This document discusses attributes of successful teamwork based on a literature review and case study of student teams. The key attributes identified for effective teamwork are: commitment to shared goals and team success; interdependence where members contribute more together than individually; and strong interpersonal skills like open communication, trust and respect. The case study examines two student teams, one highly successful that demonstrated these attributes, and another dysfunctional team that did not.
The document discusses collaboration between health and non-health organizations. It argues that collaborative leadership is important for achieving shared goals. Effective collaboration requires shared goals, mutual trust, and good communication. Barriers to collaboration include lack of transparency, trust and shared vision. Leaders can overcome barriers by employing participative leadership, transparent decision-making, and understanding different cultural perspectives. Examples of collaboration include school health programs and provision of basic infrastructure.
Implementing communities of practice in a matrix organizationAndrew Muras, PMP
Presented at ASEM's (American Society of Engineering Management) annual conference in October 2014. It's based on work done at Pearl Harbor Naval Shipyards.
This presentation is authored by Jack Abebe and Annaline Jepkiyeny. It discusses how learning organizations pick on change management as a strategic direction.
This document summarizes five sources on self-directed learning. It defines self-directed learning as taking initiative to diagnose learning needs, set goals, identify resources, implement strategies and evaluate outcomes. The sources discuss SDL goals of preparing learners, fostering transformation and promoting emancipation. They also explore SDL applications like leadership development, effects on memory retention, importance of organizational support, and effectiveness of SDL teams. The document concludes by outlining steps to apply SDL in workplaces, like creating a learning culture, coaching learners, and providing online learning opportunities.
The document discusses current practices, trends, and emerging roles in learning and development (L&D). It begins by defining human resource development (HRD) and examining how the definitions have evolved over time from 1964 to the present. It then covers trends in the people, organization, and resources aspects of L&D. Specifically, it discusses trends in continuous professional development and roles for L&D professionals, as well as practices used for developing employees both in-house and externally. The document suggests that areas like coaching, in-house programs, and eLearning are growing in importance and usage within the L&D field.
This document discusses effective groups and teams. It defines groups as two or more people who interact to accomplish goals, while teams intensely work together to achieve a specific common goal. Teams enhance performance through synergy when individuals coordinate actions, producing more output. Factors like bouncing ideas and correcting errors contribute to synergy. The document also examines types of groups like formal, informal, task forces and self-managed work teams. It discusses stages of group development, norms, conformity, cohesiveness and managing groups for high performance. Finally, it covers effective communication, the communication process, verbal and nonverbal communication, barriers and skills for managers.
The rapidly changing–and, at times, excessively complex–nature of development work demands diverse competences from aid agencies such as the Asian Development Bank. The learning challenges these present require the ability to work more reflectively in a turbulent practice environment.
The document discusses collaboration between health and non-health organizations. It argues that collaborative leadership is important for achieving shared goals. Effective collaboration requires shared goals, mutual trust, and good communication. Barriers to collaboration include lack of transparency, trust and shared vision. Leaders can overcome barriers by employing participative leadership, transparent decision-making, and understanding different cultural perspectives. Examples of collaboration include school health programs and provision of basic infrastructure.
Implementing communities of practice in a matrix organizationAndrew Muras, PMP
Presented at ASEM's (American Society of Engineering Management) annual conference in October 2014. It's based on work done at Pearl Harbor Naval Shipyards.
This presentation is authored by Jack Abebe and Annaline Jepkiyeny. It discusses how learning organizations pick on change management as a strategic direction.
This document summarizes five sources on self-directed learning. It defines self-directed learning as taking initiative to diagnose learning needs, set goals, identify resources, implement strategies and evaluate outcomes. The sources discuss SDL goals of preparing learners, fostering transformation and promoting emancipation. They also explore SDL applications like leadership development, effects on memory retention, importance of organizational support, and effectiveness of SDL teams. The document concludes by outlining steps to apply SDL in workplaces, like creating a learning culture, coaching learners, and providing online learning opportunities.
The document discusses current practices, trends, and emerging roles in learning and development (L&D). It begins by defining human resource development (HRD) and examining how the definitions have evolved over time from 1964 to the present. It then covers trends in the people, organization, and resources aspects of L&D. Specifically, it discusses trends in continuous professional development and roles for L&D professionals, as well as practices used for developing employees both in-house and externally. The document suggests that areas like coaching, in-house programs, and eLearning are growing in importance and usage within the L&D field.
This document discusses effective groups and teams. It defines groups as two or more people who interact to accomplish goals, while teams intensely work together to achieve a specific common goal. Teams enhance performance through synergy when individuals coordinate actions, producing more output. Factors like bouncing ideas and correcting errors contribute to synergy. The document also examines types of groups like formal, informal, task forces and self-managed work teams. It discusses stages of group development, norms, conformity, cohesiveness and managing groups for high performance. Finally, it covers effective communication, the communication process, verbal and nonverbal communication, barriers and skills for managers.
The rapidly changing–and, at times, excessively complex–nature of development work demands diverse competences from aid agencies such as the Asian Development Bank. The learning challenges these present require the ability to work more reflectively in a turbulent practice environment.
The document outlines the key aspects of system leadership as described in an article by David Hopkins. It discusses the moral purpose that drives effective leadership, the importance of adaptability and professional development, and the domains and roles of leadership such as setting direction, developing people, and partnering with low-achieving schools. The presentation concludes that successful schools should take on system-wide leadership by offering support to other schools without limitations, as leadership can no longer be confined solely to one school.
The gulf between the ideal type of a learning organization and the state of affairs in typical bilateral and multilateral development agencies remains huge. Defining challenges is half the battle to surmounting them.
The document discusses various models and conceptions of the learning organization. It presents different frameworks for organizational learning, including distinguishing between organizational learning and a learning organization. Several thinkers and their models are covered, such as Argyris and Schon's model of single-loop and double-loop learning, Revans' focus on programmed and questioned learning, and Senge's five disciplines of a learning organization. Nonaka's knowledge-creating company model is also examined, focusing on converting tacit to explicit knowledge. Throughout, questions are provided to prompt discussion and application of the various learning organization concepts.
Visionary leadership is needed to address changes in education and produce educational productivity. A visionary leader creates a vision for the future by considering experiences and input from others. They communicate the vision, act as an agent of change, and guide others toward goals. For education to be productive, a visionary leader must effectively and efficiently use resources like teachers, funds, facilities to generate high-quality, relevant graduates who can compete in the job market. A visionary educational leader anticipates future labor needs and prepares students with skills beyond knowledge like attitudes, communication, and problem-solving. Their vision, continuous learning, service orientation, and trust in others allows them to lead educational institutions productively.
1. The document discusses using action learning to develop shared leadership skills. It describes action learning as working in groups to address real organizational problems while developing leadership competencies through reflective questioning.
2. Key elements of action learning that build shared leadership include focusing on complex problems requiring diverse perspectives, group sizes that allow full participation, and reflective questioning that emphasizes listening to others.
3. Studies found that action learning projects helped organizations generate solutions, direction, and commitment around complex issues by developing capabilities like engaging across boundaries and understanding the organization systemically.
Future of Organizational Development - Organizational Change and Development...manumelwin
the following concerns remain constant for leaders and OD practitioners. How do we:
build a sustainable high-performance organization in which individual workers take an active part in achieving the required output?
Appropriately build engaged, proactive, empowered staff when there are limited reward levers organization can pull while needing to hold staff accountable?
Solve the problems of aligning and integrating diverse cultural elements?
The impact of path-goal leadership styles on work group effectiveness and tur...vengefulobjecti04
This study examined the relationships between path-goal leadership styles, work group diversity, work group effectiveness, and turnover intention. It hypothesized that:
1) Work group diversity would be negatively related to effectiveness.
2) Path-goal leadership styles would be positively related to effectiveness.
3) Work group diversity would be positively related to turnover intention.
4) Path-goal styles would be negatively related to turnover intention.
The study surveyed 242 employees in diverse work groups. It found support for hypotheses 2 and 3, with path-goal styles positively linked to effectiveness, and some aspects of diversity positively linked to turnover intention. However, hypotheses 1 and 4 were not supported. Overall, the variables explained modest
Transformational leadership characteristics necessary for today’s leaderssabrinahjmohdali
This study examines the traits and characteristics of university presidents considered to be transformational leaders. The author conducted a Delphi study with a panel of 52 university president experts to identify qualities of effective leadership in higher education. The panel reached consensus that transformational leadership is needed to introduce change in higher education. Specifically, presidents need commitment, competence, authenticity and the ability to effectively communicate vision. They must also overcome resistance to change from entrenched faculty and staff and address funding limitations through alternative strategies. The study provides insight into leadership approaches necessary to adapt universities to changing economic and academic environments.
The Why and How of Knowledge Management: Some Applications in Teaching and Le...Olivier Serrat
Knowledge management—the process of identifying, creating, storing, sharing, and using organizational knowledge—aims to provide support for improved decision making. Its higher objective is to advance organizational performance. It is best exercised if the motive behind knowledge management initiatives is clear, with sundry possible areas of activity and associated perspectives.
Learning organization and change management power pointJack Onyisi Abebe
This presentation discusses how learning organizations link to change management with projected barriers, critical factors for organizational learning, change management and the theories of organizational learning.
The document discusses the need for collaborative leadership in higher education. It argues that traditional hierarchical leadership approaches are no longer sufficient to address the complex challenges facing colleges and universities. True collaboration requires shared decision-making across divisions to achieve mutually agreed upon goals. The barriers to collaboration include hierarchies, campus culture, lack of networking, and collaborating for the wrong reasons. Effective collaboration is disciplined and results-oriented. Senior leaders must develop collaborative skills and distribute leadership to tackle adaptive challenges that cannot be solved through technical changes alone.
The document discusses definitions of team effectiveness and performance, noting that performance refers to what a team does internally while effectiveness relates to accomplishing goals and objectives. It also provides definitions of performance and effectiveness, explaining that performance is the execution of actions by a team and effectiveness is the achievement of desired results. Additionally, the document outlines factors that influence group interaction processes and performance outcomes.
This document outlines Damon Ware's leadership journey through the CSU-Global curriculum. It discusses key concepts in leadership including definitions of leadership, common leadership styles, the importance of ethics and trust, and factors that influence leadership development like organizational culture and stakeholder engagement. The conclusion emphasizes the importance of consistently evaluating and learning from experiences to improve as a leader.
This document defines learning and a learning organization. Learning is defined as a relatively permanent change in behavior or knowledge through practice or experience. A learning organization is defined as an organization that acquires knowledge and utilizes information to adapt to changing circumstances. The key characteristics of a learning organization include systematic problem solving, experimentation with new approaches, transferring knowledge, encouraging people, reviewing and providing feedback on performance, and using on-the-job training. Human resource professionals play an important role in developing collective intelligence, understanding the importance of knowledge, supporting learning and knowledge sharing, and enabling continuous improvement and innovation.
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
The document discusses the characteristics of a learning organization and strategies for guiding change processes within such an organization. It states that a learning organization is people-oriented, conducive to learning, and aims to transform and empower its members. It provides guidelines for leading change, such as understanding people's backgrounds and allowing for disagreement. Systems thinking and distinguishing issues from people are also recommended for managing conflict. Learning is positioned as an ongoing personal endeavor central to a learning organization.
This short document appears to be about the Sicilian town of Taormina. However, as the text is in Spanish and does not provide much context, it is difficult to determine the key details or overall meaning based on the limited information given. The document may be discussing the location or features of Taormina but this cannot be stated definitively.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
La historia habla de una familia en Valencia donde la madre Mora crío a sus hijos como una gran madre después de que el padre se fue. Mora se enamoró de Norte y fueron novios entre flores. Ahora Potter duerme con sus hermanos después de comer y se siente muy afortunado de que todos lo quieren mucho.
The document discusses the costs of overseas studies in different parts of the world. It notes that costs vary greatly depending on factors like the country's economy, number of universities, currency value, and education strength. Some countries offer free education to both local and international students. Average annual costs are then provided for countries like Australia, Canada, New Zealand, Europe, the USA, and the United Kingdom, including tuition fees, living expenses, and other costs like tickets and insurance.
The document outlines the key aspects of system leadership as described in an article by David Hopkins. It discusses the moral purpose that drives effective leadership, the importance of adaptability and professional development, and the domains and roles of leadership such as setting direction, developing people, and partnering with low-achieving schools. The presentation concludes that successful schools should take on system-wide leadership by offering support to other schools without limitations, as leadership can no longer be confined solely to one school.
The gulf between the ideal type of a learning organization and the state of affairs in typical bilateral and multilateral development agencies remains huge. Defining challenges is half the battle to surmounting them.
The document discusses various models and conceptions of the learning organization. It presents different frameworks for organizational learning, including distinguishing between organizational learning and a learning organization. Several thinkers and their models are covered, such as Argyris and Schon's model of single-loop and double-loop learning, Revans' focus on programmed and questioned learning, and Senge's five disciplines of a learning organization. Nonaka's knowledge-creating company model is also examined, focusing on converting tacit to explicit knowledge. Throughout, questions are provided to prompt discussion and application of the various learning organization concepts.
Visionary leadership is needed to address changes in education and produce educational productivity. A visionary leader creates a vision for the future by considering experiences and input from others. They communicate the vision, act as an agent of change, and guide others toward goals. For education to be productive, a visionary leader must effectively and efficiently use resources like teachers, funds, facilities to generate high-quality, relevant graduates who can compete in the job market. A visionary educational leader anticipates future labor needs and prepares students with skills beyond knowledge like attitudes, communication, and problem-solving. Their vision, continuous learning, service orientation, and trust in others allows them to lead educational institutions productively.
1. The document discusses using action learning to develop shared leadership skills. It describes action learning as working in groups to address real organizational problems while developing leadership competencies through reflective questioning.
2. Key elements of action learning that build shared leadership include focusing on complex problems requiring diverse perspectives, group sizes that allow full participation, and reflective questioning that emphasizes listening to others.
3. Studies found that action learning projects helped organizations generate solutions, direction, and commitment around complex issues by developing capabilities like engaging across boundaries and understanding the organization systemically.
Future of Organizational Development - Organizational Change and Development...manumelwin
the following concerns remain constant for leaders and OD practitioners. How do we:
build a sustainable high-performance organization in which individual workers take an active part in achieving the required output?
Appropriately build engaged, proactive, empowered staff when there are limited reward levers organization can pull while needing to hold staff accountable?
Solve the problems of aligning and integrating diverse cultural elements?
The impact of path-goal leadership styles on work group effectiveness and tur...vengefulobjecti04
This study examined the relationships between path-goal leadership styles, work group diversity, work group effectiveness, and turnover intention. It hypothesized that:
1) Work group diversity would be negatively related to effectiveness.
2) Path-goal leadership styles would be positively related to effectiveness.
3) Work group diversity would be positively related to turnover intention.
4) Path-goal styles would be negatively related to turnover intention.
The study surveyed 242 employees in diverse work groups. It found support for hypotheses 2 and 3, with path-goal styles positively linked to effectiveness, and some aspects of diversity positively linked to turnover intention. However, hypotheses 1 and 4 were not supported. Overall, the variables explained modest
Transformational leadership characteristics necessary for today’s leaderssabrinahjmohdali
This study examines the traits and characteristics of university presidents considered to be transformational leaders. The author conducted a Delphi study with a panel of 52 university president experts to identify qualities of effective leadership in higher education. The panel reached consensus that transformational leadership is needed to introduce change in higher education. Specifically, presidents need commitment, competence, authenticity and the ability to effectively communicate vision. They must also overcome resistance to change from entrenched faculty and staff and address funding limitations through alternative strategies. The study provides insight into leadership approaches necessary to adapt universities to changing economic and academic environments.
The Why and How of Knowledge Management: Some Applications in Teaching and Le...Olivier Serrat
Knowledge management—the process of identifying, creating, storing, sharing, and using organizational knowledge—aims to provide support for improved decision making. Its higher objective is to advance organizational performance. It is best exercised if the motive behind knowledge management initiatives is clear, with sundry possible areas of activity and associated perspectives.
Learning organization and change management power pointJack Onyisi Abebe
This presentation discusses how learning organizations link to change management with projected barriers, critical factors for organizational learning, change management and the theories of organizational learning.
The document discusses the need for collaborative leadership in higher education. It argues that traditional hierarchical leadership approaches are no longer sufficient to address the complex challenges facing colleges and universities. True collaboration requires shared decision-making across divisions to achieve mutually agreed upon goals. The barriers to collaboration include hierarchies, campus culture, lack of networking, and collaborating for the wrong reasons. Effective collaboration is disciplined and results-oriented. Senior leaders must develop collaborative skills and distribute leadership to tackle adaptive challenges that cannot be solved through technical changes alone.
The document discusses definitions of team effectiveness and performance, noting that performance refers to what a team does internally while effectiveness relates to accomplishing goals and objectives. It also provides definitions of performance and effectiveness, explaining that performance is the execution of actions by a team and effectiveness is the achievement of desired results. Additionally, the document outlines factors that influence group interaction processes and performance outcomes.
This document outlines Damon Ware's leadership journey through the CSU-Global curriculum. It discusses key concepts in leadership including definitions of leadership, common leadership styles, the importance of ethics and trust, and factors that influence leadership development like organizational culture and stakeholder engagement. The conclusion emphasizes the importance of consistently evaluating and learning from experiences to improve as a leader.
This document defines learning and a learning organization. Learning is defined as a relatively permanent change in behavior or knowledge through practice or experience. A learning organization is defined as an organization that acquires knowledge and utilizes information to adapt to changing circumstances. The key characteristics of a learning organization include systematic problem solving, experimentation with new approaches, transferring knowledge, encouraging people, reviewing and providing feedback on performance, and using on-the-job training. Human resource professionals play an important role in developing collective intelligence, understanding the importance of knowledge, supporting learning and knowledge sharing, and enabling continuous improvement and innovation.
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
The document discusses the characteristics of a learning organization and strategies for guiding change processes within such an organization. It states that a learning organization is people-oriented, conducive to learning, and aims to transform and empower its members. It provides guidelines for leading change, such as understanding people's backgrounds and allowing for disagreement. Systems thinking and distinguishing issues from people are also recommended for managing conflict. Learning is positioned as an ongoing personal endeavor central to a learning organization.
This short document appears to be about the Sicilian town of Taormina. However, as the text is in Spanish and does not provide much context, it is difficult to determine the key details or overall meaning based on the limited information given. The document may be discussing the location or features of Taormina but this cannot be stated definitively.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
La historia habla de una familia en Valencia donde la madre Mora crío a sus hijos como una gran madre después de que el padre se fue. Mora se enamoró de Norte y fueron novios entre flores. Ahora Potter duerme con sus hermanos después de comer y se siente muy afortunado de que todos lo quieren mucho.
The document discusses the costs of overseas studies in different parts of the world. It notes that costs vary greatly depending on factors like the country's economy, number of universities, currency value, and education strength. Some countries offer free education to both local and international students. Average annual costs are then provided for countries like Australia, Canada, New Zealand, Europe, the USA, and the United Kingdom, including tuition fees, living expenses, and other costs like tickets and insurance.
Este documento contiene una lista de imágenes de lugares y paisajes de la provincia de Cuenca en España. Incluye fotos de castillos, monasterios, yacimientos romanos, parques naturales, pueblos, iglesias, puentes y vistas de la ciudad de Cuenca, así como de sus ríos, como el Júcar, y paisajes nevados.
The document provides the names and locations of various lakes around the world for scenic views and relaxation, including lakes in national parks in Canada, the United States, Switzerland, Libya, and locations offering activities like canoeing, hiking, and photography.
Sevilla está embrujada debido a su rica historia y cultura que se remonta a siglos atrás, lo que ha dejado una marca espiritual en la ciudad. La ciudad alberga historias de fantasmas y lugares encantados que han cautivado a generaciones.
Este documento no contiene información relevante. Consiste principalmente en texto sin sentido con algunas palabras sueltas y signos de puntuación. No logra comunicar ningún mensaje claro u ofrecer información de alto nivel.
El documento es una carta que felicita a la persona por estar vivo y poder experimentar la vida a través de los sentidos, emociones y relaciones. Le recuerda apreciar el presente y vivir plenamente cada día en lugar de preocuparse por el futuro. Finalmente, invita a compartir el mensaje de felicidad con otros.
The document discusses Victoria University of Wellington's biomedical science degree program. It provides background on biomedical science and its role in supporting human health and clinical medicine. It then defines biomedical science areas like genetics, immunology, and pharmacology. The purpose of the three-year biomedical science degree is to link training in modern biology fundamentals with current health practices, and prepare students for postgraduate medical or paramedical training. Graduates will have skills in ethics, the scientific method, technology's role in society, problem-solving, communication and more.
Case study: un approccio modulare in un progetto legacyMariano Fiorentino
L'utilizzo di Zend Framework 1 all'interno del progetto Link, software usato da una 'fabbrica automobilistica torinese' per fornire servizi ai concessionari. Link è probabilmente il software in php più grande d'Europa con più di 6 milioni di righe di codice, nato nel 2003 utilizzando la versione 4 del linguaggio, Il talk illustrerà come negli anni si è passati dallo scriversi tutto in casa all'utilizzo dei moduli zend per abbassare i costi di sviluppo, migliorare la scalabilità e limitare le anomalie.">Case study: un approccio modulare in un progetto legacy
The document is a poem about fascination turning to love. It describes brief encounters in various cities around the world where the narrator's interest is piqued by seeing someone alone under the moonlight, leading them to kiss and for their fascination to develop into love. The poem references Nat King Cole's song "Fascination" and is accompanied by minimalist photos of landmarks from cities mentioned in the text.
This document provides information about student support services at UCLan Cyprus. It summarizes the high levels of student satisfaction with learning resources and tutor support. It encourages students to contact student support via email, Facebook, or in person to receive help with issues like disabilities, study skills, finances, travel and more. The university is committed to inclusion and providing accommodations for students with disabilities.
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, maior tela e melhor desempenho. O dispositivo também possui recursos adicionais de inteligência artificial e segurança de dados aprimorados. O lançamento do novo smartphone está programado para o final deste ano.
El documento describe una tierra virgen y antigua con montañas de roca, llamada "El Mundo Perdido", que los lectores van a presenciar y que es un espectáculo único en el mundo. Se trata de un paisaje natural sin alterar con las montañas más antiguas del planeta.
UCLan Cyprus provides a world-class British university experience in Cyprus through its partnership with the University of Central Lancashire (UCLan) in the UK. UCLan Cyprus offers joint UK and Cyprus degrees across business, sciences, and law. Students receive a UK education with access to UK resources while studying in Cyprus. The campus opened in 2012 and continues to expand its facilities and programs.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
This document discusses successful team collaboration and dynamics. It identifies several key components for effective teamwork, including commitment and trust between members, open communication, diversity of capabilities, and adapting to changing conditions. The document also discusses strategies for conflict resolution, maximizing team strengths through different learning styles, and the importance of communication skills. It describes how a learning team charter can help set goals and expectations to guide a team's work. Motivational strategies that can improve team productivity include recognizing members' work, setting achievable goals, providing feedback, and maintaining a positive attitude.
The document discusses key components for successful collaboration and team dynamics. It emphasizes the importance of team collaboration for academic success. Effective strategies include setting goals and expectations, defining roles, planning, open communication, and overcoming obstacles. Having a learning team charter can help reinforce collaboration by setting ground rules and guidelines. It is important that teams utilize each member's strengths and learning styles, address conflicts constructively, and motivate productivity through clear roles and listening to feedback.
This document provides an overview of the stages of virtual team development and recommendations for virtual team leaders. It discusses four stages of development: dependence and inclusion, counterdependence and fight, trust and structure, and work and productivity. For the fourth stage, it recommends that leaders support autonomous teamwork, provide constructive feedback, encourage reflection on shared mental models, and celebrate achievements. Overall, the document offers guidance on building high-performing virtual teams.
Running head EFFECTIVE TEAMS2EFFECTIVE TEAMS2Ef.docxtodd271
Running head: EFFECTIVE TEAMS 2
EFFECTIVE TEAMS 2
Effective Teams
Name
Institution
Effective Teams
Introduction
A team can be defined as a group of two or more people that share a common goal (Ahmed, Siantonas & Siantonas 2017). Most companies organize their employees in teams to improve productivity and adopt new perspectives that enhance sustainable growth. For instance, teachers frequently arrange their students into teams to discuss assignments and any other classwork. The result is a more effective and informed group of students. Effective teamwork, therefore, invariably out-performs individuals (Bannister, Wickenheiser & Keegan 2014). When a group of people put their collective input in solving a problem, the result is a more creative and flexible solution than in the case of an individual. This report aims at discussing specific, insightful findings about teamwork and the significance of teams in a communication field, e.g. business, journalism, teaching among others.
Effective Team
Teams are organized together to work interdependently or cooperatively to improve quality, complete projects and to enhance efficiency (Bannister, Wickenheiser & Keegan 2014). Every individual or member of a team brings unique skills and talents that positively impacts on the success of a group. A team is created to serve both short-term and long-term goals. In business, short-term teams can include a team tasked to tackle a specific customer problem or complaint; a group that is planning an annual company’s party or retreat or a team developing an employee onboarding process. Effective teams offer alternative to vertical-chains of command and are the more inclusive approach for spearheading organizations’ goals and objectives. In a team, the participants not only share information but also share the responsibility of the outcome for the team’s work.
Characteristics of Effective Teams
According to Wheelan (2014), not every team succeeds to achieve its desired objectives. A team that spends too much time debating decisions is likely to fail. Likewise, a team that is constituted of lazy members is a farce or ineffective. Effective teams have the following characteristics; Open communication; there must be a communication pattern amongst all members of the team. Individuals in a team should welcome diverse views and encourage open and honest discussions. Members having different views is inevitable, but it is prudent that every member’s idea is put into perspective before arriving at the final decision. Still, on communication, it is good that groups frequently meet to evaluate and discuss the status of the tasks assigned to them. Secondly, an effective team has clearly defined goals and purpose (Ahmed, Siantonas & Siantonas 2017). Every team member must ensure that they are aware of their roles in meeting the teams’ objective. Goals set the success and target of the teams. Thirdly, leadership to guide members through the teams’ project. T.
This document provides information about the group members of a project on introduction to groups and teams. It lists the names and student IDs of three group members, Garveet Sachdeva, Lucky Chaudhary, and Dipanshu Gautam of Ambedkar DSEU Shakarpur Campus. It also includes an acknowledgement thanking their teacher Neha Rathore and DSEU in charges for providing the opportunity to do the project. The group members thank each other for their help in finalizing the project within the time frame.
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
Successful Collaboration and Team DynamicsBPaty123
COM516 Professional Communications. Successful Collaboration and Team Dynamics. Team A presentation for potential University of Phoenix students on the importance of collaboration during a masters program.
Team effectiveness a case study of a fast-growing private educational organiz...Alexander Decker
This document summarizes a journal article that studied team effectiveness within a fast-growing private school in the UAE called Emirates International Academy. The study used a questionnaire to assess the effectiveness of grade-level teaching teams based on characteristics identified in the literature such as clear purpose, appropriate culture, distinct roles, etc. A total of 32 teachers across grades 1-5 were surveyed, achieving an 81% response rate. The results identified that the teams generally achieved the school's goals but lacked opportunities for performance feedback and development. To improve overall team effectiveness, the study recommended school leadership provide more opportunities for teams to reflect on their performance.
Need a 150 word comment to the followingThe University of Pho.docxmigdalialyle
Need a 150 word comment to the following:
The University of Phoenix adult learning model is based on the idea that learning does not occur in isolation. Learning occurs as individuals dialogue with others such as faculty and peers to gain new insight and perspective. For this reason, The University of Phoenix groups students in cohort communities. A cohort is a group of individuals working cooperatively to achieve common goals. Students benefit greatly from working in a cohort because they are able to share their personal and professional experiences and learn from each other. The cohort model is a microcosm of real life, as students' experiences in the cohort often mirror challenges faced in their personal and professional lives. Interacting in the cohort provides students opportunities to learn new ways of addressing personal and workplace challenges.
Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
According to Wenger, McDermott, and Snyder (2002), a community of practice is a group of individuals with a shared quest and interests, who interact regularly to improve their learning. A community of practice is not simply a group of individuals with surface commonality; for example, people who share the same taste in music or like the same type of movies. Members of a community of practice are practitioners of a common discipline. They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools; sharing these res ...
Organization Behavior Case Study Building a Coalition - Final.pptxnagarajan740445
Organizational behavior is the study of how individuals and groups act in organizations. It examines how to apply this knowledge to improve organizational effectiveness. Building a coalition allows groups to combine resources to become more powerful than alone. This case study discusses forming a coalition among the Woodson Foundation, a nonprofit; a school district in Washington, D.C.; and the National Coalition for Parental Involvement in Education to create an after-school program. Guidelines are provided for developing an effective team, including considerations for group dynamics, collaboration, member selection, conflict resolution, and negotiation strategies.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
This document discusses teams and teamwork. It begins by outlining learning objectives around identifying features of teams, types of teams, principles of group dynamics, and differentiating high-performance teams. It then provides definitions of teams from various authors. It discusses benefits of working in teams and drivers of team member commitment. Additional sections cover the basis of a team, factors that impact synergy, team identity, characteristics of effective teams, types of teams, qualities of team players, group dynamics, stages of group development, determinants of group effectiveness, and transactional analysis. The document is a comprehensive overview of concepts related to teams.
Self-directed teams a Mexican perspectiveIJAEMSJORNAL
This document discusses self-directed teams from a Mexican perspective based on a systematic literature review. Some key findings are:
1) Self-directed teams can increase employee participation, commitment, and motivation. They involve shared roles and responsibilities as well as autonomous decision making.
2) Effective self-directed teams require members with skills like teamwork, ability to think and act coordinately, and willingness to take on interdependent tasks.
3) Components common to self-directed teams in Mexico include performances, leadership, processes for team creation and changing manager roles, developing member capacity, and impact on supply chains.
4) Leadership within these teams is important and requires skills like visioning, empowering members,
This document discusses an adaptive leadership program delivered over 16 weeks to MBA students. It involved completing a complex collaborative task in groups and addressing challenges that emerged over the long timeframe. Students experienced issues like losing group members, health problems, and relationship breaks. The program aimed to build on leadership concepts through authentic learning experiences and reflection. Diverse roles and interdisciplinary perspectives were encouraged among students to solve problems.
Building Community in the Online Classroom through Group WorkLisa Johnson, PhD
The document discusses the design of a group project for an online classroom to build community. It outlines three primary design goals: 1) designing the project to accomplish something that cannot be done individually, 2) designing authentic assessments of course objectives using group work, and 3) clearly defining project goals, processes, and evaluation criteria. Key considerations discussed include overcoming individualism, assigned vs self-selected groups, timing, and the instructor's role as facilitator vs micromanager.
A Study Of Group Dynamics In Educational Leadership Cohort And Non-Cohort GroupsSean Flores
The document summarizes a study that examined and compared the group dynamics of educational leadership students in cohort and non-cohort programs. The study surveyed students on variables like participation, communication, influence, trust, cohesiveness, empowerment, collaboration, and satisfaction. It found significant differences between cohorts and non-cohorts in trust, cohesiveness, and satisfaction, but little effect on other variables like participation and communication. The document also provides background on criticisms of leadership preparation programs, the increased use of cohort models, definitions of cohorts and their benefits, and the concept of group dynamics.
Utilizing teams for high performance in nigerian universitiesAlexander Decker
This document summarizes a study on utilizing teams for high performance in Nigerian universities. The study investigated the effects of worker commitment to teamwork on performance and the relationship between teamwork and skill enhancement at the University of Nigeria, Enugu Campus. A sample of 355 staff completed questionnaires on teamwork and performance. The findings showed that teamwork has a significant effect on worker performance and there is a significant relationship between commitment to teamwork and skill enhancement. The study concludes that utilizing teams produces high performance among university staff.
Teams are becoming more popular in organizations as they allow employees to use their talents better and are more flexible than individuals. A work team is defined as a group whose efforts are greater than the sum of individual inputs. There are different types of teams such as problem-solving teams, self-managed teams, task forces, committees, cross-functional teams, and virtual teams. Creating effective teams requires factors such as adequate resources, leadership, trust among members, and proper performance evaluations. Team composition, work design, processes, and leadership are also important for team success. However, teams are not always preferable to individuals for certain types of work.
This document provides an overview of women's participation in security forces in Gulf countries. It discusses the emergence of women in policing and armed forces in countries like the UAE and Bahrain. For police forces, it outlines typical entry requirements, such as age limits and education levels. It also describes police training programs, which generally involve both practical and academic components lasting several weeks or years. For armed forces, it discusses similar entry standards and basic training programs of around 6 months. It then highlights some specific details about women's roles in the UAE and Bahrain security forces, such as the establishment of the first female military school in the UAE and statistics on numbers of female police and promotions achieved in Bahrain.
The document discusses the high costs of education in the UAE. Tuition at private universities in the UAE, such as the American University of Sharjah, can be as high as $45,000 per year plus additional living expenses. While tuition costs in the UAE and abroad are similar, students also must factor in the cost of living away from home when studying overseas. There is also increasing competition from foreign universities to attract students from the UAE and region. However, concerns remain about the quality and accreditation of some local universities and the limited program options in fields like science.
Suad has worked in accounting and economics but found her true passion is in teaching and learning. She realized she has a gift for understanding how people learn and helping students discover career paths that suit them, despite facing resistance from some parents who only want their children to pursue traditional professions like doctor or lawyer. In her personal time, Suad enjoys cooking without recipes and exploring various social media platforms, where she has found success blogging about her diverse interests and building a network of over 1,000 followers.
The article profiles Ameera Abdul Rahim Binkaram, the Chairperson of the Sharjah Business Women Council. It discusses how she developed an early interest in social work through participating in fundraising events in school. She has been working with cancer patients for 11 years through an organization called Friends of Cancer Patients. Her priorities are her work with this organization to help cancer patients and develop the oncology sector in the UAE. She believes women in the UAE are privileged compared to other parts of the world and that every woman should engage in meaningful work, whether a career or charity work.
The document provides 12 "donts" or recommendations for using Facebook appropriately. It advises against provoking friends, making it a platform for heated debates, coming across as desperate, oversharing photos, commenting on everything, using it primarily for dating, sharing inappropriate content, hiding one's true personality, providing false details, overly editing photos, using offensive language, and having Facebook if one cannot handle truthful feedback.
10 reasons why basket ball is better than footballSuad Alhalwachi
This document lists 11 reasons why basketball is a better team sport than football. It argues that basketball is more inclusive and accessible as girls can play without hesitation, smaller teams are easier to form, and practice can be done individually. It also claims basketball is less expensive, shorter in duration, works more full body muscles, has more standardized global rules, and is open to mixed ages and skill levels.
While the title of the document suggests that men are better entrepreneurs than women, the document argues that being male or female is not a determining factor in entrepreneurial success. The most important factors are perseverance and time. The document acknowledges that women often have less time to devote to growing their entrepreneurial ideas beyond a certain size due to family and caregiving responsibilities that require attention. An example is provided of having to comfort a depressed daughter after a poor exam, which could cause a woman entrepreneur to lose precious hours needed to work on important business tasks.
The document discusses rows (arguments) that commonly occur between married couples. It provides an example of a couple who frequently argue over misunderstandings regarding parenting, finances, home responsibilities, and the woman's independence. The man wants the woman to conform to traditional gender roles of the past, while she wants more modern freedoms. Their constant arguing leads the man to repeatedly leave home for months at a time. The document suggests a solution would be for the couple to have a more detached "Mesyar" type of marriage where they briefly meet daily but live separately to avoid conflicts arising from spending too much time together.
The author recounts taking a bus tour in Vienna where another group of travelers refused to ride with them after seeing an Arab woman and her aunt on the bus. This made the author reflect on why the group was unwilling to share the bus with Arabs, and how hatred can persist even in a relaxing spa environment meant for wellness. The author believes that as long as some are unwilling to see others as fellow humans deserving of love and respect, problems like the Palestinian issue will remain unsolved.
The document discusses the author's experiences traveling through airports and dealing with delays. Some key points:
1) The author proposes a more direct system to transport people from airports to planes without going through large terminal buildings. This could save significant time.
2) The author describes an instance where they had to sprint through an airport after being told the plane was boarding, only to discover they were still boarding passengers.
3) The author was also stuck in an airport in Hong Kong for 48 hours during a typhoon, with no food or supplies, highlighting the lack of disaster preparedness.
4) Proper documentation is important, as the author witnessed one traveler facing delays due to not being properly
Traveling has been in my blood since birth (2)Suad Alhalwachi
- The document discusses the author's experiences traveling through airports and dealing with delays. It describes a time when the author almost fell off a ship as a baby and was saved by an aunt.
- The author criticizes airport design for being inefficient and forcing people to spend time shopping rather than getting to their flights. They propose a more direct system to transport people from check-in to planes.
- Two stories are told of the author almost missing flights - one due to running from a distant terminal and one where a typhoon hit Hong Kong, stranding them at the airport for 48 hours with no supplies.
- In conclusion, the author argues that while buildings may win awards, airport staff are often
The document discusses the author's frustration with how foreigners seem to be valued more and paid for their services in certain contexts, while local people who provide similar services for free are not appreciated or compensated. The author wonders if they need to change their appearance or hire a westerner to be taken seriously. They also question why a foreign group was brought in for a children's program during Ramadan instead of using a local company, and paid to stay in a nice hotel when there are people in the country who could do the job. In the end, the author decides not to publish the blog as it may make them seem weak, and thinks they will just work with individuals instead of "governors" who the author does
The speaker was invited to speak to students at a college about overseas internships and summer programs. When discussing reasons the students gave for not going abroad, the speaker heard many negative excuses including that their parents couldn't afford it, it wasn't safe abroad, or they would face discrimination. However, the speaker believed these were just excuses and that parents need a new way of thinking to better prepare their children for an increasingly globalized world, though admitting they don't know how to make that change when parents also make up the government. The speaker asked for help resolving how to improve the situation.
The document uses metaphors to discuss relationships and how people come in and out of one's life. It compares a person's life to a pond or sea, with people represented as stones that are thrown in. Some stones dissolve and become part of the pond, like children or partners, while others may contaminate the pond like bad acquaintances. The most important stones are like parents, who are thanked for giving life. The blogger finds living with strangers annoying and is trying to purify their "pond" of unwanted influences.
Last week was very stressful for the author, with several issues arising simultaneously. Their tooth cap fell out requiring dental work, two students needed to be relocated from their homestays unexpectedly, and the author's nephew's student visa was expiring in two days without the payment being processed on time. Additionally, an angry mother was threatening legal action against the author's organization because her daughter was rejected from a university. The author had to scramble to solve all of these issues amidst a busy conference schedule of back-to-back meetings. They were able to find new homestays and hotels for the students, get their nephew's visa issues resolved just in time, and address the threatening emails. The author resolved to implement student evaluations
This document discusses marriage traditions and the lack of preparation many couples have before getting married. It suggests that couples do not often discuss important questions about compatibility, responsibilities, finances, habits, and expectations that are crucial to discuss before marriage to avoid future issues. The document proposes developing a "Mini MBA (Marriage by Acquiescence)" course to educate young adults on the practical and intimate aspects of marriage, such as communication, intimacy, and compatibility, through questionnaires and counseling to help ensure marriages are successful. The high divorce rates in the Middle East show that more must be done to guide couples before marriage.
Since 2004 I was looking for funds to build my retirement projectSuad Alhalwachi
The document discusses the author's plans to build retirement projects using funds from selling properties and investing in a consultancy, but running into financial difficulties. Specifically:
1) The author had plans to build housing and rental properties for retirement using funds from selling a home and small land investments, but faced costs overruns and no retirement savings.
2) Last year, opportunities arose in Bahrain to open a business school, art school, cafe, and gallery, so the author pursued related plans and approvals from the government and partners.
3) However, the author lacked funds to finish the building renovations needed for permits and bank financing, and took on debts. Then Bahrain faced problems and the bank cancelled
The author discusses sibling fights and the need to understand children's behaviors better. They question whether jealousy, competing for parental love, parenting styles, personality differences, or astrology influence siblings to be hostile towards each other. The author's children had a fight over a driving incident where both only seemed to listen to parts of the story that supported their side. The author wonders why they did not fully listen and if they truly hate each other or have different mindsets. They stress the importance of fully listening to avoid fights by engaging the ears before the mouth.
This document discusses the importance of research and science education. It notes that many recent scientific advances were made possible by research conducted at top universities that received grants from governments and corporations. However, it notes that in some parts of the world, including the Gulf area, research is not emphasized in university curricula and few high school graduates study science. It argues that governments, academics, and companies must work to strengthen the focus on science and research in education to develop the next generation of innovators and close the gap with more developed countries that invest heavily in research.
Schools in the UAE were criticized for being rude and for failing in their responsibilities to transfer manners to students and keep them informed. When the author's organization tried to provide information to schools about overseas education opportunities, one school refused and shouted at their representative. Additionally, some schools take students on unsupervised trips to shopping malls multiple times a year instead of educational outings that would complement their learning. The author seeks opinions on these issues.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. HERDSA 2002 9@ PAGE 640
Successful teamwork: A case study
¦¦¦¦¦¦¦¦¦¦¦¦9@¦¦¦¦¦¦¦¦¦¦¦¦
Pina Tarricone
Edith Cowan University, Perth, Australia
g.tarricone@ecu.edu.au
Joe Luca
Edith Cowan University, Perth, Australia
j.luca@ecu.edu.au
Abstract: Why are some teams successful and others unsuccessful? What criteria
or attributes are needed for success? Contemporary teaching and learning
practice over the past few years in higher education institutions has seen a
proliferation of open-ended constructivist learning designs that incorporate
collaboration. This has promoted the need for identifying essential attributes
needed for successful teamwork. This study reviews the literature with a view of
identifying a framework that educators can use to help promote effective teamwork
in their classes. A case study is used to investigate two teams of final year
multimedia students completing a project-based unit, in which teamwork was an
essential ingredient and immersed in an authentic context. Attributes gleaned from
the literature for successful teamwork was used to compare the two diverse teams.
Keywords: Teamwork, higher education, authentic environment
Introduction
With the shift from a predominately instructivist to constructivist pedagogy the need for
tertiary educators to use a variety of teaching strategies and methods is becoming increasingly
important. Learning designs need to incorporate student-centred team based learning pedagogy
such as project-based, case-based, inquiry-based and problem-based scenarios (Oliver, 2001).
Students need to be immersed in learning environments that promote real learning in real
contexts. Teams and teamwork help to promote deep learning that occurs through interaction,
problem solving, dialogue, cooperation and collaboration (Johnson & Johnson, 1995).
These learning designs promote the construction of knowledge as they are embedded in a
social experience with a team environment (Vygotsky, 1978). Effective teamwork can affect
the successful delivery and implementation of these learning designs. Tertiary educators
cannot assume students will the knowledge, understanding and skills needed to create and
contribute to a synergistic team environment.
Through a review of the literature, this paper identifies a range of attributes considered
necessary for successful teamwork. These are then used to compare two contrasting teams
with a view of confirming their validity through a case study.
2. HERDSA 2002 9@ PAGE 641
Attributes of Effective Teamwork
Teamwork is defined by Scarnati (2001, p. 5) “as a cooperative process that allows ordinary
people to achieve extraordinary results”. Harris & Harris (1996) also explain that a team has a
common goal or purpose where team members can develop effective, mutual relationships to
achieve team goals. Teamwork replies upon individuals working together in a cooperative
environment to achieve common team goals through sharing knowledge and skills. The
literature consistently highlights that one of the essential elements of a team is its focus
toward a common goal and a clear purpose (Fisher, Hunter, & Macrosson, 1997; Johnson &
Johnson, 1995, 1999; Parker, 1990; Harris & Harris, 1996). Teams are an integral part of
many organizations and should be incorporated as part of the delivery of tertiary units.
Successful teamwork relies upon synergism existing between all team members creating an
environment where they are all willing to contribute and participate in order to promote and
nurture a positive, effective team environment. Team members must be flexible enough to
adapt to cooperative working environments where goals are achieved through collaboration
and social interdependence rather than individualised, competitive goals (Luca & Tarricone,
2001).
Research has provided a number of attributes required for successful teamwork. Many of
these attributes have been consistently identified in the literature. Table 1 provides a summary
of literature on the successful attributes needed for effective teamwork as follows:
• Commitment to team success and shared goals - team members are committed to the
success of the team and their shared goals for the project. Successful teams are
motivated, engaged and aim to achieve at the highest level;
• Interdependence - team members need to create an environment where together they
can contribute far more than as individuals. A positive interdependent team
environment brings out the best in each person enabling the team to achieve their goals
at a far superior level (Johnson & Johnson, 1995, 1999). Individuals promote and
encourage their fellow team members to achieve, contribute, and learn;
• Interpersonal Skills includes the ability to discuss issues openly with team members,
be honest, trustworthy, supportive and show respect and commitment to the team and
to its individuals. Fostering a caring work environment is important including the
ability to work effectively with other team members;
• Open Communication and positive feedback - actively listening to the concerns and
needs of team members and valuing their contribution and expressing this helps to
create an effective work environment. Team members should be willing to give and
receive constructive criticism and provide authentic feedback;
• Appropriate team composition is essential in the creation of a successful team. Team
members need to be fully aware of their specific team role and understand what is
expected of them in terms of their contribution to the team and the project; and
• Commitment to team processes, leadership & accountability - team members need to be
accountable for their contribution to the team and the project. They need to be aware
of team processes, best practice and new ideas. Effective leadership is essential for
team success including shared decision-making and problem solving.
Case Study
Final year students enrolled in the Interactive Multimedia course at Edith Cowan University
are required to develop skills and expertise in managing the design and development of client
web sites. The unit IMM 3228/4228 – “Project Management Methodologies”, uses teams of
3. HERDSA 2002 9@ PAGE 642
four or five students to utilise their specialist skills to meet a “real need” for an industry
client. Team roles include programmers, graphic designers and project managers. There were
82 students (20 teams) completing this unit. The aim was to have students experience project
management issues that occur when dealing with “real” clients in “real” projects and was
heavily focused on teamwork and problem solving. The environment was based on the
learning principles of authenticity, self-regulation and reflection (Luca & Oliver, 2001).
Features included student contracts, journals (for self/peer assessment & reflection),
“Conference Centre” for problem solving, bulletin boards, time management tools, syllabus
and assessment materials, lecture notes, legal/QA templates, relevant URL’s, web sites and
assignments developed by previous students and a student details database.
Within this setting, two teams were selected for investigation. One team was highly successful
in developing a quality product, and collaborated in a highly successful manner. Another team,
experienced severe team problems, which caused it to become dysfunctional and had to be
split. Data was collected on both of these teams from focus groups sessions, interviews and
questionnaires that were recorded and transcribed for analysis. A summary of the results is
discussed below with reference to key attributes needed for successful teamwork as outlined
in Table 1.
Table 1: Key attributes for successful teamwork
Key Attributes Descriptors
Commitment to
team success and
shared goals
• participants understand their purpose and share their goals – the combination achieves
mission (Francis & Young, 1979)
• members must share a strong common goal (Kets De Vries, 1999)
• groups provide each member of the team with prestige and recognition (Scarnati, 2001)
• successful teams are motivated to succeed (Bradley & Frederic, 1997)
• there is strong team commitment to succeed (Critchley & Casey, 1986)
• members have strong shared values and beliefs (Kets De Vries, 1999)
• engaged in and satisfied with their work (Wageman, 1997)
• creation of a team atmosphere that is informal, relaxed, comfortable and non-judgemental
(Harris & Harris, 1996)
• promote group cohesion (Bradley & Frederic, 1997)
• people enjoy regular interaction with individuals who have similar interests and goals
(Scarnati, 2001).
Interdependence
• one cannot succeed unless the other members of the group succeed (Smith, 1996)
• together the group can deliver more than the individuals who compromise it could do in
isolation (Francis & Young, 1979)
• team members must work together effectively to produce successful systems (Bradley &
Frederic, 1997)
• team members interact to help each other accomplish the task and promote one another’s
success (Smith, 1996)
• team members build on the capabilities of their fellows – the combinations energised
through synergy (Francis & Young, 1979)
• team members must take an interest in both the group and each individuals achievement
(Harris & Harris, 1996)
• team members must never be fully self-directed or completely independent (Johnson,
Heimann, & O'Neill, 2000)
• teams are often empowered to accomplish tasks not available to individuals (Scarnati, 2001)
• Individuals experience a wide range of new ideas and skills when interacting with team
members (Scarnati, 2001)
• team members learn together so that they can subsequently perform better as individuals
(Smith, 1996)
4. HERDSA 2002 9@ PAGE 643
Key Attributes Descriptors
Interpersonal
skills
• people must care for each other (Critchley & Casey, 1986)
• members must protect and support each other (Kets De Vries, 1999)
• feelings cab be expressed freely; (Critchley & Casey, 1986)
• members must be respectful and supportive of one another, and realistic in mutual
expectations (Harris & Harris, 1996)
• there is a high level of trust (Critchley & Casey, 1986)
• members respect and trust each other (Kets De Vries, 1999)
• foster trust, confidence and commitment within the group (Harris & Harris, 1996)
Open
communication
and positive
feedback
• give and accept feedback in an non-defensive manner (Harris & Harris, 1996)
• ideal team should be highly diversified in the talents and knowledge each member
contributes, while maintaining open, non-threatening communication (Bradley & Frederic,
1997)
• value effective listening and communications that serves group needs (Harris & Harris,
1996)
• engage in open dialogue and communication (Kets De Vries, 1999)
• cultivate a team spirit of constructive criticism and authentic non-evaluative feedback
(Harris & Harris, 1996)
• team members must be open and truthful (Critchley & Casey, 1986)
• enable members to express group feelings (Harris & Harris, 1996)
• listen to all ideas and feelings; (Critchley & Casey, 1986)
• face up to conflict and work through it (Critchley & Casey, 1986)
Appropriate
team
composition
• successful teams are a product of appropriate team composition (Bradley & Frederic, 1997)
• clarify member roles, relationships assignments and responsibilities (Harris & Harris, 1996)
• discuss differences in what each member has to contribute to the work (Wageman, 1997).
Commitment to
team processes,
leadership &
accountability
• tolerate of ambiguity, uncertainty and seeming lack of structure (Harris & Harris, 1996)
• instil approaches that are goal-directed, divide labour fairly among members and synchronize
efforts (Harris & Harris, 1996)
• accept individual accountability/personal responsibility; (Smith, 1996)
• team members are accountable for their share of the work (Smith, 1996)
• members subscribe to distributed leadership (Kets De Vries, 1999)
• decisions are made by consensus (Critchley & Casey, 1986)
• effective leadership is needed (Bradley & Frederic, 1997)
• encourage group participants, consensus and decisions (Harris & Harris, 1996)
• experiment with new ways to work more effectively; (Wageman, 1997)
• seek best practice from other teams and other parts of the organizations; (Wageman, 1997)
• be open to change, innovation and creative, joint problem solving (Harris & Harris, 1996)
• take action to solve problems without waiting for direction (Wageman, 1997)
• monitor the team’s progress (Johnson, Heimann, & O'Neill, 2000)
• perform post-project analyses to find out what worked and what didn’t (Johnson, Heimann,
& O'Neill, 2000)
Successful Team
This team of students was highly successful in developing a quality product, as well as being
highly collaborative. Their journal entries continually reflected positive comments about other
team members, and at no stage during the semester was there a request or requirement to
transfer marks from one team member to another. Team meetings were always friendly, and at
no stage were team issues discussed as being problematic. The team always focused on the
project and how the process of development could be improved by exploring expectations of
the tutor, client and end users. An analysis of the data collected from this team indicated that
they showed the attributes needed for successful teamwork. In almost all of their responses in
interviews, focus group meetings and questionnaires it was evident that this team was
committed to:
• Commitment to team success and shared goals - the team was highly focused on delivering
a quality product, and not pre-occupied by personal issues that might have interrupted
5. HERDSA 2002 9@ PAGE 644
this objective. They facilitated and nurtured positive, cooperative-working relationships
based upon the focus of developing a quality final product that would impress their client
tutor, peers and end users. The whole team was strongly motivated to out-perform other
teams and shared a strong common goal of wanting to develop a product that would
support their chances of gaining employment at the end of the course. This was evident in
almost all of their responses;
• Interdependence – the team members felt that they had a responsibility towards the other
members of the team and that the success of the project was based upon each team
member’s contribution. Team members were always happy to help peers when they were
experiencing difficulties. The team would proactively brainstorm problems individuals
team members were having and offer assistance if needed;
• Interpersonal skills – the team recognised that team members had different personalities
and experienced problems at different stages. They showed consideration for each other,
respected and supported others in difficult times.
• Open communication and positive feedback – the team recognised that it was a “healthy
thing” to discuss problems or difficult issues and try to offer constructive help/criticism in
trying to resolve these. They strongly valued open dialogue that enabled team members to
express their concerns in a non-defensive manner. They were open and truthful about all
aspects of the project;
• Appropriate team composition – this team was proactive in selecting their team members
well in advance for this unit. They had carefully considered the skills needed for each team
member, and also the type of personality for each team member. These were carefully
discussed and considered by two team members four months before the unit commenced;
• Commitment to team processes, leadership & accountability - team members were all
aware of the importance of everyone’s role within the team and the process used by the
team to plan and track the timing and quality of required tasks. The project manager was
well respected by the team, and always consulted the team before making any major
decisions. Also, the team had a number of quality assurance procedures which helped
monitor activities as well as individual team members’ accountabilities;
Unsuccessful Team
Another team of students experienced severe team problems, which caused it to become
dysfunctional and had to be split. At the first peer assessment session, marks were transferred
between team members, as it was perceived that some team members weren’t contributing.
Even though agreement was made at this meeting that marks should be transferred, and
suggestions were made about how to improve the situation, resentment amongst team
members escalated. This was clearly evident from the comments being made through the
confidential on-line journal entries each week. The tutor had several meetings with the project
manager and individuals to help try to resolve issues, but to no avail. At one of the team
meetings a serious disagreement occurred, in which one of the team members verbally berated
another, from which point there was no reconciliation. After this altercation, team members
felt they could no longer work together, so even though they would experience a heavier
workload, they unanimously agreed to split and form two separate teams. An analysis of the
responses given by the successful team indicated that this team had a strong awareness of the
attributes needed for successful teamwork. Comparing responses from this team against the
key attributes needed for successful teams shown in Table 1, it was evident that this team was
not congruent with these criteria:
6. HERDSA 2002 9@ PAGE 645
• Commitment to team success and shared goals – one team member was highly motivated
to achieve a high quality product, though two others were content with merely just gaining
a pass i.e. they were happy to put in minimal effort. This mismatch of expectations
caused many problems and frustration for team members early in the semester;
• Interdependence – two team members were highly competitive in this team that negated
the development of a synergistic team environment. They were highly focused on our own
tasks, and were not interested in helping others who may have been having problems. If
others weren’t performing, then the attitude was that peer assessment should be applied,
rather than trying to support and help the individual. This caused a lack of team cohesion
and cooperation, a feeling of disempowerment, and resulting in the eventual split of the
team;
• Interpersonal skills – the team showed little consideration for each other and gave almost
no support for others in difficult times. Team members seemed unaware and very
surprised that they had upset other team members by their comments. They seemed to
have not detected they were hurting others feelings by their comments and the approaches
taken to solve team problems;
• Open communication and positive feedback – comments made by team members indicated
that peers were inconsiderate of their situation and problems, and were not inclined to
discuss problems, as they would only attract criticism and negative feedback. This
resulted in team members not communicating freely or discussing their problems that had
potentially damaging effect on the team;
• Appropriate team composition– this team was formed haphazardly. Three of the original
team members had a quick discussion in the class and decided to make a team, and another
team member arrived a week later, so the team agreed to accept them in their team, as they
needed to make a team of four. Expectations and skill were not carefully considered;
• Commitment to team processes, leadership & accountability – the project manager
happened to be the youngest in the team, and didn’t command the respect needed. Team
members often complained about team meetings being a waste of time, and also of team
members being late or contributing effectively. One team member felt that he was not
included in decision-making and did not receive all communication regarding the progress
and development of the project from the project manager. The overall management of this
team was perceived to be ineffective by most of the team members;
Summary and Conclusions
This study compared how well two teams performed by comparing attributes identified for
successful teamwork, as shown in Table 1. From the results it is evident that these attributes
played an important role in determining the success of these teams. The results show a
compelling relationship between how the teams embraced these six attributes, and how
successful the team was in collaborating and developing a quality product.
The results from this study indicate that these key attributes need to be carefully considered
by both tutors and students when teamwork activities are proposed. Further research needs to
be considered on how best to implement these strategies in a methodological fashion to ensure
tutors and students acknowledge and understand the importance of how to implement each
attribute i.e. a template outlining implications for best practice when designing and
implementing constructivist learning designs which incorporate teamwork activities.