The Impact of Disciplinary Balance on Interdisciplinary Teamwork: A Comparative Case Study of Interdisciplinary Product Design Teams

Kim, Kahyun; McNair, Lisa D.

doi:10.1177/1071181311551110

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…However, Runkel et al (1971) successfully tested Tuckman's model in a classroom environment, suggesting its validity in an educational setting. It has also been widely used in the human factors field, as demonstrated by the work of Aragon and Williams (2011), Kim and McNair (2011), McComb et al (2010), and Salas et al (2008a.…”

Section: Team Developmentmentioning

confidence: 99%

Trust tokens in team development

Morita

Burns

2014

Team Performance Management

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Purpose – Computer-mediated communication systems (CMCSs) have become the standard for supporting virtual teamwork. However, interpersonal trust formation though CMCSs is impaired due to limited media richness of the communication channels. The aim of this paper is to identify trust forming cues that occur naturally in face-to-face environments and are suitable to include in CMCSs design, to facilitate greater trust in virtual teams. Design/methodology/approach – To select cues that had a strong effect on fostering trust behaviour, a non-participatory ethnographic study was conducted. Two student teams at the University of Waterloo were observed for 6-12 months. Researchers identified mechanisms used for building trust and bridging team developmental barriers. Findings – The paper identifies five trust tokens that were effective in developing trust and bridging team developmental barriers: expertise, recommendations, social capital, willingness to help/benevolence, and validation of information. These behavioural cues, or behavioural trust tokens, which are present in face-to-face collaborations, carry important trust supporting information that leads to increased trust, improved collaboration, and knowledge integration. These tokens have the potential to improve CMCSs by supplementing the cues necessary for trust formation in virtual environments. Practical implications – This study identifies important mechanisms used for fostering trust behaviour in face-to-face collaborations that have the potential to be included in the design of CMCSs (via interface design objects) and have implications for interface designers, team managers, and researchers in the field of teamwork. Originality/value – This work presents the first ethnographic study of trust between team members for the purpose of providing improved computer support for virtual collaboration via redesigned interface components.

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Section: Team Developmentmentioning

confidence: 99%

Trust tokens in team development

Morita

Burns

2014

Team Performance Management

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A Longitudinal Study of the Dimensions of Disciplinary Culture to Enhance Innovation and Retention among Engineering Students

Murzi¹,

Martin²,

McNair³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as co-Director of the VT Engineering Communication Center (VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she codirects the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.

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The Impact of Disciplinary Balance on Interdisciplinary Teamwork: A Comparative Case Study of Interdisciplinary Product Design Teams

Cited by 2 publications

References 8 publications

Trust tokens in team development

Trust tokens in team development

A Longitudinal Study of the Dimensions of Disciplinary Culture to Enhance Innovation and Retention among Engineering Students

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