TITLE: The beggining and development of group performance in the Czech Republic SUMMARY: The thesis represents the beggining and development of group performance in the Czech Republic. It creates a komplex summary of group performance from beggining till to now. It uses methods of induction and deduction, it contents analysis or progressive methods. The result of this thesis is the description of the main changes in the development of group performance as are the place and size of the exercise area, the number of performings, musical accompaniement or used tools and equipment. The changes are seen in the charts.

In this dissertation, I investigate predictors and consequences of transactive memory system (TMS) development. A transactive memory system is a shared system for encoding, storing, and recalling who knows what within a group. Groups with well-developed transactive memory systems typically perform better than groups lacking such memory systems. I study how communication enhances the development of TMS and how turnover disrupts both TMS and its relationship to group performance. More specifically, I examine how communication networks affect the amount of communication, how the structure of the communication network affects the extent to which the group members share a strong identity as a group, and how both of these factors affect a group’s TMS. I also analyze how turnover disrupts the relationship between transactive memory systems and group performance. In addition, I examine how the communication network and turnover interact to affect group performance. I analyze these effects in three laboratory studies. The controlled setting of the experimental laboratory permits me to make causal inferences about the relationship of turnover and the communication network to group outcomes. Results promise to advance theory about transactive memory systems and communication networks.

As the trend of progressive development of technological information and globalization, organization use teams to manage the complex operational activities in dynamic environment. Organizations use cross-functional team to encourage individuals¡¦ knowledge sharing; however, the team members are composed by talents with different professional background and the way they think, work and express emotion are different. Hence, whether or not the group members with high level of group emotional intellectual and whether or not the group can from their social capital in their group determine their group performance and organizational success. Through a series of questionnaire survey of groups in health care Industory and using hierarchical regression analysis to deal with the data, our research indicate will investigate the following questions: 1. Whether the diversity of group will lead to relational conflict and negatively influence group performance. 2. Whether group emotional intelligence can decrease the relational conflict and then positively influence performance. 3. Whether group emotional intelligence can contribute to accumulate social capital and then strengthen team performance. In consequence, our study has empirically demonstrated that GEI could reduce the negative effect of relationship confluct, meanwhile increase positive effect of group identity on group effectiveness. The dimension of creating resource working with emotions and creating an affirmative environment are found to be two of most significant factors that attribute to this effect, and GEI can definetly contribute to accumulate social capital and strengthen team performance. This study finally suggested that organizations shall endeavor to assist team build positive attitude and move group memvers from striking together to working cooperatively.

Collaborative groups are important both in the learning environment of engineering education and, in the real world, the business of engineering design. Selecting appropriate individuals to form an effective group and monitoring a group’s progress are important aspects of successful task performance. This exploratory study looked at using the concepts of cognitive social structures, structural balance, and centrality from social network analysis as well as the measures of emotional intelligence. The concepts were used to analyze potential team members to examine if an individual's ability to perceive emotion in others and the self and to use, understand, and manage those emotions are a factor in a group’s performance. The students from a capstone design course in computer engineering were used as volunteer subjects. They were formed into groups and assigned a design exercise to determine whether and which of the above mentioned tools would be effective in both selecting teams and predicting the quality of the resultant design. The results were inconclusive with the exception of an individual's ability to accurately perceive emotions. The instruments that were successful were the Self-Monitoring scale and the accuracy scores derived from cognitive social structures and Level IV of network levels of analysis.

109f. / Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-07-17T13:13:04Z No. of bitstreams: 1 dissertacao ana simões versao final_2013.pdf: 1159086 bytes, checksum: 2272551c83bb5d27dac5208dc44e904f (MD5) / Approved for entry into archive by Ana Portela(anapoli@ufba.br) on 2013-07-18T16:56:40Z (GMT) No. of bitstreams: 1 dissertacao ana simões versao final_2013.pdf: 1159086 bytes, checksum: 2272551c83bb5d27dac5208dc44e904f (MD5) / Made available in DSpace on 2013-07-18T16:56:40Z (GMT). No. of bitstreams: 1 dissertacao ana simões versao final_2013.pdf: 1159086 bytes, checksum: 2272551c83bb5d27dac5208dc44e904f (MD5) Previous issue date: 2013 / CAPES / Este estudo experimental teve o objetivo de comparar o desempenho na condição de grupo e individual, em um jogo virtual de construção de pontes. Analisaram-se as diferenças na percepção de conflitos sobre o trabalho em equipe e de estados afetivos antes e após a realização do jogo. Foi testado também o papel mediador dos estados afetivos na qualidade do desempenho de grupo e na percepção de conflitos. Participaram 114 estudantes de nível superior e pós-graduação (70 mulheres e 44 homens), 65% da área de ciências sociais e humanas, com idade média de 24 anos. Foram alocados, aleatoriamente, 54 participantes na condição individual e 60 na condição de grupo. Por meio de um questionário eletrônico, foram mensurados os afetos positivos e negativos e a percepção de conflitos sobre o trabalho em equipe, antes e após o jogo. O desempenho foi medido em termos de resultado e de processo. A percepção de conflitos sobre o trabalho em equipe foi baixa para os participantes das duas condições, antes e após o jogo. Os estados afetivos eram mais positivos que negativos e se mantiveram assim após a realização do jogo para ambas as condições, embora se tenha observado uma redução de intensidade. Grupos apresentaram melhor desempenho que os indivíduos. Participantes na condição de grupo relatam maior uso de etapas de resolução de problemas que os indivíduos isoladamente. Apenas a etapa de organização das informações se correlacionou ao desempenho em ambas as condições experimentais, sinalizando ser uma etapa-chave no ciclo de resolução de problemas. Os estados afetivos não exerceram papel mediador na relação entre a condição (individual e grupal) e o desempenho, o que também ocorreu em relação à percepção de conflitos. Sugere-se, em estudos futuros, o uso de priming para ativar mais intensamente os estados afetivos dos participantes. This experimental study aimed to compare the performance in group and in individual condition in a bridge construction virtual game. We analyzed the differences in teamwork conflicts perception and affective states before and after the game. It was also tested the mediating role of affective states on the quality of group performance and conflicts perception. Participants for this study included 114 pos-graduate and graduate students (70 women and 44 men), 65% from social sciences and humanities, whose average age was 24 years. 54 participants were randomly assigned to individual and 60 to team condition. An electronic questionnaire measured positive and negative affects and conflicts perception, before and after the game. Performance was measured in terms of outcome and process. Conflicts perception was low for participants of the two experimental conditions before and after the game. Affective states were more positive than negative and remained so after the completion of the game for both conditions, however with a reduction in intensity. Groups performed better than independent individuals. In the group condition, participants reported greater use of problem-solving steps than individuals alone. Only organizing information correlated with performance in both experimental conditions, signaling is a key step in problem solving cycle. The mediating role of affective states in the relationships between experimental condition (individual and team) and performance and with conflict perception was not found. It is suggested that priming can be used in future studies to activate more participants’ affective states. / Salvador

Cette thèse a pour objectif d’examiner les effets de certains facteurs d’instabilité sur le développement du système de mémoire transactive et sur les performances groupales. Son originalité réside à la fois dans la manière d’appréhender l’instabilité dans les groupes et dans l’approche de psychologie sociale expérimentale proposée. L’analyse des différents facteurs d’instabilité et la tentative d’intégration ont permis d’étudier plus précisément l’impact de deux facteurs d’instabilité – le conflit lié à la tâche et le changement de membres dans le groupe – sur le système de mémoire transactive. Deuxpremières études examinent l’effet du conflit lié à la tâche et ses modes de régulation (épistémique vs. relationnelle). Si les résultats ne sont pas constants, ils affirment le rôle médiateur du système de mémoire transactive dans la relation conflit-performance et invitent à réfléchir aux effets de ce conflit, qui ne sont pas nécessairement néfastes. La troisième étudeporte sur le changement prévu ou imprévu de membres dans le groupe. Comme attendu, le changement prévu d’un membre bloque la construction du système de mémoire transactive, limitant ainsi la performance groupale. Cette étude apporte un regard nouveau sur les recherches liées au turnover et invite à prolonger les travaux sur les effets de ce phénomène sur l’efficacité des équipes. Un travail d’élaboration d’un outil d’observation de la mémoire transactive à partir d’indicateurs langagiers est également présenté. Les perspectives futures et implications pratiques des résultats de cette thèse pour le travail d’équipe sont discutées, en encourageant notamment le développement de recherches en situation de simulation. / The aim of this thesis is to examine the effects of several factors of instability on the development of transactive memory systems and on team performance. Its originality is due to the way in which we consider the instability in teams and our experimental social psychology approach. The analysis of different factors of instability and the attempt at integrating them enabled us to further study the impact of two factors of instability – task conflict and turnover – on transactive memorysystems. The first two studies examine the effect of task conflict and the ways in which it is regulated (epistemic vs relational). The results are inconsistent, but reveal that transactive memory mediates the effects of task conflict on team performance. In addition, the results lead us to consider the effects of task conflict, which are not necessarily harmful. The third study is about unexpected or expected turnover in groups. As anticipated, expected turnover impedes building atransactive memory system, thereby decreasing collective performance. This study provides a new perspective on previousresearch concerning turnover and proposes the continuation of this research on the effects of this phenomenon on the efficacy of teams. The development of an observational tool to measure transactive memory using language indicators is also presented. The future perspectives and practical implications of the results are discussed, including promoting thedevelopment of simulation studies.

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Contrary to our intuitive expectations about a positive group influence on human performance behaviour, there is a vast body of literature proving the opposite. All the research is based on findings of Max Ringelmann who more than 120 years ago proved in the oldest social psychological experiment ever known that people cooperating on a common task tend to exert less effort than what would be their potential. This performance decrement is caused by coordination losses which relate to the very principles of a team work as well as motivation losses. Because of the tendency of people to limit their effort in collective settings the newly discovered phenomenon has been called social loafing. A group influence on individual's performance became also a main subject of this diploma thesis. Compared to a majority of research dealing with the same topic the present one employs a completely new type of interactive task which involves an intensive cooperation of all group members. We have used in our experiment an original simulation where players are in a role of top management in one movie production company and their goal is to make a strategic decision based on the information distributed among all the team members that will bring them the biggest profit. Consequently we have directly analysed behaviour of...

Die Arbeit untersucht den Einfluss von strukturellem Wissen auf individueller Ebene sowie den Einfluss der Wissensheterogenität auf Gruppenebene auf komplexes Problemlösen. Zur Erhebung von strukturellem Wissen wird ein computerbasiertes Verfahren, der Assoziations-Strukturtest (AST), entwickelt. Die Wissensheterogenität in Gruppen wird mit dem Wissensmanagementsystem skillMap berechnet. Der AST erhebt zu einer Wissensdomäne einen Graphen, der mit Kennwerten beschreiben wird. Für Leistungsvorhersagen mit dem AST werden komplexe Problemlöseaufgaben gewählt. Da komplexe Probleme oft von Gruppen bearbeitet werden, wird ein Gruppensetting gewählt. Dabei wird ein umgekehrt-u-förmiger Zusammenhang zwischen der Wissensheterogenität in der Gruppe und ihrer Leistung angenommen. 150 Versuchsteilnehmer wurden in Dyaden eingeteilt. Die Teilnehmer erhielten je einen Lerntext mit sieben Wissenselementen zur Steuerung eines komplexen Problemlöseszenarios. Die Heterogenität des Wissens in der Dyade wurde variiert (gering, mittel, groß). Nach der Lernphase schätzten die Teilnehmer ihr Wissen ein, woraus mit der skillMap zu ein Ähnlichkeitsmaß berechnet wurde. Es folgte eine Diskussionsphase, in der die Dyadenmitglieder sich gegenseitig das Erlernte beibrachten. Ihr strukturelles Wissen wurde dann mit dem AST getestet. Im anschließenden Szenario waren die Dyaden mit mittlerer Heterogenität den beiden anderen signifikant überlegen: Die Wissensheterogenität zeigt einen kurvenlinearen Zusammenhang mit der Gruppenleistung. Die gewichtete Dichte der AST-Wissensgraphen korreliert gering mit der Problemlöseleistung und erklärt einen eigenständigen kleinen Anteil ihrer Gesamtvarianz. Das Ähnlichkeitsmaß korreliert signifikant mit der Problemlöseleistung. Computerbasierte Wissensdiagnoseverfahren sind somit potentiell dazu geeignet, Leistungsvorhersagen zu treffen. Die Problemlöseleistung von Gruppen ist zum Teil durch die Verteilung des Wissens innerhalb der Gruppe determiniert. / This thesis analyzes the influence of structural knowledge on the individual level and the influence of knowledge heterogeneity on the group level on complex problem solving (CPS) performance. For the elicitation of structural knowledge, a computer based method, the association structure test (AST), is developed. Through term associations, measurement of thinking times, and through pairwise concept comparisons, the AST elicits a graph for each participant. The AST is tested in the domain of CPS. As complex problems are usually addressed by groups, a group setting is chosen. A curvilinear n-shaped connection between the group''s knowledge heterogeneity and its CPS performance is assumed. In an experiment, 150 participants were divided into dyads. Each participant received a text with seven knowledge elements on the control of a complex scenario. The heterogeneity of knowledge in a dyad was varied (small, medium, and large). After learning, dyad members self-assessed their knowledge. Knowledge similarity was calculated with knowledge management system (the skillMap). The knowledge similarity was also used for performance prediction. A discussion followed, during which dyad members taught each other what they had learned. Their structural knowledge was then assessed with the AST. In the following CPS task, dyads with medium heterogeneity exhibited a significant superior performance in comparison with the other two conditions. Knowledge heterogeneity exhibited a curvilinear relationship with the dyad''s CPS performance. The weighted density of AST-elicited knowledge graphs weakly correlated with CPS performance and explained a small but unique fraction of its variance. The skillMap similarity measure correlated significantly with CPS performance. Computer-based knowledge elicitation tools are thus potentially suited for performance prediction. CPS performance of groups is partially determined by the way in which knowledge is distributed inside the group.