Team Development Process Research Articles

Evaluating Coaching Effectiveness to Improve Performance at Rumah Zakat

Rumah Zakat is a philanthropic institution that manages, collects, and empowers zakat, infaq, and sadaqah funds. It was established in 1998 under the name Ummul Quro Social Wallet (DSUQ). Currently, to enhance employee performance and optimize organizational results, Rumah Zakat emphasizes the involvement of leaders in the team development process. In previous years, Rumah Zakat managers underwent training related to leadership skills to optimize their roles. In this context, one crucial aspect of a manager’s role is to engage in the coaching process. Effective coaching by a manager can significantly impact individual behavior change and improve organizational results. However, in reality, not all managers can properly optimize the coaching process and their role as coaches in the workplace. Several issues have arisen among participants in the employee improvement program regarding the involvement of leaders or managers in team development. Therefore, based on the situation, there is a need for a comprehensive evaluation of the coaching process conducted by all managers at Rumah Zakat to immediately implement improvements and provide training to optimize coaching effectiveness. In this study, using quantitative methodology, primary data was gathered from Rumah Zakat employees who completed a set of questionnaires. This survey will be distributed specifically to employees at the officer level who often interact directly with their leaders at Rumah Zakat. To determine the number of samples, this paper uses Slovin’s formula with a confidence level of 95%, resulting in 213 samples with a margin of error of 5%. Furthermore, the results will be followed up with a qualitative phase using semi-structured interviews. From these results, it is indicated that the implementation of coaching effectiveness tends to be at a medium level for all components. This suggests that the coaching process has been implemented and is reasonably optimal, but the assessment is still at a medium stage, indicating the need for improvements.

Interprofessional Pain Curriculum for an Academic Health Science Center

AIMThe aim of this project is to develop a comprehensive pain curriculum to educate a diverse group of students across health care disciplines who care for those in pain. The outcome goals for participants of this educational program are to have increased knowledge and skills associated with the management of pain. This poster will describe the process of team development, development of the grant proposal, conducting a gap analysis, designing and developing the content of the program, and finally the integration of technology as we prepare for program delivery. METHODSThe team developing the program include representatives from the disciplines of nursing, physical therapy, social work, and psychology. The curriculum is based on the Interprofessional Pain Curriculum developed by the International Association for the Study of Pain. Holographic technology will be used to optimize participant engagement and interest. Additional modes of content delivery include synchronous video meetings, asynchronous discussions, and the use of case studies in both modes, all completed in multidisciplinary teams. RESULTSContent has been developed and loaded into a Canvas course shell. Delivering parts of the program via hologram technology will be recorded within the next 3 months. CONCLUSIONSThis content will be delivered to student groups in the Spring 2023 semester during an Interprofessional Education (IPE) event focused on the management of pain. Health disciplines represented at the IPE event will include Medicine, Nursing, Physical Therapy, Psychology, Social Work, and Pharmacy. Outcome assessments related to knowledge, beliefs and attitudes about pain from IPE participants will be collected. Based on that data, further tweaking of the education program will be considered. ACKNOWLEDGEMENTThis project was made possible through funding from the Elizabeth Morse Genius Foundation, Grant number: AWD00001443

Developing Teams in a Virtual Environment: A Generative Approach

At the beginning of 2020, the operations of the Finance Hub of the Americas (FHoA) at pharmaceutical company GlaxoSmithKline (GSK) were suddenly forced to shift entirely from face-to-face to remote work. To handle this challenge, an FHoA team started a team development process aimed at strengthening teamwork in virtual environments. The intervention was grounded in the principles of generative leadership and dialogic organization development. Through a scholar-practitioner collaboration that focused on identifying the drivers of the successful transition to remote work, we build a three-step process of team development using the metaphor of organic growth: (1) sowing, (2) nurturing, and (3) flourishing. Using GSK's example, we illustrate how this process became a simple but powerful strategy to help teams thrive in a virtual environment. The core of the process uses generative questions to configure a structured but adaptable process that can be easily implemented in different contexts and situations.

Evaluation of team communication in an interprofessional inpatient transition of care simulation

BackgroundInterprofessional education (IPE) provides unique opportunities for students to better understand their roles, roles of other healthcare professionals, and prepare for teamwork for patient benefit. Interprofessional team education is recognized as a key element in the 2016 ACPE standards. ObjectiveAssess student self-perceived competence in four IPEC domains after an inpatient simulation activity. MethodsPre/post-test design used the Interprofessional Education Collaborative Competency Survey. The activity included medical, nursing, social work, and pharmacy students working in healthcare teams to develop collaborative treatment plans for simulated patients with altered mental status. ResultsNinety-seven health profession students completed the activity, while 49 second-year (P2) student pharmacists participated in the study. All completed a pre-test and 47/49 (96%) completed a post-test. At pre-test, students ranked themselves highest in abilities to respect patient privacy (100% strongly agree) and acting with honesty and integrity in relationships (100% strongly agree). They reported lower ability in describing team development process. At post-test, significant increases were seen in managing ethical dilemmas (p < .002) and respect (p = .49), though decreases were seen in using appropriate or respectful language (p < .02). ConclusionSignificant differences in student perceptions of ethics and communication were observed after participation in a transition of care inpatient IPE simulation.

Understanding self-managing teams in Dutch healthcare: empirical evidence to non-sequential team development processes.

This two-part study aims to contribute to the body of knowledge on team development by examining the development of self-managing teams (SMTs) in healthcare. Based on an exploration of the team development literature, a perspective on SMT development was created, which suggested that SMTs develop along a non-sequential pattern of three processes-team management, task management and boundary management and improvement-that is largely the result of individual, team, organizational and environmental-level factors. The perspective on SMT development was assessed in a Dutch mental healthcare organization by conducting 13 observations of primary mental healthcare SMTs as well as 14 retrospective interviews with the self-management process facilitator and advisors of all 100 primary mental healthcare SMTs. Empirical results supported the perspective on SMT development. SMTs were found to develop along each of the three defined processes in a variety or possible patterns or simultaneously over time, depending on many of the identified factors and three others. These factors included individual human capital, team member attitudes and perceived workload at the individual level, psychological safety, team turnover, team size, nature of the task and bureaucratic history at the team level, and management style and material and social support at the organizational level. This study provides a non-sequential model of SMT development in healthcare, which healthcare providers could use to understand and foster SMTs development. To foster SMT development, it is suggested that cultural change need to be secured alongside with structural change. Even though various team development models have been described in the literature, this study is the first to indicate how SMTs in the healthcare context develop toward effective functioning.

Teams: autonome Systeme mit Entwicklungskraft für Personal und Organisation

In this contribution we elaborate on specific team development processes of consulting services. The main focus lies on agile dynamics with the ability to create meaning, opening a pathway to development or enhancing it even further: within the team, its members and the organisation as a whole. We will present an analysis of single process steps with emphasis on their role as well as emerging possibilities.

Design and Implementation of Automatic Code Generation Method Based on Model Driven

With the continuous development of software development technology, people have summarized more and more repetitive work in the process of software development. These repetitive tasks increase the developer’s workload of repetitive coding, extend the market demand response time, and then increase development costs. At the same time, in the team development process, due to the uneven code writing ability among the team members, the coding style is not uniform, and the quality and maintainability of the code cannot be guaranteed. The article builds a software development model from the perspective of public functions such as software addition, deletion, modification, and query. On this basis, a code automatic generation engine based on Rete algorithm is designed to realize rapid software code generation. Application practice shows that this method can quickly generate codes with uniform coding style, and improve software development efficiency and code quality.

What Happens when the Students Work in Groups? Group Dynamics in English Language Classroom

EFL education shifts from teaching language core competences into promoting communicative competence and developing multiliteracies pedagogy. Through this learning mode, EFL learners can develop language, interpersonal communication, inter-cultural understanding as well as life learning skills. Group work learning assisted by technology use in EFL classroom is one of many approaches to equip EFL learners with such skills. During the process of learning in groups, EFL students experience and potentially learn social skills through their group dynamics. This study aims to explore group dynamic aspects in EFL learning: what the students experience and learn. The study adopts qualitative research methods. The data are collected through students’ narrative texts revealing their experiences in working in groups to create video. The study finds that in accomplishing group tasks, the students are learning some aspects. The first is the identification process, in which they are aligning themselves to the shared identity, emotion, goals, character of groups (self to group identification) as well as group to self identification. The second aspect is the students are learning cooperatively and collaboratively in team development process. The third aspect is learning leadership and organizational management, in which they are learning structure, norms, rules and social system in group.

A Team Training Field Research Study: Extending a Theory of Team Development.

Recent advances in the science of teams have provided much insight into the important attitudes (e.g., team cohesion and efficacy), cognitions (e.g., shared team cognition), and behaviors (e.g., teamwork communications) of high performing teams and how these competencies emerge as team members interact, and appropriate measurement methods for tracking development. Numerous training interventions have been found to effectively improve these competencies, and more recently have begun addressing the problem of team dynamics. Team science researchers have increasingly called for more field studies to better understand training and team development processes in the wild and to advance the theory of team development. In addition to the difficulty of gaining access to teams that operate in isolated, confined, and extreme environments (ICE), a major practical challenge for trainers of ICE teams whose schedules are already strained is the need to prioritize the most effective strategies to optimize the time available for implementation. To address these challenges, we describe an applied research experiment that developed and evaluated an integrated team training approach to improve Tactical Combat Casualty (TC3) skills in U.S. Army squads. Findings showed that employing effective team training best practices improved learning, team cognition, emergent team processes, and performance. We recommend future research should focus on understanding the types of training strategies needed to enable teams and team leaders to develop from novices to experts. Effectively modifying training to scale it to team expertise requires more research. More laboratory and field research is needed to further develop measures of team knowledge emergence for complex task domains, and include other potential emergent factors such as team leadership and resilience. Practical implications for research include developing automated tools and technologies needed to implement training and collect team data, and employ more sensitive indicators (e.g., behavioral markers) of team attitudes, cognitions and behaviors to model the dynamics of how they naturally change over time. These tools are critical to understanding the dynamics of team development and to implement interventions that more effectively support teams as they develop over time.

Interprofessional collaborative team development in china: A grounded theory study.

To generate a theory of interprofessional collaborative team development in China. Interprofessional collaborative practice is an important approach to improve the patient-centred care. Theoretical sampling was used to recruit individuals who had collaboration experiences. They each participated in face-to-face interviews lasting 40-60min. Major categories describing the team development process for collaboration were extracted according to the grounded theory methodology. The interprofessional collaborative team development was guided by a common purpose-"patient-centredness." Three stages involved in team development were identified: exploration, integration and continuous adjustment. Various strategies described for each stage are required to move successfully through the process. Interprofessional team development is a dynamic process with three primary stages. The culture in which a teamworks is reflected in each stage of team development and collaboration. Understanding interprofessional collaborative team development and the strategies required will help nurse managers to better design interprofessional teamwork opportunities and provide necessary support to achieve the effective interprofessional collaborative practice.

Exploring the Impact of Receiving Sender‐Based Negative and Positive Feedback on Team‐Level Process Outcomes Using a Mobile Application

ABSTRACTTeam‐based projects continue to be important for structuring work in many organizations, and employees are increasingly using mobile applications (apps) for peer evaluations as part of a performance appraisals process. Since a graduating student can expect to work in a team at some point in their career, exposure to class‐related group projects is important. This study explored using a mobile application (app) called DevelapMe (DMe), which allowed for 273 business undergraduates in 54 teams to give and receive real‐time peer‐based feedback during a 5‐week group project. Prior empirical research has shown that technology can improve the group development process, but such research has not used a mobile app. The general goal of this study was to investigate how receiving real‐time feedback through a mobile app (DMe) can affect the team development process over time. Two online surveys, Time 1 (T1) and Time 2 (T2), were administered over a 5‐week period. Results showed that two of the three team‐level process outcomes, team trust and team commitment (but not team value‐goal fit), significantly increased from T1 to T2. Results also showed that receiving T1 sender‐based positive, but not negative, feedback scales had a significant impact on all three team‐level process outcomes.

MANAGERIAL TEAM: MODERN TECHNOLOGIES OF TEAM BUILDING

The article considers modern methods of forming a management team. The main goal of this process is its effectiveness support. The problem of the formation and effective work of the management team at the enterprise is viewed. Modern methods of forming a management team are considered. Among such methods we can notice, such as goal-oriented (based on goals), interpersonal, role-oriented and problem-oriented. The stages of team development process are considered. The consistency of the stages of the management team formation is determined by the group’s subculture.It was determined that the process of the management team formation is one of the main tasks of the modern management. It is one of the determining factors of the management efficiency at the modern enterprise.

It’s Salsa Time! A Team Activity

This article provides information on a team-building activity in which student teams make salsa. I usually use this exercise on the day that I form teams to provide an opportunity for teams to work on something that is not graded prior to completing the graded team assignment. The activity is built on several theories, such as social learning, experiential learning, and constructivist theory. The goal of the activity is to allow team members to get acquainted with each other and quickly go through the team development process. It is a springboard for discussing many aspects of teams, such as tacit knowledge, decision making, creativity, and resource allocation. It has primarily been used in an undergraduate leadership course but may be applicable to other courses.

TRACING THE STAGES OF SENIOR LEADERSHIP TEAM DEVELOPMENT IN NEW ZEALAND PRIMARY SCHOOLS: INSIGHTS AND ISSUES

Senior Leadership Teams abound as the most common permanent team found in New Zealand schools, yet there is a paucity of research studies on the nature of team leadership and the development of these teams – particularly in primary school settings. Findings from individual interviews with principals and focus group interviews with team members in five Auckland primary schools confirm that leadership is consistently the single most important feature of developing a Senior Leadership Team into a high performing team. Paradoxically, the study also points to a lack of leadership knowledge and action in relation to specific developmental activity for teams. Using a well-known universal model of the stages of team development (forming, storming, norming, and performing) to analyse perceptions of practice, it was found that in all of the teams in this study principal leadership did not extend to the formal development of the team. This research concludes that the performance of Senior Leadership Teams could be enhanced if principals and Senior Leadership Team members were provided with researchbased and practical insights into (1) the dynamic processes at work within a team and (2) the leadership behaviours and actions that are most appropriate to move the team through the team development process.

DEVELOPMENT OF INNOVATION EDUCATION THROUGH BLENDED LEARNING

Development courses Educational Innovation is based on the analysis of the needs that exist in FKIP Djuanda Bogor University for a study to be carried out face-to-face and through/within network (Online). This can affect the mindset lecturers to continue to maximize learning to be more effective and efficient so that students can absorb the knowledge, skills, and attitudes. The purpose of this research is to design and develop an open course materials Innovation blended learning based education that is appropriate to the achievement of graduation Prodi PGSD on the first semester 2016/2017. This study refers to the development of which was developed by the Directorate of Education and Student Affairs consisting of (1) the analysis phase, (2) the design stage, and (3) the development stage. This research was developed and implemented for four months from June to September 2016 in Prodi PGSD FKIP University Djuanda Bogor. The results of the study material Outdoor Education Innovation begins with analyzing the needs of the development phase, design phase material content of Educational Innovation, and the stage of development which include team development process pengampu courses and a small scale trial with five PGSD semester students. The conclusion of the development of open innovation educational materials as follows; (1) Development of courses open Educational Innovation has been developed according to the concept of achievement of graduation courses, (2) Subject of Educational Innovation developed blended learning easier for students PGSD Semester 5 FKIP University DJuanda Bogor to obtain course materials offline, (3 ) students of the fifth semester PGSD give a positive response will be the development of an open matter Education Innovation.

Building and expanding interprofessional teaching teams.

INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators' disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.

Visualizing and exploring software version control repositories using interactive tag clouds over formal concept lattices

Context: version control repositories contain a wealth of implicit information that can be used to answer many questions about a project’s development process. However, this information is not directly accessible in the repositories and must be extracted and visualized.Objective: the main objective of this work is to develop a flexible and generic interactive visualization engine called ConceptCloud that supports exploratory search in version control repositories.Method: ConceptCloud is a flexible, interactive browser for SVN and Git repositories. Its main novelty is the combination of an intuitive tag cloud visualization with an underlying concept lattice that provides a formal structure for navigation. ConceptCloud supports concurrent navigation in multiple linked but individually customizable tag clouds, which allows for multi-faceted repository browsing, and scriptable construction of unique visualizations.Results: we describe the mathematical foundations and implementation of our approach and use ConceptCloud to quickly gain insight into the team structure and development process of three projects. We perform a user study to determine the usability of ConceptCloud. We show that untrained participants are able to answer historical questions about a software project better using ConceptCloud than using a linear list of commits.Conclusion: ConceptCloud can be used to answer many difficult questions such as “What has happened in this project while I was away?” and “Which developers collaborate?”. Tag clouds generated from our approach provide a visualization in which version control data can be aggregated and explored interactively.

SENSE OF CLASSROOM COMMUNITY AND TEAM DEVELOPMENT PROCESS IN ONLINE LEARNING

The purpose of this study is to determine whether there is a relationship between Turkish online learners’ sense of classroom community, perceptions of success in team development process and their preferences of studying in teams. A survey instrument included the Sense of Classroom Community Scale, Tuckman’s Teamwork Questionnaire and some other items were used to collect data. The study has shown that there is a medium level relationship between online learners’ sense of community and their perceptions of success in team development process. In other words, the study suggests that sense of classroom community can be used as a predictor of success in teamwork and vice versa. It was also observed that each stage of the team development process has an influence on the following one; thus, when a problem occurred in a stage, it usually continued in the following stages. Analyses, additionally, revealed that the majority of the problems occurred in the forming stage, the first stage of the team development process.

Construction project leadership across the team development process

Purpose– The construction industry mostly adopts teams consisting of a collection of diverse professionals in each of its product delivery projects, where normally the construction project manager (CPM) becomes the leader of such a project team. The purpose of this paper is to identify the leadership roles of the CPM across the team development process.Design/methodology/approach– This was approached through a multiple case study research method carried out using three construction projects in Sri Lanka; two projects on traditional procurement method and another on design and build procurement method. Semi-structured interviews were conducted with the respective project managers and with other three distinct team members of each project.Findings– Based on the findings, leadership roles of the CPM across the team development process were revealed with the situational factors that affect these leadership roles in each stage of the team development process.Originality/value– Even though project leadership is discussed by pervious researchers, concrete evidence has not been provided to show how it should change at different stages of a project. This research addresses this gap and would guide CPMs to change their leadership role appropriately to suit the needs of each team development stage.

The development and validation of an interprofessional scale to assess teamwork in mental health settings

Currently, no evaluative scale exists to assess the quality of interprofessional teamwork in mental health settings across the globe. As a result, little is known about the detailed process of team development within this setting. The purpose of this study is to develop and validate a global interprofessional scale that assesses teamwork in mental health settings using an international comparative study based in Japan and the United States. This report provides a description of this study and reports progress made to date. Specifically, it outlines work on literature reviews to identify evaluative teamwork tools as well as identify relevant teamwork models and theories. It also outlines plans for empirical work that will be undertaken in both Japan and the United States.