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- Title
- TOWARD A MODEL OF TEAM DECISION MAKING UNDER STRESS.
- Creator
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Marshall, Alyssa, Salas, Eduardo, University of Central Florida
- Abstract / Description
-
Today's organizations are increasingly relying on teams, rather than individuals, to complete tasks in the workplace. For some teams, these tasks require them to make high stakes decisions under stressful conditions. In military, medical, and emergency response fields, for example, workers are regularly asked to make decisions under high time pressure, uncertainty, and risk. The purpose of this study is to summarize previous team decision-making perspectives and create a model for team...
Show moreToday's organizations are increasingly relying on teams, rather than individuals, to complete tasks in the workplace. For some teams, these tasks require them to make high stakes decisions under stressful conditions. In military, medical, and emergency response fields, for example, workers are regularly asked to make decisions under high time pressure, uncertainty, and risk. The purpose of this study is to summarize previous team decision-making perspectives and create a model for team decision-making under stress. A literature review was conducted to examine the current state of team decision-making research. Several existing models of the team decision-making process were identified, representing multiple decision-making perspectives. Using this information, four primary characteristics of the team decision making process were identified. Team decision making appears to be multi-level, multi-phasic, dynamic, and cyclical process. An additional search examined the effects of stress on performance. Using this information and the characteristics outlined from the team decision making literature, a model was designed to describe the effects of stress on team decision making. This model offers several propositions regarding the effects of stress on specific cognitive and team processes and their relationship team decision making. This study provides the theoretical basis for an empirical investigation of the relationship between stress and team decision making. This line of research has the potential to lead to practical solutions that may improve outcomes for workers in high stress occupations.
Show less - Date Issued
- 2014
- Identifier
- CFH0004629, ucf:45299
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004629
- Title
- TOWARD A THEORY OF PRACTICAL DRIFT IN TEAMS.
- Creator
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Bisbey, Tiffany, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Practical drift is defined as the unintentional adaptation of routine behaviors from written procedure. The occurrence of practical drift can result in catastrophic disaster in high-reliability organizations (e.g. the military, emergency medicine, space exploration). Given the lack of empirical research on practical drift, this research sought to develop a better understanding by investigating ways to assess and stop the process in high-reliability organizations. An introductory literature...
Show morePractical drift is defined as the unintentional adaptation of routine behaviors from written procedure. The occurrence of practical drift can result in catastrophic disaster in high-reliability organizations (e.g. the military, emergency medicine, space exploration). Given the lack of empirical research on practical drift, this research sought to develop a better understanding by investigating ways to assess and stop the process in high-reliability organizations. An introductory literature review was conducted to investigate the variables that play a role in the occurrence of practical drift in teams. Research was guided by the input-throughput-output model of team adaptation posed by Burke, Stagl, Salas, Pierce, and Kendall (2006). It demonstrates relationships supported by the results of the literature review and the Burke and colleagues (2006) model denoting potential indicators of practical drift in teams. Research centralized on the core processes and emergent states of the adaptive cycle; namely, shared mental models, team situation awareness, and coordination. The resulting model shows the relationship of procedure—practice coupling demands misfit and maladaptive violations of procedure being mediated by shared mental models, team situation awareness, and coordination. Shared mental models also lead to team situation awareness, and both depict a mutual, positive relationship with coordination. The cycle restarts when an error caused by maladaptive violations of procedure creates a greater misfit between procedural demands and practical demands. This movement toward a theory of practical drift in teams provides a conceptual framework and testable propositions for future research to build from, giving practical avenues to predict and prevent accidents resulting from drift in high-reliability organizations. Suggestions for future research are also discussed, including possible directions to explore. By examining the relationships reflected in the new model, steps can be taken to counteract organizational failures in the process of practical drift in teams.
Show less - Date Issued
- 2014
- Identifier
- CFH0004636, ucf:45300
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004636
- Title
- EXAMINING THE RELATIONSHIP BETWEEN TRAIT GOAL ORIENTATION AND BEHAVIOR IN TEAM DEBRIEFING SESSIONS.
- Creator
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Woods, Amanda, Salas, Eduardo, University of Central Florida
- Abstract / Description
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The present study explored the impact of the individual difference, goal orientation, on the team intervention, debriefing, thus contributing insight into a previously unexplored component behind debriefing effectiveness. Three sub-dimensions of goal orientation were examined in terms of their influence on debriefing: learning goal orientation, performance-prove goal orientation and performance-avoid goal orientation. The outcomes investigated included elements of a successful debrief: self...
Show moreThe present study explored the impact of the individual difference, goal orientation, on the team intervention, debriefing, thus contributing insight into a previously unexplored component behind debriefing effectiveness. Three sub-dimensions of goal orientation were examined in terms of their influence on debriefing: learning goal orientation, performance-prove goal orientation and performance-avoid goal orientation. The outcomes investigated included elements of a successful debrief: self-correction, self-promotion and speaking up behavior. A sample (N=69) of undergraduate students at the University of Central Florida individually completed a goal orientation self-report measure and participated in a team debriefing session within their three-person teams. The audio-recorded debriefing videos were transcribed and coded line-by-line to indicate the presence of the outcome variables. Hierarchical multiple regressions were utilized to analyze the direct relationships between the specific goal orientation sub-dimensions and hypothesized outcomes. Theoretical and practical implications are discussed.
Show less - Date Issued
- 2015
- Identifier
- CFH0004740, ucf:45361
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004740
- Title
- COMMUNICATION MODALITY AND AFTER ACTION REVIEW PERFORMANCE IN A DISTRIBUTED IMMERSIVE VIRTUAL ENVIRONMENT.
- Creator
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Kring, Jason P., Salas, Eduardo, University of Central Florida
- Abstract / Description
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Virtual teams, in which geographically separate individuals interact via a technology bridge to perform collective activities, are becoming commonplace in the military, business, and education. Despite numerous benefits, virtual teams often lack face-to-face (FTF) interaction which may alter communication processes and subsequently affect team factors necessary for successful performance. Previous research indicated local teams, with members at the same physical location, outperformed...
Show moreVirtual teams, in which geographically separate individuals interact via a technology bridge to perform collective activities, are becoming commonplace in the military, business, and education. Despite numerous benefits, virtual teams often lack face-to-face (FTF) interaction which may alter communication processes and subsequently affect team factors necessary for successful performance. Previous research indicated local teams, with members at the same physical location, outperformed distributed teams, with members at different locations, in a series of military-style missions in an immersive virtual environment (VE). The present study replicated and extended this effort by measuring how communication modality affects three team factors often cited as facilitating performance: shared mental models (SMMs), cohesion (task and interpersonal), and trust (cognitive and emotional). Local teams were expected to again perform better than distributed teams and exhibit greater SMM similarity, cohesion, and trust. Furthermore, a brief team communication training (TCT) program was administered to half of the teams on the premise training would improve distributed team performance. Thirty two, 2-person teams were distributed into four experimental conditions (n = 8) based on location (local vs. distributed) and training (TCT vs. no-TCT) and then conducted five VE missions. Each mission required the team to search a 10-room building for hazardous materials and opposing forces while protecting neutral bystanders. Results showed local teams again performed better than distributed teams on overall mission performance, however the difference was less robust than anticipated. Analyses of the three team factors revealed a main effect of location as local teams reported higher levels of cognitive trust and more agreement on one of 10 SMM measures than distributed teams. A similar difference was found for the main effect of TCT with trained teams exhibiting higher cognitive trust than no-TCT teams. Results support that distributed teams operating in a common virtual setting experience performance deficits when compared to their physically co-located counterparts. Future research is needed to address the role of cognitive trust for virtual teams, the time required to develop detectable levels of emotional trust and cohesion, and how social presence between team members influences performance.
Show less - Date Issued
- 2004
- Identifier
- CFE0000054, ucf:46074
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000054
- Title
- THE CONSTRUCT VALIDITY OF A SITUATIONAL JUDGMENT TEST IN A MAXIMUM PERFORMANCE CONTEXT.
- Creator
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Stagl, Kevin, Salas, Eduardo, University of Central Florida
- Abstract / Description
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A Predictor Response Process model (see Ployhart, 2006) and research findings were leveraged to formulate research questions about, and generate construct validity evidence for, a new situational judgment test (SJT) designed to measure declarative and strategic knowledge. The first question asked if SJT response instructions (i.e., 'Should Do', 'Would Do') moderated the validity of an SJT in a maximum performance context. The second question asked what the upper-bound...
Show moreA Predictor Response Process model (see Ployhart, 2006) and research findings were leveraged to formulate research questions about, and generate construct validity evidence for, a new situational judgment test (SJT) designed to measure declarative and strategic knowledge. The first question asked if SJT response instructions (i.e., 'Should Do', 'Would Do') moderated the validity of an SJT in a maximum performance context. The second question asked what the upper-bound criterion-related validity coefficient is for SJTs in talent selection contexts in which typical performance is the criterion of interest. The third question asked whether the SJT used in the present study was fair for gender and ethnic-based subgroups according to Cleary's (1968) definition of test fairness. Participants were randomly assigned to complete an SJT with either 'Should Do' or 'Would Do' response instructions and their maximum decision making performance outcomes were captured during a moderate fidelity poker simulation. The findings of this study suggested knowledge, as measured by the SJT, interacted with response instructions when predicting aggregate and average performance outcomes such that the 'Should Do' SJT had stronger criterion-related validity coefficients than the 'Would Do' version. The findings also suggested the uncorrected upper-bound criterion-related validity coefficient for SJTs in selection contexts is at least moderate to strong (β = .478). Moreover, the SJT was fair according to Cleary's definition of test fairness. The implications of these findings are discussed.
Show less - Date Issued
- 2006
- Identifier
- CFE0001309, ucf:47020
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001309
- Title
- INITIAL TESTING OF THE CONTINUOUS EMPLOYEE DEVELOPMENT MODEL: OUTCOME EXPECTATIONS AND WORK-RELATED IMPLICIT THEORY.
- Creator
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Garofano, Christina, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Understanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model...
Show moreUnderstanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model were investigated. Alternate models were also contrasted with the Garofano and Salas model (2005). The study used self-report surveys administered to staff and faculty recruited from training classes in higher learning institutions in a three month longitudinal investigation. The results suggest that work-related implicit theory is a valid contributor in this model but that modifications to the model may be beneficial, including a more complex central motivational component. Implications of these results for organizational practice are discussed along with study limitations and future research implications
Show less - Date Issued
- 2006
- Identifier
- CFE0001224, ucf:46902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001224
- Title
- IMPROVING METACOMPREHENSION AND LEARNING THROUGH GRADUATED CONCEPT MODEL DEVELOPMENT.
- Creator
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Kring, Eleni, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Mental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing...
Show moreMental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing metacomprehension. One path aimed at advancing knowledge structure development and, thus, mental model development. The other focused on promoting a deeper level of information processing through processes like elaboration. It was predicted that this iterative approach would culminate in improved metacomprehension and increased learning. Accordingly, using the Graduated Concept Model Development (GCMD) approach, the role of learner-generated concept model development in facilitating metacomprehension and knowledge acquisition was examined. Concept maps have had many roles in the learning process as mental model assessment tools and advanced organizers. However, this study examined the process of concept model building as an effective training tool. Whereas, concept maps functioning as advanced organizers are certainly beneficial, it would seem that the benefits of having a learner examine and amend the current state of their knowledge through concept model development would prove more effective for learning. In other words, learners looking at an advanced organizer of the training material may feel assured that they have a thorough understanding of it. Only when they are forced to create a representation of the material would the gaps and misperceptions in their knowledge base likely be revealed. In short, advanced organizers seem to rely on recognition, where concept model development likely requires recalling and understanding 'how' and 'why' the interrelationships between concepts exist. Therefore, the Graduated Concept Model Development (GCMD) technique offered in this study was based on the theory that knowledge acquisition improves when learners integrate new information into existing knowledge, assign elaborated meanings to concepts, correct misperceptions, close knowledge gaps, and strengthen accurate connections between concepts by posing targeted questions against their existing knowledge structures. This study placed an emphasis on meaningful learning and suggested a process by which newly introduced concepts would be manipulated for the purpose of improving metacomprehension by strengthening accurate knowledge structures and mental model development, and through deeper and elaborated information processing. Indeed, central to improving knowledge deficiencies and misunderstandings is metacomprehension, and the constructing of concepts maps was hypothesized to improve metacomprehension accuracy and, thus, learning. This study was a one-factor between-groups design with concept map type as the independent variable, manipulated at four levels: no concept map, concept map as advanced organizer, learner-built concept map with feedback, and learner-built concept map without feedback. The dependent variables included performance (percent correct) on a declarative and integrative knowledge assessment, mental model development, and metacomprehension accuracy. Participants were 68 (34 female, 34 male, ages 18-35, mean age = 21.43) undergraduate students from a major southeastern university. Participants were randomly assigned to one of the four experimental conditions, and analysis revealed no significant differences between the groups. Upon arrival, participants were randomly assigned to one of the four experimental conditions. Participants then progressed through the three stages of the experiment. In Stage I, participants completed forms regarding informed consent, general biographical information, and task self-efficacy. In Stage II, participants completed the self-paced tutorial based on the Distributed Dynamic Decision Making (DDD) model, a simulated military command and control environment aimed at creating events to encourage team coordination and performance (for a detailed description, see Kleinman & Serfaty, 1989). The manner by which participants worked through the tutorial was determined by their assigned concept map condition. Upon finishing each module of the tutorial, participants then completed a metacomprehension prediction question. In Stage III, participants completed the computer-based knowledge assessment test, covering both declarative and integrative knowledge, followed by the metacomprehension postdiction question. Participants then completed the card sort task, as the assessment of mental model development. Finally, participants completed a general study survey and were debriefed as to the purpose of the study. The entire experiment lasted approximately 2 to 3 hours. Results indicated that the GCMD condition showed a stronger indication of metacomprehension accuracy, via prediction measures, compared with the other three conditions (control, advanced organizer, and feedback), and, specifically, significantly higher correlations than the other three conditions in declarative knowledge. Self-efficacy measures also indicated that the higher metacomprehension accuracy correlation observed in the GCMD condition was likely the result of the intervention, and not due to differences in self-efficacy in that group of participants. Likewise, the feedback and GCMD conditions led to significantly high correlations for metacomprehension accuracy based on levels of understanding on the declarative knowledge tutorial module (Module 1). The feedback condition also showed similar responses for the integrative knowledge module (Module 2). The advanced organizer, feedback, and GCMD conditions were also found to have significantly high correlation of self-reported postdiction of performance on the knowledge assessment and the actual results of the knowledge assessment results. However, results also indicated that there were no significant findings between the four conditions in mental model assessment and knowledge assessment. Nevertheless, results support the relevance of accurate mental model development in knowledge assessment outcomes. Retrospectively, two opposing factors may have complicated efforts to detect additional differences between groups. From one side, the experimental measures may not have been rigorous enough to filter out the effect from the intervention itself. Conversely, software usability issues and the resulting limitations in experimental design may have worked negatively against the two concept mapping conditions and, inadvertently, suppressed effects of the intervention. Future research in the GCMD approach will likely review cognitive workload, concept mapping software design, and the sensitivity of the measures involved.
Show less - Date Issued
- 2004
- Identifier
- CFE0000312, ucf:46311
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000312
- Title
- DOES SAFETY CULTURE PREDICT CLINICAL OUTCOMES?.
- Creator
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Wilson, Katherine, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Patient safety in healthcare has become a national objective. Healthcare organizations are striving to improve patient safety and have turned to high reliability organizations as those in which to model. One initiative taken on by healthcare is improving patient safety culture--shifting from one of a 'no harm, no foul' to a culture of learning that encourages the reporting of errors, even those in which patient harm does not occur. Lacking from the literature, however, is an...
Show morePatient safety in healthcare has become a national objective. Healthcare organizations are striving to improve patient safety and have turned to high reliability organizations as those in which to model. One initiative taken on by healthcare is improving patient safety culture--shifting from one of a 'no harm, no foul' to a culture of learning that encourages the reporting of errors, even those in which patient harm does not occur. Lacking from the literature, however, is an understanding of how safety culture impacts outcomes. While there has been some research done in this area, and safety culture is argued to have an impact, the findings are not very diagnostic. In other words, safety culture has been studied such that an overall safety culture rating is provided and it is shown that a positive safety culture improves outcomes. However, this method does little to tell an organization what aspects of safety culture impact outcomes. Therefore, this dissertation sought to answer that question but analyzing safety culture from multiple dimensions. The results found as a part of this effort support previous work in other domains suggesting that hospital management and supervisor support does lead to improved perceptions of safety. The link between this support and outcomes, such as incidents and incident reporting, is more difficult to determine. The data suggests that employees are willing to report errors when they occur, but the low occurrence of such reportable events in healthcare precludes them from doing so. When a closer look was taken at the type of incidents that were reported, a positive relationship was found between support for patient safety and medication incidents. These results initially seem counterintuitive. To suggest a positive relationship between safety culture and medication incidents on the surface detracts from the research in other domains suggesting the opposite. It could be the case that an increase in incidents leads an organization to implement additional patient safety efforts, and therefore employees perceive a more positive safety culture. Clearly more research is needed in this area. Suggestions for future research and practical implications of this study are provided.
Show less - Date Issued
- 2007
- Identifier
- CFE0001924, ucf:47472
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001924
- Title
- EFFECTS OF GAMIFICATION ON SPEED AND ACCURACY ON AN INTERDEPENDENT PAPER SORTING TASK.
- Creator
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Tinkle, Davis, Salas, Eduardo, University of Central Florida
- Abstract / Description
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This study examined the effects of gamification, i.e. (what makes games challenging, engaging and fun), and its effects on speed and accuracy on an interdependent paper sorting task. Undergraduate students (N=42) at the University of Central Florida participated by working interdependently in groups to sort numbered pieces of paper into piles before and after either playing video games or doing back-to-back drawing(basic team building exercises). It was hypothesized that participants who...
Show moreThis study examined the effects of gamification, i.e. (what makes games challenging, engaging and fun), and its effects on speed and accuracy on an interdependent paper sorting task. Undergraduate students (N=42) at the University of Central Florida participated by working interdependently in groups to sort numbered pieces of paper into piles before and after either playing video games or doing back-to-back drawing(basic team building exercises). It was hypothesized that participants who played video games would sort pieces of paper into the piles faster and more accurate than those who did back-to-back team exercises. Results showed that playing video games was not better than doing basic team exercises, but that the two tasks were relatively equal. Although groups were formed and dissolved quickly, there was improvement between the pre and posttests. While the experiment did not yield significant results, it is possible that using different video games or different interdependent tasks could foster increases in speed and accuracy compared to back-to-back drawing.
Show less - Date Issued
- 2015
- Identifier
- CFH0004797, ucf:45331
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004797
- Title
- STRESS AND PERFORMANCE IN UNCERTAINTY-AVOIDING INDIVIDUALS: AN INTRODUCTORY LITERATURE REVIEW.
- Creator
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Stowers, Kimberly, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Uncertainty avoidance as a cultural construct has been known to affect worker stress and performance in organizations, but a review of these findings has not been done up until this point. In effort to clarify the relationship between uncertainty avoidance and stress and performance, a comprehensive literature search was performed. Findings from articles on this topic have been presented. In addition, organizational practices for accommodating uncertainty avoidance and other cultural...
Show moreUncertainty avoidance as a cultural construct has been known to affect worker stress and performance in organizations, but a review of these findings has not been done up until this point. In effort to clarify the relationship between uncertainty avoidance and stress and performance, a comprehensive literature search was performed. Findings from articles on this topic have been presented. In addition, organizational practices for accommodating uncertainty avoidance and other cultural dimensions have been explored. This review shows that uncertainty avoidance appears to be linked to higher stress, while its relationship to performance appears to depend on other factors. Best practices for accommodating uncertainty avoidance tend to include enhanced communication and structure. Ideas for future research on this topic are discussed.
Show less - Date Issued
- 2013
- Identifier
- CFH0004450, ucf:45125
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004450
- Title
- EXPLORING TACIT KNOWLEDGE IN ORGANIZATIONS.
- Creator
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Plazas, Andrea, Salas , Eduardo, University of Central Florida
- Abstract / Description
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There has been a growing prevalent interest to explore the role of knowledge in organizations. Bhardwaj and Monin (2006) identified the knowledge of individuals' as a valuable source of competitive advantage. An organizations well-rounded institutional memory- the organizations collective experiences (Rothwell & Poduch, 2004), fosters competitive advantage. There is a prevailing need to scrutinize the role of tacit knowledge in organizations and how it's hard to articulate nature makes it...
Show moreThere has been a growing prevalent interest to explore the role of knowledge in organizations. Bhardwaj and Monin (2006) identified the knowledge of individuals' as a valuable source of competitive advantage. An organizations well-rounded institutional memory- the organizations collective experiences (Rothwell & Poduch, 2004), fosters competitive advantage. There is a prevailing need to scrutinize the role of tacit knowledge in organizations and how it's hard to articulate nature makes it difficult for organizations to acquire and preserve institutional memory value. The aim of this review is to illustrate that tacit knowledge contributes significantly to the institutional memory value, expansion and preservation. In an effort to simplify this relationship between tacit knowledge and institutional memory, a comprehensive literature search was performed. I first discuss the role of knowledge in organizations and use the literature on tacit knowledge as a guide to explain the importance of its elicitation for institutional memory expansion and preservation. I then propose: (1) the use of tacit knowledge elicitation as a mediator, and (2) recommend training and a learning organization environment as moderators, for the contribution to take place. Finally, I suggest that organizations: (a) Elicit tacit knowledge sharing at their human capital development training programs (b) develop and implement this trainings at managerial levels, and (c) a "know-why" method to elicit and capture tacit knowledge in a reference guide, to consequently add value to the institutional memory, I conclude with a discussion of implications and limitations for the proposed perspective, and provide suggestions for future research.
Show less - Date Issued
- 2013
- Identifier
- CFH0004492, ucf:45062
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004492
- Title
- EXAMINING SOCIAL LOAFING WITHIN VIRTUAL TEAMS: THE MODERATING INFLUENCE OF A TEAM'S COLLECTIVE ORIENTATION.
- Creator
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Cotter, Seth, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Social loafing is a growing concern for modern organizations. With advancement in computer technology, virtual tools are used more frequently to communicate, which may allow social loafing to occur in new and unfamiliar forms. The intent of this thesis is to examine social loafing through the use of virtual tools, and to analyze whether collective orientation has a moderating influence on the relationship between social loafing and virtuality. 30 teams, each containing four participants, were...
Show moreSocial loafing is a growing concern for modern organizations. With advancement in computer technology, virtual tools are used more frequently to communicate, which may allow social loafing to occur in new and unfamiliar forms. The intent of this thesis is to examine social loafing through the use of virtual tools, and to analyze whether collective orientation has a moderating influence on the relationship between social loafing and virtuality. 30 teams, each containing four participants, were randomly assigned to a condition of virtuality (i.e., instant messaging or videoconferencing). Participants then completed a computer simulation task in which social loafing, collective orientation of the team, and team performance were measured.
Show less - Date Issued
- 2013
- Identifier
- CFH0004376, ucf:45013
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004376
- Title
- NONVERBAL CUES' IMPACT ON LEADERSHIP ACROSS CULTURES: A REVIEW AND PROPOSITIONS.
- Creator
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Vazquez, Melissa, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Body language is a part of everyday life and the nonverbal cues associated with body language provide important sources of interpersonal information in a variety of environments and especially in the context of cultural diversity. The intent of this thesis is to understand how certain nonverbal cues can affect leadership within different cultures. The nonverbal cues studied will be body posture, facial expressions, and distance. The cultural regions studied are represented by China, France,...
Show moreBody language is a part of everyday life and the nonverbal cues associated with body language provide important sources of interpersonal information in a variety of environments and especially in the context of cultural diversity. The intent of this thesis is to understand how certain nonverbal cues can affect leadership within different cultures. The nonverbal cues studied will be body posture, facial expressions, and distance. The cultural regions studied are represented by China, France, Brazil, and Egypt. The appropriate nonverbal cues were identified and discussed based on the cultural context.Research suggests that positive and erect body posture would be beneficial for leaders in all four regions in regards to self-perception and workers' perceptions of leadership. Careful selection of specific facial expressions and direct eye contact would be favorable in all regions for self- and workers' perception of leadership. Considering distance, having less distance and initiating a handshake for self- and workers' perceptions of leadership would be an advantage, but friendly touching is culturally specific. Becoming aware of how certain nonverbal cues may influence the display and interpretation of body language serves to enhance the development of leadership and the promotion of positive attitudes and loyalty in business settings.
Show less - Date Issued
- 2014
- Identifier
- CFH0004549, ucf:45206
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004549
- Title
- SHARED LEADERSHIP AND TEAM SATISFACTION: THE MODERATING ROLE OF EXTRAVERSION HETEROGENEITY.
- Creator
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Reyes, Denise, Salas, Eduardo, University of Central Florida
- Abstract / Description
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A between-groups design experiment was conducted to examine the effect of extraversion heterogeneity as a moderator between shared leadership and team satisfaction. It was hypothesized that the relationship between shared leadership and team satisfaction would be moderated by extraversion heterogeneity, such that (a) the relationship would be positive for teams in which members are similar in their levels of extraversion, and (b) the relationship would be negative for teams in which members...
Show moreA between-groups design experiment was conducted to examine the effect of extraversion heterogeneity as a moderator between shared leadership and team satisfaction. It was hypothesized that the relationship between shared leadership and team satisfaction would be moderated by extraversion heterogeneity, such that (a) the relationship would be positive for teams in which members are similar in their levels of extraversion, and (b) the relationship would be negative for teams in which members are dissimilar in their levels of extraversion. Data regarding extraversion, shared leadership behavior, and team satisfaction was collected from 30 teams comprised of 90 participants. The findings did not support the hypothesis, showing no interaction. However, exploratory analyses did find evidence for the moderating role of agreeableness heterogeneity in the relationship between shared leadership and team satisfaction. The findings are discussed and implications for future research are presented.
Show less - Date Issued
- 2014
- Identifier
- CFH0004561, ucf:45199
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004561
- Title
- THE IMPACT OF INTRAORGANIZATIONAL TRUST AND LEARNING ORIENTED CLIMATE ON ERROR REPORTING.
- Creator
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Sims, Dana Elizabeth, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Insight into opportunities for process improvement provides a competitive advantage through increases in organizational effectiveness and innovation As a result, it is important to understand the conditions under which employees are willing to communicate this information. This study examined the relationship between trust and psychological safety on the willingness to report errors in a medical setting. Trust and psychological safety were measured at the team and leader level. In addition,...
Show moreInsight into opportunities for process improvement provides a competitive advantage through increases in organizational effectiveness and innovation As a result, it is important to understand the conditions under which employees are willing to communicate this information. This study examined the relationship between trust and psychological safety on the willingness to report errors in a medical setting. Trust and psychological safety were measured at the team and leader level. In addition, the moderating effect of a learning orientation climate at three levels of the organization (i.e., team members, team leaders, organizational) was examined on the relationship between trust and psychological safety on willingness to report errors. Traditional surveys and social network analysis were employed to test the research hypotheses. Findings indicate that team trust, when examined using traditional surveys, is not significantly associated with informally reporting errors. However, when the social networks within the team were examined, evidence that team trust is associated with informally discussing errors was found. Results also indicate that trust in leadership is associated with informally discussing errors, especially severe errors. These findings were supported and expanded to include a willingness to report all severity of errors when social network data was explored. Psychological safety, whether within the team or fostered by leadership, was not found to be associated with a willingness to informally report errors. Finally, learning orientation was not found to be a moderating variable between trust and psychological safety on a willingness to report errors. Instead, organizational learning orientation was found to have a main effect on formally reporting errors to risk management and documenting errors in patient charts. Theoretical and practical implications of the study are offered.
Show less - Date Issued
- 2009
- Identifier
- CFE0002818, ucf:48050
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002818
- Title
- THE INFLUENCE OF CULTURAL DIVERSITY ON INITIAL DECISIONS TO TRUST IN NEWLY FORMING TEAMS: A POLICY CAPTURING APPROACH.
- Creator
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Priest Walker, Heather, Salas, Eduardo, University of Central Florida
- Abstract / Description
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This study investigated the impact of diversity on the decision to trust at team formation when no history or prior relationship exists. The study consisted of two phases: 1) a selection phase and 2) a policy capturing phase. The first phase consisted of demographics, propensity to trust, and prejudice scales that were used to select participants for phase 2. The second phase consisted of a full factorial design, policy capturing study which consisted of 64 scenarios which varied the level (i...
Show moreThis study investigated the impact of diversity on the decision to trust at team formation when no history or prior relationship exists. The study consisted of two phases: 1) a selection phase and 2) a policy capturing phase. The first phase consisted of demographics, propensity to trust, and prejudice scales that were used to select participants for phase 2. The second phase consisted of a full factorial design, policy capturing study which consisted of 64 scenarios which varied the level (i.e., high and low) of 6 variables: cultural diversity, attribution, perceptions of risk, trustworthiness, third party information, and role clarity. The policy capturing study was used to identify the weights given to these variables when deciding whether or not to trust a new team member. Propensity to trust scores and prejudice ratings were used as moderators of the relationships between these 6 variables and the decision to trust. Findings showed that there was a strong moderating affect of the diversity of the simulated team member on the participant's decision to trust. However, there was no direct relationship between diversity and the decision to trust. The weight given to each variable, as well as the interaction of variables, was different based on the diversity of the new team member. Findings suggest that when forming teams, the diversity of new team members will impact what factors individuals consider in deciding to trust that other person. In addition to future research needs, the impact of these results is discussed in terms of both training and selection in teams.
Show less - Date Issued
- 2008
- Identifier
- CFE0002358, ucf:47800
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002358
- Title
- COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS.
- Creator
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Rosen, Michael, Salas, Eduardo, University of Central Florida
- Abstract / Description
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This dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on...
Show moreThis dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on teamwork to date has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for developing interventions to support collaborative problem solving, or knowledge-based performance, in teams. Sixty nine three person teams participated in a strategic planning simulation using a collaborative map. Content analysis was applied to team communications and the external representations team members created using the collaborative tool. Regression and multi-way frequency analyses were used to test hypotheses about the relationship between the amount and sequence of team process behaviors respectively and team performance outcomes. Additionally, the moderating effects of external representation quality were evaluated. All five team knowledge building processes were significantly related to outcomes, but only one (i.e., knowledge sharing) in the simple, positive, and linear way hypothesized. Information exchange was negatively related to outcomes after controlling for the amount of acknowledgements team members made. Option generation and evaluation interacted to predict outcomes such that higher levels of evaluation were more beneficial to teams with higher levels of option generation. Regulation processes exhibited a negative curvilinear relationship with outcomes such that high and low performing teams engaged in less regulation than did moderately performing teams. External representation quality moderated a composite team knowledge building process variable such that better external representations were more beneficial for teams with poorer quality processes than for teams with high quality process. Additionally, there were significant differences in the sequence of team knowledge building processes between high and low performing teams as well as between groups based on high and low levels of external representation quality. The team knowledge building process framework is useful for understanding complex collaborative problem solving. However, these processes predict performance outcomes in complex and inter-related ways. Further implications for theories of team performance and applications for training, designing performance support tools, and team performance measurement are discussed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003109, ucf:48627
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003109
- Title
- A MODEL OF FLOW AND PLAY IN GAME-BASED LEARNING: THE IMPACT OF GAME CHARACTERISTICS, PLAYER TRAITS, AND PLAYER STATES.
- Creator
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Pavlas, Davin, Salas, Eduardo, University of Central Florida
- Abstract / Description
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In this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that...
Show moreIn this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that is encountered when a variety of factors are met, and is characterized by high focus, engagement, motivation, and immersion. While flow state is often discussed in the serious games literature, in-depth empirical examinations of flow state remain elusive. In this dissertation I addressed this need by conducting a thorough literature review of flow, serious games, and game-based learning in order to propose a new model of flow in games. Two studies were conducted in support of this model. The first experiment consisted of the creation and validation of a play experience scale. Based on the data from 203 Study 1 participants, the Play Experience Scale was validated for use with video games. The 14-item version of the Play Experience Scale was composed of the components of freedom, lack of extrinsic motivation, autotelic experience, and direct assessment of play. The scale was reliable, with a calculated alpha of .86. In the second study, the newly developed scale was used alongside an immune system serious game to examine the impact of play, in-game performance, and emotional experience on flow in games. In an effort to provide a more symmetrical version of the scale, two items were added to the scale, resulting in a 16-item revision. Based on the empirical results obtained from Study 2ÃÂ's 77 participants, the proposed model of flow in games was revised slightly. Though Study 2 only examined a subset of the overall model of flow in games, the evidence suggested the model was a good theoretical match. Further, the two added items of the Play Experience Scale were valid, providing a final 16-item version of the scale. Play and in-game performance were key predictors of game-based learning. Additionally, play, video game self-efficacy, and emotional experience exhibited a reciprocal relationship with flow state. Implications for serious game development, scientific research into games and learning, and industry testing of game playability were provided. Following these implications, conclusions were presented alongside suggestions for further research.
Show less - Date Issued
- 2010
- Identifier
- CFE0003425, ucf:48394
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003425
- Title
- THE EFFECTS OF ETHNIC DIVERSITY, PERCEIVED SIMILARITY, AND TRUST ON COLLABORATIVE BEHAVIOR AND PERFORMANCE.
- Creator
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Wildman, Jessica, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Recent issues such as global economic crises, terrorism, and conservation efforts are making international collaboration a critical topic. While cultural diversity often brings with it new perspectives and innovative solutions, diversity in collaborative settings can also lead to misunderstandings and interaction problems. Therefore, there is a pressing need to understand the processes and influences of intercultural collaboration and how to manage the collaborative process to result in the...
Show moreRecent issues such as global economic crises, terrorism, and conservation efforts are making international collaboration a critical topic. While cultural diversity often brings with it new perspectives and innovative solutions, diversity in collaborative settings can also lead to misunderstandings and interaction problems. Therefore, there is a pressing need to understand the processes and influences of intercultural collaboration and how to manage the collaborative process to result in the most effective outcomes possible. In order to address this need, the current study examines the effect of ethnic diversity, perceived deep-level similarity, trust, and distrust on collaborative behavior and performance in decision-making dyads. Participants were assigned to either same-ethnicity or different-ethnicity dyads and worked together on a political simulation game in which they had to make complex decisions to solve societal problems and increase their popularity. The results of this study indicate that ethnically similar dyads reported higher levels of perceived deep-level similarity than ethnically dissimilar dyads, and that this perceived deep-level similarity served as the mediating mechanism between objective differences in ethnic diversity and trust and distrust, respectively. The findings also suggest that trust and distrust attitudes, when considered together as a multiple mediation model, mediate the positive relationship between perceived deep-level similarity and collaborative behavior. Finally, results show that collaborative behavior significantly predicts objective performance on the political decision-making simulation. The implications of this study for theory and practice are discussed along with the study limitations and several suggestions for future research.
Show less - Date Issued
- 2010
- Identifier
- CFE0003102, ucf:48299
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003102
- Title
- WHAT DO WE KNOW ABOUT INTERPERSONAL SKILLS? A META-ANALYTIC EXAMINATION OF ANTECEDENTS, OUTCOMES, AND THE EFFICACY OF TRAINING.
- Creator
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Klein, Cameron, Salas, Eduardo, University of Central Florida
- Abstract / Description
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Despite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important...
Show moreDespite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important predictors in the use and effectiveness of interpersonal skills? Second, what is the relationship between various interpersonal skills and important personal and workplace outcomes? Third, given that training in interpersonal skills is prevalent in organizations today, does this training work? Further, and perhaps more importantly, under what conditions do these training interventions result in optimal outcomes? Lastly, does job complexity moderate the relationship between interpersonal skills and outcomes? To answer these questions, a series of meta-analytic investigations was conducted. The results of these analyses provided evidence for the existence of meaningful antecedents of interpersonal skills. In addition, relationships between interpersonal skills and outcomes were identified, with hypotheses in this area confirmed. The results of this research demonstrate the beneficial impact of interpersonal skills training for improving interpersonal skills. Finally, in line with predictions, job complexity was identified as a moderator of the relationship between interpersonal skills and outcomes. The current document concludes with recommendations both for researchers interested in furthering the science of interpersonal skills research, and for practitioners charged with improving the interpersonal skills of their workforce.
Show less - Date Issued
- 2009
- Identifier
- CFE0002642, ucf:48221
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002642