Yes / This article presents an integrative review of the rapidly growing body of research on trust in work teams. We start by analyzing prominent definitions of trust and their theoretical foundations, followed by different conceptualizations of trust in teams emphasizing its multilevel, dynamic, and emergent nature. We then review the empirical research and its underlying theoretical perspectives concerning the emergence and development of trust in teams. Based on this review, we propose an integrated conceptual framework that organizes the field and can advance knowledge of the multilevel nature of trust in teams. Our conclusion is that trust in teams resides at multiple levels of analysis simultaneously, is subject to factors across levels in organizations, and impacts performance and other relevant outcomes both at the individual and team levels. We argue that research should not only differentiate between interpersonal trust between members from collective trust at the team level, but also emphasize the interplay within and between these levels by considering cross-level influences and dynamics. We conclude by proposing four major directions for future research and three critical methodological recommendations for study designs derived from our review and framework. / NASA/Johnson Space Center. Grant Number: NNJ16HP08P

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Managing software engineering teams in a systematic, controlled, and efficient manner often results in higher quality software. Today, with around the clock software development, software teams consist of members from geographically different locations and a variety of cultures. A few software development team compositions have been presented based on tasks, personality, and role descriptions. While these have been shown effective for understanding software teams and to some extent predicting favorable team configurations, there are no team structures or models to configure software development teams based on cultural aspects. Therefore, this thesis proposes a model for assembling software teams based on roles, personality, and cultural profiles. In particular, this research investigates how the Belbin and Myers-Briggs model, and Keirsey theories could be applied effectively to software development teams based on previous studies and analysis conducted in this study. Moreover, the study not only explores the relationship between Belbin roles and Myers-Briggs personality types, but examines how cultural differences with respect to their values and other project influences could be mapped successfully into the team profiles. / Master of Science

This study sought to holistically describe the development and implementation of a pilot learning community program at Florida Gulf Coast University. The study used qualitative and quantitative methodology to examine the purposes and conceptualization of the program, explore the perceptions of student and faculty participants, describe the characteristics of students who chose to participate in the learning community, and determine what effects the program had on student success and retention. Semi-structure interviews were conducted with participating faculty. Data were transcribed and coded using categorical aggregation to organize and report emerging themes. Student focus groups were facilitated in pre-program and post-program sessions to determine expectations and attitudes of student participants. Proxy measures were used from the College Study Inventory, an assessment of student motivational factors to determine selected student characteristics. Measures from student records were analyzed to determine academic success and retention effects. The study resulted in a description of the conceptualization and implementation of the learning community and a review of the purposes and goals of the program. Findings of the study indicated that students who participated in the program had lower high school grades yet were more receptive to academic assistance in college. Student participants gave higher importance to social aspects of the learning community and learning through peer assistance. Themes that emerged from faculty interviews included differences in perceptions regarding faculty student boundaries, student socialization effects, planning and organizational issues, and pedagogical practices regarding the use of cooperative strategies in the classroom. The study provided recommendations for further programming efforts that were based upon the review of the current literature on student development theory, organizational theories, and learning community research.

No / This paper describes the development, implementation and evaluation of Team-Based Learning (TBL) in a third year undergraduate nursing module.

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Yes / Nurse team leaders are responsible for contributing to managing the quality of service delivery and facility output of their nurses to ensure there is a high quality of care delivered by the health system. This study aimed to explore the perceptions of public health nursing Team Leaders (TLs) and public health nursing Team Supervisors (TSs) on nurses' development in Fiji. A qualitative study was used to gather information using in-depth phone interviews among TLs and TSs comprising Chief Midwifery Nursing Officer (CMNO), Director of Nursing (DON), Sub-divisional Nursing Managers (SDNMs), acting SDNMs and Nursing Manager (NM) at Central health division in Fiji. The data was collected through semi-structured open-ended questionnaires and were audio recorded. The data was analyzed using manual thematic analysis process. The study comprised of 26 participants, which included 10 TSs and 16 TLs. Four themes were identified for the results amongst TSs and TLs: ethical development; professional development; psychological development; and recommendations. However, nine sub- themes were identified for TSs and eight sub-themes were identified for the result amongst TLs. This study highlighted that TLs and TSs elaborated on the need for the ethical, professional, psychological development, nursing development and also on the importance of policies and guidelines. Professional ethics should be integrated into the Continuous Profession Development (CPD) points that are used to renew yearly nursing licenses as well as exposing the need for having competencies on professional ethics in nurses' logbooks. Further research is needed to determine the in-depth barriers.

Agile software development methods are characterized by developer’s empowerment through self-organization, incremental requirements and constant knowledge sharing. Despite some effort to elaborate how successfully agile methods can be applied in co-located development teams, little is known on how the same is done when the development teams are distributed. Our research focus is to uncover factors that influence the successful application of agile methods in distributed development teams using a software development company as our case study. With three distributed teams applying different agile methods, we conducted focused ethnography alongside interviews to comprehend what and how various factors under distributed development teams influence successful agile methods application. It seems, all that matters is team structure, team spirit, effective communication, product requirements, and knowledge sharing. The team structure has more influence than other factors and therefore our suggestions for successful application of agile methods in distributed software development is to focus on the development team, above all factors. The analysis shows that the development methods themselves have little to do with the successful application of agile methods in distributed software development teams.

Thesis (MBA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The past decade saw increasing prominence put on teams in the workplace and concurrently a proliferation in the use of adventure-based programmes to develop teams. The study provides a description of an adventure-based team development intervention into the executive team of the Health and Racquet Club's Gauteng region. The team consisted of fourteen executives that all took part in a three-day team development programme. As a qualitative study it refers to the nature of the intervention as characterised by the participants through their experience thereof and as a descriptive study it learns about the who, what, when, where, and how of the adventure-based team development intervention. The study is done from a phenomenologicalconstructionist perspective and therefore focuses on the meaning attached to the experience by the participants while it recognises the involvement of the researcher. The study is accomplished by describing: • the principles underscoring the intervention and illustrating how the intervention is based on recent literature applying the principles to adventure-based team development; • intervention (and research) context by recounting the activities that were used; and • meaning attached to the intervention with regards to the impact thereof on individuals and team development. In Chapter One an overview of the study, the scope thereof and a formulation of the research problem are given. Chapter Two presents an overview of the team within its context and explains the process of contracting, the team's needs and the fit between the intervention and the strategic aims of the organisation. "The following Chapter provides the principles that were applied in the design and construction of the intervention and gives the theoretical underpinnings of the programme as stemming from recent literature. In Chapter Four a description of the course design as well as the activities that were used is given. This is followed by a description of the impact of the intervention on the individual members and on the team respectively. An overview of the phenomenological method of analysis of Georgi is given and it is used to analyse partlcipant's presentation of the most memorable moments they experienced during the course. The study is concluded by presenting the research outcomes, suggestions on future research and final comments. / AFRIKAANSE OPSOMMING: Gedurende die afgelope dekade is aansienlik meer prominensie aan spanne in die werkplek toegeken. Daarmee saam is daar ook 'n toename in die gebruik van avontuur-gebaseerde ontwikkelingsprogramme vir spanne. Hierdie studie verskaf 'n beskrywing van 'n avontuur-gebaseerde spanontwikkelingsintervensie waaraan die uitvoerende span van die Health and Racquet Club se Gautengstreek onderwerp is. Die span het bestaan uit veertien bestuurders wat almal aan 'n drie-dag spanontwikkelingsprogram deelgeneem het. Die studie is kwalitatief van aard in die wyse waarop die aard van die intervensie deur die deelnemers gekenmerk word deur hul belewenis daarvan. As 'n beskrywende studie beskryf dit die wie, wat, waar en hoe van die avontuur-gebaseerde spanontwikkelingsintervensie. Die studie word vanaf 'n fenomenologies-konstruksionistiese perspektief aangepak. Dit behels dat daar op die betekenis wat aan die ervaring deur die deelnemers geheg word, gefokus word. Die betrokkenheid van die navorser word terselfdertyd erken. Die studie is voltooi deur 'n beskrywing aan te bied van: - die beginsels wat die intervensie onderlê en hoe die intervensie gebaseer is op 'n toepassing van resente onwikkelings in navorsing rakende avontuur-gebaseerde spanontwikkeling; - die intervensie- (en navorsings-) konteks deur die aktiwiteite wat gebruik is te skets; - die betekenis wat aan die intervensie geheg is met betrekking tot die impak daarvan op individue en spanontwikkeling onderskeidelik. In Hoofstuk Een word 'n oorsig van die studie, die omvang daarvan en 'n formulering van die navorsingsprobleem verskaf. Hoofstuk Twee bied 'n oorsig van die span binne sy konteks aan en verduidelik die proses van kontraktering, die span se behoeftes en die belyning van die intervensie met die strategiese doelwitte van die organisasie. Die volgende Hoofstuk bied die beginsels wat toegepas is in die ontwerp en daarstelling van die intervensie en gee die teoretiese onderbou van die program soos dit put uit resente literatuur. In Hoofstuk Vier word 'n beskrywing van die kursusontwerp asook die aktiwiteite wat gebruik is verskaf. Dit word gevolg deur 'n beskrywing van die impak van die intervensie op individuele deelnemers en die span onderskeidelik. 'n Oorsig van die fenomenologiese metode van Georgi word verskaf en dit word aangewend om 'n analise van die deelnemers se weergawe van die mees betekenisvolle oomblikke wat hulle gedurende die program ervaar het, te doen. Die studie word afgesluit met die navorsingsresultate, aanbevelings oor toekomstige navorsing en finale opmerkings.

The objective of this dissertation study is to provide the theoretical foundation for collaborative information technology moderation on team performance and give empirical evidence to support this relationship. The model provided in this study is supported by analytical proofs for the proposed hypotheses to define relationships among constructs in this research including departure (reduction in the number of team members), collaborative information technology functionality, transactive memory strength, and team performance. This research offers a theory that utilizes transactive memory systems (TMS) to examine the departure problem. The main research question is: Can collaborative information technologies (CIT) alleviate negative effects of departure? The theory in this study is structured around the indicators of TMS: specialization, coordination, and credibility. Findings showed that CIT functionality level plays a role in enhancing the group performance. This role is not direct but instead, is a moderation effect that alleviates the negative departure impact. In absence of departure, CIT impact can be confusing as it can be either positive or negative. My analytical results explain why information systems literature has had conflicting arguments on the role of technology. I propose that particular dynamic events and incidents, such as employee departure, help us understand the impact of CIT more clearly. Moreover, I employ transactive memory theory to explain how individuals develop and exchange knowledge in a group and how skills and knowledge can be lost due to departure. I also explain why and how team performance benefits from CIT when departure occurs. / text