Thesis (M.S.)--Boston University

Recent advances in information technologies provide a unique opportunity for sharing knowledge free from constraints of time and place. One application area is Internet-based learning where members of virtual groups are separated by location, and are challenged by a collaborative project. In this research we investigate the developmental patterns of such groups, and address how trust may shape and be shaped by the virtual groups¡¦ development. Twenty-five groups in a cyber-university participate in our study. Our findings suggested the development of virtual groups was characterized by three stages: dependency and flight, fight and pair, and work. In addition, virtual group members initially imported trust rather than developed trust. Calculus-based trust, knowledge-based trust and identification-based trust coexisted and co-evolved over time. Finally, there appeared to be a reciprocal relationship between trust and group development.

The goal of this study was to attempt to develop a classification scheme that systematically related individual behavior, interpersonal behavior, and group interactions for the purpose of using the resulting classification scheme to evaluate theories of group development proposed by Bion, Bennis and Shepard, Bales, and Tuckman and Jensen. It was assumed that theorists' presuppositions about the structure of groups might influence their theories. Using a qualitative process of analysis, a structural classification scheme (SCS) was developed based upon transformative and generative rules, utilizing the General System Theory subsystem process of self-regulated boundary operations. The SCS protocol was employed to categorize and compare the theories of group development proposed by Bion, Bennis and Shepard, Bales, and Tuckman and Jensen. The resulting categorization of theories indicated that relationships existed among and between a group's structural properties, the complexity and type of communication connections among and between group members, and the size of the group. In addition, a common structural relationship was demonstrated to exist among and between individual, dyadic, and triadic group forms. A similar structural relationship was also speculated to exist between groups of any size. It was concluded that a structural approach to groups may offer insight to group leaders and members in recognizing and creating alternative frameworks that best fit a group's structure to its task. This approach may have broad implications in that it suggests that group goals might best be considered before the structure of the group is determined. In addition, a structural approach was also speculated to be an emotionally neutral alternative method of discussing individual and group behavior.

Studien syftar till att få en förståelse för Group Development Questionnaire (GDQ) som projektledningsverktyg, hur det kan användas för att utveckla team samt vad utvecklingen kan leda till hos teamen. För att besvara syftet har tre frågeställningar upprättats: Hur upplevs GDQ som verktyg? Vad underlättar användandet av GDQ vid utveckling av team? och Hur upplevs team som har utvecklats utifrån en GDQ-mätning? En kvalitativ metod med semistrukturerade intervjuer valdes för genomförandet av studien och bidrog till ett resultat med tre centrala teman: Det var väl inte så farligt, Klara, färdiga...Vilket håll ska vi åt? och Hur går det för oss?  Det var väl inte så farligt belyser vikten av information för att minska motstånd och skapa en trygghet och nyfikenhet i teamutvecklingsprocessen. Klara, färdiga... Vilket håll ska vi åt? lyfter att teamet är det centrala i teamutvecklingsprocessen och Hur går det för oss? beskriver vad teamutvecklingen med GDQ som instrument upplevs leda till hos teamen. Studiens slutsatser är att GDQ är ett bra verktyg för att skapa en insikt och medvetenhet hos teamet, men att utvecklingen sker när teamet tar tag i områdena som framkommer av GDQ-mätningen och aktivt arbetar med dem. Information, motivation och vilja hos teamet är grundläggande för att utvecklingen ska ske. Teamutvecklingen leder till mer högfungerande team, med bättre kommunikationsstrukturer och ett mer effektivt samarbete. / The purpose of this study is to get an understanding of the Group Development Questionnaire (GDQ) as an instrument for project management, how it can be used to develop teams and what the team development process may result in. To answer this, three research questions have been formulated: What is the experience of GDQ as an instrument? What facilitates the use of GDQ in the development of teams? and How are teams that have been developed using GDQ perceived? A qualitative method with semi-structured interviews was used in this study, which led to a result with three central themes: That wasn’t so bad, Ready, set... Which way are we going? and How are we doing?  That wasn’t so bad illustrates the importance of information to reduce resistance and create a feeling of safety and curiosity in the process of team development. Ready, set... Which way are we going? shows that the team is the center of the team development process and How are we doing? describes what the team development with GDQ as an instrument can lead to in teams. The conclusion of this study is that GDQ is an adequate instrument for creating a realization and awareness in teams, but the key to team development lies with the team using the information to actively work with their development. Information, communication and motivation are key elements for team development to take place. Team development using GDQ leads to higher functioning teams, with better communication structures and a more efficient collaboration.

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Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.

Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.

The objective of this thesis is to investigate factors related to virtual team¡¦s collaborative performance from the view point of roles played by team leader. By observing the content of eight learning-task oriented virtual teams¡¦ Web-BBS, we try to find the difference of role model played by team leaders with high and low performance in each stage of group development adopted from Wheelan¡¦s integrated model of group development. From the model of leadership roles, a team leader will play several roles at the same time in the process of a team project, such as innovator, broker, producer, director, coordinator, monitor, facilitator, and mentor. This role model is applied to observe team leaders¡¦ behavior and construct the categories of content analysis. According to the research results, the critical role played by team leader at the initial stage is director which makes members¡¦ role and job in the team clearer. During the middle stage, the role of producer is helpful for team to keep stable growing toward high performance. In the final stage, the leader should actively participate in the team mission, and play the monitor role in order to reach superior quality of the team project. The findings of this thesis will provide some suggestions about leader¡¦s behavior in a virtual team, facilitate team development, and improve virtual team¡¦s collaborative performance.

When a face-to-face work group tries to accomplish its collective goals, the effectiveness and maturity of a group hinge on the combination of the functional roles performed by group members¡X task-oriented roles and group maintenance roles [Klopf, 1981; Benne et. al., 1948]. This research examines the phenomenon of group developmental processes, the functional roles performed by group members, and the relationships among certain critical functional roles, group maturity, and team effectiveness in the learning-task oriented virtual team setting. The samples are 24 project teams composed by part-time graduate students in a cyber university. After analyzing the group discussion sections by content analysis method, the development processes of these virtual teams demonstrate Tuckman¡¦s five-stage model of group development: forming, storming, norming, performing and adjourning. For the groups on forming stage, there are only two group maintenance roles ¡X initiator and information seeker/giver, performing by virtual team members. Conflicts between team members are not obvious due to virtual teams¡¦ learning-oriented task. Three group maintenance roles ¡X encourager, gatekeeper, and follower will encourage the occurrence of group cohesiveness and lead virtual teams to norming stage. Furthermore, when groups mature, four emerging task-oriented roles ¡X opinion seeker/giver, coordinator, orienter and evaluator will enhance the virtual team effectiveness. Negative functional roles (process-hindering roles) are rare due to virtual team¡¦s learning-oriented task. Therefore, this result indicates that members in a virtual team should play different critical positive functional roles according to their group¡¦s developmental stages, and it will facilitate group evolvement and improve team effectiveness.

Facing the unceasing challenges of new technology, the use of virtual teams as the future organization structure has become more and more common. The objectives of this thesis are to investigate members¡¦ behavior in each stage of group development adopted from Tuckman¡¦s five-stages model, and to find out the impact of critical behaviors on virtual team¡¦s collaborative performance. This thesis selects nine learning-task oriented virtual teams composed by part-time graduate students in cyber university of NSYSU and probes into the theme of each groups¡¦ discussions by content analysis approach. SYMLOG is applied to observe group member¡¦s behavior and construct the categories of content analysis. According to the research results, the critical behaviors of initial stage are active (U) and friendly (P) behaviors. During the middle stage, the existence of encouragers and followers should improve group development towards high performance. In the final stage, group members shall be able to shift the communication focus from emotionally expressive (B) to instrumentally controlled (F) in order to reach superior effectiveness. Therefore, the findings of this thesis will provide some suggestions about member¡¦s behavior, facilitate group development, and improve virtual team¡¦s collaborative performance.