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Virtual team performance: Effects of...

Weger, Kristin.

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Virtual team performance: Effects of reflexivity, transactive memory, and situation awareness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Virtual team performance: Effects of reflexivity, transactive memory, and situation awareness./
Author:	Weger, Kristin.
Description:	112 p.
Notes:	Source: Masters Abstracts International, Volume: 51-05.
Contained By:	Masters Abstracts International51-05(E).
Subject:	Psychology, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1535859
ISBN:	9781303029790

Virtual team performance: Effects of reflexivity, transactive memory, and situation awareness.
Weger, Kristin.

Virtual team performance: Effects of reflexivity, transactive memory, and situation awareness. - 112 p.

Source: Masters Abstracts International, Volume: 51-05.

Thesis (M.A.)--The University of Alabama in Huntsville, 2013.

Virtual teams often do not have the capability to develop well-functioning team cognitive processes in the initial stages of team development, leading to initial low performance in teams. The present experiment explored whether a general training procedure, a guided reflexivity intervention, could facilitate team cognitive development to improve team performance, and whether such an intervention could influence team communication. Participants (N = 160) assigned to teams of four received either a guided reflexivity intervention or no intervention, in a two scenario experiment. Virtual teams in the guided reflexivity condition were expected to develop a better transactive memory system, display higher levels of situation awareness, show higher amounts of team communication related to the task, and show improved team performance compared to initial performance and to the no intervention condition. The results provided mixed support for the hypotheses, indicating that guided reflexivity interventions may have a more intricate relationship with virtual team performance than proposed.

ISBN: 9781303029790Subjects--Topical Terms:

1018034
Psychology, General.

Virtual team performance: Effects of reflexivity, transactive memory, and situation awareness.
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100 1 $a Weger, Kristin. $3 3168514
245 1 0 $a Virtual team performance: Effects of reflexivity, transactive memory, and situation awareness.
300 $a 112 p.
500 $a Source: Masters Abstracts International, Volume: 51-05.
500 $a Adviser: Sandra Carpenter.
502 $a Thesis (M.A.)--The University of Alabama in Huntsville, 2013.
520 $a Virtual teams often do not have the capability to develop well-functioning team cognitive processes in the initial stages of team development, leading to initial low performance in teams. The present experiment explored whether a general training procedure, a guided reflexivity intervention, could facilitate team cognitive development to improve team performance, and whether such an intervention could influence team communication. Participants (N = 160) assigned to teams of four received either a guided reflexivity intervention or no intervention, in a two scenario experiment. Virtual teams in the guided reflexivity condition were expected to develop a better transactive memory system, display higher levels of situation awareness, show higher amounts of team communication related to the task, and show improved team performance compared to initial performance and to the no intervention condition. The results provided mixed support for the hypotheses, indicating that guided reflexivity interventions may have a more intricate relationship with virtual team performance than proposed.
590 $a School code: 0278.
650 4 $a Psychology, General. $3 1018034
650 4 $a Sociology, Organizational. $3 1018023
650 4 $a Psychology, Industrial. $3 520063
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710 2 $a The University of Alabama in Huntsville. $b Psychology. $3 3168515
773 0 $t Masters Abstracts International $g 51-05(E).
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792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1535859