Daniel M. Eveleth

Developing Dialogue Skill--A Qualitative Investigation of an On-Line Collaboration Exercise in a Team Management Course

Abstract Business managers, crossfunctional team members, and boundary spanners in organizations often face situations that require the application of dialogue skill, a process of inquiry to create shared meaning or shared understanding among parties. Previous research has suggested that dialogue skill can be developed through use of specifically designed on-line, collaborative activities. In this article, we describe the qualitative investigation of one such activity and Web-based software that can create an environment for developing dialogue skill.

The Influence of Computer-Based In-Class Examination Security Software on Students' Attitudes and Examination Performance

Expectancy theory is applied to the use of software that secures the testing environment of in-class examinations. This security software prohibits students from viewing unauthorized material during an examination. The empirical study collected 60 student questionnaire responses completed after using the security software. These responses were used to develop measures for a model derived from expectancy theory. Using structural equation modeling, the model was estimated twice for two different variables. These dependent variables were student attitude towards the security software and the student’s examination grade. The empirical results indicated that student attitudes were positively impacted by self-efficacy, outcome expectancy, and the software’s ease of use. However, student grade was not influenced by any measures in the model. It is concluded that the security software is neutral with regard to student performance, while there are manageable actions faculty can take to positively impact student attitude towards security software.

Team Identification, Team Performance and Leader-Member Exchange Relationships in Virtual Groups: Findings from Massive Multi-Player Online Role Play Games

While previous research has identified group identification as an important factor in affecting relevant outcomes (e.g., satisfaction, turnover, commitment) in face-to face environments, this paper provides initial evidence to support the proposition that group identification also matters in virtual environments. In particular, the authors found that team membersA¢â‚¬â„¢ perceptions of the leader-member exchange relationship and the teamA¢â‚¬â„¢s past performance are related to individualsA¢â‚¬â„¢ identification with the virtual team and that identification affects satisfaction and behavioral intentions. Individuals who perceive leader-member exchange as high (e.g., the leader displays a willingness to help the team member solve problems and the leader recognizes the memberA¢â‚¬â„¢s potential) and who report that their teams perform well had stronger identification with the team. Individuals who reported strong identification with their team were more satisfied with the team and had greater intentions to perform positive behaviors in the future.