Title
Virtual team performance : effects of reflexivity, transactive memory, and situation awareness
Date of Award
2013
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
Committee Chair
Sandra Carpenter
Committee Member
Aurora Torres
Committee Member
Jodi Price
Subject(s)
Virtual work teams, Teams in the workplace--Management, Small groups, Management
Abstract
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.
Recommended Citation
Weger, Kristin, "Virtual team performance : effects of reflexivity, transactive memory, and situation awareness" (2013). Theses. 56.
https://louis.uah.edu/uah-theses/56