The purpose of this paper is to expand the nomological network of a relational efficacy construct, transpersonal efficacy, and examine its effect on attitudes and behaviors important for team performance. The authors identify several antecedents to transpersonal efficacy, including task interdependence, agreeableness and conscientiousness. The authors also find that transpersonal efficacy is related to relational attitudes and behaviors in teams.
This study consists of an online cross-sectional survey completed by participants representing a wide range of occupations, team types, contexts and industries. Participants reported on their working relationships with team members and various behavioral outcomes. Participants used the Occupational Information Network (O*NET) to describe their teammates’ job requirements and to evaluate each teammate’s ability to complete required tasks. Confirmatory factor analysis and structural equation modeling were used to test hypotheses.
Findings suggest that people in highly interdependent teams have more confidence in their teammates. Further, transpersonal efficacy predicts relationship, task and process conflict when controlling for team task interdependence and virtualness, along with individual differences including agreeableness and conscientiousness. Transpersonal efficacy also contributes to the prediction of relationship conflict beyond the explained variance of collective efficacy.
This paper contributes to our understanding of individuals in teams by using social cognitive theory, expectancy theory and uncertainty reduction theory as a base for predicting the value of transpersonal efficacy in driving relational team behaviors. The authors uniquely consider efficacy as an interpersonal construct that is related to individual behaviors and attitudes that target specific teammates, rather than the team as a whole.
Rich, interactive media are becoming extremely common in internet recruitment systems. The paper investigates the role of media richness in applicants’ ability to learn…
Rich, interactive media are becoming extremely common in internet recruitment systems. The paper investigates the role of media richness in applicants’ ability to learn information relevant to making an application decision. The authors examine these relationships in the context of two competing theories, namely media richness theory and cognitive load theory, which predict opposite relationships with information acquisition. The paper aims to discuss these issues.
Participants (n=471) either viewed a traditional web site or visited an interactive virtual world that contained information about an organization's culture, benefits, location, and job openings. Culture information was manipulated to either portray a highly teams-oriented culture or a highly individual-oriented culture.
Participants who viewed the low-richness site recalled more factual information about the organization; this effect was mediated by subjective mental workload. Richness was not related to differences in culture-related information acquisition.
These findings suggest that richer media (such as interactive virtual environments) may not be as effective as less rich media in conveying information. Specifically, the interactive elements may detract focus away from the information an organization wishes to portray. This may lead to wasted time on the part of applicants and organizations in the form of under- or over-qualified applications or a failure to follow instructions.
This study is among the first to use a cognitive load theory framework to suggest that richer media may not always achieve their desired effect.
Learner control is a widely touted and popular element of e-learning, both in the educational and organizational training domains. In this chapter, we explore the concept…
Learner control is a widely touted and popular element of e-learning, both in the educational and organizational training domains. In this chapter, we explore the concept of learner control, highlighting its multidimensional and psychological nature. We examine the theoretical basis for the effects of learner control on learning and engagement. Next, we provide the reader with empirically based recommendations for designing learner-controlled training. We conclude by discussing how learner control research may be adapted to accommodate a variety of instructional methods, such as textbooks, mobile learning, and Massive Open Online Courses (MOOCs).
Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as well as bioethics, leadership in the public service, and the interface between politics and religion. She teaches online courses in the Master of Public Administration and Master of Arts in Community Development programs.
The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments…
The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.