PhD, University of Cincinnati, 2008, Arts and Sciences : Psychology

Emotional intelligence (EI) is a controversial construct, which affords a range of emotion-related skills including emotion perception; emotional facilitation of thinking; emotional understanding; and emotion management (Mayer & Salovey, 1997). Notably, EI can be considered as (1) a trait akin to personality (e.g., Petrides & Furnham, 2001), in which case it is measured using self-report questionnaires of socioemotional functioning; or (2) an ability, in which case it is measured using maximal performance tests (e.g., Mayer, Salovey, & Caruso, 2002). Teamwork has been a subject of investigation under military sponsorship since the 1950s (Paris, Salas, & Cannon-Bowers, 2000). Since that time teamwork research has evolved from a narrow social psychological focus to a broader domain, including organizational settings (Levine & Moreland, 1990). There, the use of teams has been increasing since the 1980s, and teamwork has been investigated as a way to enhance performance, especially in settings where task complexity has greatly increased. EI may affect the ability of workers to relate with fellow team members more agreeably, adapt to teamwork more effectively, thus improving team performance and productivity (Goleman, 1998). Moreover, it may affect workers' performance differentially based on instructions they receive regarding collaborating or competing with team members. The aim of the current study was to test the effect of EI on performance of a cognitive task in the context of collaboration toward a prestigious team goal vs. competition for a prestigious job promotion. 311 participants, in pairs and singly, decided whether a series of animated characters were “correct” or “incorrect,” in a discrimination-learning paradigm. Three conditions (i.e., two teamwork conditions: collaboration, competition; and a control condition) were manipulated, and the number of errors was recorded over 100 trials. EI, personality, teamwork attitude and general intelligence we (open full item for complete abstract)

Committee: Gerald Matthews PhD (Committee Chair); Joel Warm PhD (Committee Member); Kevin Shockley PhD (Committee Member) Subjects: Behaviorial Sciences; Occupational Psychology; Organizational Behavior; Personality; Psychology

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study aimed to investigate the impact of formal training and education on perceived values and interactions (teamwork) in IPE and IPCP for athletic trainers in employment settings. This mixed-methods study utilized the IPEC Competency Self-Assessment inventory on athletic trainers in all employment settings. Within the inventory, two IPEC competency domains, interprofessional interactions and interprofessional values were assessed to determine relationships between formal training in interprofessional practice in AT employment settings. Additionally, barriers and facilitators pertaining to IPE and IPCP in employment settings were addressed through open-ended interview questions. Analysis of the quantitative data demonstrated that there were no significant differences between formal training and interprofessional values and formal training and interprofessional interactions. Additionally, no significant differences were reported between AT setting and interprofessional values. However, the analysis of the data did identify statistically significant differences between AT setting and interprofessional interactions. Qualitatively, participants identified lack of education on AT profession (AT roles and responsibilities), IPCP and IPE knowledge gap, and lack of interprofessional communication as IPCP and IPE implementation barriers. Participants identified education of AT profession, seeking out IPCP/IPE opportunities, and improving networking and communication opportunities as facilitators.

Committee: Kim Peer (Committee Chair); Hannah Harnar (Committee Co-Chair); Anthony Breitbach (Committee Member) Subjects: Health Care; Sports Medicine

DNP, Otterbein University, 2023, Nursing

Medical errors account up to 250,000 patient deaths annually. Research suggests medical errors are attributable to poor healthcare team communications. The Institute of Medicine posits that communication and teamwork are essential components to safe and successful health care environments. According to the Joint Commission poor communication is considered the root cause of nearly 80% of all serious medical errors. Consequently, the Department of Defense and Agency for Healthcare Research and Research created a team-based training program, known as TeamSTEPPS®, which has shown to improve team communication, performance, effectiveness, patient safety, satisfaction, and health outcomes in healthcare settings. Despite evidence supporting TeamSTEPPS®, one family practice clinic was not practicing standardized team communications and at an increased risk for potential miscommunications, medical errors, and adverse patient health outcomes. Consideration of perceptions and attitudes of staff before implementing system process changes like TeamSTEPPS® is important to ensure program success. Thus, the project's purpose was to assess and describe the staff attitudes, perceptions, and intent to make change, regarding team communication as it relates to clinic patient care and safety. The descriptive scholarly project focused on staff questionnaire responses about perceived team communications and intent to change communication processes in a clinic setting. A systematic data review indicated 86% of respondents agreed the clinic was at risk for committing medical errors, 71% strongly agreed a standardized communication method would benefit the clinic, and 64% of respondents remained neutral regarding to the staff receiving TeamSTEPPS®. Thus, more research is warranted before effective implementation and sustainment can occur at the clinical project site.

Committee: Chai Sribanditmongkol (Advisor); Regina Prusinski (Committee Member); Joy Shoemaker (Committee Member) Subjects: Nursing

Master of Science, The Ohio State University, 2023, Industrial and Systems Engineering

Robotic technologies have been documented to often fall short of anticipated performance levels when deployed in complex field settings (Harbers et al., 2017). While robots are intended to work safely and efficiently, operators often describe them as slow, difficult, and error-prone (Murphy, 2017). As a result, the performance of robots in the field often relies on the ability of the human supervisor/controller to observe, predict, and direct robot actions (Johnson et al., 2020), introducing substantial overhead for humans to manage, interact, and coordinate with robotic and/or automated system(s) (McGuirl et al., 2009). As robots become increasingly integrated into complex environments, their ability to team effectively with humans will be paramount to reap the intended benefits of this technology without placing significant coordinative costs upon human operators. This thesis explores coordination and performance of two human-robot team designs participating in joint activity in a constrained environment. Temporal dynamics of human-robot teamwork are assessed, identifying trends in human-robot task delegation and role rigidity. Findings indicate that human operators employ multiple coordination strategies over time, dynamically changing human-robot teamwork approaches based on scenario-driven factors and environmental pressures. The results suggest a need to explicitly design robotic agents with diverse teamwork competencies to support a human operator's ability to employ adaptive and effective teamwork strategies.

Committee: Michael Rayo (Committee Member); Martijn IJtsma (Advisor) Subjects: Engineering; Robotics; Systems Design

Doctor of Philosophy, Case Western Reserve University, 2023, Management

Leading during normal times is often daunting, especially in hospitals where many decisions are indeed life or death. However, the global COVID-19 pandemic presented hospital leaders with a particular challenge: to sustain their hospital's resilience while every decision was being made during an extreme crisis. How hospital leaders navigated during this time to bring out the best in their teams, to continue to deliver on the promise of exceptionally reliable care, and to do it in such a way that enabled everyone to come to work ready to take on that day's new challenges was a once in a lifetime opportunity to study crisis leadership and teamwork under extreme conditions. In this mixed-methods comparative study, qualitative interview methods were first employed to understand the lived experiences of United States (U.S.) hospital leaders as the pandemic emerged in 2020. In a follow-on 2021 quantitative study during the height of the pandemic, the conditions around which certain leadership behaviors were expressed and how the hospital's organizational structure and network facilitated or inhibited team performance and the ability of the organization to absorb change were examined by surveying U.S. hospital leaders and their followers. Finally, in 2022, as the pandemic became endemic, a qualitative study of the largest U.S. public health system, the Veterans Health Administration (VHA), was conducted using executive leader interview methods and archival research to understand the unique way that the VHA managed during the pandemic to meet their goal to deliver quality care to every veteran in the U.S. This final study looked across the spectrum of leader, team, organization, and system at a single U.S. healthcare network. The 2020 study explored how the leader behaviors of humility, agility, and curiosity elicited more favorable team behaviors that contributed to overall organizational resilience. The 2021 study revealed that teams were more likely to collaborate, c (open full item for complete abstract)

Committee: Kalle Lyytinen (Committee Chair); Yunmei Wang (Committee Member); Bradley Owens (Committee Member); David Aron (Committee Member) Subjects: Health Care; Health Care Management; Management; Organization Theory; Organizational Behavior; Public Policy; Social Research; Social Structure; Sustainability

Doctor of Nursing Practice, Mount St. Joseph University , 2020, Department of Nursing

This project occurred in a community-based hospital with a 32 bay Emergency Center (EC), averaging 125 patient visits per day located in Michigan. The department experienced several key factors influencing teamwork and communication: a new Director of Nursing was named as the department leader, there was a significant amount of staff-turnover, agency nurses comprised 80% of the staffing schedule, and a new group of physicians to manage the EC were hired. The medical error rate surpassed 7% in this EC as compared to the previous year, and the majority of the errors tracked back to communication and teamwork root causes. The purpose of this DNP project was to increase the teamwork in the EC via the implementation of the evidence-based TeamSTEPPS program (TSP) to reduce medical errors and improve patient outcomes. The TSP was implemented in the EC with approximately 120 health care members ranging from patient care technicians to providers, over a 3-month period. The error ratio improved from 1 error for every 105 patients to 1 error for every 411 patients. The health care teams' behaviors and perceptions trended favorably over the course of the intervention. The health care team's attitude scores trended down significantly from baseline and the 30-day period, at the 60 day evaluation. This occurred following removal of an “at the elbow” deployment strategy which the team valued. Due to the positive impact of the TeamSTEPPS program in the EC, the organization is planning to implement it hospital-wide.

Committee: Susan Johnson Ph.D., RN (Advisor) Subjects: Nursing

Master of Science (MS), Wright State University, 2019, Human Factors and Industrial/Organizational Psychology MS

Collaboration, cohesion, and trust within teams can lead to beneficial outcomes such as innovation, speed of innovation delivery, enhanced creativity, and improved performance. Because of the prevalence of teams in the workforce, it is important that teams function at their highest capacity. One way to enhance team functioning may be to improve emotional intelligence (EI) in team members. Research has shown that higher EI is related to individual benefits such as stress resilience, better communication, relationship satisfaction, and improved performance. Team benefits of higher EI include greater cohesion, cooperation, trust, and performance. This study examined whether an emotional competency training could enhance EI abilities in adults, and whether the trained EI abilities related to higher team collaboration, trust, and performance. Undergraduates (N = 135) participated in teams of three that were randomly assigned to an EI training or control condition. Results indicated that the training did not significantly increase EI abilities, team collaboration, or trust. The training was related to better performance on one of two team tasks. It may be that simply spending time together as a team enhanced performance.

Committee: Tamera Schneider Ph.D. (Advisor); Gary Burns Ph.D. (Committee Member); Ken Griffin Ph.D. (Committee Member) Subjects: Psychology; Social Psychology

Doctor of Management, Case Western Reserve University, 2010, Weatherhead School of Management

A vast literature on the emotional intelligence (EI) has studied comparatively little teams. What little exists emphasizes that job-related factors influence employee engagement. However, a variety of factors can contribute to more engaged employees. In this paper I report findings of a qualitative inquiry involving thirty-six (36) members of twelve (12) IT teams – half of them effective and half less so – that explored the relationships between team EI and team performance. Trust, conflict resolution skills and team communication ? characteristics of individual EI ? were seen to differentiate effective and less effective teams, as is the ability to adapt a shared vision. Findings support that teams, like individuals, exhibit emotional intelligence, and that it influences how they function and to what effect. We further adopt a contingency perspective and investigate interactions between individual characteristics and cultural and job related factors as to determine their effect on employee engagement. Survey data from 231 employees in two organizations indicate that individual factors moderate the effects of structural and cultural characteristics on job and organizational engagement.

Committee: Richard Boyatzis, Ph.D. (Advisor); Nick Berente, Ph.D. (Advisor) Subjects: Communication; Organizational Behavior

PHD, Kent State University, 2019, College of Nursing

Strong and consistent evidence supports that increasing the number of baccalaureate prepared registered nurses (RN) working in hospitals effects patient outcomes associated with quality care (Aiken, Clarke, Cheung, Sloan, & Silber, 2003; Aiken et al., 2011), however there is a lack of evidence determining what factors lead to these findings. A descriptive, correlational design was used to examine the relationship between educational composition of the nursing unit on RNs perceived teamwork and perceived missed nursing care. To uncover the relationship of unit educational composition on the teamwork and missed nursing care of associate degree nurses (ADN), the study examined the relationship between educational composition of the nursing unit on perceived teamwork and missed nursing care of ADNs. Regression analysis were conducted to answer the research questions. All three analyses revealed a negative correlation between BSN percent, teamwork, and missed nursing care. No statistically significant relationships were found between nursing unit percent BSNs, teamwork or missed nursing care. A statistically significant relationship between length of time at current institution and nurses' perception of teamwork, suggesting that nurses who are employed longer at a hospital have a higher perception of teamwork. Missed nursing care scores and years worked at the institution had a moderating effect on teamwork. Teamwork scores and number of nurses working on the unit had a moderating effect on missed nursing care. The relationship between teamwork and number of nurses working on the unit was negative, suggesting that larger nursing units have a lower perception of teamwork. Smaller, rural hospitals had overall higher perceptions of teamwork and perceptions of less missed nursing care, suggesting that hospital size and geographic location impact the nurses' perception of teamwork and missed nursing care. Nurses play an important role in patient outcomes. Consistent lit (open full item for complete abstract)

Committee: Patricia Vermeersch (Committee Chair); Yvonne Smith (Committee Member); Christine Graor (Committee Member); Jeffrey Ciesla (Committee Member); Ding Kele (Other) Subjects: Nursing

Doctor of Philosophy, University of Akron, 2016, Secondary Education

Teamwork and collaboration among healthcare professionals has been identified by the Institute of Medicine and Agency for Healthcare Research and Quality as a national priority that can be used to improve quality and safety in healthcare (AHRQ, 2000, IOM, 1999). Care that is delivered in collaborative teams has been associated with better patient outcomes including decreased medical error (Morey, et al., 2002), decrease ICU length of stay (Pronovost, Berenholtz, & Dorman, 2003), decreased complications (Sexton, 2006), and decreased adverse patient outcomes (Mann, et al., 2006). Educating the next generation of health care providers to function in collaborative teams is an important step in achieving the goal of lower medical error for patients in all settings. Team skills are not inherent but must be learned. Well-designed interprofessional team training can provide an effective way to educate healthcare students for the ultimate goal of providing patient centered care as part of interprofessional collaborative practice (IPCP). Best practices in team training have not been determined in the research, therefor this study was designed to address what is the best length of time for team training for developing teamwork attitudes and skills as part of overall teamwork competency. Two different team training time delivery models were provided to interprofessional teams of undergraduate nursing, medicine, and respiratory therapy students, culminating in an interprofessional simulation for 19 teams. One model was delivered over one immersive session of four hours, the other was delivered over several weeks. Results of team attitude and teamwork skills revealed some differences related to training models. Using a liberal level of significance of p < .10 to account for small sample size, immersive one day training was associated with higher team skills when compared to extended time delivery (p = .077, d = .09). Team attitude was equally positively effected by (open full item for complete abstract)

Committee: Susan Kushner Benson PhD (Advisor); Bradley Maguth PhD (Committee Co-Chair); Nidaa Makkii PhD (Committee Member); Gary Holliday PhD (Committee Member); James Grand PhD (Committee Member) Subjects: Education; Health Care; Health Education; Instructional Design; Medicine; Nursing

Doctor of Philosophy, The Ohio State University, 2015, Nursing

More than 400,000 premature deaths per year occur due to preventable harm in U.S. hospitals, costing over $20 billion per year in healthcare expenses, lost worker productivity, and disability. Conceptual frameworks, such as the Generic Reference Model, contribute to a greater understanding of patient safety because they explain the context of patient harm. The healthcare context, including organizational factors such as strong safety culture and human factors like teamwork, may improve patient outcomes. Patient outcomes, such as adverse events, are more readily detected using instruments such as the Institute for Healthcare Improvement (IHI) Global Trigger Tool (GTT), which may detect up to ten times more adverse events than existing methods. The GTT uses keywords or triggers to guide chart reviews. Currently, relationships between safety culture and teamwork and adverse event detection using trigger-tools remain underexplored. The purpose of this study was to explore relationships between organizational and human factors with adverse events that result in patient harm detected using a modified trigger-tool methodology. The descriptive, cross-sectional design used the Safety Attitudes Questionnaire (SAQ) to measure interprofessional staff perceptions of safety culture using safety climate and teamwork climate subscales, and a retrospective, modified IHI GTT chart review methodology to measure patient outcomes at the unit level. The convenience sample was comprised of 32 nursing units/departments from one 750+-bed Midwestern U.S. regional acute care hospital that employed over 1000 nurses. Safety and teamwork climate percentage agreement averages were 75.61% and 70.07%, respectively. Medical surgical units reported the strongest safety climate whereas critical care units reported the strongest teamwork. An average of 69 adverse events occurred per 1,000 patient days, 21.83 adverse events per 100 admissions, and approximately 20% of admissions experienced a (open full item for complete abstract)

Committee: Pamela Salsberry Ph.D., RN (Advisor); Laura Szalacha Ph.D. (Committee Member); Emily Patterson Ph.D. (Committee Member); Esther Chipps Ph.D., RN (Committee Member) Subjects: Health Care; Nursing

Master of Arts (M.A.), Xavier University, 2015, Psychology

Workplace negative affectivity (NA) has been well-examined in the literature, but no study has explored its influence on perceived morale and perceived team cooperation. One hundred and fifty-eight undergraduates from a small university in the Midwest were randomly assigned to one of two vignette conditions and then answered questions about morale, cooperation, and affectivity. The study hypothesized that the presence of high NA would negatively affect perceived morale and perceived team cooperation. The hypotheses were supported, indicating that NA has a significant effect on both perceived morale and perceived cooperation, such that higher NA is related to lower perceived morale and lower perceived team cooperation. Results also indicated that participant positive affectivity was not related to either perceived morale or perceived cooperation, but NA shared a negative relationship with perceived cooperation. The results of this study have several implications for companies, including that employee disposition may impact team environments. Future research should continue to explore how personality may affect workplace environments.

Committee: Morell Mullins Ph.D. (Committee Chair); Dalia Diab Ph.D. (Committee Member); Mark Nagy Ph.D. (Committee Member) Subjects: Occupational Psychology; Organizational Behavior; Personality Psychology; Psychology; Social Psychology

Master of Science (MS), Ohio University, 2015, Industrial and Systems Engineering (Engineering and Technology)

The workforce is becoming more age diverse. Approximately seven in ten older adults say they will continue to work full or part time instead of retire (Khan, Rutledge, & Wu, 2014). Therefore, people of different age groups working together will be common across many industries. In this experiment, age diverse teams participated in three different lean simulations. The purpose of this research was to determine if lean simulations could improve team performance in age diverse teams. Assessments were used to determine if the experiment improved perceptions of age diversity and which activity reduced age salience and improved team interactions the most. Results indicated that appreciation of age diversity and team interpersonal processes were not statistically significant. Salience of age diversity was statistically significant between age groups and over time for the younger age group. Additionally, type of task was significantly related to how well participants perceived team interaction.

Committee: Diana Schwerha (Advisor); Mary Tucker (Committee Member); Dale Masel (Committee Member); Dusan Sormaz (Committee Member) Subjects: Engineering; Industrial Engineering; Management; Organizational Behavior

Doctor of Philosophy, The Ohio State University, 2015, EDU Physical Activity and Educational Services

Sport is a critical context for youth development (Riley & Anderson-Butcher, 2012; Weiss, 2008). Through engagement in sport-based positive youth development (PYD), vulnerable youth can experience relief from risk prevalent in their environment and develop assets to overcome adverse circumstances (Anderson-Butcher, Iachini, Riley, Wade-Mdivanian, Davis & Amorose, 2013; Petitpas, Cornelius, Van Raalte, & Jones, 2005). Organizational effectiveness of sport-based PYD programs is imperative due to the impact programs can have on youths' successful transition to adulthood. A sport-based PYD program is considered effective when exposure to an intentionally designed intervention, with theoretical justification, produces the desired program outcomes (Dusenbury, Brannigan, Falco, & Hansen, 2003; Law & Shek, 2011; Nation, Crusto, Wandersman, Kumpfer, Seybolt, Morrissey-Kane, & Davino, 2003). Research examining organizational effectiveness, within the context of sport-based PYD, can inform program planning, improve program practices, and enhance PYD. The purpose of the current study was to examine program dosage as a programmatic mechanism of PYD, to determine how program implementation and engagement influences youth development in the context of sport-based PYD. To investigate program dosage as a programmatic mechanism of PYD, within the context of sport-based PYD, data were collected from 52 staff and 417 youth participants engaged in a sport-based PYD summer program. Program staff completed self-assessments of their implementation of the program, including adherence to program structure, use of curriculum, and creation of a caring, mastery-oriented climate. Additionally, youth reported perceptions of program engagement (i.e., behavioral engagement, belonging, leader support), as well as social and athletic competencies (i.e., PYD indicators). Youth attendance was collected as secondary data, as a measure of quantity of program dosage. Confirmatory factor analyses (open full item for complete abstract)

Committee: Brian Turner (Advisor); Donna Pastore (Committee Member); Dawn Anderson-Butcher (Committee Member) Subjects: Sports Management

Doctor of Philosophy, Case Western Reserve University, 2015, Management

Talent management is important in any organizational setting. Physician scientists are highly talented professionals who contribute significantly to the field of medicine in terms of research and practice which impacts society. Yet, they struggle with dynamics at the individual, team and organizational levels. These individuals feel pressured at Academic Medical Centers (AMCs) to choose one role over another and therefore often do not capitalize on their extensive skills and training. In response to these challenges scholarly publications over 35 years have sought to offer solutions that ensure effectiveness of the physician scientist role. However, there have been no broad studies attempting to identify the most salient factors that influence thriving, satisfaction and happiness of such top talent. In this thesis, I develop models across four empirical studies offering insight into understanding what factors influence physician scientist thriving (role balance plus academic productivity) and contribute to talent management methods. The dissertation employs a sequential mixed methods approach to explore the nature and antecedents of thriving. The initial inquiry utilizes a grounded theory approach to identify factors that influence the lived experiences of physician scientists. The study offers evidence that effectiveness of such talented individuals is partly explained by relational capacity, the person's ability to balance dualistic roles, and perceptions of working in teams. These are influenced by their feelings and perceptions about organizational support, role conflict and psychological job control. Based on findings from the initial qualitative study, I articulate a research model to study the relational capacity of the physician scientist on thriving. I also seek to determine effects of role conflict, relational capacity, and psychological job control as mediated by organizational support on job and life satisfaction and happiness. Findings sho (open full item for complete abstract)

Committee: Tony Lingham PhD (Committee Chair); Kalle Lyytinen PhD (Committee Member); Mahmoud Ghannoum PhD (Committee Member); Peter Whitehouse MD, PhD (Committee Member) Subjects: Management; Organizational Behavior

Doctor of Philosophy (PhD), Ohio University, 2014, Instructional Technology (Education)

American undergraduates completing their degrees and entering the job market are expected to have twenty-first Century skills to be able to solve problems, work collaboratively, think globally, and to use new technology in support of these skills. Nationwide polling suggests that most graduates are entering the workforce lacking the skills that employers desire. Problem-based learning arose from medical education but has been adapted to fit in other disciplines where its outcome is the development of the twenty-first Century skills. Nelson's (1999) Collaborative Problem Solving instructional model was implemented in a client-based internationally-focused undergraduate problem solving program at a large, Midwestern university. The model was implemented once during the Fall Semester and a second time, with a revised version, during the Spring Semester of the 2013-2014 academic year. Data were collected throughout both semesters to evaluate the model's effectiveness, efficiency, and appeal through observations, interviewing, an evaluation questionnaire, and document analysis in the form of question prompted student journaling. Findings reveal changes for this context that include methods to help a facilitator model collaborative and problem-solving behavior and to give the students greater experience with collaboration. Specific recommendations for improvements are offered for instructional activities and participant roles. A separate focus is dedicated to the use and implementation of technology to support the CPS model and the development of twenty-first Century skills. Recommendations for the use of technology include discussions of potential uses for discussion boards, a learning management system, an online scheduling client, and a mobile group chat application. A practitioner may use the resulting recommendations for changes to the model in conjunction with the original publication when employing a collaborative problem-solving model in a higher education classro (open full item for complete abstract)

Committee: Teresa Franklin (Committee Chair); Dawn Bikowski (Committee Member); Greg Emery (Committee Member); David Moore (Committee Member) Subjects: Education; Higher Education

Doctor of Philosophy, The Ohio State University, 2012, EDU Policy and Leadership

The effectiveness of teams comprised of physicians, nurses, pharmacists, and allied health care providers is critical to the safe and effective delivery of health care. Teamwork is necessary in the current health care environment because patient problems and health care needs have become so complex that no single practitioner can be expected to manage them effectively alone. A number of reports, government agencies, and private organizations have been remarking on the association between team effectiveness and patient safety for more than 20 years. The first of the Institute of Medicine reports on this topic, To Err is Human: Building a Safer Health System, is credited with bringing the issue of patient safety to the forefront, and included the figures most often cited in discussions of health care safety issues. Recommendations to reduce the incidence of medical error and improve the outlook have considered the many causative elements related to health care safety and effectiveness. A number of these recommendations focus on collaboration as a way to improve team effectiveness. Much of the focus has concentrated on physicians and nurses, who form the core dyad on health care teams. The body of literature on interprofessional education to improve team effectiveness is expansive, however health care systems and academic health centers continue to struggle to implement successful methods to enhance collaborative teamwork. Health professions educational programs share the academic health center setting, but students continue to be educated in discrete and separate programs. There is usually little opportunity for learning together that provides for the makings of common ground and cross-profession understanding. The body of literature on interprofessional education is growing, however much of the literature continues to focus on practicing professionals rather than students. In addition, while faculty are the group of experts charged with educating students, they co (open full item for complete abstract)

Committee: Ada Demb (Committee Chair); Tatiana Suspitsyna (Committee Member); Jeffrey Ford (Committee Member) Subjects: Higher Education; Medicine; Nursing

Doctor of Philosophy, The Ohio State University, 2003, Agricultural Education

The OSU Extension System utilizes teams to combine the efforts of several persons with expertise on a given subject to produce better products or services with more efficient use of time and resources. The purpose of this study was to identify team behaviors, outcomes, and impacts appropriate to use as indicators of team success. A Modified Delphi technique, which is a descriptive-survey research design, was utilized for this exploratory study. A purposeful sample of Extension professionals from across the United States was identified as the panel of experts who participated in three rounds of the Modified Delphi. Round one statements were based upon the review of literature and researcher expertise. The study was conducted utilizing a Web based survey instrument, which allowed prompt responses to statements and the ability to analyze data in real time. The study identified 25 indicators of success for Extension program teams when those items achieved a consensus rating of 80% agreement of survey respondents between two response categories on the six-point Likert type scale. Four statements were rated as having critical importance as they achieved a mean on a six-point Likert-type scale between 5.5 and 6.0. Twenty items were rated as having high importance achieving a consensus rating between 4.5 and 5.4. One item achieved a rating of moderately high importance with a consensus rating between 4.0 and 4.5. No items achieved consensus in the disagree categories. Ten indicators of success related to team outcomes and impacts which were external team deliverables. The remaining fifteen items were related to team member behaviors, interactions, and processes which affect how team members work together. Discussion of the indicators of success and recommendations were based on organizational readiness and support of teams, organizational expectations of teams and teamwork practices. The indicators of success can be used by Extension organizations to improve performance of (open full item for complete abstract)

Committee: Jo Jones (Advisor) Subjects: Agriculture, General

Doctor of Philosophy, Case Western Reserve University, 2004, Organizational Behavior

Virtual teaming has become one of the most common interventions for organizations seeking to reduce costs and time to market, pool knowledge, and leverage skills. Previous research on individual behaviors contributing to virtual project team effectiveness has focused on contributions made by team leaders. The present study expands existing knowledge on individual competencies impacting virtual project team performances by looking at behaviors exhibited by both project managers and the team members who support them. Study findings were based upon semi-structured interviews of 23 project managers within one organization. Interviews yielded a total of 145 narratives describing salient situations where project managers felt virtual project team outcomes were either effective (n= 77) or ineffective (n=68). Narrative analysis was then enlisted to determine project manager and team member KSAs associated with differences in the achievement of task interdependent objectives. Three broad behavioral competencies were attributed to differences in virtual project team performance outcomes. They were discovery and preparation, leadership and team potency. Discovery and preparation behaviors refer to those project manager KSAs (pre-work, planning, understanding objectives and understanding action) associated with exerting sufficient effort and establishing clear and engaging directions. Leadership behaviors refer to project manager KSAs (client partnering, managing expectations, delegating, escalating, seeking approval and guidance, and determining team member resources) deemed central to building expert teams. And finally, team potency behaviors refer to those project manager and team member KSAs (confidence, competence, empathy, facilitation, and social presence) associated with the teams' overall belief in their ability to perform. Results suggest increasing virtual project team effectiveness by bolstering team member responsiveness and facilitation, increasing project manager (open full item for complete abstract)

Committee: David Kolb (Advisor) Subjects: Business Administration, Management

Doctor of Education (Ed.D.), Bowling Green State University, 2006, Leadership Studies

The purpose of this study was to identify the personal and organizational characteristics that facilitate and restrict boundary spanning (BS) of external leaders. The study was a two-phase sequential exploratory mixed-method study. The first phase examined the relationship between boundary spanning and emotional intelligence (EI) of external team leaders. Through interviews, the second phase explored individual and organizational characteristics that facilitate or restrict boundary spanning in external team leaders who scored differently on boundary spanning than predicted based on emotional intelligence scores. Bivariate regression and correlation showed that boundary spanning is strongly related to emotional intelligence. Three external leaders were selected for Phase II because they had nearly the same EI alignment scores but very different BS alignment scores. I wanted to know why, if EI and BS have such a strong relationship, the BS scores of these three leaders were so different. Qualitative data from 14 interviews revealed that leader distance and need are both facilitators and restrictors of boundary spanning. Boundary spanning is not just something that the leader does for the team. Boundary spanning is important based on an individual's need. If the need is low, the leader would offer less help and, therefore, the appraisal of the leader's boundary spanning would be lower. Also, the leader must understand when there is a need and how to react to the need by offering the appropriate help for the appropriate duration. The ability of the leader to understand the need of the team members requires relationship building. Relationship building is made easier when the leader distance (physical proximity, social distance, and perceived occurrence interval) is low. As emotional intelligence increases, so does the ability to recognize and utilize need and distance to span the boundary for the team. Boundary spanning is important on both individual and organizational (open full item for complete abstract)

Committee: Mark A. Earley Patrick D. Pauken (Advisor) Subjects: