The Effects of Team Personality Awareness Exercises on Team Satisfaction and Performance

Lancellotti, Matthew; Boyd, Thomas C.

doi:10.1177/0273475308322282

Cited by 33 publications

(30 citation statements)

References 39 publications

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“…(The McAllister (1995) scales are readily available in the literature. Two items from the scale measuring satisfaction with teammates (Lancellotti and Boyd (2008) are: 1. My teammates approach the mission with professionalism and dedication.…”

Section: Methodsmentioning

confidence: 99%

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Assessing Trust and Effectiveness in Virtual Teams: Latent Growth Curve and Latent Change Score Models

2017

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Trust plays a central role in the effectiveness of work groups and teams. This is the case for both face-to-face and virtual teams. Yet little is known about the development of trust in virtual teams. We examined cognitive and affective trust and their relationship to team effectiveness as reflected through satisfaction with one's team and task performance. Latent growth curve analysis reveals both trust types start at a significant level with individual differences in that initial level. Cognitive trust follows a linear growth pattern while affective trust is overall non-linear, but becomes linear once established. Latent change score models are utilized to examine change in trust and also its relationship with satisfaction with the team and team performance. In examining only change in trust and its relationship to satisfaction there appears to be a straightforward influence of trust on satisfaction and satisfaction on trust. However, when incorporated into a bivariate coupling latent change model the dynamics of the relationship are revealed. A similar pattern holds for trust and task performance; however, in the bivariate coupling change model a more parsimonious representation is preferred.

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Section: Methodsmentioning

confidence: 99%

“…Team satisfaction was assessed using a team satisfaction scale adapted from Lancellotti and Boyd (2008). The scale contained three items, which assessed individual desire to be a part of the team (Cronbach's α = 0.85-0.88).…”

Section: Team Satisfactionmentioning

confidence: 99%

Assessing Trust and Effectiveness in Virtual Teams: Latent Growth Curve and Latent Change Score Models

2017

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“…For example, Emery and Barker (2007) found team structures increased productivity and net profit. When aggregated, higher team satisfaction scores led to increased team performance (Lancellotti & Boyd, 2008). However, there are also studies that have found that teams can have a negative effect.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating the Linkage between Intrinsic Motivation and Project Team Satisfaction in Undergraduate Agricultural Leadership Students

Lamm¹,

Carter²,

Melendez³

2014

JAE

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Organizations have increased the amount of work that is completed by project teams over the past several decades. This trend is projected to continue into the foreseeable future. In response to this trend, the academic community has increased the number of project team based learning experiences for students in classes. The challenge has been that students do not always enjoy team projects; frequently students express a lack of satisfaction with the project as well as the project team. The aim of this research is to empower agricultural education faculty to make better pedagogical decisions regarding agricultural leadership student project teams based on student intrinsic motivation leading to increased team satisfaction. No empirical research exists evaluating the importance of individual intrinsic motivation on project team satisfaction within an academic agricultural leadership setting. The purpose of this study was to examine how undergraduate agricultural leadership students' intrinsic motivation to complete a project influenced their project team satisfaction. Intrinsic motivation explained 49% of the variance in project team satisfaction scores. An implication of this finding is that to improve levels of satisfaction it is important to ensure the project is personally meaningful to the individual, thus increasing their intrinsic motivation. Group or team based work and interpersonal work situations are rapidly increasing (Robbins & Judge, 2009). Currently the use of teams within organizations is ubiquitous and this trend is only expected to increase into the future; it is only the organization that does not use teams that is the exception (Robbins & Judge, 2009). Employers consistently rank the ability to work with others and teamwork skills among the top five employee qualities (Espey, 2010). Consequently it is important that agricultural educators provide team-based educational approaches and help to ensure that students maintain a positive attitude toward teamwork (Lancellotti & Boyd, 2008). Agricultural leadership education and team related skills development are complementary disciplines (Kouzes & Posner, 2010). In fact, Kouzes and Posner (2010) suggested "build your own and your team members' abilities to work with each other. Doing this well will have a direct impact on your personal and organizational success" (p. 64). Leadership, in its very definition is inextricably intertwined with working with others; Northouse (2013) defined leadership as "a process whereby an individual influences a group of individuals to achieve a common goal" (p. 5).

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“…Repeated administrations of peer feedback provide the time that students need to absorb the feedback and develop self-awareness (Mayo, Kakarika, Pastor, & Brutus, 2012). This may enhance self-regulation and encourage team members to discuss problems with one another, which tends to improve students' satisfaction with the team and may improve team performance (Lancellotti & Boyd, 2008). Repeated administrations of peer evaluations with a standardized instrument also build students' confidence at rating their teammates and improves the quality of their peer evaluations (Brutus, Donia, & Ronen, 2013).…”

Section: Catme Peer Evaluationmentioning

confidence: 99%

“…We cited evidence in this paper that using a consistent peer evaluation system repeatedly and providing multiple rounds of feedback have benefits for students, including learning to rate teamwork better, improving team skills, and developing better self-awareness. (Brutus & Donia, 2010;Brutus, Donia, & Ronen, 2013;Lancellotti & Boyd, 2008;Mayo, Kakarika, Pastor, & Brutus, 2012). These studies, however, were conducted with other peer evaluation systems.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

Loughry

Ohland

Woehr

2013

AMPROC

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Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools Colleges of business must meet Assurance of Learning (AOL) requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important skills desired by recruiters, yet employers and scholars perceive that team skills are frequently deficient in college graduates. This paper describes how a set of free web-based tools available at www.CATME.org allows colleges to collect data to determine whether their students are developing good team skills and demonstrate achievement for accreditation reviews for learning goals related to team skills. The tools, which were developed to support teamwork in college classes, allow instructors to easily collect, interpret, and share data about students and teams. We show how colleges that use the CATME system in all courses requiring teamwork could analyze the data to demonstrate that their programs develop students' team skills. The appendix provides thirteen examples of learning goals colleges could use, along with a method to demonstrate achievement for each, and a sample measurable program target. These examples relate to team skills such as working with teammates of diverse backgrounds, contributing effectively to teams, displaying good interpersonal skills, being able to evaluate teamwork, and recognizing team processes and outcomes.

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The Effects of Team Personality Awareness Exercises on Team Satisfaction and Performance

Cited by 33 publications

References 39 publications

Assessing Trust and Effectiveness in Virtual Teams: Latent Growth Curve and Latent Change Score Models

Assessing Trust and Effectiveness in Virtual Teams: Latent Growth Curve and Latent Change Score Models

Investigating the Linkage between Intrinsic Motivation and Project Team Satisfaction in Undergraduate Agricultural Leadership Students

Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

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