UNDERSTANDING THE ADAPTIVE USE OF IT CAPABILITIES AND DEVELOPMENT OF SHARED MENTAL MODELS IN VIRTUAL TEAMS

Virtual teams (VT) consist of people who rely on information technology (IT) capabilities to interact and work from different geographic locations to accomplish explicit team goals. The virtual team has become an important building block in organizations to fulfill such purposes as generating new knowledge, managing a project, and delivering customer services. However, virtual teams continue to present many challenges to organizations. Developing shared mental models (SMM), which are team members’ shared understanding about key elements of the team’s environment, is one of the most significant challenges facing virtual teams. Despite the critical importance of IT in virtual teams, no study has empirically examined how virtual teams’ adaptive use of IT capabilities will influence the development of SMM in virtual teams. Drawing on theories from shared mental models and technology use research, this dissertation examines the interplay between the adaptive use of IT capabilities (AUITC) and the development of shared mental models in virtual teams. Using multiple longitudinal case studies within an educational setting, this dissertation examines this interplay relationship in detail through within-case analysis and cross-case analysis. Overall, study results showed that the degree to which virtual teams’ shared mental models converge is affected by the three dimensions of IT capabilities adaptive use: inclusiveness, usage experience, and fit. The findings suggest that managers of virtual teams should 1) encourage teams’ inclusive use of IT capabilities, 2) build an open and innovative culture, 3) choose knowledgeable, proactive, and responsible team leaders, 4) introduce technologies to support VTs that are compatible across heterogeneous platforms, and 5) set up clear team expectations about IT capabilities. Based on the results of this study, further research is provided. Virtual teams (VT) consist of people who rely on information technology (IT) capabilities to interact and work from different geographic locations to accomplish explicit team goals. The virtual team has become an important building block in organizations to fulfill such purposes as generating new knowledge, managing a project, and delivering customer services. However, virtual teams continue to present many challenges to organizations. Developing shared mental models (SMM), which are team members’ shared understanding about key elements of the team’s environment, is one of the most significant challenges facing virtual teams. Despite the critical importance of IT in virtual teams, no study has empirically examined how virtual teams’ adaptive use of IT capabilities will influence the development of SMM in virtual teams. Drawing on theories from shared mental models and technology use research, this dissertation examines the interplay between the adaptive use of IT capabilities (AUITC) and the development of shared mental models in virtual teams. Using multiple longitudinal case studies within an educational setting, this dissertation examines this interplay relationship in detail through within-case analysis and cross-case analysis. Overall, study results showed that the degree to which virtual teams’ shared mental models converge is affected by the three dimensions of IT capabilities adaptive use: inclusiveness, usage experience, and fit. The findings suggest that managers of virtual teams should 1) encourage teams’ inclusive use of IT capabilities, 2) build an open and innovative culture, 3) choose knowledgeable, proactive, and responsible team leaders, 4) introduce technologiestosupportVTsthatarecompatibleacrossheterogeneousplatforms, and 5) set up clear team expectations about IT capabilities. Based on theresults of this study, further research is provided

Keynote address: Is there a distinctive Māori psychology?

Many of the theoretical paradigms that underpin the study of psychology pay marginal attention to culture as a determinant of psychology. While there are some aspects of human experience that are universal, patterns of thinking, feeling and behaving are by no means divorced from specific cultural influence. A challenge for Māori psychologists is to re-examine psychological theory from a Māori perspective. In attempting to identify the psychological distinctiveness underlying a Māori perspective, this paper has introduced marae encounters as a rich source of information within which distinctive psychological characteristics can be identified

The Impact of Degree of Virtualness on Performance Appraisal Scores and Organizational Justice in the U.S. Navy Reserves

With advances in information and communication technology, many organizations no longer require employees to work in the same location as their leader. This results in employees having different amounts of face-to-face and electronic-mediated communication, or different degrees of virtualness, with the leader. While virtualness can provide benefits to organizations, virtual workers’ contributions may not be properly recognized. This dissertation investigated the relationship between the degree of virtualness and both performance-appraisal scores and subordinates’ perceptions of the fairness of the performance appraisals in the Navy Reserve. The study also examined the mediating effects of Leader-Member Exchange (LMX), a measure of relationship quality between the leader and subordinate. Finally, the study investigated leader inclusiveness as a moderator between the degree of virtualness and LMX, performance appraisal scores, and perceptions of organizational justice, suggesting that leaders who foster inclusiveness may mitigate the potentially harmful effects of virtualness. Results show that the degree of virtualness is, in fact, negatively related to performance appraisal scores and organizational justice through the mediation of LMX. Control variables showed that women were rated lower than men and supervisors were more likely to communicate performance evaluations in person when scores were higher. Interestingly, tenure with supervisors had a negative effect but tenure in the unit had a positive effect. This study contributes to the literature degree of virtualness, performance appraisals, organizational justice, and leader inclusiveness. Managerial implications and future research opportunities are also discussed. Findings suggest the Navy Reserve should consider evaluating virtual workers as a separate category

Navy SEALS - Crossing Cultures: Cross-Cultural Competence and Decision Styles

U.S. military cross-cultural competence is currently deficient, as Special Operations Forces (SOF) personnel assessments fail to explicitly consider aspects related to cross-cultural competence and lack processes specifically tailored to cross-cultural personnel assignments. Researchers, however, have identified eleven attributes that contribute to military cross-cultural competence; this study uses these attributes to explore whether decision styles and demographics correlate with cross-cultural competence. Building on existing work on the attributes of military cross-cultural competence (defined in this study as the ability to quickly and accurately assess, then effectively act, in a culturally complex environment to achieve mission results), I first examined the attribute profiles of experienced Navy Sea, Air, and Land Forces (SEALs) to distinguish between cross-cultural superior and substandard scorers. Logistic regression analysis was then used to estimate relationships between several demographic and decision-style factors and individual scores in cross-cultural competence. The analysis concluded with a comparison of attribute profiles of experienced and newly minted SEALs. Throughout the analyses, all statistical testing was done at the 5% level of significance or stronger. Although 7.5% of the entire active SEAL community participated in the research (n = 253), the empirical results are suggestive but far from conclusive. For example, results revealed statistically significant correlations among the 11 factors associated with cross-cultural competence and decision-style factors (especially the need for cognition) and two demographic traits. Based on the attribute profiles of superior and substandard scorers, it appears SEALs have registered strong cross-cultural competence baselines. Furthermore, mean scores for the entire SEAL population in the study revealed a strong cognitive style attribute profile from a cross-cultural competence perspective. Additional analysis indicated newly minted SEALs, especially those with high scores in need for cognition, may be better positioned than the average experienced SEAL to perform well when engaging with foreign partners. Although this is the first study that assesses a decision-style model for correlation with cross-cultural competence (and more research is needed), it suggests decision styles may be a useful tool for selection, assessment, and assignment of military personnel who deal extensively across cultures (e.g., Army Green Berets, Foreign Area Officers, and SOF Liaison Officers)

Intelluctual Engagement and Achievement at UNL: Report from the Blue Sky Committee

Table of Contents EXECUTIVE SUMMARY......................................5. INTRODUCTION AND GUIDING FRAMEWORK ...................................6 A VISION FOR UNL .................................................................7 THE DATA SETS .........................................................8 THE UNDERGRADUATE EXPERIENCE.................................10 WHAT WE LEARNED .......................................10 Quantitative measures................................................10 Overall student satisfaction............................................10 Academic and social support .................................................11 Academic challenge ...........................................................11 WHAT ARE THE IMPLICATIONS?..................................................12 Increased focus on academics during orientation ..................................12 A reexamination of course offerings.......................................................13 Development of graduate teaching assistant skills .................................13 Expanded involvement of undergraduates in research and other activities........................................13 COMMENTS ON THE UNDERGRADUATE DATA ..........................................1

STS in management education: connecting theory and practice

This paper explores the value of science and technology studies (STS) to management education. The work draws on an ethnographic study of second year management undergraduates studying decision making. The nature and delivery of the decision making module is outlined and the value of STS is demonstrated in terms of both teaching method and module content. Three particular STS contributions are identified and described: the social construction of technological systems; actor network theory; and ontological politics. Affordances and sensibilities are identified for each contribution and a discussion is developed that illustrates how these versions of STS are put to use in management education. It is concluded that STS has a pivotal role to play in critical management (education) and in the process offers opportunities for new forms of managin