Contributions Of Team Members Research Articles

Analyzing The Optimal Leadership Style To Enhance Organizational Commitment In Student-Composed Startup

Employees' decisions and actions have a significant impact on organizational performance. How a company treats its employees can benefit or harm the organization. Research indicates that employees with high organizational commitment contribute to better business outcomes. Leaders and managers play a crucial role in fostering this commitment by ensuring employees understand their roles, receive the necessary support, and recognize how their work contributes to the organization's success. However, a one-size-fits-all leadership approach is ineffective; leadership styles must be tailored to the organization's needs. In startups like Asa Cerra, a student-based healthy food technology company, each team member's contribution is crucial for rapid innovation. Asa Cerra faces frequent delays and underperformance, suggesting a decline in team commitment, which is essential for success. This study aims to identify the optimal leadership style for Asa Cerra to enhance organizational commitment. Using an ethnographic research design, data were collected through participant observation, in-depth interviews, and auto-ethnography from key informants, including team leaders and members. The analysis revealed that Asa Cerra's current leadership employs pace-setting and affiliative styles. While these styles have benefits, they fail to meet the co-founders' aspirations for stronger organizational commitment. The study suggests that combining coaching and democratic leadership styles could better enhance commitment. These styles align well with team members' expectations and address the limitations of the current pace-setting and affiliative approaches. By adopting coaching and democratic leadership, Asa Cerra can improve team commitment, leading to better performance and innovation.

The Analysis of 4C-Based Learning Implementation for Islamic Religious Education Students

The purpose of this study is to identify issues surrounding the application of 4C-based learning. In addition, this study looks at how lecturers address issues that arise with their pupils. The method used in this study is qualitative descriptive. Purposive sampling procedures were used in the selection of the 20 students and 2 lecturers participated in this study. Data were gathered by open-ended surveys, interviews, and observations. Data analysis involves gathering, condensing, presenting, and deriving conclusions using interactive models. Researchers found that lecturers tried to engage 4C based learning during their class. The necessary abilities, which include the capacity for critical and creative thought as well as collaboration and communication, must be tailored to the trends of the twenty-first century. Students' abilities to argue critically with others and to articulate their thoughts rationally serve as examples of this. Besides, students are able to exhibit their capacity for productive work, recognize the diversity within the team, show adaptability and a readiness to consider other people's viewpoints, assume joint accountability for group projects, and recognize the significance of each team member's contribution to a diverse group. They consider some applications such as Canva, Mind Master, Kahoot, and QR Code for their creativity supports. As well as, writing papers assignment is able to build students’ critical thinking skills. Students who possess critical thinking abilities may identify issues, come up with solutions, and gather and arrange data. Students’' ability to create topic papers and research papers serves as evidence of this.

Antibiotic Stewardship in Surgical Departments.

Antimicrobial resistance (AMR) has emerged as one of the leading public health threats of the 21st century. New evidence underscores its significance in patients' morbidity and mortality, length of stay, as well as healthcare costs. Globally, the factors that contribute to antimicrobial resistance include social and economic determinants, healthcare governance, and environmental interactions with impact on humans, plants, and animals. Antimicrobial stewardship (AS) programs have historically overlooked surgical teams as they considered them more difficult to engage. This review aims to summarize the evolution and significance of AS in surgical wards, including the surgical intensive care unit (SICU) and the role of diagnostic stewardship (DS). The contribution of AS team members is presented. The new diagnostic modalities and the new technologies including artificial intelligence (AI) are also reviewed.

A first-year integrated project-based course: Students' experience and engagement working in teams amid COVID-19

The Faculty of Engineering at McMaster University implemented its largest curricular change through the PIVOT. First-year engineering students now take a 13-unit ENGINEER 1P13 that integrates multiple interdisciplinary projects allowing students to apply first year engineering theory and knowledge directly. This paper examines the teamwork and collaboration skills of ENGINEER 1P13 students by analyzing to what extent the course’s pedagogical approach helped students engage with their team, achieve the course learning outcomes and master the related skills. Data from three student surveys show that most students reported a high level of engagement with their team/group and agreed that they achieved the learning outcomes and mastered skills related to teamwork abilities. Also, students valued the opportunity to work in teams to meet new people and improve their overall learning experience. However, students also mentioned they struggled with how to address an imbalance in team member contributions to the projects.

Strategic Bias in Team Members’ Communication about Relative Contributions: The Effects of Voluntary Communication and Explanation

ABSTRACT One significant challenge of motivating team performance is that the contribution of individual team members is difficult to observe. In this setting, managers often seek private information about team members’ relative contributions to help allocate team bonuses. However, the presence of self-interested biases in such communication, especially strategic bias, could reduce its informational value. We study the effects of two features of team members’ communication about their relative contributions—whether it is mandatory or voluntary and whether an explanation is required—on the severity of employees’ self-interested biases in their communication. As predicted, experimental results show that when explanations are not required, low-ability team members incorporate more strategic bias into their relative contribution communication when it is voluntary, compared to mandatory. We also observe that among low-ability team members, the greater strategic bias observed when the relative contribution communication is voluntary, compared to mandatory, diminishes when an explanation is required. Data Availability: Data are available from the authors upon request.

On the design and development of a handheld electrocardiogram device in a clinical setting.

Cardiovascular diseases (CVDs) are a global burden that requires attention. For the detection and diagnosis of CVDs, the 12-lead ECG is a key tool. With technological advancements, ECG devices are becoming smaller and available for home use. Most of these devices contain a limited number of leads and are aimed to detect atrial fibrillation (AF). To investigate whether a four-electrode arrangement could provide enough information to diagnose other CVDs, further research is necessary. At the University Medical Center Utrecht in a multidisciplinary team, we developed the miniECG, a four-electrode ECG handheld system for scientific research in clinical environments (TRL6). This paper describes the process followed during the development of the miniECG. From assembling a multidisciplinary team, which includes engineers, cardiologists, and clinical physicians to the contribution of team members in the design input, design, and testing for safety and functionality of the device. Finally, we detail how the development process was composed by iterative design steps based on user input and intended use evolution. The miniECG is a device compliant for scientific research with patients within Dutch Medical Centers. We believe that hospital-based development led to a streamlined process, which could be applied for the design and development of other technologies used for scientific research in clinical environments.

Challenges of Blended versus Online Learning with Arduino for Teachers and Students

The paper provides a comparative analysis of blended learning versus fully online learning of informatics course using Arduino. The aim of the research is to find out which teaching method leaves students more satisfied in learning the basics of electronics and programming. Until the Covid-19 pandemic, teaching took place in a computer classroom, with project-based learning in teams, while all teaching materials were uploaded to Moodle e-course. The advantages of blended learning on Arduino projects are active learning by doing, student collaboration and peer learning, the physical presence of the teacher with his immediate feedback and support. The disadvantages are the limited time to complete the Arduino projects, the need for a sufficient number of Arduino kits, the possibility of hardware failure, and the uneven contributions of student team members. Due to the transition to fully online teaching during the Covid-19 pandemic, the Autodesk Tinkercad Circuits web-based software was chosen. This software provides a virtual Arduino simulator for creating, programming and testing Arduino circuits, and managing a virtual classroom. The advantages of online learning with Arduino are increased effort and motivation of individual students, avoidance of electronic component failures and reduced frustration due to errors. The disadvantages are technical problems, communication problems, such as the lack of direct contact with the teacher and each other, and the lack of development of practical skills. Nevertheless, the research of two generations of first-year students of informatics (N=72) shows that they are more satisfied with online learning on Arduino projects than with blended learning, and this difference is statistically significant (t(70)=3.91; p<0.01). Therefore, Tinkercad Circuits can be used as an educational tool in regular classes to make learning the basics of electronics and programming more interesting and successful.

A team‐centric metric framework for testing and evaluation of human‐machine teams

AbstractWe propose and present a parallelized metric framework for evaluating human‐machine teams that draws upon current knowledge of human‐systems interfacing and integration but is rooted in team‐centric concepts. Humans and machines working together as a team involves interactions that will only increase in complexity as machines become more intelligent, capable teammates. Assessing such teams will require explicit focus on not just the human‐machine interfacing but the full spectrum of interactions between and among agents. As opposed to focusing on isolated qualities, capabilities, and performance contributions of individual team members, the proposed framework emphasizes the collective team as the fundamental unit of analysis and the interactions of the team as the key evaluation targets, with individual human and machine metrics still vital but secondary. With teammate interaction as the organizing diagnostic concept, the resulting framework arrives at a parallel assessment of the humans and machines, analyzing their individual capabilities less with respect to purely human or machine qualities and more through the prism of contributions to the team as a whole. This treatment reflects the increased machine capabilities and will allow for continued relevance as machines develop to exercise more authority and responsibility. This framework allows for identification of features specific to human‐machine teaming that influence team performance and efficiency, and it provides a basis for operationalizing in specific scenarios. Potential applications of this research include test and evaluation of complex systems that rely on human‐system interaction, including—though not limited to—autonomous vehicles, command and control systems, and pilot control systems.

Leadership behaviours in interprofessional student teamwork

BackgroundEffective leaders support high-quality patient care and improve patient safety by embodying a collective leadership style. Training in leadership skills needs to be integrated longitudinally throughout a clinician’s career. Models of leadership drawn from organisational theories can provide a conceptual framework for cultivating student leadership qualities during teamwork and the evaluation of emergent outcomes. Using the conceptual framework of Situational Leadership Theory, we sought to explore the leadership qualities identified by students of their team members, during a large scale interprofessional learning activity.MethodsIn 2018, 1674 students from 11 health disciplines were required to participate in the “Health Collaboration Challenge” (HCC). The HCC required students to work in small interprofessional teams of five or six students. Following team activities, students were required to provide constructive written feedback to their team members. Peer feedback data were coded and categorised into themes using the conceptual framework of Situational Leadership Theory. Data were then quantified within each theme.ResultsA total of 1282 comments were analysed. The most frequent comments related to ‘delegating’ (456/1282, 36%) and ‘supporting’ (402/1282, 31%). This was followed by comments categorised as ‘directing’ (244/1282, 19%), and ‘coaching’ (180/1282, 14%) leadership styles. Notably, a total of 1112/2597 (43%) of comments were unconstructive. A total of 298 comments provided by students informed their peers of areas for self-improvement. The most frequent comments were recommendations relating to ‘active team member contribution’ (111/298; 37%), followed by ‘communication’ (83/298; 28%), ‘interprofessional practice’ (77/298; 26%), and ‘disciplinary knowledge’ (27/298; 9%).ConclusionAlthough most students demonstrated a reasonable ability to display leadership behaviours appropriate to teamwork, further development is needed through training. Leadership skills are an expectation of health professional graduates, and should be explicitly taught and vertically integrated within interprofessional education curricula. Further research is warranted in how students contribute to and understand the requirements of leadership within interprofessional teams.

Value creation in student team projects. Evidence from intra-group assessments in online management courses

ABSTRACT A value creation conceptual framework is used to analyse perceived value creation in intra-group assessment narratives of students in online team projects enrolled in Management courses. Emerging categorised themes organised under four domains including preparedness, contribution to productivity, respect for others, and flexibility, aligned with the four value creation cycles in the conceptual framework and appear to advance expected student learning outcomes made up of critical thinking; interactions with other students; student engagement in initiating or contributing to content or other learning activities; and use of problem-solving skills. Team size appears to affect individual team member contributions. Participating students wanted their team mates to be prepared for project activities; to contribute substantially or intangibly to team productivity; to be respectful of others; to seek consensus and compromiise; and to show flexibility in their interaction with others. Instructors should consider these findings when they provide guidance to students in learning teams.

Sex, Race, and the Allocation of Credit in Dispersed Teams: Whose Contributions to Team Success Get Noticed and Whose Get Neglected

Abstract When the members of a team work together in pursuit of a collective goal, who stands out? We analyze this question by focusing on how managers allocate credit among a team’s members when employee performance is difficult to observe. We argue that under conditions of incomplete information, managers use whatever information they have readily at hand—even if it is only crudely reflective of individual performance—to make inferences about team members’ contributions to team success. We further argue that these inferences will tend to disadvantage women and persons of color relative to white men. Our information-based perspective points to additional propositions that are theoretically novel: Imperfect information will be more severe when a team member works remotely; consequently, team members who are colocated with their manager will be more likely than non-colocated team members to receive recognition for their contributions to team success. Moreover, we argue that any informational disadvantages attaching to remoteness will vary by team members’ race/sex. We use micro-data on 121,809 federal employees who are nested in 31,188 group award instances, and employ a fixed effects approach to test these and related propositions. Our findings’ key implications for theory are that managers allocating credit among a group’s members will tend to do so suboptimally in demographically diverse, geographically dispersed groups. These managers will tend to overlook the contributions of women and persons of color, and will also tend to overlook the contributions of remote team members.

Performance Below Historical Aspirations, Team Size and Member Contribution Dispersion

We study how negative performance deviations from historical aspirations influence team size and dispersion of team member contributions. Drawing on performance feedback theory we posit that organizational performance below historical aspirations in the most recent period will raise doubt in team members’ abilities. This will consequently trigger a search for talent which will result in larger teams. Doubt in members’ abilities will also lead to a less equitable contribution dispersion, with fewer team members entrusted with a larger contribution share toward team output. We also expect that these relationships will be weaker for more talented teams. Empirical analyses based on data from the English Premier League are consistent with our theoretical expectations. The fixed effects specification of our models and several supplemental analyses, including instrumental variable estimation, confirm the robustness of our findings.

Incorporating the student perspective in designing a virtual team classroom environment: an elaborated action design science research approach

PurposeThis paper aims to address the long-standing problem of suboptimal student team experiences for instructors and students by incorporating the student voice by co-creating a virtual team collaborative environment to improve team collaboration in the online classroom.Design/methodology/approachThis paper presents a novel design science research approach and relates two elaborated action design science research (eADSR) cycles that design, implement and evaluate the student team experience in online courses requiring teamwork.FindingsThe outcome is a holistic view of a virtual team classroom environment specified with technologies and practices that may be employed to optimize the student team experience. The eADSR process yields non-obvious diagnoses and actionable steps for continually incorporating the ever-changing social aspects unique to students in addition to the evolving technological landscape.Practical implicationsThis paper is valuable to faculty members interested in applying eADSR processes to incorporate the student voice to address pedagogical and learning challenges in the classroom. Additionally, it provides a DSR-based model that can be implemented in the classroom to improve student team collaboration as well as transparency for the instructor and the students in terms of team member contributions with the goal to alleviate student and faculty frustrations. This topic is particularly relevant in light of COVID-19 as students and faculty alike are thrust into new online classroom environments.Originality/valueEmploying eADSR in the classroom is a novel and unique approach to create a replicable model for virtual team collaboration that can be added to the classroom.

Code-quality evaluation scheme for assessment of student contributions to programming projects

Project-based learning is the most common approach to software engineering education, due to its emphasis on the teamwork skills essential to real-world collaborations. This study developed an automated programming assessment system (APAS) featuring a code-quality evaluation scheme to overcome difficulties in assessing the contribution of individual team members. Team participation is visualized on a weekly basis to provide insights pertaining to team dynamics, and metrics based on code quality allow the segmentation of students by level of contribution. Insights provided by the proposed system were also shown to facilitate interventions aimed at improving code quality. Empirical analysis based on submission data from 146 students (41 teams) demonstrated the feasibility of the proposed system in monitoring group-based learning projects at the university level, particularly in detecting free-riders.

A Theory-Based Approach for Identifying Nurse and Team Member Contributions in the Electronic Health Record.

Team-based care delivered by an interprofessional team has been shown to be an effective strategy for caring for diverse, complex patient populations. Interprofessional teams can improve outcomes, reduce costs, and enhance the patient experience through patient-centered care. Nurses are essential members of healthcare teams within and across settings. It is imperative for practicing nurses, educators, and researchers to be able to identify and report the contributions of nurses to team performance and care outcomes to prepare students for high-performance teamwork to improve practice and influence healthcare policy. Currently, the work of many nurses and other team members is not discoverable in electronic health records. Methods used to identify all members of the healthcare team may not be aligned with theories and definitions of teamwork embedded in emerging nursing and interprofessional accreditation guidelines. This paper describes a promising new, theoretically grounded approach to identify team members, including nurses, in electronic health records. Using operational constructs from a common team definition, grounded in theory, primary care teams were data mined from EHR data to find the hidden members of the team. Further testing and use of this approach have the potential to provide a robust strategy to identify and distinguish each team member's contributions to clinical outcomes while laying the foundation for a meaningful study of teams in large data sets like the electronic health record. New strategies to study nursing and team member contributions utilizing EHR data may lead to improved clinical outcomes. A better understanding of how teams are structured may enhance the understanding of each team member's contribution to outcomes and lead to more equitable recognition and reimbursement for all team members.

Coaches’ Beliefs About Shy Children and Adolescents in the Context of Team Sports

The goal of this study was to explore coaches’ beliefs about the role of child and adolescent shyness in team sports. Participants were (N = 496) coaches of children and adolescents from team sport organizations across Canada. Coaches responded to open-ended questions asking about the benefits of team sports participation for shy children and adolescents, as well as the special contributions that shy team members may make to a sports team. Among the results, coaches cited improvements in social skills most often as the primary benefits of engaging in team sports for shy team members. Coaches most frequently listed promoting social inclusion, quiet leadership, and being coachable as specific contributions of shy team members. Some age differences were also noted. Results are discussed in terms of implications of shyness for children and adolescents who participate in organized team sports.

Multidisciplinary decision-making in older patients with cancer, does it differ from younger patients?

BackgroundIn order to tailor treatment to the individual patient, it is important to take the patients context and preferences into account, especially for older patients. We assessed the quality of information used in the decision-making process in different oncological MDTs and compared this for older (≥70 years) and younger patients. Patients and methodsCross-sectional observations of oncological MDTs were performed, using an observation tool in a University Hospital. Primary outcome measures were quality of input of information into the discussion for older and younger patients. Secondary outcomes were the contribution of different team members, discussion time for each case and whether or not a treatment decision was formulated. ResultsFive-hundred and three cases were observed. The median patient age was 63 year, 32% were ≥70. In both age groups quality of patient-centered information (psychosocial information and patient's view) was poor. There was no difference in quality of information between older and younger patients, only for comorbidities the quality of information for older patients was better. There was no significant difference in the contributions by team members, discussion time (median 3.54 min) or number of decision reached (87.5%). ConclusionFor both age groups, we observed a lack of patient-centered information. The only difference between the age groups was for information on comorbidities. There were also no differences in contributions by different team members, case discussion time or number of decisions. Decision-making in the observed oncological MDTs was mostly based on medical technical information.

Grand Challenges Initiative: Producing Actionable and Visible Results that Drive Innovation and Improvement

To produce actionable and visible assessment findings that drive innovation and improvement, strategies should be implemented at the national and local level throughout each stage of the assessment process. Fostering these findings is the need to authentically engage stakeholders throughout the assessment process. Done well, the engagement of stakeholders aids in the creation of relevant outcomes, and, importantly, sharing results using strong data visualization techniques with data storytelling elements. This paper is a summary of the strategies and tactics compiled to address the Grand Challenges in Assessment initiative. The authors listed in this project contributed many hours of discussion, literature review, professional scholarship, and shared personal experiences at their institutions. The product is a collaboration that cannot be attributed to one person or to rank the efforts of team member contributions. The first two listed authors co-chaired the group, and the team members are listed as authors in alphabetical order.

Only as Strong as the Strongest Link: The Relative Contribution of Individual Team Member Proficiency in Configuration Design

Abstract Prior research has demonstrated how the average characteristics of a team impact team performance. The relative contribution of team members has been largely ignored, especially in the context of engineering design. In this work, a behavioral study was conducted with 78 participants to uncover whether the most or least proficient member of a configuration design team had a larger impact on overall performance. Proficiency is an individual's ability to deal with a specific range of problem. It was found that a configuration design team is most dependent on the proficiency of its most proficient member. The most proficient member had a significant positive effect on how quickly the team reached performance thresholds and the other members of the team were not found to have the same positive impact throughout the design study. Behavioral heuristics were found using hidden Markov modeling to capture the differences in behavior and design strategy between different proficiency members. Results show that high proficiency and low proficiency team members exhibit different behavior, with the most proficient member's behavior leading to topologically simpler designs and other members adopting their designs, leading to the most proficient member driving the team design and thus the team performance. These results underscore the value of the relative contribution model in constructing engineering teams by demonstrating that different team members had unequal effects on team performance. It is shown that enhancing the most proficient member of a team is more likely to contribute to increased team performance than enhancing the least proficient member.

ОПТИМІЗАЦІЯ РОЛЬОВОЇ СТРУКТУРИ УПРАВЛІНСЬКОЇ КОМАНДИ ЯК ПЕРЕДУМОВА ЗАБЕЗПЕЧЕННЯ ЇЇ РЕЗУЛЬТАТИВНОСТІ

The article substantiates that the dependence of the effectiveness of management team on the diversity and level of development of managers’ competencies necessitates the study of the management team in terms of competency approach. It is proved that the team role should be assigned to a team member taking into account socio-psychological abilities, personal intellectual and psychophysiological capabilities and professional characteristics. It is shown that the result of the rational distribution of team roles is the formation of an effective role structure of the management team, which is determined by the subjective components of the competencies of its members. Systematized team roles in accordance with the necessary personal qualities of managers and the contribution of team members to the overall result. It is proved that when determining the distribution of team roles it is necessary to take into account their priority depending on the stage of development at which the management team is. The algorithm of team development is considered as a sequence of stages, which include the stages of formation, intensive formation, normalization, implementation, dissolution. The standard list of stages of development of a management team at the expense of addition of a stage of an estimation of results of its functioning is specified. Priority team roles have been identified and substantiated in accordance with the stages of management team development. It is proved that a necessary condition for ensuring the effective functioning of the management team at each stage of its development is the implementation of a complete list of them. It is substantiated that the construction of the optimal role structure is a source of high efficiency of the management team and ensuring the effect of competence synergy due to the subjective competencies of managers. The conditions for ensuring the effect of competence synergy from the optimization of the role structure of the management team are systematized, which are to determine the full list of team roles in accordance with the subjective competencies of managers and take into account the priority of specific roles depending on the stage of development.