An Examination of Team Trust in Virtual Environments

2011 ◽  
pp. 46-55
Author(s):  
Martha C. Yopp
Keyword(s):  
Decision Making ◽  
Virtual Environments ◽  
Virtual Teams ◽  
Learning Organizations ◽  
Face To Face ◽  
Common Goals ◽  
Primary Focus ◽  
Team Trust

The purpose of this chapter is to examine ways to help build trust in virtual environments. More business and decision-making is being accomplished using virtual teams. These people seldom meet face-to-face but they work together toward common goals. A crucial factor in determining the success or failure of virtual teams is trust. Successful techniques for promoting and building an atmosphere of trust within virtual teams and maintaining that trust are a primary focus of the chapter. Learning organizations are discussed as a vehicle for promoting attentive listening, sharing information, mutual scholarship, and meeting expectations through innovation and networking.

An Examination of Team Trust in Virtual Environments

2008 ◽  
pp. 1309-1318 ◽  
Author(s):  
Martha C. Yopp
Keyword(s):  
Decision Making ◽  
Virtual Environments ◽  
Virtual Teams ◽  
Learning Organizations ◽  
Face To Face ◽  
Common Goals ◽  
Primary Focus ◽  
Team Trust

The purpose of this chapter is to examine ways to help build trust in virtual environments. More business and decision-making is being accomplished using virtual teams. These people seldom meet face-to-face but they work together toward common goals. A crucial factor in determining the success or failure of virtual teams is trust. Successful techniques for promoting and building an atmosphere of trust within virtual teams and maintaining that trust are a primary focus of the chapter. Learning organizations are discussed as a vehicle for promoting attentive listening, sharing information, mutual scholarship, and meeting expectations through innovation and networking.

Trust in teams: A taxonomy of perceived trustworthiness factors and risk-taking behaviors in face-to-face and virtual teams

2019 ◽  
Vol 73 (1) ◽  
pp. 3-34 ◽  
Author(s):  
Christina Breuer ◽  
Joachim Hüffmeier ◽  
Frederike Hibben ◽  
Guido Hertel
Keyword(s):  
Virtual Teams ◽  
Risk Taking ◽  
Critical Incident ◽  
Future Research ◽  
Behavioral Consequences ◽  
Face To Face ◽  
Psychological Mechanisms ◽  
Qualitative Interview Study ◽  
Risk Taking Behaviors ◽  
Team Trust

Do we really need personal meetings to develop trust within teams? Which factors impact trust emergence within face-to-face and virtual teams? How do high-trust teams interact compared with teams with low team trust? Trust is seen as an important predictor of behavior in teams. However, the psychological mechanisms linking team trust to both its antecedents and its behavioral consequences are not well understood. The present study introduces a new taxonomy of team trust mechanisms by integrating results from a qualitative interview study with prior theoretical and empirical research on team trust. We conducted exploratory interviews based on the critical incident technique with 55 professionals who had substantial teamwork experience. Altogether, 776 behavioral items were collected stemming from 127 team events that were perceived as critical for the emergence of trust in teams. A content analysis revealed five main categories of perceived trustworthiness factors in teams as antecedents of team trust and three main categories of risk-taking behaviors as behavioral consequences in teams. The findings contribute to a better understanding of team trust emergence and related behaviors in teams. Future research should validate the derived taxonomy of team trust with quantitative data.

scholarly journals Diseño de políticas docentes para la adopción de la enseñanza virtual: el caso de un departamento universitario

2010 ◽  
pp. a138
Author(s):  
María Isabel Salinas
Keyword(s):  
Decision Making ◽  
Virtual Environments ◽  
Virtual Education ◽  
Face To Face ◽  
New Process ◽  
University Department ◽  
Entornos Virtuales

Este trabajo describe las políticas docentes de capacitación y estímulo implementadas en un departamento universitario con el objeto de promover la integración de entornos virtuales en la enseñanza presencial. A través de la evaluación de la experiencia desarrollada, se enuncian una serie de recomendaciones para orientar la toma de nuevas decisiones institucionales relativas a ambas políticas.Design of faculty’s policies for the adoption of virtual education: the case of a university departmentAbstractThis paper describes faculty’s policies of training and incentive implemented at a university department in order to promote the integration of virtual environments in face to face teaching. Through the evaluation of the experience developed, presents a series of recommendations to guide a new process of institutional decision making related to both policies.

Evaluation of User Acceptance of Virtual Environments and Interfaces for Communication in Virtual Teams

2014 ◽  
Vol 6 (4) ◽  
pp. 18-40
Author(s):  
Maria Manuela Cruz-Cunha ◽  
Goran D. Putnik ◽  
Patrícia Gonçalves ◽  
Joaquim Gonçalves
Keyword(s):  
Virtual Environments ◽  
Virtual Teams ◽  
Virtual Enterprise ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Virtual Communication ◽  
Communication Architecture ◽  
Face To Face ◽  
Organizational Environments ◽  
Computer Mediated

Several studies have highlighted the relevance of face-to-face communication, suggesting that computer-mediated communication can lead to decreases in group effectiveness and reduce satisfaction levels in terms of trust and comfort of its users. Supported by an experiment where the emotional or affective aspects of communication were tested, this paper validates the thesis that, from the users' perspective, there is no opposition to the acceptance of virtual environments and interfaces for communication, and that these environments are able to cope with the reconfiguration dynamics requirements of virtual teams or client-server relations in a virtual enterprise operation. For the thesis validation, the authors experimented with two architectures, the Direct Communication Architecture (DCA) and the Virtual Communication Architecture (VCA) and found that the VCA could represent a “natural” environment to cope with the new generation of organizational environments and teams, characterised by intense reconfiguration dynamics.

scholarly journals Learning through time: the role of team reflexivity and virtuality in decision-making teams

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Marques-Quinteiro ◽  
Sjir Uitdewilligen ◽  
Patricia Costa ◽  
Ana Margarida Passos
Keyword(s):  
Decision Making ◽  
Performance Improvement ◽  
Virtual Teams ◽  
Team Performance ◽  
Team Learning ◽  
Current Knowledge ◽  
Longitudinal Design ◽  
Experimental Manipulation ◽  
Content Type ◽  
Face To Face

Purpose This paper aims to test if team reflexivity is a countermeasure to the detrimental effect of team virtuality on team performance improvement, in decision-making teams. Design/methodology/approach Study 1 regarded 210 individuals (N = 44 teams) executing five decision-making tasks. Study 2 regarded 60 individuals (N = 20 teams) executing four decision-making tasks. Study 1 was longitudinal, with no experimental manipulation. Study 2 had an experimental longitudinal design comprising two between-team manipulations: medium of communication and team reflexivity; the outcome was team performance improvement. Findings Study 1’s results show that team reflexivity positively moderates the effect of virtuality on team performance improvement over time. Study 2’s results shows that a reflexivity manipulation benefits face-to-face teams more so than virtual teams, probably because team reflexivity is more effective when media richness is high. Originality/value The implications of reflexivity’s lack of effect in low virtuality (Study 1) and high virtuality (Study 2) teams are discussed. This study contributes to the team learning and virtual teams’ literatures by expanding current knowledge on how team reflexivity can facilitate team learning under face-to-face versus virtual communication conditions.

Educational STEM designing of virtual and real devices on the Arduino platform

2020 ◽  
pp. 17-27
Author(s):  
S. G. Grigoriev ◽  
M. V. Kurnosenko ◽  
A. M. Kostyuk
Keyword(s):  
Virtual Environments ◽  
Electronic Devices ◽  
Practical Training ◽  
Full Time ◽  
Stem Design ◽  
Face To Face ◽  
Interdisciplinary Knowledge ◽  
Virtual Modeling ◽  
Surface Mounting

The article discusses possible forms of educational STEM projects in the field of electronics and device control using Arduino controllers. As you know, the implementation of such STEM projects can be carried out not only using various electronic constructors, but also using virtual modeling environments. The knowledge obtained during modeling in virtual environments makes it possible to increase the efficiency of face-to-face practical training with a real constructor, and to improve the quality of students’ knowledge. The use of virtual modeling environments in combination with the use of real constructors provides links between distance and full-time learning. A real constructors can be used simultaneously by both the teacher and the student, jointly practicing the features of solving practical problems. The article provides examples of using a virtual environment for preliminary prototyping of circuits available in the documentation for electronic constructors, to familiarize students with the basics of designing and assembling electronic circuits using the surface mounting method and on a breadboard, as well as programming controllers on the Arduino platform that control electronic devices. This approach allows students to accelerate the assimilation of various interdisciplinary knowledge in the field of natural sciences using STEM design.

Models of decision support in socio-cyber-physical systems

2019 ◽  
pp. 55-70 ◽  
Author(s):  
A. V. Smirnov ◽  
T. V. Levashova
Keyword(s):  
Decision Making ◽  
Decision Support ◽  
Situation Awareness ◽  
Cyber Physical Systems ◽  
Emergent Behavior ◽  
Emergent Properties ◽  
Decision Making Process ◽  
Physical Systems ◽  
Decision Support Models ◽  
Common Goals

Introduction: Socio-cyber-physical systems are complex non-linear systems. Such systems display emergent properties. Involvement of humans, as a part of these systems, in the decision-making process contributes to overcoming the consequences of the emergent system behavior, since people can use their experience and intuition, not just the programmed rules and procedures.Purpose: Development of models for decision support in socio-cyber-physical systems.Results: A scheme of decision making in socio-cyber-physical systems, a conceptual framework of decision support in these systems, and stepwise decision support models have been developed. The decision-making scheme is that cybernetic components make their decisions first, and if they cannot do this, they ask humans for help. The stepwise models support the decisions made by components of socio-cyber-physical systems at the conventional stages of the decision-making process: situation awareness, problem identification, development of alternatives, choice of a preferred alternative, and decision implementation. The application of the developed models is illustrated through a scenario for planning the execution of a common task for robots.Practical relevance: The developed models enable you to design plans on solving tasks common for system components or on achievement of common goals, and to implement these plans. The models contribute to overcoming the consequences of the emergent behavior of socio-cyber-physical systems, and to the research on machine learning and mobile robot control.

Neurobiological Reward-Related Abnormalities Across Mood Disorders

2019 ◽  
pp. 222-238
Author(s):  
Alexis E. Whitton ◽  
Michael T. Treadway ◽  
Manon L. Ironside ◽  
Diego A. Pizzagalli
Keyword(s):  
Decision Making ◽  
Mood Disorders ◽  
Treatment Strategies ◽  
Reward Processing ◽  
Reward Learning ◽  
Symptom Presentation ◽  
Psychiatric Symptomatology ◽  
Symptom Dimensions ◽  
Psychotherapeutic Interventions ◽  
Primary Focus

This chapter provides a critical review of recent behavioral and neuroimaging evidence of reward processing abnormalities in mood disorders. The primary focus is on the neural mechanisms underlying disruption in approach motivation, reward learning, and reward-based decision-making in major depression and bipolar disorder. Efforts focused on understanding how reward-related impairments contribute to psychiatric symptomatology have grown substantially in recent years. This has been driven by significant advances in the understanding of the neurobiology of reward processing and a growing recognition that disturbances in motivation and hedonic capacity are poorly targeted by current pharmacological and psychotherapeutic interventions. As a result, numerous studies have sought to test the presence of reward circuit dysfunction in psychiatric disorders that are marked by anhedonia, amotivation, mania, and impulsivity. Moreover, as the field has increasingly eschewed categorical diagnostic boundaries in favor of symptom dimensions, there has been a parallel rise in studies seeking to identify transdiagnostic neural markers of reward processing dysfunction that may transcend disorders. The thesis of this chapter is twofold: First, evidence indicates that specific subcomponents of reward processing map onto partially distinct neurobiological pathways. Second, specific subcomponents of reward processing, including reward learning and effort-based decision-making, are impaired across different mood disorder diagnoses and may point to dimensions in symptom presentation that possess more reliable behavioral and neural correlates. The potential for these findings to inform the development of prevention and treatment strategies is discussed.

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