UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
More information is available at Theses and Dissertations at University of Maryland Libraries.
Browse
3 results
Search Results
Item Transferring social capital from individual to team: An examination of moderators and relationships to innovative performance(2012) Edinger, Suzanne; Tesluk, Paul E; Business and Management: Management & Organization; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In this dissertation, I explore the relationships between individual social capital, team social capital, and team innovative performance. The association between personal and group social capital is underexplored (Burt, 2000; Kilduff & Krackhardt, 2008), and is important to investigate so that we may improve our knowledge of how social capital transfers from individuals to their teams in ways that promote team innovation. I hope to contribute to the literature on social capital in teams in three important ways. Within team-based settings with high innovation requirements, I first propose that the structural bridging social capital (i.e., ties outside the team) of team members is an important predictor of the team's structural bridging social capital. Second, transferring social capital from the individual to team level, I suggest that a team member's sharing of his/her bridging social capital resources is influenced by relational, cognitive, and task components, including group identification, dyadic trust, team member exchange, and shared vision. Finally, I investigate the role of transactive memory systems and bonding social capital (i.e., ties inside the team) in explaining the relationship between team structural bridging social capital and team innovative performance. Study participants were 263 members of 38 project teams in the merchandising displays division of a large paperboard and packaging manufacturer in the United States. I find that individual bridging social capital predicts team structural bridging social capital. Additionally, psychological identification with team, psychological identification with organization, team member exchange, and shared vision moderate the relationship between individual and team structural social capital. I conclude by discussing the implications of these findings for social capital and team innovative performance theory and practice.Item Virtual Team Member Performance and Viability: The Influence of Individual Characteristics(2008-04-23) Hill, Nora Sharon; Bartol, Kathryn M; Business and Management: Management & Organization; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The use of virtual teams is increasing in organizations. Virtual teamwork occurs when team members collaborate using technology-mediated communication rather than face-to-face. Research has shown that virtual teamwork can be challenging. However, currently there is little research to help organizations identify team members who are most likely to be effective in a virtual teamwork environment. Given this, the purpose of my dissertation research was to identify individual characteristics that influence a virtual team member's contribution to team performance and team membership viability. This dissertation developed and tested a theoretical model that integrates literature identifying individual team member characteristics that are directly germane to effective functioning in a team operating virtually. These characteristics include virtual teamwork knowledge, skills, and abilities (KSAs); self-regulatory team orientation; and preference for face-to-face communication with team members. These individual characteristics were hypothesized to influence team member contribution to team performance and membership viability through the intervening variables of virtual teamwork behaviors and attitude toward virtual teamwork with the team. In addition, team technology support and empowering team leadership were two contextual factors predicted to moderate the hypothesized relationships between team member characteristics and virtual teamwork behaviors. The hypotheses were tested using data from 193 team members in 29 virtual teams in the procurement department of one large multinational company. The data were collected from team members and team leaders using online surveys, and hierarchical linear modeling was used to analyze the data. Results showed that both virtual teamwork KSAs and self-regulatory team orientation, although not directly associated with virtual teamwork behaviors, interacted with empowering team leadership to influence virtual teamwork behaviors. Self-regulatory team orientation and preference for face-to-face communication were both found to be positively associated with attitude toward virtual teamwork. Results further showed that virtual teamwork behaviors and attitude toward virtual teamwork were both positively associated with contribution to team performance and membership viability. Finally, no support was found for the hypothesized moderating influence of team technology support on the relationship between team member characteristics and virtual teamwork behaviors.Item A Study of Social Interaction and Teamwork in Reformed Physics Laboratories(2006-02-21) Gresser, Paul William; Redish, Edward F.; Physics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)It is widely accepted that, for many students, learning can be accomplished most effectively through social interaction with peers, and there have been many successes in using the group environment to improve learning in a variety of classroom settings. What is not well understood, however, are the dynamics of student groups, specifically how the students collectively apprehend the subject matter and share the mental workload. This research examines recent developments of theoretical tools for describing the cognitive states of individual students: associational patterns such as epistemic games and cultural structures such as epistemological framing. Observing small group interaction in authentic classroom situations (labs, tutorials, problem solving) suggests that these tools could be effective in describing these interactions. Though conventional wisdom tells us that groups may succeed where individuals fail, there are many reasons why group work may also run into difficulties, such as a lack or imbalance of knowledge, an inappropriate mix of learning styles, or a destructive power arrangement. This research explores whether or not inconsistent epistemological framing among group members can also be a cause of group failure. Case studies of group interaction in the laboratory reveal evidence of successful groups employing common framing, and unsuccessful groups failing from lack of a shared frame. This study was conducted in a large introductory algebra-based physics course at the University of Maryland, College Park, in a laboratory designed specifically to foster increased student interaction and cooperation. Videotape studies of this environment reveal that productive lab groups coordinate their efforts through a number of locally coherent knowledge-building activities, which are described through the framework of epistemic games. The existence of these epistemic games makes it possible for many students to participate in cognitive activities without a complete shared understanding of the specific activity's goal. Also examined is the role that social interaction plays in initiating, negotiating, and carrying out these epistemic games. This behavior is illustrated through the model of distributed cognition. An attempt is made to analyze this group activity using Tuckman's stage model, which is a prominent description of group development within educational psychology. However, the shortcomings of this model in dealing with specific cognitive tasks lead us to seek another explanation. The model used in this research seeks to expand existing cognitive tools into the realm of social interaction. In doing so, we can see that successful groups approach tasks in the lab by negotiating a shared frame of understanding. Using the findings from these case studies, recommendations are made concerning the teaching of introductory physics laboratory courses.