Team Charter Research Articles

How do students negotiate groupwork? The influence of group norm exercises and group development norms

AbstractBackgroundGroup norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored.PurposeWe investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations.MethodWe recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames.ResultsOur findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term “group development norms” to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation.ConclusionsProviding a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation.

534 Forming a Translational Operations Group: Bridging the Gap to Enhance CTSA Hub Operational Efficiencies

OBJECTIVES/GOALS: CTSA Hubs represent complex centers where teams work to meet multiple goals of the CTSA grant. An existing challenge is to work collaboratively across teams. To address this challenge, a Translational Operations Group (TOG) was established. Results show enhanced intra-hub collaboration and communication while reducing inefficiencies. METHODS/STUDY POPULATION: The TOG is composed of all CTSA hub module program managers who are charged with operationalizing vision into reality. The TOG was formed in 2021 as a mechanism to integrate new team members, provide connection, and improve cross-core awareness and collaboration. Leveraging team science principles, a team charter was developed outlining specific TOG aims and objectives. Collectively, shared goals were identified with establishment of group norms, effective communication pathways, shared resources and knowledge and meeting cadence. Leadership of the group rotates among the TOG members annually further engaging all TOG members. Pre and Post (one year) surveys were developed and provided to TOG members to gauge TOG effectiveness and perceptions of TOG members. RESULTS/ANTICIPATED RESULTS: Survey results demonstrate the effectiveness of the TOG concept in promoting core/module awareness and goals, intra-core/module interconnectedness, and forming connections and integration into the CTSA hub ecosystem. Psycho-social questions demonstrated an increase in organizational self-esteem within the pre to post survey period in relation to the specific TOG member’s core/module and the CTSA hub as a whole. DISCUSSION/SIGNIFICANCE: Formation of a TOG has been successful within a virtual environment where connection is challenging. Integration of members to the operational activities is critical to foster a positive work environment, reduce silo effects, and provide a space for sharing resources and knowledge. Annual reflection of priorities contribute to the ongoing success.

Analysis of the Implementation of the Agile Project Management Approachin the Insourcing Team at PT Telekomunikasi Selular Regional XI Malukudan Papua

Every company is required to be more agile in order to continue to survive and grow, so it is necessary to form a leaner and more agile work team to have a big impact on the company. The implementation of the agile approach needs to be evaluated as well as the level of project success of the agile team so that it is hoped that they can work more optimally. This research aims to find out and understand the implementation of the agile approach and the level of project success in the work teams that are formed. The variables that are the initial guide in conducting research are divided into the variables contained in the agile practice guide, namely the project life cycle, creating an agile environment, delivering products in an agile environment, organizational considerations. Apart from that, the research also explored the variables contained in the dimensions of project success. This research was carried out using a qualitative approach, collecting related documents and in-depth interviews conducted on the agile team which was the object of research. Next, to test the validity of the data, a member check process was carried out using data obtained from interviewees, namely leaders and agile team members. After processing and analyzing the data, it was discovered that the team did not fully implement the agile approach, including in relation to project approach objectives, project charter and team charter, location of work team members, and dependence on parties outside the team as well as in terms of the level of project success, including project effectiveness not being achieved, business and direct success in terms of cost savings has not been achieved, and new technology, products and market shares have not been created. The gaps that occur between theory and what is implemented in the field are expected to become input for further improvements.

The Perceived Value of Using a Team Charter in Business Education

The Perceived Value of Using a Team Charter in Business Education

Team Charters in Business Education: The Importance of Perceived Level of Working Well Together

Team Charters in Business Education: The Importance of Perceived Level of Working Well Together

Planning for Difference: Preparing Students to Create Flexible and Elaborated Team Charters that Can Adapt to Support Diverse Teams

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> A robust body of research supports the use of team charters to purposefully create a team culture with shared norms and expectations. However, student teams often treat this requirement as busywork and fail to invest the effort needed to create team charters that prepare the team to adapt for obstacles that they may encounter. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> Teams that do not engage in effective planning for their collaborations are likely to encounter a range of problems including slackers, domineering teammates, curtailed learning opportunities, and general exclusion from the project work—problems that are often exacerbated on diverse teams and that disproportionately affect marginalized populations. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> We created three online modules that help students uncover their own tacit expectations for teamwork, share and merge these expectations, and then construct a team charter and task schedules with their teammates. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> We used a quasiexperimental design comparing team charters from control and experimental groups to understand how our modules affected students’ charters at a university with a highly international population. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Analyses revealed that control group charters tended to invoke universal team norms and assign punishments for failing to uphold those norms. By contrast, experimental group charters were more flexible, acknowledged competing priorities, evidenced greater planning, and articulated processes that could accommodate individual goals, values, and constraints. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions:</b> Charters created after the modules showed more accommodation of difference; however, more research needs to be done to determine whether the more flexible and elaborated charters improve team behaviors.

The Perceived Value of Using a Team Charter in Business Education

The Perceived Value of Using a Team Charter in Business Education

Benefits of individual preparation for team success: planning for virtual team communication, conflict resolution and belonging

PurposeTeam-based projects are being used at work in various industries and in education. This paper aims to share a training strategy that integrates training with casual games to effectively prepare individuals to perform better in team-based settings due to their acquisition of team skills combined with their knowledge of tools including a team charter, communication plan and conflict resolution plan.Design/methodology/approachA training module was developed, deployed and tested in a virtual classroom of an upper-level undergraduate business class to emulate real-world team experiences. In the study, 342 of the 631 participants enrolled chose to complete the optional training module, which included pre- and posttests followed by a perception survey. A quasi-experimental design was used to evaluate the impact of the training upon team skills including communication, conflict resolution and feelings of belonging.FindingsThe pre- and posttest results for trainees indicated a significant increase in team process and development knowledge, which included concepts such as communication, conflict resolution methods, roles, goal-setting and expectation-setting. Survey results indicated a correlation between completing the team training module and improved communication within teams, particularly for teams developing a communication plan in addition to a team charter and conflict resolution strategies.Originality/valueThis research contributes to the literature on preparing individuals for success in teams through training and education using interactive games, while equipping them with tools to contribute to favorable team dynamics and outcomes. The results are applicable to business, organizations and training settings that incorporate team-based projects in online, hybrid and face-to-face settings.

Authentic Design and Administration of Group-Based Assessments to Improve the Job-Readiness of Project Management Graduates

Group-based assessments have been recognized as one of the ways of developing work-ready attributes in project management graduates. This paper is aimed at exploring the best practices for improving the administration process of group-based assessments to make it fit for purpose. The study adopted a systematic literature review and 22 semi-structured interviews with project management academics in higher education. The study found that teams should be small in size and formed by the faculty. Tasks should be based on a real-world context and be sufficiently challenging for students. The group should create a team charter to establish expectations and ground rules for group members. Group assessments should include team member peer evaluations and oral presentations to curb social loafing. Academics should be actively involved in giving regular feedback, training students about teamwork, and communicating their expectations to students. The study findings are useful to inform project management academics about the design and administration characteristics that need to be considered to achieve the ultimate purpose of group-based assessments in polishing the job-readiness attributes of project management graduates.

Does Charter Quality Make a Difference to Global Virtual Team Performance?

The following is still in the initial development stage, but we have already found a number of interesting findings that we wish to share with the AOM community. For example, contrary to prior claims, our preliminary results suggest that a team charter, in and of itself, does not result in higher quality outcome performance of global virtual teams. However, when considering the quality of the team charters and comparing the top and bottom quartiles of charter quality, differences in GVT outcome performance were marginally significant (at p=0.051). Teams that reported increasing process conflicts (but not task or relationship conflicts) also reported conflicts to the project’s administration and also referred to their charters. On the other hand, when teammates had greater respect for each other, they reported more conflicts to the administration. This suggests that informal processes may be most important than formal deliverables such as team charters, at least in terms of effectuating GVT outcome performance.

Using a Team Charter to Promote Leadership Skills and Effective Team Functioning.

Kirkpatrick, Megan MN, RN; Cullen, Michelle MN, RN; Kelly, Patrick MSc Author Information

Emergency Department Initiative to Improve Sepsis Core Measure Compliance: A Hospital Network Approach.

The topic of sepsis has been realized among the last 20 years. A majority of patients with sepsis enter the health system through the emergency department, and health professionals need to provide evidence-based care. Within the health system, interdepartmental teams were formed with the purpose to set a system-wide standard to meet the evidence-based practice standards for sepsis. Participants were recruited from every department that was involved with the care delivery of emergency department patients with sepsis. The team developed a team charter to state the group objectives. A gap analysis was completed to set group priorities. The first priority was to develop a system-wide sepsis alert process. The Operational Excellence coach conducted direct observations and interviews at each system facility and then a sepsis alert plan was developed. Two hospitals volunteered to pilot the sepsis alert within their emergency departments, and education was completed at each hospital. Informatics nurses developed electronic medical record workflow and outcome elements to help the team with the process. The pilot process showed an increase in compliance for core measures and laid the groundwork for each hospital to develop an individualized process.

Chartering the Course in Team-Based Projects: Do Team Charters Affect Performance in GVTs?

We conducted an experiment using 1,891 student teams that completed an eight-week international business consulting project. Half of the teams were instructed to develop a team charter, while the other half were not. Teams with charters saw improved process performance metrics, but only at the forming stage of team development, and reported higher conflict levels. However, more conflict did not negatively affect peer evaluations or team output quality, suggesting that such conflict was not entirely negative. Team charter was not directly associated with output quality. However, team national diversity moderated the creativity of the project output such that high-diversity teams benefited from charter use in producing a more creative team output. These findings suggest team charters may initially aid process improvement but not necessarily the quality of the output. We hypothesize that the difference between the two groups studied is essentially one of formal written versus informal psychological contracting, which provides for equifinality in performance over the lifecycle of a project. The study contributes to the theory on team charters, particularly with respect to formal versus informal psychological contracting within the context of global virtual teams. The implications for the use of charters in team-based projects are discussed.

Do Team Charters Help Team-Based Projects? The Effects of Team Charters on Performance and Satisfaction in Global Virtual Teams

In a sample of 1,891 teams (8,556 students) who completed an eight-week international business consulting project, half of the teams developed a team charter, half did not. Teams with charters saw ...

Team Charters in Group Work.

Team Charters in Group Work.

Creating effective academic research teams: Two tools borrowed from business practice.

Academic Medical Centers strive to create multidisciplinary research teams to produce impactful science. However, few faculty researchers receive training in "team science," a well-established concept in business research and practice. Responding to demand for assistance developing effective research teams, the Collaboration and Team Science Program of the Clinical and Translational Science Institute (CTSI) at Wake Forest School of Medicine (WFSM) partnered with faculty from the Wake Forest University (WFU) School of Business with expertise in leadership, management, and team building. We initiated a needs assessment, including a written survey from a diverse set of 42 research scientists as well as semi-structured interviews with 8 researchers. In response to identified needs, we developed training sessions and consultations to teach teams to implement two tools known to enhance team dynamics: (1) Team charter, a document that defines the team's purpose, goals, roles, and strategies; and (2) Responsible, Accountable, Consulted, Informed (RACI) matrix, a table or spreadsheet that clarifies tasks and accountability. Since 2018, 10 teams and over 100 individuals have attended training sessions and 6 teams received personalized team consults. We describe these tools, present a formal analysis of quantitative results, and highlight the next steps being taken in response to these findings.

Managing the Dynamics of Group Projects in Higher Education: Best Practices Suggested by Empirical Research

Employers know the importance of teamwork and seek these skills when hiring and promoting staff. To address this need, universities include group projects in their curricula with the goal of developing employable graduates with experience collaborating in teams. Many studies exist on the value and importance of individual aspects of group work such as team size, selection methods and ways to prevent social loafing. However, when designing group projects, professors make a host of decisions across a wide range of project components. Only a few aging studies bring together the varied research on group projects into a comprehensive and practical whole. The goal of this study is to analyze results of empirical research studies highlighting the best practices on managing group activities in face-to-face higher education classrooms. This study used a semi-systematic approach to analyze over 46 peer reviewed empirical studies. A semi-systematic literature review approach allowed for the summarization of themes and patterns across a wide range of study types, research designs and student populations. The results of this synthesis involve ten themes which address the central decisions faculty face when designing and implementing group projects. Specifically this study uncovered a unique hybrid approach to purposely assemble teams, demonstrated the need to keep teams small, pointed out the importance of early and ongoing team training, showed the need for a team charter, determined the value a high level of professor engagement throughout the project, confirmed the benefit of formative and summative peer assessments, established the usefulness of conducting rater training, and pointed out the advantages for using electronic tools to aid team processes.

Using Eight Agile Practices in an Online Course to Improve Student Learning and Team Project Quality

As online learning continues to increase, instructors need different teaching methods and technologies for teaching online. This study explores how Agile practices are integrated into an online IT course. We focus on incorporating eight Agile practices (team charters, daily stand-ups, Kanban boards, story cards, MoSCoW, timeboxing, showcases, and retrospectives). Students were surveyed at the end of the course and the results indicate Agile enhanced students’ learning and increased the quality of their final project.

Mitigating the Impact of Social Loafing through the use of Team Charters and Team Evaluations

Mitigating the Impact of Social Loafing through the use of Team Charters and Team Evaluations

Implementation of a pharmacogenomics education program for pharmacists.

The development, implementation, and evaluation of a pharmacogenomics education program for pharmacists in a large, integrated multicampus health system are described. Pharmacogenomics has been described as tailoring medications to each patient's unique genetic sequence with the goals of minimizing harmful effects and optimizing therapeutic effects. Pharmacists are uniquely trained to lead the implementation of pharmacogenomics in clinical care. After assessment of pharmacists' comfort with pharmacogenomics, different approaches were explored to develop, pilot test, and disseminate pharmacogenomics education across a multicampus academic medical center. Limited success with large-audience, single-lecture didactic education led to development and delivery of targeted, competency-based online modules using the institution's academic virtual learning environment and course management system. Implementation steps included (1) collaboration with the Mayo Clinic Center for Individualized Medicine to create an interprofessional development team and project charter, (2) galvanizing pharmacy leadership support across multiple campuses, (3) development of competency-based interactive modules, and (4) assessment of the quality of and learner satisfaction with the modules. Significant improvements in competency scores were observed with each module and across the multiple campuses. Satisfaction with the education program was assessed at the end of a 4-module series. A pharmacogenomics educational program targeting pharmacists was developed through interprofessional collaboration and provided a novel opportunity to construct an educational infrastructure to support enterprise health-system campuses with limited educational resources.