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Engagement and temporary teams: considerations for value engineering study teams and facilitators

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  • Document Type:
    Electronic Resource
  • Online Access:
    https://digitalcommons.pepperdine.edu/etd/819
  • Additional Information
    • Publisher Information:
      Pepperdine University 2017
    • Added Details:
      Feyerherm, Ann
      Keith, Allegra
    • Abstract:
      The purpose of the current research is to contribute to the VE community’s understanding of how the dynamics of temporary teams may influence participant engagement, by answering the question, “what factors impact individual team member engagement on a VE study team?” In today’s business environment, the traditional permanent work team is no longer a reality for many employees (Jacobssen & Hallgren, 2016). Even those who do maintain membership in a permanent team are often tasked with serving on additional committees, task forces and decision-making teams to aid their organization in developing new products or navigating change. Value Engineering (VE) study teams present a unique scenario in which small, in-person teams of technical subject matter experts must solve complex problems in just a few days, having had no previous interaction. These teams can be classified as “temporary.” To understand what factors contribute to a participant’s engagement during a VE study, ten, semi-structured interviews were conducted with VE study team members. Themes from the interview data aligned with the literature’s framing of intellectual, social and affective engagement (Soane et al., 2012). Technical expertise, direct engagement by the facilitator, clear roles, prioritization of teambuilding, and viability of the project, were among the factors cited as impacting team member engagement. Recommendations were made related to prioritizing pre-study activities, creating a VE team member cadre for continued team member development, and setting the tone for engagement. These findings and recommendations may be applied to temporary team settings other than VE teams as well, in terms of the importance of context setting, early team member interaction, psychological membership and psychological safety for team success.
      ENGAGEMENT AND TEMPORARY TEAMS: CONSIDERATIONS FOR VALUE ENGINEERING STUDY TEAMS AND FACILITATORS _______________________________ A Research Proposal Presented to the Faculty of The George L. Graziadio School of Business and Management Pepperdine University ________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Science in Organization Development _______________________________ by Allegra Keith June 2017 © 2017 Allegra Keith ii This research project, completed by ALLEGRA KEITH under the guidance of the Faculty Committee and approved by its members, has been submitted to and accepted by the faculty of The George L. Graziadio School of Business and Management in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE IN ORGANIZATION DEVELOPMENT Date: June 2017 Faculty Committee Ann E. Feyerherm, Ph.D., Committee Chair Miriam Lacey, Ph.D., Committee Member Deryck J. van Rensburg, D.B.A., Dean The George L. Graziadio School of Business and Management ii i Abstract The purpose of the current research is to contribute to the VE community’s understanding of how the dynamics of temporary teams may influence participant engagement, by answering the question, “what factors impact individual team member engagement on a VE study team?” In today’s business environment, the traditional permanent work team is no longer a reality for many employees (Jacobssen & Hallgren, 2016). Even those who do maintain membership in a permanent team are often tasked with serving on additional committees, task forces and decision-making teams to aid their organization in developing new products or navigating change. Value Engineering (VE) study teams present a unique scenario in which small, in-person teams of technical subject matter experts must solve complex problems in just a few days, having had no previous interaction. These teams can be classified as “temporary.” To understand what factors contribute to a participant’s engage
      90
      Pepperdine University
      Graduate School of Education and Psychology
      Education
      Masters
    • Subject Terms:
    • Availability:
      Open access content. Open access content
      Copyright is retained by the author. Permission is granted to quote from this thesis or dissertation with appropriate attribution. Reproduction in any form requires permission from the author. Pepperdine University has non-exclusive publication rights.
    • Note:
      English
    • Other Numbers:
      CPE oai:pepperdine.contentdm.oclc.org:p15093coll2/831
      1090564439
    • Contributing Source:
      From OAIster®, provided by the OCLC Cooperative.
    • Accession Number:
      edsoai.on1090564439
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