TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
This document provides an overview of situation monitoring and its importance for effective teamwork. It discusses three key aspects of situation monitoring: situation awareness, shared situation awareness, and integrating situational changes. Situation awareness involves understanding the status of oneself, teammates, and the environment. Shared situation awareness requires communication to develop a common understanding. The document also introduces the STEP mnemonic to help structure situation monitoring, focusing on self, teammates, environment, and progress. Effective situation monitoring allows teams to anticipate and respond to changes, ensure shared understanding, and accommodate students.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 3 helps team members monitor themselves, each other and their environment to ensure shared understanding.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
The document introduces Values Exchange, an online tool that facilitates discussion of ethical issues between professionals from different fields. It aims to help participants build critical thinking skills through exposure to diverse perspectives. The Ethics Challenge component presents ethical scenarios and allows users to reflect on their responses. Research suggests this type of authentic, experiential learning helps overcome barriers students face in online environments. Feedback from students indicates the Ethics Challenge prompts deep reflection and consideration of multiple viewpoints. Educators are encouraged to use this free resource to develop students' analytical and decision-making abilities.
This document provides an overview of situation monitoring and its importance for effective teamwork. It discusses three key aspects of situation monitoring: situation awareness, shared situation awareness, and integrating situational changes. Situation awareness involves understanding the status of oneself, teammates, and the environment. Shared situation awareness requires communication to develop a common understanding. The document also introduces the STEP mnemonic to help structure situation monitoring, focusing on self, teammates, environment, and progress. Effective situation monitoring allows teams to anticipate and respond to changes, ensure shared understanding, and accommodate students.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 3 helps team members monitor themselves, each other and their environment to ensure shared understanding.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
The document introduces Values Exchange, an online tool that facilitates discussion of ethical issues between professionals from different fields. It aims to help participants build critical thinking skills through exposure to diverse perspectives. The Ethics Challenge component presents ethical scenarios and allows users to reflect on their responses. Research suggests this type of authentic, experiential learning helps overcome barriers students face in online environments. Feedback from students indicates the Ethics Challenge prompts deep reflection and consideration of multiple viewpoints. Educators are encouraged to use this free resource to develop students' analytical and decision-making abilities.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
This document discusses key topics in group behavior and dynamics including:
- Types of groups including formal, informal, command, task, interest, and friendship groups.
- Five stages of group development.
- How roles, norms, status, size, and cohesiveness influence group properties and member behavior.
- Strengths and weaknesses of group decision making such as generating more information but taking longer.
- Phenomena like social loafing, groupthink, and group polarization that can impact group processes.
- Techniques for group decision making including brainstorming and the nominal group technique.
Dr. Jennifer Irwin discusses student motivation in education. She notes that motivation is a shared goal between teachers and students, not solely the responsibility of teachers. The document then provides an overview of theories of motivation including behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, goals orientation theory, and flow theory. It also discusses the teacher's role in motivation using the ARCS model of gaining student attention, relevance, confidence and satisfaction. Intrinsic versus extrinsic motivators are compared, and the relationship between anxiety and performance is addressed. The importance of teacher expectations on student motivation is emphasized.
Student Motivation Training Presentation Laura Wilkes
This presentation was part of a 60-minute training session for teachers studying at Sun-Yat-Sen University in Guangzhou, Nov 2015. For this training resource, you will need the podcast of Jeremy Harmer talking about student motivation here: https://www.mixcloud.com/LauraWilkes/jeremy-harmer-talking-about-student-motivation/
Groups can be formal, defined by an organization's structure, or informal, neither formally structured nor determined by an organization. Norms and status influence individual behavior within groups. Group size and cohesiveness impact productivity, with smaller groups completing tasks faster but larger groups better at problem-solving. Group decision making has strengths like increased information but also weaknesses like conformity pressures.
This document provides information about an organizational management capstone course titled "Leadership Priorities and Practice". The course requires students to reflect on insights gained from their studies and apply them to their work environment through a substantive paper. It aims to help students examine values and ethics in professional practices, evaluate situations from multiple perspectives, and apply problem-solving skills to integrate leadership theory with professional practice. The textbook and weekly learning objectives are also outlined.
This document discusses factors that affect team cohesion and the relationship between cohesion and performance. It identifies four main factors that influence cohesion according to Carron's model: environment, leadership, group attributes, and team stability. Higher levels of cohesion are generally linked to better performance, though some research has found little connection. Cohesion tends to have a greater impact on interactive team sports that require coordination between players compared to individual sports.
This document provides guidance on leading virtual teams. It begins with an overview of the typical stages of team development: dependence and inclusion, counter-dependence and fight, trust and structure, and work and productivity. It focuses on the counter-dependence and fight stage, where conflicts naturally arise. It recommends leaders understand cultural, professional, and linguistic diversity to handle conflicts effectively using non-violent communication and emotional intelligence. The document then discusses cultural diversity concepts from Hofstede, Hall, and Lewis to illustrate how differences can lead to misunderstandings if not properly addressed when working in multicultural virtual teams.
The document discusses various approaches to measuring team cohesion, including direct and indirect methods. The direct method involves asking players how much they like playing for the team and how well they feel the team functions as a unit. The indirect method involves asking each team member how they feel about other members. Research on the indirect method has failed to find a relationship between cohesion and performance. Popular direct measurement tools discussed include the Group Environment Questionnaire and Sport Cohesiveness Questionnaire.
The document discusses different types of groups and effective group communication. It defines a group as two or more individuals connected by social relationships. It describes primary groups as small, intimate groups like families whereas secondary groups are larger and less personal like membership organizations. Planned groups are intentionally formed for a purpose while emergent groups develop spontaneously. Effective group communication requires commitment from members, open communication through listening and discussion, and organized structure through setting ground rules.
This chapter discusses the relationship between ability and job performance, the components of attitudes, and major job attitudes like job satisfaction. It explains that ability predicts performance when a person's skills match the job's requirements. Attitudes have cognitive, affective, and behavioral aspects. Job satisfaction is determined mainly by the work itself and pay; satisfied employees perform better and are less likely to leave. Managers can shape behavior using reinforcement schedules to reward desirable actions.
The document discusses key concepts relating to groups and group behavior. It defines groups and describes different types of groups. It then covers five properties of groups: roles, norms, status, size, and cohesiveness. For each property, it provides details on how they impact and influence group behavior. It also discusses models of group development and decision-making techniques used by groups.
Collaborative On-Line Research & Learning (CORAL) Dataguest78bbe0
The document discusses collaborative online teaching and provides:
1) A model of team development with 5 phases from forming to adjourning.
2) Descriptions of team member roles including task roles like leader and evaluator, and maintenance roles like encourager.
3) Methods for assessing collaborative teams including pre-post tests, peer evaluations, and collaborative assignments.
arguing for the need to be true to the notion of "authentic" assessment in pursuing institutional assessment efforts in higher education, despite (or perhaps because of) the strong and growing pressure around a narrow vision of accountability for higher education
This document discusses norms, conformity, and cohesiveness in groups. It defines norms as standards of expected behavior in a group. Conformity is modifying individual behavior due to group influences. Cohesiveness refers to the unity and consistency within a group. The document states that groups benefit from shared norms as they regulate relationships. It also explains that while conformity has a negative connotation of following the majority, studies show conforming to group norms can improve group functioning and individual well-being. Finally, it describes cohesiveness as the level at which a group stays together and is motivated, noting that highly cohesive groups interact and influence members more effectively.
The document discusses group communication and defines it as verbal or nonverbal messages sent between group members with the intent to influence each other's behavior. It explores sending and receiving messages effectively and analyzes communication patterns through interaction analysis, authority hierarchies, and communication networks. The most effective communication occurs in groups with cooperative climates.
This document discusses motivation for adult online learners. It begins with defining motivation as an internal state that pushes people to action and engagement. It then discusses factors that influence student motivation, such as the nature of instructional materials and how students are evaluated. Shockingly, the average completion rate for massive open online courses (MOOCs) is less than 7%. The document goes on to discuss some obstacles adult online learners face, such as issues separate from just completing the course. It also discusses theories of extrinsic and intrinsic motivation as well as strategies to foster intrinsic motivation in learners.
This document discusses reflective and relationship-based strategies that are important for home visitation programs. It defines reflective practice as stepping back to thoughtfully consider one's experiences, feelings, and actions to improve practice. Reflective supervision is a collaborative relationship that improves quality through addressing strengths and vulnerabilities. Key aspects include reflection on work, collaboration between supervisor and supervisee, and regularly scheduled meetings. The reflective cycle is presented as a tool to thoughtfully learn from experiences. Scenarios demonstrate applying reflection to better engage clients.
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.
Anger solutions @ work putting as philosophy into practiceJulie Christiansen
How do we apply the principles of Anger Solutions into a busy workplace? How to encourage team spirit and peak performance in the 21st century workplace.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
This document discusses key topics in group behavior and dynamics including:
- Types of groups including formal, informal, command, task, interest, and friendship groups.
- Five stages of group development.
- How roles, norms, status, size, and cohesiveness influence group properties and member behavior.
- Strengths and weaknesses of group decision making such as generating more information but taking longer.
- Phenomena like social loafing, groupthink, and group polarization that can impact group processes.
- Techniques for group decision making including brainstorming and the nominal group technique.
Dr. Jennifer Irwin discusses student motivation in education. She notes that motivation is a shared goal between teachers and students, not solely the responsibility of teachers. The document then provides an overview of theories of motivation including behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, goals orientation theory, and flow theory. It also discusses the teacher's role in motivation using the ARCS model of gaining student attention, relevance, confidence and satisfaction. Intrinsic versus extrinsic motivators are compared, and the relationship between anxiety and performance is addressed. The importance of teacher expectations on student motivation is emphasized.
Student Motivation Training Presentation Laura Wilkes
This presentation was part of a 60-minute training session for teachers studying at Sun-Yat-Sen University in Guangzhou, Nov 2015. For this training resource, you will need the podcast of Jeremy Harmer talking about student motivation here: https://www.mixcloud.com/LauraWilkes/jeremy-harmer-talking-about-student-motivation/
Groups can be formal, defined by an organization's structure, or informal, neither formally structured nor determined by an organization. Norms and status influence individual behavior within groups. Group size and cohesiveness impact productivity, with smaller groups completing tasks faster but larger groups better at problem-solving. Group decision making has strengths like increased information but also weaknesses like conformity pressures.
This document provides information about an organizational management capstone course titled "Leadership Priorities and Practice". The course requires students to reflect on insights gained from their studies and apply them to their work environment through a substantive paper. It aims to help students examine values and ethics in professional practices, evaluate situations from multiple perspectives, and apply problem-solving skills to integrate leadership theory with professional practice. The textbook and weekly learning objectives are also outlined.
This document discusses factors that affect team cohesion and the relationship between cohesion and performance. It identifies four main factors that influence cohesion according to Carron's model: environment, leadership, group attributes, and team stability. Higher levels of cohesion are generally linked to better performance, though some research has found little connection. Cohesion tends to have a greater impact on interactive team sports that require coordination between players compared to individual sports.
This document provides guidance on leading virtual teams. It begins with an overview of the typical stages of team development: dependence and inclusion, counter-dependence and fight, trust and structure, and work and productivity. It focuses on the counter-dependence and fight stage, where conflicts naturally arise. It recommends leaders understand cultural, professional, and linguistic diversity to handle conflicts effectively using non-violent communication and emotional intelligence. The document then discusses cultural diversity concepts from Hofstede, Hall, and Lewis to illustrate how differences can lead to misunderstandings if not properly addressed when working in multicultural virtual teams.
The document discusses various approaches to measuring team cohesion, including direct and indirect methods. The direct method involves asking players how much they like playing for the team and how well they feel the team functions as a unit. The indirect method involves asking each team member how they feel about other members. Research on the indirect method has failed to find a relationship between cohesion and performance. Popular direct measurement tools discussed include the Group Environment Questionnaire and Sport Cohesiveness Questionnaire.
The document discusses different types of groups and effective group communication. It defines a group as two or more individuals connected by social relationships. It describes primary groups as small, intimate groups like families whereas secondary groups are larger and less personal like membership organizations. Planned groups are intentionally formed for a purpose while emergent groups develop spontaneously. Effective group communication requires commitment from members, open communication through listening and discussion, and organized structure through setting ground rules.
This chapter discusses the relationship between ability and job performance, the components of attitudes, and major job attitudes like job satisfaction. It explains that ability predicts performance when a person's skills match the job's requirements. Attitudes have cognitive, affective, and behavioral aspects. Job satisfaction is determined mainly by the work itself and pay; satisfied employees perform better and are less likely to leave. Managers can shape behavior using reinforcement schedules to reward desirable actions.
The document discusses key concepts relating to groups and group behavior. It defines groups and describes different types of groups. It then covers five properties of groups: roles, norms, status, size, and cohesiveness. For each property, it provides details on how they impact and influence group behavior. It also discusses models of group development and decision-making techniques used by groups.
Collaborative On-Line Research & Learning (CORAL) Dataguest78bbe0
The document discusses collaborative online teaching and provides:
1) A model of team development with 5 phases from forming to adjourning.
2) Descriptions of team member roles including task roles like leader and evaluator, and maintenance roles like encourager.
3) Methods for assessing collaborative teams including pre-post tests, peer evaluations, and collaborative assignments.
arguing for the need to be true to the notion of "authentic" assessment in pursuing institutional assessment efforts in higher education, despite (or perhaps because of) the strong and growing pressure around a narrow vision of accountability for higher education
This document discusses norms, conformity, and cohesiveness in groups. It defines norms as standards of expected behavior in a group. Conformity is modifying individual behavior due to group influences. Cohesiveness refers to the unity and consistency within a group. The document states that groups benefit from shared norms as they regulate relationships. It also explains that while conformity has a negative connotation of following the majority, studies show conforming to group norms can improve group functioning and individual well-being. Finally, it describes cohesiveness as the level at which a group stays together and is motivated, noting that highly cohesive groups interact and influence members more effectively.
The document discusses group communication and defines it as verbal or nonverbal messages sent between group members with the intent to influence each other's behavior. It explores sending and receiving messages effectively and analyzes communication patterns through interaction analysis, authority hierarchies, and communication networks. The most effective communication occurs in groups with cooperative climates.
This document discusses motivation for adult online learners. It begins with defining motivation as an internal state that pushes people to action and engagement. It then discusses factors that influence student motivation, such as the nature of instructional materials and how students are evaluated. Shockingly, the average completion rate for massive open online courses (MOOCs) is less than 7%. The document goes on to discuss some obstacles adult online learners face, such as issues separate from just completing the course. It also discusses theories of extrinsic and intrinsic motivation as well as strategies to foster intrinsic motivation in learners.
This document discusses reflective and relationship-based strategies that are important for home visitation programs. It defines reflective practice as stepping back to thoughtfully consider one's experiences, feelings, and actions to improve practice. Reflective supervision is a collaborative relationship that improves quality through addressing strengths and vulnerabilities. Key aspects include reflection on work, collaboration between supervisor and supervisee, and regularly scheduled meetings. The reflective cycle is presented as a tool to thoughtfully learn from experiences. Scenarios demonstrate applying reflection to better engage clients.
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.
Anger solutions @ work putting as philosophy into practiceJulie Christiansen
How do we apply the principles of Anger Solutions into a busy workplace? How to encourage team spirit and peak performance in the 21st century workplace.
1. The document discusses the stages of team building, including forming, storming, norming, and performing.
2. It provides guidance on how to effectively build a team, including defining roles, developing trust, addressing conflicts, and giving constructive feedback.
3. High performing teams are characterized by commitment to shared goals, well-defined roles and responsibilities, effective communication systems, and good personal relationships between members.
The document discusses team building and the stages of team development. It explains that teams work best when members are committed to common goals, have defined roles and responsibilities, effective communication and decision-making, and good personal relationships. The four stages of team building are forming, storming, norming, and performing. Forming involves defining roles and trust building. Storming involves dealing with conflicts as tasks become more difficult. Norming involves accepting roles and ground rules. Performing involves cooperation, problem solving, and attachment to the team.
Teambuilding through chemistry example lessonFrank R. Morris
This document provides an overview of the structure and content of a sample lesson from an instructor-led training course on building teams with chemistry. The lesson is on understanding teams and includes topics like defining what a team is, how people feel about being on teams, why teams fall apart, and examples of successful teams. A variety of teaching methods are used throughout the lesson, including discussions, activities, case studies, and questions to keep participants engaged. The goal is to help participants understand the basics of teams before focusing on how to build chemistry within a team.
Teambuilding through chemistry example lessonFrank R. Morris
This document provides an overview of the structure and content of a sample lesson from an instructor-led training course on building teams with chemistry. The lesson is titled "Understanding Teams" and is the second lesson in the course. It uses various interactive activities like discussions, brainstorming, and case studies to help participants understand what teams are, how people feel about being on teams, and why teams fall apart. The lesson also provides examples of successful teams and identifies some key factors they have in common.
Great teams are important for completing complex projects like the AiS Supercomputing Challenge. Teams succeed when members have clearly defined roles and responsibilities, effective communication, and personal relationships built on trust and support. Successful teams progress through forming, storming, norming, and performing stages as they develop processes and resolve conflicts to work effectively together.
This document provides an overview of team dynamics and stages of team development. It discusses Tuckman's model of team formation where individuals are trying to determine their role and acceptance within the group. Effective teams have trust, engage in open conflict, make decisions together, hold each other accountable, and focus on results. The document also outlines different team roles, characteristics of effective teams, and common hindrances to teamwork such as an overemphasis on hierarchy.
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1. Teams are small groups of 3-9 people who are interdependent and mutually accountable, and are essential for organizational functioning.
2. Effective teams have clear goals and direction, team-based rewards, available resources, and authority to make decisions. Ineffective teams fail to meet needs and have dissatisfied members.
3. Teams can experience misunderstandings due to size, interdependence, and goals. Conflict must be managed to maximize benefits and minimize negatives. Relationship building and leadership strategies help connect teams to their environment.
This document provides information on forming effective teams in healthcare settings. It discusses the importance of teams and defines what constitutes a team. Characteristics of effective teams include shared goals, clear roles, mutual trust, effective communication, and measurable processes and outcomes. Barriers to effective teamwork include dysfunction, mistrust, and poor communication. Facilitators include well-defined goals and objectives, selecting members based on skills, having defined roles for each member, developing mutual respect and trust, and effective management. The document also discusses team inputs like structure, composition, and leadership as well as processes like conflict management, communication, and shared mental models that influence outcomes like performance and satisfaction.
The document discusses strategies for sustaining team momentum and reducing conflicts within teams. It identifies seven common causes of conflict, including competition over scarce resources and communication failures. It also outlines the typical five stages of group development from forming to adjourning. Additionally, the document provides tips for conflict resolution, such as separating the problem from the people, actively listening, and electing the best solution. Team bonding activities and expectations are suggested to build cohesion. Overall, the strategies aim to manage inevitable conflicts in a constructive manner to maintain high functioning teams.
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
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.
Team Building _ An abstract concept that represents a set of valuesDr. Kazi Golam Faruk
Team building is the process of establishing collaboration and trust among team members. It involves forming a team to accomplish shared goals, then progressing through stages of storming as challenges arise, norming as roles and processes are established, and ultimately high performance. Key aspects of team building include defining roles and objectives, managing conflicts constructively, and involving all members through activities that showcase cooperation and trust. The document provides guidance on team dynamics, successful team recipes, and interactive exercises to strengthen understanding and teamwork.
This resource package provides scenario cards and role playing activities to teach students about managing conflicts in the home. The activities aim to help students develop skills like communication, anger management, and seeing different perspectives. This helps students build resilience and mental wellbeing by practicing how to handle challenging situations. The role plays give students hands-on experience with conflict resolution that they can draw from in their own lives. Teachers can use discussion and reflective journaling after the role plays to further develop students' skills.
This resource package provides scenario cards and role-playing activities to teach students about managing conflicts at home. The activities aim to help students develop communication, anger management, and resilience skills. Teachers can use the cards to stimulate role-plays of common family conflicts. Students then reflect on their performance using "thinking hats" to consider different perspectives. The resource promotes positive attitudes and mental health by helping students learn constructive ways to handle challenges.
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These are slides from a webinar from APA's Online Academy series. (http://apaonlineacademy.bizvision.com/)
Conducting psychological assessments can be one of the most ethically challenging areas of practice. Providing evaluations that are accurate, useful and consistent with the latest advances in research and theory are only a few of these challenges. This workshop will review several ethical issues of concern that graduate students who are engaged in assessment need to be attentive to. The ethical issues to be covered include informed consent, multicultural considerations, release of test data, third party requests for services, and assessment in the digital age. The workshop will be useful for identifying ethical pitfalls and for ensuring that diagnosis, and assessment are as valid and useful as possible for both clinicians and clients.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. University of Central
Florida (UCF)
Eduardo Salas, PhD
Lauren E Benishek, PhD
Megan Gregory, MS
Ashley Hughes, MS
Shannon Marlow, BS
Christina Lacerenza, BS
Stephanie Zajac, MS
The Coalition for Psychology in
Schools and Education,
especially to
Sylvia Rosenfield, Ph.D.
Markeda Newell, Ph.D.
Karin Hodges, Psy.D.
Peter Sheras, Ph.D.
George DuPaul, Ph.D.
The Center for Psychology in
Schools and Education (CPSE)
Staff
Rena Subotnik, Ph.D., Director
Geesoo Maie Lee, BA, Program Officer
CONTRIBUTORS
3. A REAL VIGNETTE
It was Field Day at Cherry Valley Elementary School.
Unexpectedly, the P.E. teacher coordinating the event
woke up with an awful sinus infection and was forced
to call in sick. The principal was faced with a hard
choice: cancel Field Day or not? Rather than
disappoint the students, she decided to take control of
the event. With the help of many committed teachers,
the principal began executing the P.E. teacher’s Field
Day plans. In the end, the day was a great success.
4. THIS MODULE WILL HELP YOU:
Understand the importance of mutual
support
Know the components of mutual support
Be able to provide support constructively
Use the Two-Challenge Rule to advocate for yourself
and your teammates
Understand the appropriateness and use of the DESC
template
Manage conflict effectively
6. THE BENEFITS OF MUTUAL SUPPORT
Teams that engage in mutual support:
Are more effective
Make fewer errors
Can self-correct
Distribute and assign responsibilities appropriately
Reallocate work assignments when
needed
Are more resilient
Relevant Citation: Salas, Sims, & Burke (2005)
7. WHAT MUTUAL SUPPORT ENTAILS
Back-up behavior given to one or more team
members as needed and can manifest as:
Task assistance
Social support
Feedback
Intended for the benefit of an individual or the
greater good of the team.
Feeling comfortable taking
interpersonal risks with your team mates will help
you set the stage for better support
Relevant Citations: Marks, Mathieu, & Zaccaro (2000); McIntyre & Salas (1995)
8. WHEN TO ENGAGE MUTUAL SUPPORT
Seek support when you are:
Overburdened
Stressed
Lacking skills for performing a task
Making errors (e.g., technical or judgment)
Offer support when:
When you notice another teammate is struggling
You are able to contribute more to the team
Don’t wait to be asked for help but
be gracious if your offer of support is declined
Relevant Citations: Porter, Hollenbeck, Ilgen, Ellis, West, & Moon, 2003; McIntyre & Salas (1995)
10. 1. OFFER TASK ASSISTANCE
Lend a hand: Actively help team members
manage their responsibilities to the team
Includes:
Working with team members on their
assignments
Rerouting some or all work
to other members
Filling in for a team member,
as needed
Relevant Citation: Salas, Sims, & Burke, 2005
11. PROVIDING TASK ASSISTANCE
1. Be clear about your available time and assistance
capability
2. Consider experience and competence
Is the task within yours and your colleagues’ ability?
3. Close the loop: ensure the task was completed
correctly
Reiterate expectations and support
consistency whenever possible!
Relevant Citation: Salas, Sims, & Burke, 2005
12. 2. PROVIDE SOCIAL SUPPORT
Be a friend: Human connection can go a long way
in creating commitment to the team and lessening
the stress and burnout that school staff may
experience.
Includes:
Being an ally
Reassuring teammates’ worth
Listening to problems
Offering guidance (if it is wanted)
Relevant Citation: Pearce & Herbik, 2004
13. KEEP IT HELPFUL & PRODUCTIVE
Vent to an Extent: Too much venting can speed up
burnout.
Use your peers to brainstorm solutions, rather than
being your pity party
Value their Involvement: People want to feel their
thoughts are important
Encourage participation from your teammates, ask
them their thoughts, and actively listen to their ideas
Back them Up: Sometimes people need an ally to
convince an audience or defend their interests
Advocate for teammates and support assertions you
agree with
Relevant Citation: Woodcock, 1989
14. SPEAK UP FOR YOUR TEAMMATES
(AND YOURSELF)
Two-Challenge Rule:
1. Voice initial concern with a question
“I do not feel comfortable with that approach. Can we talk
about doing it another way?”
When teammates are unresponsive…
2. Restate and explain the concern
“Marcus said he was uncomfortable with the approach. I
think he is worried about the ethical considerations. Can we
talk about those?”
Always show respect. Use non-threatening
language and check your temper.
Relevant Citation: Salas, Sims, & Burke, 2005
15. 3. PROVIDE FEEDBACK
Develop one another: Provide information with the
intention of improving individual and/or team
performance
Includes:
Reinforcing good performance
Increasing members’ awareness of their weaknesses
Suggesting solutions to overcome limitations
Cautioning team members about potential pitfalls or
consequences
Relevant Citation: Marks & Panzer (2004)
16. FEEDBACK SHOULD BE CONSTRUCTIVE
Add value and build team members up, do not
use feedback to break them down
If you can’t think of a constructive purpose for
giving feedback, don’t give it at all
Relevant Citation: Ovando (1994)
17. GIVING CONSTRUCTIVE FEEDBACK
1. Be timely in feedback delivery
2. Be specific
3. Focus on description instead of judgment
4. Focus on observation rather than inference
5. Focus on behavior instead of personal traits
6. Provide a balance of positive and negative
feedback
7. Avoid overload
Relevant Citation: Ovando (1994)
18. DESC’RIBE YOUR FEEDBACK!
In administering feedback, you could adopt
the DESC template:
1. Describe what you observed
2. Explain how your observations
differed from your expectations
3. Support your expectations with
rationale
4. Collaborate to define an action plan or solution
Relevant Citation: Ovando (1994)
19. EVERY ROSE HAS ITS THORNS
All teams experience some sort of conflict at some point
in time. It is inevitable no matter how cohesive and
friendly your team may be.
Learning how to handle
conflict as it arises
makes the difference
between a strong team
and a fractured team
Relevant Citation: De Dreu & Weingart (2003)
20. MAKE CONFLICT A THING OF THE PAST
Butting heads: Tension and disagreements are
common workplace obstacles that can delay the
achievement of team goals and
productivity.
Caused by contrasts in:
Opinions about tasks themselves
Ideas about how to approach a task
Personal characteristics (e.g., personality clashes,
religious beliefs)
Relevant Citation: Andersson & Pearson (1999)
21. THE GOOD, THE BAD, & THE WIN-WIN!
Parties involved could:
Compromise,
Avoid confrontation
Accommodate for the time-being
An ideal WIN-WIN :
Achieves a mutually satisfying
solution
Meets goals without compromising
relationships
Relevant Citation: Thomas (1992)
22. DESC’RIPTION ISN’T JUST FOR FEEDBACK
D
E
S
C
You can also use the DESC script to manage conflict!
Minimize defensiveness
See both perspectives
Find the source of the
tension
Focus on the future
instead of the past
Relevant Citation: Ovando (1994)
23. WHEN IN CONFLICT,
CUS AT YOUR TEAMMATES
Yes, you read that correctly.
But no, it’s not what you think.
CUS is a way to convey that you are uncomfortable
with a situation
I am Concerned
I am Uncomfortable
Let’s Solve this
Use CUS with DESC to share your perspective.
24. THINK-PAIR-SHARE: CONFLICT
What type of conflict was demonstrated in the
previous video?
Write a DESC script for how the School
Psychologist could have articulated her grievances
using the CUS strategy (but without actually
cussing).
Bonus: incorporate the Two-Challenge Rule
25. AN OPPORTUNITY FOR MUTUAL SUPPORT
Imagine in your school…
Trained to implement state-mandated Response-to-
Intervention model
A newly formed team has been appointed
No additional resources provided to implement this
model.
Some feel that neither they nor the staff have the
time to commit to this new endeavor.
26. THINK-PAIR-SHARE: MUTUAL SUPPORT
What barriers to mutual support are present in the
hypothetical situation? What additional barriers
might you face in your school?
How could task assistance, social support, and
feedback be leveraged to alleviate the struggles
faced by the professionals in this scenario?
How can you make these types of support
sustainable and ongoing?
27. BRAINSTORM: PROMOTING MUTUAL SUPPORT
IN YOUR TEAM
What does our team(s) do well?
What doesn’t our team(s) do well?
What would we most like to improve?
How can we improve in that area(s)?
How can we implement our strategies and make
them sustainable?
How will we know whether we have made
progress?
28. REFERENCES
Andersson, L. M., & Pearson, C. M. (1999). Tit for tat? The spiraling effect of incivility in the workplace. Academy of Management
Review, 24(3), 452-471.
De Dreu, C. K., & Weingart, L. R. (2003). Task versus relationship conflict, team performance, and team member satisfaction: a
meta-analysis. Journal of Applied Psychology, 88(4), 741-749.
Dickinson, T. L., & McIntyre, R. M. (1997). A conceptual framework for teamwork measurement. In M. T. Brannick, E. Salas, & C.
Prince (Eds.), Team performance assessment and measurement (pp. 19-43). Mahwah, NJ: Erlbaum.
Marks, M. A., & Panzer, F. J. (2004). The influence of team monitoring on team processes and performance. Human
Performance, 17(1), 25-41.
Marks, M. A., Zaccaro, S. J., & Mathieu, J. E. (2000). Performance implications of leader briefings and team-interaction training for
team adaptation to novel environments. Journal of Applied Psychology, 85(6), 971-986.
McIntyre, R. M., & Salas, E. (1995). Measuring and managing for team performance: Emerging principles from complex
environments. In R. Guzzo & E. Salas (Eds.), Team effectiveness and decision making in organizations (pp. 149-203). San
Francisco: Jossey-Bass.
Ovando, M. N. (1994). Constructive feedback: A key to successful teaching and learning. International Journal of Educational
Management, 8(6), 19-22.
Pearce, C. L., & Herbik, P. A. (2004). Citizenship behavior at the team level of analysis: The effects of team leadership, team
commitment, perceived team support, and team size. The Journal of Social Psychology, 144(3), 293-310.
Porter, C. O., Hollenbeck, J. R., Ilgen, D. R., Ellis, A. P., West, B. J., & Moon, H. (2003). Backing up behaviors in teams: the role
of personality and legitimacy of need. Journal of Applied Psychology, 88(3), 391-403.
Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a “Big Five” in teamwork?. Small group research, 36(5), 555-599.
Smith-Jentsch, K. A., Zeisig, R. L., Acton, B., & McPherson, J. A. (1998). Team dimensional training: A strategy for guided team
self-correction. In J. A. Cannon-Bowers & E. Salas (Eds.), Making decisions under stress: Implications for individual and team
training (pp. 271-297). Washington, DC: American Psychological Association.
TeamSTEPPS® Fundamentals Course: Module 5. Mutual Support: Instructor’s Materials. Agency for Healthcare Research and
Quality, Rockville, MD. gov/teamsteppstools/instructor/fundamentals/module5/igmutualsupp.htm
TeamSTEPPS Fundamentals Course: Module 5. Mutual Support. Evidence-Base: Mutual Support. Agency for Healthcare
Research and Quality, Rockville, MD.
http://www.ahrq.gov/teamsteppstools/instructor/fundamentals/module5/ebmutualsupport.htm
Thomas, K. W. (1992). Conflict and conflict management: Reflections and update. Journal of Organizational Behavior, 13(3), 265-
274.
Woodcock, M. (1989). Team Development Manual. Gower, Aldershot.
29. BONUS EXAMPLE:
CONSTRUCTIVE FEEDBACK
The 4th grade team met to discuss the upcoming
semester’s curriculum. Mr. Smith, a first-year teacher,
provided the group with his ideas for a new math
program. After the meeting, Mr. Green– a teacher
who has been at the school for over 20 years and his
mentor-- approaches Mr. Smith privately, and tells him
that he did a great job communicating his ideas for
the new math program in a detailed manner.
However, he explained, in the future, a hand-out may
help people in understanding his vision.
30. BONUS EXAMPLE:
USING CUS TO RESOLVE CONFLICT
A student is displaying severely aggressive behavior.
His teacher, Ms. J, expresses concerns regarding his
behavior to Ms. B, the school counselor, and asks for
the student to wait in detention until he can be sent
home. Ms. B refuses, however, and tells Ms. J it is not
her job to babysit.
Astonished, Ms. J says, “Ms. B, I am concerned about
the safety of myself and my students. I am
uncomfortable with this student’s behavior, and I do
not think it is safe to continue to allow him to remain
here.”
31. BONUS EXAMPLE:
USING THE TWO-CHALLENGE RULE
“Mrs. Matthews, do you think it’s safe to allow this
unauthorized individual into the assembly?”
“Mrs. Matthews, it’s a little loud in here and I just want
to make sure I wasn’t drowned out with all the noise.
This student has not signed in at the office and I am
concerned that it may not be safe to allow him to
attend this assembly. What do you think we should
do?”
32. BONUS EXAMPLE:
USING THE DESC SCRIPT
Mr. Johansen, I’d like to talk about what happened
earlier during the IEP meeting. I was upset because
the information you provided about Thomas Smith
seemed incomplete. I am concerned we don’t have
the full picture of what is going on with Thomas and,
in my experience, it is difficult to formulate a plan for a
student without all relevant information. Next time, I
think it would be helpful if you provided all of a
student’s disability information so we can make the
best decisions for the student’s education.