Stages Of Team Development Research Articles

Sport Psychology: Principles and Practices for Sports Medicine Physicians.

Sport psychology is the scientific study and application of psychological principles to enhance performance and well-being in sport, exercise, and physical activity. It has numerous applications to sports medicine, as psychological factors are associated with sport injury risk, recovery, successful return to play, and overall health. This article addresses how sport psychology is important to sports medicine and what applied sport psychologists do. We discuss several psychological principles and practices relevant to individual performance and well-being, including goal setting, communication, arousal and performance, imagery/mental rehearsal, attention management, managing psychological distress, and behavioral health. We also discuss principles and practices of sport psychology relevant to team performance, including stages of team development, goal setting, communication, arousal and performance, and behavioral health. Sport psychology and applied sport psychology practitioners can be valued assets to sports medicine teams in supporting individual and team performance and injury recovery.

ВИКОРИСТАННЯ ЗАСОБІВ ШТУЧНОГО ІНТЕЛЕКТУ ДЛЯ ПІДТРИМКИ ГРУПОВОЇ ДИНАМІКИ ПРОЄКТНИХ КОМАНД: ВПЛИВ НА САМОЕФЕКТИВНІСТЬ ТА ЗАЛУЧЕНІСТЬ СТУДЕНТІВ

The issue of maintaining group dynamics in flexible remote teams is currently in the focal point of attention not only of commercial companies and government agencies as a response to the changing conditions of work organisation, including those associated with the effects of the COVID-19 pandemic, but also of higher education institutions that train future professionals. Since intragroup dynamics is a key factor affecting team performance, this paper is the result of the study conducted as part of the Group Dynamics and Communications course at National University of Life and Environmental Sciences of Ukraine (NULES) to determine the potential of using AI tools as tools to support the group dynamics of self-organised teams during the implementation of educational projects. Based on the results of the free choice of project and team management tools, we categorised three groups among the 56 participants of the experiment according to the use or non-use of AI tools to enhance group dynamics, followed by self-assessment of the effectiveness of the selected tools in increasing their levels of self-efficacy and social engagement. The survey was based on a Likert scale measurement, and non-parametric methods of analysis and statistical hypothesis testing were used to process the results. The self-assessment confirmed that the incorporation of AI tools in the implementation of a team-based learning project did not influence the improvement of students' social engagement and the dynamics of self-efficacy for both effective and ineffective students. The authors identified the positive impact of using AI tools on its development for students with the average level of self-efficacy. We also presented an example of the use of Notion AI for enhancing group dynamics at each stage of team development according to B. Tuckman. The authors suggest that the impact of using AI tools in the process of implementing a group learning project depends more on personal characteristics of team members than on the choice of a specific AI model. Determination of application specifics of individual AI tools in the process of training future specialists in the implementation of various types of educational activities, particularly ethical considerations is recognised as an area for further research.

Tactics and team development: study reveals positive and negative impacts of six tactics at early and later group stages

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsResearchers based in Israel analyzed the use of six different tactics to get the most out of 75 self-managed teams. The results showed that at early stages of team development, it was detrimental when a high proportion of team members used “assertiveness”. But, at advanced stages of team development, it was more detrimental when a high proportion of team members used “ingratiation”Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The Stages of Team Development: Examples From the Real World

Studies have revealed the challenges facing management and the role the manager has with respect to facilitating team development. This exercise builds upon the knowledge a management student gains via textbook and/or classroom lecture concerning the stages of team development and offers real-world examples of the challenges facing managers when assigned the role of a team leader. The activities found in this exercise reinforce what students learn about the stages of team development by reviewing how a manager contributes to the development of a team and offers students the opportunity to assume the role of a manager in response to real-world situations they may face as future managers.

Assessing Social Capital and Value Creation in Virtual Student Project Teams: Evidence from Online Management Courses

This study contributes to the Scholarship of Teaching and Learning by expanding the investigative areas on the role of social capital in collaborative learning environments. This is done by examining aspired and experienced social capital in student reflections on team dynamics in online project teams and aligning student narratives to expected student outcomes. Within a value creation framework which is aligned to the four stages of team development, including forming, storming, norming, and performing in order to illuminate value creation experiences and aspirations of participants, the study covered 39 management education students in 8 online project teams spanning 3 courses at an East Coast US institution of higher learning from spring 2015 to spring 2016. Findings from 185 emerging themes suggest an alignment between social capital and student learning outcomes and appear to validate the explanatory strength of the value creation framework in relation to social capital as a value creator and as value created in learning communities. The findings demonstrate that social capital is both inherent and created in learning communities of the evaluated online project teams, and that social capital contributes to both individual and collective objectives of online project teams. Recommendations for online project team learners and instructors are discussed.

Toward a translational team science hierarchy of needs: Exploring the information management challenges of team science.

Clinical and Translational Research (CTR) requires a team-based approach, with successful teams engaging in skilled management and use of information. Yet we know little about the ways that Translational Teams (TTs) engage with information across the lifecycle of CTR projects. This qualitative study explored the challenges that information management imposes on the conduct of team-based CTR. We conducted interviews with ten members of TTs at University of Wisconsin. Interviews were transcribed and thematic analysis was conducted. TTs' piecemeal and reactive approaches to information management created conflict within the team and slowed scientific progress. The lack of cohesive information management strategies made it more difficult for teams to develop strong team processes like communication, scientific coordination, and project management. While TTs' research was hindered by the institutional challenges of interdisciplinary team information sharing, TTs who had developed shared approaches to information management that foregrounded transparency, accountability, and trust, described substantial benefits to their teamwork. We propose a new model for the Science of Team Science field - a Translational Team Science Hierarchy of Needs - that suggests interventions should be targeted at the appropriate stage of team development in order to maximize a team's scientific potential.

A Double-Edged Sword? The Impact of COVID-19 on Work Relationships in Virtual Teams

Due to COVID-19, remote work, online learning, and virtual team work have become ubiquitous in today’s higher education and corporate world. This study develops and empirically tests a conceptual model of how work relationships develop over time in virtual teams while under the influence of COVID-19. By integrating fundamental interpersonal relations orientation theory, the model of team development stages, and the threat-rigidity theory, we propose that work relationships in virtual teams progress through four stages (increase-decline-increase-decline). Moreover, we conceive external crises, as exemplified by COVID-19, as both opportunities and threats that exert positive and negative effects, respectively, on work relationships in virtual teams. We use a multi-level approach (e.g., time, individual, and country level) to analyze a longitudinal dataset from a virtual team work project of university students, with the random coefficient growth modeling approach. Results from a seven-wave survey of 3,578 participants from 62 countries and universities around the world, combined with archival data, largely support our hypotheses. We discuss the theoretical and practical implications of our findings.

Team coaching as a technology of psychological and pedagogical support of the teaching staff

The main purpose of this article is to describe the possibilities of the innovative psychotechnology “team coaching” for the psychological and pedagogical support of the teaching staff of an educational organization. The stages of the formation of the team and the features of the use of team coaching at a certain stage of team development are highlighted. Organizational problems that can be solved through team coaching are described. The effective methods and techniques of working with the team within the framework of the coaching session are identified in accordance with its structure. The role of the coach in the process of the coaching session is defined. The specificity of the teaching staff as a subject of professional activity in the context of a request for team coaching is considered. A universal team coaching program for the teaching staff of an educational organization is proposed, which is a topic that, in the process of mastering, forms an idea of teamwork, team decision-making techniques, setting team goals, ways to improve the quality of team dialogue, ways to build a team history and team vision of the mission of the organization.

Advancing influence tactics to the team level: the case of self-managed teams

PurposeBy combining the influence tactics and team development literatures, this paper aims to propose a new team-level approach to influence tactics in self-managed teams and a temporal account of the extent to which team-level influence tactics are associated with team performance as a dynamic process.Design/methodology/approachUsing 75 self-managed teams, we examined the relationship between the proportion of team members who tend to use each influence tactic to a high degree and team performance at initial versus advanced stages of team development.FindingsResults demonstrated at initial stages of team development, a high proportion of team members who tend to use assertiveness was detrimental to team performance, whereas at advanced stages of team development, a high proportion of team members tending to use ingratiation was detrimental, while rationality was positively associated with team performance. Additionally, a Fuzzy Qualitative Comparative Analysis showed that at advanced stages of team development, tactics configuration matters.Originality/valueThis study sets the stage for a team-level theory of influence tactics by examining the relationship between the proportion of team members who tend to use influence tactics to a high degree and team performance at initial versus advanced stages of team development, and the configurations of tactics associated with better team performance at these developmental stages. While the individual-level literature on influence tactics is based on notions of power and politics, in a team context and specifically with self-managed teams, there is a need to integrate theories of team processes and dynamics to understand how influence tactics are associated with performance.

Dynamic linkages of empowering and transformational leadership with knowledge sharing in project teams

ABSTRACT Previous research has studied the effect of leadership on knowledge sharing and has consistently found empowering and transformational leader behaviours to be important. However, there is lack of theoretical guidance on how the influence of leadership on knowledge sharing unfolds over time. This paper proposes a conceptual model that identifies key antecedents of knowledge sharing across different stages of life span of a project team. The conceptual model focuses on the influence of empowering and transformational leaders in each stage of team development. This paper argues that the influence of empowering and transformational leadership on knowledge sharing varies over time in a curvilinear manner such that the influence is limited during the initial and final stages but is relatively high in the intermediate stages of team development. This paper identifies the key mediators of the relationship between empowering/transformational leadership and knowledge sharing in project teams at different stages.

Taking an interprofessional collaborative practice to the next level: Strategies to promote high performing teams

Interprofessional collaborative practice is an effective model to deliver care to vulnerable populations. Nurse-led interprofessional clinics have shown improvements in patient outcomes including patients with heart failure. Yet, few studies report the sustainability of high performing interprofessional teams. The purpose of this paper is to describe the interventions and strategies implemented by the Heart Failure Transitional Care Services for Adults Clinic team over a 4-year time period to hardwire and promote high team performance and interprofessional collaboration as well as the ongoing evaluation of team function. This prospective study used an implementation science design so that important information learned could be easily translated into practice in a timely way. All domains of the SOAP-C questionnaire improved over time. Four of 7 domains in the CPAT questionnaire also improved over time. Team assessment revealed the team is in the performing stage of Tuckman's stages of team development. Working to build a high performing nurse-led interprofessional team that cares for underserved patients with heart failure is challenging, yet achievable. Our findings extend our previous work and support others who utilize the interprofessional collaborative practice model to improve health outcomes. • Successful integration of interprofessional collaborative practice competencies is achievable. • Consistent and focused attention on the entire team is essential for high performing teams. • Integration of interprofessional collaborative practice competencies can assist teams to become high performing teams.

Identifying the development stages of virtual teams – An application of social network analysis

PurposeThe purpose of this study is to explore some quantitative indicators from the social network analysis, observe the variations of these indicators over time and determine whether these indicators fit into the traditional team development stages model or theory. The primary focus is on the perspective of social interaction rather than the suitability of the indicator, i.e. the authors will not determine the optimal indicators nor compare the performance of different indicators. This study aims to propose a quantitative method to identify the development stages of virtual teams.Design/methodology/approachTwo phases were designed in this study. The first phase was a simple study to prove the preliminary ideas and explore which quantitative indicators would be suitable for analysis. In total, 16 undergraduates were randomly assigned to two virtual teams. They were required to complete an information system (IS) project through virtual teamwork and use information and communications technologies (ICTs) to communicate with each other. After proving the preliminary ideas, the authors collected communication data of the 30 virtual teams working on IS projects in the second phase. The total duration of this process was two months.FindingsThe findings practically identified three stages, which were found to be consistent with that of the previous qualitative studies. In the initial (inclusion) stage, intensity had an upward trend. In the second (control) stage, centralization had an upward trend. In the final (affection) stage, intensity and density had upward trends and centralization had a downward trend. Both density and centralization also became smooth in this final stage. The conclusion can serve as a basis for further studies in virtual team development.Originality/valueA successful virtual team will help industries to reduce their costs and increase performance and benefits. The findings will help industries quickly and objectively identify which stage they are at. This quantified approach will provide managers and leaders with a simple, useful way to highlight the needs for managing different aspects of team behavior at each stage of development. After establishing this approach, managers and leaders will be able to make plans to improve existing processes, set priorities, provide suitable principles and guidelines, etc., and eventually improve virtual team performance.

Assessing collaboration among team scientists within a triadic research center partnership.

Few studies have utilized qualitative methods to assess the perceived effectiveness of collaboration among research center interdisciplinary team scientists. Stages of team development served as the theoretical framework to characterize minority serving institution (MSI) and predominantly White institutions (PWI) participants' challenges and successes during a National Institutes of Health (NIH) sponsored cancer health disparities training and research program. We present the finding of an inductive analysis of four open-ended survey questions across two years. Fostering an awareness of the inherently taxing, yet centrality of group (team) development may advance an understanding of team dynamics and lead to increased team cohesion and productivity. In conclusion, we provide recommendations to assist multiple principal investigators who embark on team development.

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.

Experiential Learning Style Grouping Impact on Student Outcomes in Team Leadership Coursework

This study explores how different team configurations based on members’ experiential learning styles impacted group level variables including team learning behavior, stages of team development, potency, psychological safety, and satisfaction in an undergraduate class. Groups with homogeneous learning styles experienced higher levels of friendship and lower levels of conflict, which were associated with greater satisfaction and more rapid progress through the stages of group development. Most significantly, satisfaction was more strongly correlated to team learning behavior than psychological safety, suggesting that student groups in higher education settings may rely on other factors to progress through the stages of group development.

Team performance in a series of regional and national US cybersecurity defense competitions: Generalizable effects of training and functional role specialization

A critical component to any modern cybersecurity endeavor is effective use of its human resources to secure networks, maintain services and mitigate adversarial events. Despite the importance of the human cyber- analyst and operator to cybersecurity, there has not been a corresponding rise in data-driven analytical approaches for understanding, evaluating, and improving the effectiveness of cybersecurity teams as a whole. Fortunately, cyber defense competitions are well-established and provide a critical window into what makes a cybersecurity team more or less effective. We examined data collected at the national finals and four regional events of the Collegiate Cyber Defense Competition and posited that experience, access to simulation-based training, and functional role composition by the teams would predict team performance on four scoring dimensions relevant to the application of information assurance skills and defensive cyber operations: (a) maintaining services, (b) help-desk customer support, (c) handling scenario injects, and (d) mitigating red team attacks. Bayesian analysis highlighted that experience was a strong predictor of service availability, scenario injects, and red team defense. Simulation training was also associated with good performance along these scoring dimensions. High-performing and experienced teams clustered with one another based on the functional role composition of team skills. These results are discussed within the context of stages of team development, the efficacy of challenge-based learning events, and reinforce previous analytical results from cyber competitions.

Integrating antibiotic stewardship and infection prevention and control programs using a team science approach

Reduction of health care-associated infections is trending in the right direction after decades of work by those involved in infection prevention and control and antibiotic stewardship. With institutional priorities currently pivoting to meet the needs of COVID-19 patients, this may be an advantageous time to promote integration of facility-level antibiotic stewardship and infection prevention and control programs. We propose a team science framework as a tool to leverage the complementary expertise of stewardship and infection prevention and control professionals. This framework considers stages of team development and fluidity needed when working with shifting priorities and can be used by leaders and team members throughout all phases of team building—from developing and launching the team, through evaluating and modifying team activities to best suit local needs.

ДО ПИТАННЯ СУТНОСТІ ТА ЗМІСТУ МОТИВАЦІЇ НОВИХ ЧЛЕНІВ ПРОФЕСІЙНОЇ ГРУПИ: ТЕОРЕТИЧНИЙ ОГЛЯД

The concept of motivation is considered as a process of complex influence on personality behavior in order to achieve the set goals. It was established that the promising direction of motivation of new members of the professional group is the organization and development of teamwork and the formation of teamtargeted motivation. In this regard, the content of the definitions of the team, team work, professional group is disclosed, based on the analysis in which the main stages of team development are revealed. The prerequisites for effective teamwork are defined. Motivation as a driving force and one of the priority functions of management is considered. It is proved that peculiarities of professional group development determine ways and directions of motivation of its members. The peculiarities of the motivational process of the team were clarified and the problem of the ratio of motivation and goals was revealed. A generalized understanding of the phenomenon of synergistic effect, which consists in increasing the efficiency of activities as a result of integration, is presented. The main theories of motivation in groups are analyzed: meaningful theories of motivation, which are based on the identification of internal motives that force a person to act like this and not otherwise (twofactor theory by F. Herzberg, theory of acquired needs by D. Mack Clelland, theory of Maslow hierarchy of needs, theory of needs by ERG K. Alderfer) and procedural theories that analyze people’s behavior regarding the distribution of effort to achieve different goals and choose a specific type of behavior aimed at meeting needs (justice theory by J. Adams, expectation theory by V. Vrum, Porter-Lawler model, theory X, Y D. McGregor, theory Z (participative management) by V. Ouchi).

The challenges facing innovation teams in healthcare organizations: A case study of King Abdullah Medical City

Understanding the challenges of team-based projects is a phenomenon that has become increasingly critical to both academics and practitioners. Identifying the obstacles which inhibit team-based project effectiveness is crucial to health organizations. Research exploring the challenges facing team members during the stages of team building is limited. Further, exploring the role of leadership style on Hence, the current study delves into the challenges facing innovation team members in King Abdullah Medical City during the team development stages. Based on Tuckman's stage development model, the study identifies the challenges facing members during the five stages of team development stages (i.e., forming, storming, performing, norming, and adjourning). Four focused groups, eight face-to-face interviews and unstructured personal observation have been used to collect data for this study. The findings reveal five critical themes related to the challenges confronting innovation team members during the stages of team development. In particular, the storming and norming stages are found to be the most critical stages, which involve many difficulties such as leader characteristics, communication, task distribution.

Coordination Cost and Super-Efficiency in Teamwork: The Role of Communication, Psychological States, Cardiovascular Responses, and Brain Rhythms

To advance knowledge on the psychophysiological markers of “coordination cost” in team settings, we explored differences in meta-communication patterns (i.e., silence, speaking, listening, and overlap), perceived psychological states (i.e., core affect, attention, efficacy beliefs), heart rate variability (i.e., RMSSD), and brain rhythms (i.e., alpha, beta and theta absolute power) across three studies involving 48 male dyads (Mage = 21.30; SD = 2.03). Skilled participants cooperatively played three consecutive FIFA-17 (Xbox) games in a dyad against the computer, or competed against the computer in a solo condition and a dyad condition. We observed that playing in a team, in contrast to playing alone, was associated with higher alpha peak and global efficiency in the brain and, at the same time, led to an increase in focused attention as evidenced by participants’ higher theta activity in the frontal lobe. Moreover, we observed that overtime participants’ brain dynamics moved towards a state of “neural-efficiency”, characterized by increased theta and beta activity in the frontal lobe, and high alpha activity across the whole brain. Our findings advance the literature by demonstrating that (1) the notion of coordination cost can be captured at the neural level in the initial stages of team development; (2) by decreasing the costs of switching between tasks, teamwork increases both individuals’ attentional focus and global neural efficiency; and (3) communication dynamics become more proficient and individuals’ brain patterns change towards neural efficiency over time, likely due to team learning and decreases in intra-team conflict.