultural teams through the use of boundary spanning and conflict perception competencies. Many studies on the topic of multicultural team effectiveness have been performed with college students or under simulated environments, which limits the generalizability of the. To address this research gap, this study provided empirical evidence on the effectiveness of multicultural teams in a real working scenario. A set of validated questionnaires previously published in peer review journals were used to survey 337 bicultural individuals that have been part of a multicultural team for more than one year. The individuals were surveyed on their experience using boundary spanning and conflict perception bicultural competencies and on their rating of the multicultural team effectiveness. Multiple regression analysis indicates that both boundary spanning and conflict perception bicultural competencies have a significant effect on the effectiveness of multicultural teams. Perception of conflict shows the most significant predictive relationship, with immediate conflict resolution, emotional conflict and disagreements on who should do what the most strongly related items to the effectiveness of multicultural teams.
Gonçalves, Bárbara Agostinho. "What makes a good team? : Following the example of sport teams." Master's thesis, NSBE - UNL, 2010. http://hdl.handle.net/10362/10300.
Full textGiven the incontestable importance of knowing to work in teams within contemporary organizations, a need for greater understanding of group dynamics and what should be a real team arises. Through the study of five sports teams, this project found four essential factors that constitute a solid base for the success of any team: Effective Leadership, Organizational Support, Strong Positive Relationships and Real Commitment to the team objectives.
Forrester, Ros. "Innovation in teams : a qualitative and quantitative study of team behaviours." Thesis, Aston University, 2000. http://publications.aston.ac.uk/10727/.
Full textKennedy, M. Andrew (Michael Andrew) Carleton University Dissertation Management Studies. "Development measures of intra-team support and organizational support of teams." Ottawa, 1997.
Find full textFoo, Maw-Der 1965. "Team design and performance : a study of short-term enterpreneurial teams." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/50526.
Full textIncludes bibliographical references (leaves 191-202).
In this dissertation, I study the factors that influence the performance of short-term teams engaged in an entrepreneurial activity. This is an important area to study because team-started businesses account for a disproportionately greater number of high-growth firms (Kamm, Shuman and Seeger, 1990). Unfortunately, there has been limited research on team started businesses. The entrepreneurial teams that I study are participants in the MIT $50K Business Plan Competition. This sample is chosen because business plan competitions are increasingly becoming the meeting place for new ideas, people interested in starting business ventures and others who are interested in participating in these ventures (e.g., patent attorneys, investors and venture capitalists). In addition, the sample overcomes some problems typical of many entrepreneurship studies including left censoring biases, population identification and low response rates. Chapter 1 is an overview of the thesis while chapter 2 describes the entrepreneurial activities at MIT. Chapter 3 describes the MIT $50K Business Plan Competition and elaborates the steps taken to collect information from competition participants. Since entrepreneurial team performance is influenced by factors both internal and external to the team, this thesis takes a comprehensive approach, presenting three papers that explore the effects of team composition, team design and external contacts on entrepreneurial team performance. Both external and team-member evaluations of entrepreneurial team performance are used. Both evaluations are important because positive external evaluations can increase the venture's chances of getting resources (e.g., Roberts, 1991a) while positive internal evaluations can increase the chance that members will be satisfied with their teams and continue in team involvement (e.g., Hackman, 1987). The first paper, described in chapter 4, explores the influence of team design, both team structure and member interaction, on short-term entrepreneurial team performance. The findings show that there are different drivers of performance. While task design predicts external evaluations of performance, the way in which members interact predicts member-rated performance. The second paper, described in chapter 5, explores the influence of team-member functional diversity on short-term entrepreneurial team performance, with team design as the mediating variable. This study shows the need to investigate the indirect effects of functional diversity on performance and to distinguish between external and team-member evaluations. The results show that functional diversity has negative indirect effect on member-rated performance but no effect on external-rated performance. The third paper, described in chapter 6, explores the influence of member contacts with people outside the team on short-term entrepreneurial team performance. The study shows that high-performing teams gather a range of information and are efficient in information gathering. The study shows that social capital concepts, such as strong and weak ties, can be integrated with the team literature. The concluding chapter proposes a model that combines the influence of internal and external factors on entrepreneurial team performance. The chapter also summarizes the findings and compares them to the new venture and team literatures. Finally, areas for future research are proposed.
by Maw-Der Foo.
Ph.D.
Koo, Ja Joon. "Brand management strategy for Korean professional football teams : a model for understanding the relationships between team brand identity, fans' identification with football teams, and team brand loyalty." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/3588.
Full textZhao, Hailin. "Differentiated cooperation and competition within teams." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/2305.
Full textHousley, William. "Theory's work in text and talk within multidisciplinary social work practice." Thesis, Bangor University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263595.
Full textSeely, Peter W. "The sociomateriality of teamwork processes." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53567.
Full textOchani, Manju. "Effects of Venture Team Demographic Characteristics on Team Interpersonal Process Effectiveness in Computer Related Venture Teams." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278275/.
Full textDalrymple, Kathryn M. "The assembly of product design teams: Do team assembly mechanisms shape team conflict and viability?" Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53609.
Full textSharp, Jason H. Ryan Sherry DeMent. "Globally distributed agile teams an exploratory study of the dimensions contributing to successful team configuration /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9737.
Full textKeith, Allegra. "Engagement and Temporary Teams| Considerations for Value Engineering Study Teams and Facilitators." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602022.
Full textThe purpose of the current research is to contribute to the VE community’s understanding of how the dynamics of temporary teams may influence participant engagement, by answering the question, “what factors impact individual team member engagement on a VE study team?” In today’s business environment, the traditional permanent work team is no longer a reality for many employees (Jacobssen & Hallgren, 2016). Even those who do maintain membership in a permanent team are often tasked with serving on additional committees, task forces and decision-making teams to aid their organization in developing new products or navigating change. Value Engineering (VE) study teams present a unique scenario in which small, in-person teams of technical subject matter experts must solve complex problems in just a few days, having had no previous interaction. These teams can be classified as “temporary.” To understand what factors contribute to a participant’s engagement during a VE study, ten, semi-structured interviews were conducted with VE study team members. Themes from the interview data aligned with the literature’s framing of intellectual, social and affective engagement (Soane et al., 2012). Technical expertise, direct engagement by the facilitator, clear roles, prioritization of teambuilding, and viability of the project, were among the factors cited as impacting team member engagement. Recommendations were made related to prioritizing pre-study activities, creating a VE team member cadre for continued team member development, and setting the tone for engagement. These findings and recommendations may be applied to temporary team settings other than VE teams as well, in terms of the importance of context setting, early team member interaction, psychological membership and psychological safety for team success.
Smith, Gregory William. "If teams are so good.. : science teachers' conceptions of teams and teamwork." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31734/1/Gregory_Smith_Thesis.pdf.
Full textHesse, Josefine, and Sara Irfan. "Trust in Agile teams : a study about how trust is built and what challenges team members in agile teams face when building trust." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354449.
Full textRoot, Dawn G. (Dawn Gaignat). "Relationship of Team Design and Maintenance on Performance and Satisfaction for Self-Directed Work Teams." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277802/.
Full textVadhavkar, Sanjeev Sureshchandra. "Team interaction space effectiveness for globally dispersed teams : theory and case studies." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/28235.
Full textIncludes bibliographical references (leaves 261-275).
Groups of geographically and/or organizationally dispersed members are increasingly being assembled to accomplish a wide range of organizational tasks using a combination of telecommunication and information technologies. The emergence of such technologically savvy globally dispersed teams has also heralded a complex and largely uninvestigated area of interaction practices of such team members. By enabling team interactions via non-traditional media, information technologies have actually expanded and transformed the conventional team interaction space. This merger of physical space with digital space has created a new kind of team interaction spaces, one where organizational, technological and spatial dimensions play significant roles. This research assesses the impact of team interaction space on perceived team performance using qualitative and quantitative research techniques. To collect qualitative data, interviews were conducted with 82' members from globally dispersed teams from three Global 500 companies. 45 audio, video and face-to-face team interactions between these team members were observed and analyzed. A survey on team interaction space was administered to the team members to substantiate the research hypotheses with quantitative data. Triangulating the qualitative and quantitative data, the research discovered significant correlation between the effectiveness of the team interaction space and perceived team performance. Factor, path and qualitative analysis demonstrated that organization protocols, communication technologies and spatial setup positively affect interaction space effectiveness. To explain the impact better, statistical evidence indicates that the impact of technology needs to be considered in multiple dimensions: ability, capability, reliability, accessibility and support. The research introduced team interaction space as a mediating variable to explain the role of technology, organizational processes and spatial setup on perceived team performance. The research also developed a team interaction space framework.
by Sanjeev Vadhavkar.
Sc.D.
Chapman-Blair, Sharon. "Talking about teams within a team building context: a discourse analytic study." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1002456.
Full textBattershell, Wendi S. "Dialectic Team Teaching at the University Level: A Study of Four Teams." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1309540447.
Full textBao, 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.
Full textBallard, Paul H. "Team building practices employed by senior pastors to build healthy ministry teams." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.
Full textKassing, Edward. "Team structure evaluation of hazardous material emergency response teams in the Midwest." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kassinge.pdf.
Full textCharles, Kate Elisabeth. "Semi-autonomous work teams : the effects of implementation and team membership change." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715722.
Full textDisque, J. Graham, and P. E. Robertson. "Using Reflective Teams in Supervision: Benefits for Clients, Counselors, & Team Members." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/2818.
Full textMalfè, Edoardo 1960, and Rusty W. 1966 Petree. "Creating effective global teams." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9202.
Full textIncludes bibliographical references (leaves 60-61).
This thesis examines various aspects of high performance, globally dispersed teams through an in-depth case study. Aspects explored include: Understanding the leadership role in teams where members are physically dispersed, Learning how to build and maintain trust within teams that are not located together, Examining preparatory steps and management actions that enhance the success of dispersed teams, Understanding the relationship between social and technical team activities and Learning how technology, physical space and organizational issues influence the performance of distributed teams.
by Edoardo Malfè and Rusty W. Petree.
M.B.A.
Lilley, Stacey Custer. "Effective School Counseling Teams." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27283.
Full textPh. D.
Haarhaus, Benjamin. "Job Satisfaction in Teams." Doctoral thesis, Universitätsbibliothek Chemnitz, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-226050.
Full textArbeitszufriedenheit ist die zentrale Einstellung gegenüber der Arbeit und zählt zu den wichtigsten Konstrukten in der Organisationspsychologie und der praktischen Personalarbeit. Traditionellerweise beschäftigte sich die Forschung mit der Arbeitszufriedenheit individueller Mitarbeiter. Der anhaltende Trend hin zu team-basierten Arbeitsformen führte jedoch zu einer Betonung der Arbeitszufriedenheit im Teamkontext. Zum einen wurde der Fokus auf Arbeitszufriedenheit als Konstrukt auf der Individualebene durch eine Gruppenlevel-Perspektive ergänzt, die die Zufriedenheit von Teams beschreibt. Zum anderen erschien Team-Zufriedenheit, die Zufriedenheit mit dem Team, als eine spezifische (Sub-)Facette von Arbeitszufriedenheit auf der Forschungsagenda. Obwohl die Forschung zu Arbeitszufriedenheit in Teams in der Vergangenheit große Fortschritte verzeichnen konnte, sieht sie sich nach wie vor wichtigen Herausforderungen gegenüber. Das Hauptproblem ist in der Konzeptionalisierung von Gruppen-Level-Zufriedenheit ausschließlich als geteilte Eigenschaft des Teams und im Verzicht auf Mehr-Ebenen-Konzeptionen zu sehen. Die Möglichkeit, dass Exklusions- und Polarisierungsprozesse zu anderen als uniformen Zufriedenheitsverteilungen führen könnten, wird in der Regel nicht betrachtet. Ein weiteres Problem besteht darin, dass sich die Forschung insbesondere auf durchschnittliche oder summierte Zufriedenheit konzentriert, um den Zusammenhang von Zufriedenheit auf Gruppenebene und Teamleistung zu erklären. Mehr-Ebenen-Konzeptionen, die unterschiedliche Effekte auf Teamprozesse, Teameigenschaften und Teamleistung auf verschiedenen Analyseebenen beleuchten, werden nicht betrachtet. Schlussendlich ist das Fehlen validierter Messinstrumente zur Erfassung von Zufriedenheit in Teams zu konstatieren. Forscher greifen daher häufig auf Ad-hoc-Maße, Ein-Item-Skalen oder adaptierte Skalen aus anderen Forschungskontexten zurück, was sowohl das Testen theoretischer Modelle als auch die Vorhersage und Verbesserung von Individual- und Gruppenleistung erschwert. Die Dissertation befasst sich mit diesen Herausforderungen in vier Studien. In Studie 1 wird ein konzeptionelles Mehrebenen-Rahmenmodell von Arbeitszufriedenheit in Teams entwickelt. Das derzeitige Verständnis von Arbeitszufriedenheit in Teams und ihrem Zusammenhang zur Teamleistung ist durch zwei Probleme gekennzeichnet: (1) ein ausschließlich konsensbasiertes Konzept von Zufriedenheit auf Gruppenebene sowie (2) die Vernachlässigung von Mehrebenen-Effekten. Diese schränken das Verständnis von Zufriedenheit auf Gruppenebene und ihrem Zusammenhang zur Teamleistung ein, da aus der Arbeitszufriedenheit einzelner Teammitglieder nicht immer geteilte Zufriedenheit entsteht. Da der Zusammenhang zwischen Zufriedenheit auf Gruppenebene und Teamleistung mit den derzeitigen Ansätzen nur unzureichend erklärt werden kann, entwickeln meine Koautoren und ich in Studie 1 eine Typologie von Zufriedenheitsformen (uniforme, fragmentierte, abweichende und deviante Zufriedenheit), und stellen ein Mehrebenen-Rahmenmodell vor, das den Zusammenhang dieser Formen und Teamleistung innerhalb und zwischen verschiedenen Analyseebenen erklärt. Auf Basis des Rahmenmodells stellen wir dar, dass die Zufriedenheitsformen emergente Eigenschaften wie die Teamkohäsion und das Vertrauensklima sowie Teamprozesse wie Kooperation und Konfliktlösung beeinflussen. Diese wiederum beeinflussen die Teamleistung über die individuelle Zufriedenheit hinaus. Die Studie leistet einen Beitrag zur aktuellen Forschung zur Teamzufriedenheit und ihrem Zusammenhang zur Teamleistung. Studie 2a befasst sich mit dem methodischen Problem der Messung von Arbeitszufriedenheit. Obwohl eine ökonomische und differenzierte Erfassung von Arbeitszufriedenheit für Forschung und betriebliche Praxis von hoher Relevanz ist, sind deutschsprachige Messinstrumente meist sehr umfangreich oder nicht in der Lage, zwischen Zufriedenheitsfacetten zu differenzieren. Vor diesem Hintergrund besteht das Ziel des Beitrags darin, einen Kurzfragebogen zu entwickeln und zu validieren, mit dem sich die Gesamtzufriedenheit sowie die Zufriedenheit mit den Tätigkeiten, Kolleginnen und Kollegen, Entwicklungsmöglichkeiten, der Bezahlung und der/dem Vorgesetzten messen lassen. Hierfür wird zunächst auf Basis verschiedener Versionen des Job Descriptive Index (JDI) und des Arbeitsbeschreibungsbogens (ABB) ein umfangreicher Itempool abgeleitet. Dieser wird anschließend mit Daten einer Onlinebefragung (N = 217) zu einem 30 Items umfassenden Kurzfragebogen verdichtet. Der neu entwickelte Kurzfragebogen wird schlussendlich an einer zweiten, unabhängigen Stichprobe (N = 377) kreuzvalidiert. Die Ergebnisse der Studie zeigen, dass das neu entwickelte Verfahren in der Lage ist, Arbeitszufriedenheit und ihre Facetten reliabel, valide und ökonomisch zu messen. In Studie 2b werden die neu entwickelten Skalen auf den Teamkontext adaptiert. Frühere Studien nutzten in der Regel Ad-hoc-Maße, die nicht sorgfältig entwickelt und validiert sind, häufig keine Differenzierung von Zufriedenheitsfacetten zulassen und deren Messergebnisse sich nur eingeschränkt zwischen Studien vergleichen lassen. An den Items und Vignetten der in Studie 2a entwickelten Skalen wurden daher linguistische Anpassungen vorgenommen und die adaptieren Skalen anschließend mit Daten von 202 Teammitgliedern aus 47 Teams validiert. Die Ergebnisse zeigen, dass die psychometrische Qualität der Items und Skalen, abgesehen von einem schwachen Methoden-Bias aufgrund negativ kodierter Items, solide und vergleichbar zu der der Original-Skalen ist. Darüber hinaus offenbart die Studie Unterschiede zur Arbeitszufriedenheit in Nicht-Team-Kontexten. Insbesondere zeigen die Ergebnisse, dass die Zufriedenheit mit den Tätigkeiten nur eine untergeordnete Rolle für die Gesamtzufriedenheit sowie für individuelle und teambezogene Leistungsmaße spielt. Insgesamt deuten die Ergebnisse darauf hin, dass die adaptierten Skalen eine zuverlässige und valide Messung von Arbeitszufriedenheit im Teamkontext ermöglichen. Studie 3 befasst sich mit der Emergenz von Arbeitszufriedenheit in Teams, insbesondere mit ihrer Homogenität. Zufriedenheitshomogenität ist eine wichtige Grundvoraussetzung, um individuelle Zufriedenheitsurteile zu einem Gruppenkonstrukt zu aggregieren und wirkt sich auf verschiedene Teammaße, wie z.B. soziale Integration, Kohäsion und Absentismus aus. Die Prozesse, die eine geteilte Zufriedenheitsstruktur begünstigen, sind jedoch noch weitgehend unklar. Auf Basis der Theorie affektiver Ereignisse werden in dieser Studie alternative Hypothesen zu situativen, dispositionalen und sozialen Einflussfaktoren auf Zufriedenheitshomogenität getestet. Pfadanalysen (n = 415 Teammitglieder; N = 110 Teams) zeigen, dass Zufriedenheitshomogenität primär von der Arbeitsumgebung und zu einem geringeren Ausmaß von Persönlichkeitsmerkmalen der Teammitglieder abhängt. Im Gegensatz zu früheren Studien konnten keine Effekte sozialer Interaktion auf Zufriedenheitshomogenität nachgewiesen werden. Zudem werden frühere Untersuchungen teilweise repliziert, die zeigen konnten, dass Zufriedenheitshomogenität den Zusammenhang zwischen Zufriedenheit auf Gruppenebene und Teamleistung moderiert. Im Zusammenhang leisten die vier Studien dieser Dissertation Beiträge zu den Forschungsbereichen Emergenz, Messung und Konsequenzen von Zufriedenheit in Teams. Bezüglich der Emergenz auf Gruppenebene liefern die zusammengefassten Ergebnisse sowohl theoretische Argumente als auch empirische Evidenz, wieso Zufriedenheit in Teams unterschiedlich verteilt sein kann und stellt damit eine Abkehr vom vorherrschenden Fokus auf geteilte Zufriedenheit dar. Während Studie 1 postuliert, dass sich Teamzufriedenheit nicht nur zu einer uniformen, sondern auch zu einer konfiguralen Eigenschaft auf Gruppenebene entwickeln kann, untersucht Studie 3 die Emergenz zu einem geteilten bzw. uniformen Gruppenkonstrukt. Bezüglich der Messung von Zufriedenheit liefern die Ergebnisse von Studien 2a und 2b wertvolle Kurzskalen für die Forschung und Praxis, die zur Erfassung von allgemeiner und facettenspezifischer Zufriedenheit sowohl im Teamkontext als auch in anderen Kontexten genutzt werden können. Da die Skalen die Zufriedenheit auf der Individual-Ebene erfassen, lassen sich die Messergebnisse auch ohne hinreichende Übereinstimmung im Team interpretieren und sind daher für verschiedene Forschungsfragen auf verschiedenen Analyse-Ebenen nutzbar. Bezüglich der Konsequenzen von Zufriedenheit verdeutlichen die Ergebnisse die Wichtigkeit von Zufriedenheitsfacetten und -konfigurationen für den Zusammenhang zur Teamleistung. Während Studie 2b zeigen konnte, dass sich unterschiedliche Facetten von Zufriedenheit in unterschiedlichem Maße auf gruppenbezogene Leistungsmaße auswirken, verdeutlichen die Befunde aus Studien 1 und 3 die Relevanz von Zufriedenheitsdifferenzen im Teamkontext. Die Dissertation leistet einen weiteren Beitrag in Form der Entwicklung eines Mehrebenen-Rahmenmodells, das in Studie 1 vorgestellt wird. Das neue Rahmenmodell stellt eine Weiterentwicklung vorheriger Rahmenmodelle zur Teameffektivität dar und ist an verschiedene Forschungsbereiche anschlussfähig. In ihrer Gesamtheit zeigen die theoretischen und empirischen Befunde dieser Dissertation, dass eine konfigurale Mehrebenenkonzeption nötig ist, um die Forschung zur Arbeitszufriedenheit in Teams weiterzuentwickeln
Kurdovanidze, Salome. "conflicts in international teams." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-201774.
Full textPearson, Calvin F. "Collaborative sermon preparation teams." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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