Interdependent Teams Research Articles

팀학습을 통한 우수인재양성 커리큘럼 연구

Objectives Korea's Global Talent Competitiveness Index was found to be low, because of high brain drain and organizational defection. We attempted to analyze the characteristics of the appropriate team learning experiences and best case of B University in order to get some implications suitable for the future organization. Methods The learning experiences of high performers were interviewed and using general qualitative research procedures consisting of open coding, axial coding, and selective coding. In order to more systematically reconstruct the operation case of University B, where CTL's entire program is run team-oriented, a deliberation model was implemented. Finally an advisory opinion on innovation and science and technology course was prepared. Results College students showed a high degree of professional orientation in relation to their career paths, expanded information collection channels by selecting teams or groups related to consistently interested topics, and thought through constant differentiation of knowledge, comparison and contrast, and direct and indirect experiential learning. Success factors for high performers in workplace team learning include increasing individual learning through intentional structural hall development, lowering organizational political issues through interdependent team design, and establishing information entry barriers in sites with more information errors. Analyzing 16 CTL programs at University B, which target entrepreneurship as a extra curricular program, and reorganized them into four stages based on Grow's SDL system and its own core competencies. Conclusions Science and technology experts provide social media, video media, coding, big data analysis, machine/deep learning analysis contents, and content from the Department of Social Infrastructure Systems, Mega City Disaster Prevention, and Architecture as science and technology knowledge that everyone needs to know in order to develop citizenship. Through world-class cases related to architecture, it designed interest in class and its use in real life.

How does the status of errant robot affect our desire for contact? – The moderating effect of team interdependence

Technological breakthroughs such as artificial intelligence and sensors make human-robot collaboration a reality. Robots with highly reliable, specialised skills gain informal status in collaborative teams, but factors such as unstructured work environments and task requirements make robot error inevitable. So how do status differences of errant robots affect the desire for contact, and do team characteristics also have an impact? This paper describes an intergroup experiment using the Experimental Vignette Method (EVM), based on the Expectation Violation Theory, 214 subjects were invited to test the following hypotheses: (1) Errant robot status has an influence on employees' desire for contact and support for robotics research through negative emotions; (2) Team interdependence is a boundary condition for the effect of errant robot status on negative emotions. This paper contributes to the literature on employee reactions to robot errors in human-robot collaboration and provides suggestions for robot status design.

Influence of relational leadership on employees' informal knowledge sharing: The effects of organizational commitment and team diversity

This research aims to delve deeper into the impact of relational leadership on informal knowledge-sharing behavior and expand empirical research on these aspects in the Chinese context, providing further managerial perspectives for business leaders. This research focuses on in-service employees from 16 Chinese enterprises as our study subjects. We employ a questionnaire survey method to research the relationship between relational leadership and informal knowledge-sharing behavior. To construct a theoretical model, we also introduce two variables: organizational commitment as a mediating variable and team interdependence as a moderating variable. Examination of 683 data samples indicates that relational leadership facilitates employees' informal knowledge-sharing behavior and strengthens their organizational commitment. Importantly, raising organizational commitment levels serves as a means to promote the emergence of informal knowledge-sharing behavior. This means that relational leadership has a direct effect on employees’ informal knowledge-sharing behavior and can indirectly improve it by making employees more committed to the organisation, with organizational commitment acting as a mediator. Team interdependence makes relational leadership more effective for informal knowledge-sharing behavior. Studying the impact of informal knowledge sharing behavior among employees from the perspective of leader behavior style can promote the understanding of employee sharing behavior in the management process of enterprises and help enterprises maintain or even continuously acquire development motivation and vitality.

Supportive but Exhausting: A Dual-path Model of Team Interdependence and Member Negative Emotional States

Supportive but Exhausting: A Dual-path Model of Team Interdependence and Member Negative Emotional States

To Share or Not to Share: Understanding and Modeling Individual Disclosure Preferences in Recommender Systems for the Workplace

Newly-formed teams often encounter the challenge of members coming together to collaborate on a project without prior knowledge of each other's working and communication styles. This lack of familiarity can lead to conflicts and misunderstandings, hindering effective teamwork. Derived from research in social recommender systems, team recommender systems have shown the ability to address this challenge by providing personality- derived recommendations that help individuals interact with teammates with differing personalities. However, such an approach raises privacy concerns as to whether teammates would be willing to disclose such personal information with their team. Using a vignette survey conducted via a research platform that hosts a team recommender system, this study found that context and individual differences significantly impact disclosure preferences related to team recommender systems. Specifically, when working in interdependent teams where success required collective performance, participants were more likely to disclose personality information related to Emotionality and Extraversion unconditionally. Drawing on these findings, this study created and evaluated a machine learning model to predict disclosure preferences based on group context and individual differences, which can help tailor privacy considerations in team recommender systems prior to interaction.

Students as game designers and developers: developing cooperative strategy board games to teach team leadership skills

Purpose The purpose of this manuscript is to highlight how gamification is transforming recruitment, retention and training to resolve employee engagement challenges in the ever-changing workplace. In collaborating with game industry experts and designers, the authors taught students team leadership skills by demonstrating how to design and play their own original cooperative strategy games. In doing so, students learn what gamification is and how it can be used to train our multigenerational workforce; how designing board games teaches team leadership skills (e.g. communication, conflict management, power, decision-making); and how to develop cooperative strategy game elements (player characters, roles and actions) that motivate engaging gameplay with successful learning outcomes. Design/methodology/approach In this paper, the authors discuss the practical implications of a three-phase semester-long experiential learning experience, where game design demonstrates to students how employees can work collaboratively together in teams. Students’ developed storylines (i.e. strategic objectives) including motivation challenges, social media communication breakdowns, sabotage, global sustainability and other real-world challenges. In Phase 1, students learn about how companies are using gamification in training high-performing teams. In Phase 2, students play a cooperative strategy game Forbidden Island with their student teams. In Phase 3, students design (and play) their original cooperative strategy game, instructions booklet and build a facilitation guide. Findings Approximately, 400 students developed 48 original cooperative strategy games that can be used to teach team leadership skills. These student teams designed cooperative strategy board games – in which the entire team either wins or loses based on their control of valued resources and player actions as key decision-making points. The data and feedback indicate that the learning experience helped them practically consider team interdependence in making effective decisions, and in creating creative self-efficacy, resilience and self-confidence in their own leadership voice. In this manuscript, the authors focus on providing an overview and implementation plan for our semester-long experiential learning exercise. Originality/value This experiential exercise was implemented from 2019 to 2023 in different learning modalities (face-to-face, hybrid, 100% synchronous online learning) and during challenging times (prepandemic, pandemic and postpandemic learning environments). These varying experiences provided them with a challenge to persevere and learn about their own interpersonal skills and resilience in a creative engaging way with limited resources. Students developed 26 original games during 100% synchronous remote learning due to COVID. To the best of the authors’ knowledge, no other business school is working with gaming industry experts and game designers to teach team leadership to this degree during pre- and postpandemic environments.

Never Too Much-More talent in football (always) leads to more success.

Though it may appear counterintuitive, certain positive attributes can eventually have negative consequences when taken to an extreme. This concept is exemplified in sports, where an increase in talent among team members initially leads to improved success, but beyond a certain threshold, excessive talent can adversely affect the team. This occurrence is known as the Too Much Talent (TMT) effect, wherein status conflicts among highly skilled players can hinder team performance, particularly in sports that require coordination and cooperation. While early evidence supported the TMT effect in team sports, its validity has recently been challenged. In this study, we analyzed a comprehensive dataset consisting of 780 data points across 42 seasons from seven top European football (soccer) leagues to examine the TMT effect's presence. Our findings reveal that football does not exhibit the TMT effect. Instead, we observed a consistent, positive correlation between the number of skilled players on a team and team success. Additionally, talent did not display diminishing returns, as its impact on success remained stable even at the highest concentrations of talent. We relate our results to existing theories and propose that future research comparing more individualistic and interdependent team sports could further enhance the field.

Coaching teamwork: Team sport athletes’ and coaches’ perceptions of how coaches facilitate teamwork

To date, research on teamwork in sport has largely focused on defining the construct and examining its relationships to emergent states and outcomes. By comparison, little is known about the antecedents (e.g., leadership) that promote teamwork behaviors in team sports. The purpose of this study was to explore what specifically sport coaches can do to develop teamwork within their teams. Using a critical realist approach, we conducted 15 semi-structured interviews with participants who competed in interdependent team sports (n = 8 athletes, n = 7 coaches). The data were thematically analyzed whereby three higher-order themes (comprising nine subthemes) were generated. The themes included (1) Crafting a teamwork recipe, (2) Come together, stay together, and (3) Maximizing teamwork in action. Specifically, coaches can facilitate teamwork by: (re)structuring selection practices, carefully considering team compositions, and encouraging role commitment (Theme 1); emphasizing coach-athlete relationships, promoting meaningful connections between teammates, and managing perceptions of favoritism (Theme 2); and crafting team-focused tactics, promoting athlete-led teamwork, and managing healthy internal competition (Theme 3). In summary, coaches appear to play an important role in facilitating teamwork. Specifically, coaches could consider looking beyond individual talent and skill during the team selection process, promoting strong bonds with their players and amongst teammates, and focusing on team-first training and execution tactics. Recommendations for future research and additional implications for those working in the applied field (e.g., coaches, sport psychologists) are also discussed. Lay summary: This study explored how team sport coaches might facilitate teamwork within their teams. Based on interviews with eight coaches and seven athletes, we identified how coaches utilize the following factors to promote teamwork: team selection, roles, coach-athlete relationships, athlete-to-athlete support, favoritism, tactical systems, athlete leadership, and internal competition.

Relationship between health-related quality of life, depression, and anxiety in older primary care patients and their family members

Objectives Patient-family member dyads experience transitions through illness as an interdependent team. This study measures the association of depression, anxiety, and health-related quality of life (HRQOL) of older adult primary care patient-family member dyads. Methods Baseline data from 1,808 patient-family member dyads enrolled in a trial testing early detection of Alzheimer’s disease and related dementias in primary care. Actor-Partner Independence Model was used to analyze dyadic relationships between patients’ and family members’ depression (PHQ-9), anxiety (GAD-7), and HRQOL (SF-36 Physical Component Summary score and Mental Component Summary score). Results Family member mean (SD) age is 64.2 (13) years; 32.2% male; 84.6% White; and 64.8% being the patient’s spouse/partner. Patient mean (SD) age is 73.7 (5.7) years; 47% male; and 85.1% White. For HRQOL, there were significant actor effects for patient and family member depression alone and depression and anxiety together on their own HRQOL (p < 0.001). There were significant partner effects where family member depression combined with anxiety was associated with the patient’s physical component summary score of the SF-36 (p = 0.010), and where the family member’s anxiety alone was associated with the patient’s mental component summary score of the SF-36 (p = 0.031). Conclusion Results from this study reveal that many dyads experience covarying health status (e.g. depression, anxiety) even prior to entering a caregiving situation.

Far but close: how leaders can strengthen social identification with virtual teams

ABSTRACT As modern work is increasingly characterised by virtual collaboration, leaders have to coordinate teams across multiple work sites. One way to align dispersed team members towards collective goals is to strengthen their identification with the team. However, little is known about how to strengthen identification in virtual teams that do not share a physical environment. We conducted interviews based on the critical incident technique with 26 virtual leaders and 20 virtual team members. Qualitative content analysis revealed six categories of leader behaviour: 1) define the team, 2) strengthen team interdependence, 3) emphasise the team as a whole, 4) empower the team, 5) recognise team effort, and 6) stimulate informal team exchange. By mapping previous research and our findings onto a tridimensional model of social identification, we highlight both, behaviour similar to face-to-face leader behaviour and behaviour unique to the virtual context, and provide concrete behaviours for leadership practice and intervention studies.

A Study on the Impact of Team Interdependence on Cooperative Performance in Public–Private Partnership Projects: The Moderating Effect of Government Equity Participation

Sustainable collaboration among teams drives sustainable public–private partnership (PPP) projects, and the interactions, perceptions, and behaviors of project teams with ad hoc decision-making power critically impact collaborative performance in PPP contexts. While the role relationships between subjective interdependence, collective behaviors, team processes, and performance in PPP project teams are yet to be clarified, further validation is needed to embed this logic in project management. This study aims to clarify the role relationships among the four variables of team interdependence, team interaction, team performance, and government participation. Through an empirical investigation of the data of 367 samples of PPP project teams and data analysis by SPSS 26.0 and Amos 23.0, it is found that team interdependence (task interdependence, result interdependence) has a significant positive effect on cooperative performance, and team interaction plays a mediating role in this process. Compared with enterprises with low government share, team interdependence with high government share has a significant positive effect on the team cooperation performance of PPP projects and has a positive moderating effect on the influence mechanism of team cooperation performance. Based on this, this paper proposes strategies for PPP project team management and sustainable development. It suggests corresponding suggestions for improving PPP project team performance and sustainable development.

Did you get my Email?!—Leveraging boundary work tactics to safeguard connectivity boundaries

Being connected to the Internet through various mobile devices is pervasive in our daily professional and private lives. Yet, the way people connect, including when, with whom and through which communication channels differs, manifesting individuals’ idiosyncratic connectivity patterns. In team collaboration, where individuals are dependent on each other’s availability and responsiveness, differences in team members’ connectivity patterns can lead to clashing expectations concerning connectivity. This, in turn, can compromise individuals’ well-being and productivity and threaten team collaboration outcomes. In this paper, we address the question of how to manage connectivity in interdependent teams and align connectivity patterns to facilitate successful collaboration while at the same time safeguarding individuals’ connectivity boundaries. To address this question, we conducted a qualitative case study that involved 39 semi-structured interviews with employees and members of the management board of an international consultancy headquartered in Germany. Building on concepts established in boundary theory, we coined the term “connectivity boundaries” and identified the six boundary work tactics, externalizing, accommodating, adapting, pushing, sacrificing, and enforcing that allow team members to create, maintain, temporarily change, and reclaim their connectivity boundaries and achieve team collaboration success. We developed propositions that highlight which contextual factors and goals are associated with which boundary work tactic.

The effect of the emergency shift to virtual instruction on student team dynamics

ABSTRACT In spite of the sudden onset of the COVID-19 pandemic, many instructors who used team-based pedagogies shifted them online rather than suspending them entirely, but with limited time and resources. To examine the difference in team dynamics and outcomes for courses in Spring 2019 and Spring 2020 of over 1500 first-year engineering students per semester, Wilcoxon signed-rank tests and random forests method were used. Results show that students reported less improvement in team-member effectiveness, lower psychological safety, and less satisfaction in the semester with the emergency transition. However, students also reported lower conflict. The most important factor predicting project grades shifted from ‘Interacting with teammates’ to ‘Having relevant knowledge, skills, and abilities’ amid the emergency shift, accompanied by a reduction in team interdependence. In spite of the collection of data during an emergency transition, the foundation of face-to-face interaction before moving to virtual cooperation represents a useful contribution to research that has focused exclusively on virtual learning circumstances.

Communication quality affects performance of astronauts and support teams through increased workload: Insights from the AMADEE-20 analog Mars mission

Astronaut crews and ground control support teams are highly interdependent teams that need to communicate effectively to achieve a safe mission - despite being separated by large distances. Team communication quality with its facets clarity of objectives and information flow, is a key coordination process to achieve high team performance and task satisfaction. Especially in interdependent teams working in extreme environments with time-delayed communications, the team's success is threatened if communication is ineffective. In this study, we hypothesized that communication quality affects two key team outcomes, performance and task satisfaction, and that these effects can be explained by increases in workload (effort and frustration). Hypotheses were tested during the AMADEE-20 analog Mars mission hosted by the Austrian Space Forum. The analog astronauts (AA) were supported by an On-Site-Support (OSS) team and a remote Mission-Support-Centre (MSC) team. The MSC was the only contact line for both AA and OSS, and the communication between them had a one-way time delay of 10 min. Our study consisted of three runs in which members across the three different multiteam systems had to exchange information to solve an interdependent task. We measured communication quality, effort and frustration, task satisfaction, and team performance. Results show that clarity of objectives and information flow positively impacted multiteam system performance. Furthermore, clarity of objectives reduced experienced effort and this in turn enhances team performance. High levels of information flow reduced experienced frustration, which in turn enhanced task satisfaction. Our findings show that these facets of communication quality are essential for multiteam systems that work separated from each other by a distance. We stress that specific (team) communication training for astronauts and support personnel will be key to effective teamwork during future Mars missions, and thus to overall mission success.

Influence of APP-Assisted Teaching on Teaching Quality in Mobile Learning

At present, a large number of education APPs have been developed and widely applied, making mobile learning one of the more popular learning methods under influence of the epidemic. Undeniably, control of college students is indeed an issue that needs to be considered to prevent non-learning behaviors of students in APP learning. Education APPs are more suitable to assist traditional education and to help teachers’ teaching and students’ learning. Based on the theory of fragmented learning and activity learning, a questionnaire on the influence of APP-assisted teaching technology on teaching quality of mobile learning was designed, and mediating effect of team interdependence on the influence of APP-assisted teaching technology on teaching quality of mobile learning was measured. Kruskal-Wallis test was used to measure difference between APP usage quantity and teaching quality. Results show that convenience, individuation and immediacy of APP-assisted teaching technology have significant influence on teaching quality of mobile learning. Team interdependence plays a part in mediating effect of APP-assisted teaching technology on teaching quality of mobile learning. Different APP usage quantity samples all show a significant effect on teaching quality (p&lt;0.05). Conclusions have important reference value for learners to rely on education APPs to carry out fragmented, efficient and personalized learning, to improve education APPs as a teaching method to assist traditional teaching, and to avoid learners falling into “technology-oriented” misunderstanding of over-reliance on APPs for learning.

Thriving together: conceptual and methodological considerations for examining thriving in interdependent sport

ABSTRACT Despite conceptual advances and preliminary associations highlighting the benefits of thriving in sport, opportunities for continued research are numerous. Notably, sport-specific research involving thriving has predominantly taken an individual athlete perspective. Interestingly, evidence from the organisational domain suggests that thriving can manifest at a collective level through interdependent team member interactions. Given the potential for thriving to emerge as a higher-level phenomenon in interdependent sport, a critique of thriving at the group-level is advanced. More specifically, we provide a summary of existing individual athlete thriving literature and organisational thriving research at the group-level (Part 1), propose three approaches to conceptualising thriving in interdependent sport (i.e. common, team, and collective thriving) grounded in multilevel research (Part 2), pose guiding questions and key considerations for future exploration (Part 3), and conclude by emphasising the potential value of examining thriving as a higher-level construct for sport researchers and invested partners (Part 4).

Managing team interdependence to address the Great Resignation

PurposeHybrid and virtual work settings offer greater flexibility and autonomy, yet they also have the paradoxical effect of weakening the connection of employees to each other and their identification with the organization. The purpose of this article is to discuss how to manage this paradox effectively. Design/methodology/approachLeveraging structural adaptation theory, the authors discuss hybrid and virtual work as one of five dimensions of team interdependence that collectively determine the tightness of coupling between team members.FindingsThe authors propose that the introduction of virtual and hybrid work can lead to a lower sense of belonging and identification with the organization that would need to be counteracted by respective increases in team interdependence in one or several of the remaining dimensions of team interdependence.Originality/valueThe authors apply research on team interdependence to develop a series of practical interventions that can address the Great Resignation. These interventions seek to enhance employees' experiences of belongingness after the shift to virtual and hybrid work. In doing so, the authors provide a toolkit that organizations can leverage to improve their employees' experiences in a post-COVID-19 workplace.

Associations between teamwork and implementation outcomes in multidisciplinary cross-sector teams implementing a mental health screening and referral protocol

PurposeTeams play a central role in the implementation of new practices in settings providing team-based care. However, the implementation science literature has paid little attention to potentially important team-level constructs. Aspects of teamwork, including team interdependence, team functioning, and team performance, may affect implementation processes and outcomes. This cross-sectional study tests associations between teamwork and implementation antecedents and outcomes in a statewide initiative to implement a standardized mental health screening/referral protocol in Child Advocacy Centers (CACs).MethodsMultidisciplinary team members (N = 433) from 21 CACs completed measures of team interdependence; affective, behavioral, and cognitive team functioning; and team performance. Team members also rated the acceptability, appropriateness, and feasibility of the screening/referral protocol and implementation climate. The implementation outcomes of days to adoption and reach were independently assessed with administrative data. Associations between team constructs and implementation antecedents and outcomes were tested with linear mixed models and regression analyses.ResultsTeam task interdependence was positively associated with implementation climate and reach, and outcome interdependence was negatively correlated with days to adoption. Task and outcome interdependence were not associated with acceptability, appropriateness, or feasibility of the screening/referral protocol. Affective team functioning (i.e., greater liking, trust, and respect) was associated with greater acceptability, appropriateness, and feasibility. Behavioral and cognitive team functioning were not associated with any implementation outcomes in multivariable models. Team performance was positively associated with acceptability, appropriateness, feasibility, and implementation climate; performance was not associated with days to adoption or reach.ConclusionsWe found associations of team interdependence, functioning, and performance with both individual- and center-level implementation outcomes. Implementation strategies targeting teamwork, especially task interdependence, affective functioning, and performance, may contribute to improving implementation outcomes in team-based service settings.

Birds of Different Feathers: Coaches’ Perspectives of Cultural Diversity and Team Dynamics in Professional Sport

As the number of international transfers increases in professional sport teams, it is unclear how this diversity impacts team functioning, and also, whether coaches feel equipped to meet this new challenge. In this study, we explored professional coaches’ perceptions and experiences of cultural diversity (i.e., national and racioethnic diversity), with a specific emphasis on implications for team dynamics. Semistructured interviews were conducted with nine professional coaches from four interdependent team sports in France (i.e., basketball, football, handball, volleyball). The coaches had experience leading first or second division men’s and/or women’s teams (e.g., two highest national championships in France, Canada, or Italy) and national teams (e.g., France, Belgium, China). Based on a critical realist approach, results indicated that coaches purposefully considered cultural diversity within their teams, and discussed stereotypical differences based on nationalities pertaining to work ethic, communication, and motives for action. Coaches’ international experience and intercultural competence seemed to be key elements that influenced their willingness to consider the cultural diversity of their teams in their coaching/management strategies. Herein, we discuss the importance of purposefully considering a team’s context (e.g., sport, member composition, geographical location) and note that coach intercultural competence appears to be a concept warranting further investigation.

Abstract B126: Examining Medicaid-serving primary care teams and delivery context on quality of care transitions to oncology: Implications for health equity

Abstract Purpose: Care transitions, from primary care to oncology, for Medicaid enrollees are understudied and likely contribute to quality and outcome disparities. We explore multi-team systems (MTS) (care coordination tasks and teamwork) to understand variations in breast and colorectal cancer care transitions in Medicaid-serving clinics. Methods and Materials: We conducted a comparative case study of three purposively recruited primary care clinics in New Jersey, based on clinic-level care transition performance (Medicaid enrollees’ receipt of guideline-concordant treatment). Site evaluations, conducted in 2019-2020, included observation (2-3 days) and interviews. Insights into performance variation emerged from a two-phase analytic approach. Results: Performance variations may stem from adaptations of MTS inputs and processes based on contextual factors (i.e., business model, clinic culture). Clinic 1 (average performer), part of a multi-site safety-net clinic system, mainly teamed outside of their organization, relying on designated roles, protocol-based care, and quality improvement informed by within team metrics. Clinic 2 (high performer), part of a for-profit health system, remained mission driven to improve urban health, teamed exclusively with internal teams with electronically enabled between team information exchange, and health system wide quality improvement efforts. Clinic 3, (low performer), a physician-owned private practice with minimal teaming, accepted Medicaid enrollees to diversify their payer mix and relied on referral-based care with limited consideration of social barriers. Conclusion: MTS’s adapt their care coordination in response to context. Addressing disparities in cancer care coordination for Medicaid populations should prioritize the implementation of policy that leverage clinic attributes and the boundary status of interdependent teams. Citation Format: Denalee M. O'Malley, Michelle Doose, Jenna Howard, Joel C. Cantor, Benjamin F. Crabtree, Jennifer Tsui. Examining Medicaid-serving primary care teams and delivery context on quality of care transitions to oncology: Implications for health equity [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B126.