This qualitative study spotlighted a grounded theory regarding contributions to affect- and cognition-based trust by a strengths-oriented intervention in pre-existing teams. Using purposeful and convenience sampling, 18 participants in a strengths-oriented intervention from 2 different regions of the Pacific Northwest were selected. A semi-structured interview protocol was used in interviews conducted within 3 months of the intervention. Results were verified through an independent evaluation and comparisons to the broader literature on trust development in teams. Findings suggest contributions were made to both affect- and cognition-based trust in the teams that participated in the intervention. The identified components of affect-based trust were increased levels of vulnerability, actions that communicate value, and the ability to resolve conflict. Components identified as contributions to cognition-based trust included self-awareness, the validation of fellow team-members, and an increase in the knowledge-base in regard to fellow team members. Furthermore, a helictical model of trust development was affirmed by participants who recounted their respective team's positive development.
|Commitee:||Cave, Sondra, Hulme, Eileen|
|School:||Azusa Pacific University|
|School Location:||United States -- California|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Organizational behavior, Higher education|
|Keywords:||Strengths-based, Strengths-oriented, Team performance, Trusting relationships|
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