Date of Award
Doctor of Education (EdD)
The purpose of this quantitative survey research study was to examine the input, process, output model of team effectiveness (IPOMTE), leadership styles, and relational coordination theory as contributors to a profile of team effectiveness, which was established from the experiences of students, faculty, staff, and alumni of a leadership program at a private institution. Participants identified effective IPO characteristics from their personal work team experiences. Two hypotheses were tested in this study: (H1) effective teams will score differently than ineffective teams on IPO measures, and (H2) effective teams will score differently between supervisor and nonsupervisors on IPO measures. There were differences between all IPO characteristics when comparing ineffective and effective teams. Hypothesis 1 was supported by the evidence with the exception of team task characteristics that were supported, in part, by the evidence. However, differences between IPO characteristics by supervisory role from effective teams were not supported by the evidence. Last, a 37-item profile of team effectiveness was developed based on the research question: What are the IPO characteristics of team effectiveness? The findings from this study show that effective teams consist of integrated leadership with a high level of inclusivity and engagement. Effective teams also consist of team developed norms with high relational coordination, decision making, and cohesion characteristics. Ultimately, effective team characteristics will produce high productivity, performance, satisfaction, and innovative outcomes. Recommendations include utilizing the profile of team effectiveness as an assessment and a monitoring and evaluation tool to increase effectiveness and performance for existing and newly developed teams.
Stone, Cord, "Examining the Input, Process, Output Model of Team Effectiveness (IPOMTE), Leadership Styles, and Relational Coordination as Contributors to a Profile of Team Effectiveness" (2019). Education Doctoral. Paper 400.
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