Teamwork Competencies Research Articles

Развитие компетенции командной работы у студентов в проектной деятельности

In line with the Federal State Educational Standard, the university incorporates requirements for developing universal competencies, such as program design, teamwork, and leadership skills. Fostering teamwork competencies through project activities aligns with the university's goals for modern education. The importance of this issue is underscored by the introduction of new disciplines on project activities and teamwork, aiming to enhance pedagogical practices. The study aimed to assess students' teamwork competence levels essential for their professional and personal lives, and to provide recommendations for its development. Research methods included theoretical analysis and practical surveys of 214 students from the 2nd-5th courses at S.A. Yesenin Russian State University. The results highlighted students' readiness for teamwork based on their values. While various team-building activities are recognized, there is a lack of clear value orientations driving real-world teamwork. The findings emphasize the need to enhance educational processes, teaching methods, and curriculum content in this area.

GAME-BASED LEARNING ENHANCING LEAST LEARNED COMPETENCIES IN APPLIED SOCIAL SCIENCES

In the rapidly evolving landscape of education, incorporating innovative and engaging teaching methods is crucial for fostering effective learning outcomes. Teacher needs to ensure that learners can cope up with classroom challenges especially in a class composed of learners with heterogeneous level of understanding for a particular subject is strenuous to handle since they have different expectations and abilities. By leveraging the power of gamification, the study aims to investigate the effectiveness of game-based learning in facilitating the acquisition and retention of critical competencies that have historically proven to be more challenging for learners. The game-based learning intervention will consist of interactive and immersive educational games specifically designed to address the identified least learned competencies. The games will be implemented as supplementary learning tools, integrated into the existing applied social sciences curriculum. Through an extensive review of existing literature and empirical evidence, the study aims to provide insights into the impact of game-based learning on enhancing skill development, critical thinking, problem-solving, teamwork, and other competencies specific to the applied social sciences domain. Hence, the findings of this study will contribute to the existing body of knowledge on game-based learning and its effectiveness in enhancing least learned competencies in applied social sciences. In addition, it will inform educators, policymakers, and curriculum developers on the potential benefits and implications of integrating game-based learning approaches within the applied social sciences domain. Ultimately, this study aims to promote more engaging and effective pedagogical strategies that foster comprehensive skill development in students, preparing them to excel in the dynamic and complex world of applied social sciences.

Non-directive team coaching in engineering education to strengthen teamwork competencies

PurposeTeamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development and effectiveness. This study aimed to analyze how a non-directive coaching intervention model for an entire team influences the individual team members’ teamwork competencies.Design/methodology/approachAction research was used in this study with a quasi-experimental design featuring control and experimental groups comprising final-year engineering students from Universidad Politécnica de Madrid. The sample included 168 students, with 132 in the control group and 36 in the experimental group. The experimental group underwent a non-directive team coaching intervention involving three sessions. Competencies were evaluated using the teamwork competency test (TWCT), administered at the course’s beginning and end to measure progress.FindingsThe results show that the individuals who participated in the team coaching significantly increased their competencies, particularly “conflict resolution” and “feedback.”Originality/valueThis study’s value contributes to identifying the positive impacts of non-directive team coaching interventions on individual teamwork competencies, fostering collaborative skills and supporting collective goals.

Competencies of the public servant and their impacts: a study in Brazil

PurposeThe authors aimed to investigate whether the competencies of public servants (self-competence, teamwork competence, change competence, communication competence (CC) and ethical competence) influence their organizational commitment and indirectly their job satisfaction.Design/methodology/approachBased on a structural model from the literature, the authors conducted a survey with 463 Brazilian public servants using a questionnaire, and the authors evaluated the measurement model through confirmatory component analysis (CCA). Then, the authors used partial least squares structural equation modeling (PLS-SEM) to analyze the structural model.FindingsThe authors' results showed that the ethical competence construct tends to have a direct positive influence on the organizational commitment construct and indirectly influences the job satisfaction of public servants. On the other hand, the authors found that the self-competence, teamwork competence, change competence and CC constructs did not impact organizational commitment or job satisfaction indirectly.Originality/valueThe authors conclude that developing ethical competence in public servants is likely to increase their organizational commitment and indirectly positively affect their job satisfaction. This research tested the five dimensions of competencies under a new focus, public service, seeking to evidence their relationships with the organizational commitment and job satisfaction of public servants, filling a gap in the literature.

A new practical approach using TeamSTEPPS strategies and tools: – an educational design

BackgroundTeamwork has played a critical role in ensuring patients’ safety and preventing human errors in surgery. With advancements in educational technologies, including virtual reality, it is necessary to develop new teaching methods for interpersonal teamwork based on local needs assessments in countries with indigenous cultures. This study aimed to design and develop a new method of teaching teamwork in cesarean section surgery using virtual reality; we further evaluated the effects of this method on healthcare professionals’ knowledge and attitudes about teamwork.MethodsThis study was designed using the ADDIE instructional design model. The TeamSTEPPS Learning Benchmarks questionnaire was used to assess the educational needs of 85 participants who were members of the cesarean section surgery team. A specialized panel analyzed the extracted needs, and the scenario was compiled during the design stage. Finally, four virtual reality contents were created using 360-video H.265 format, which were prepared from specified scenarios in the development of the educational program. The TeamSTEPPS Learning Benchmarks questionnaire was used to measure knowledge, and the T-TAQ was used to measure the participants’ attitudes.ResultsSix micro- skills were identified as training needs, including briefing, debriefing, cross-monitoring, I'M SAFE checklist, call-out and check-back, and two-challenge rule. Intervention results showed that the virtual reality content improved teamwork competencies in an interprofessional team performing cesarean section surgery. A significant increase was observed in the mean score of knowledge and attitude after the intervention.ConclusionThrough addressing the need for teamwork training, utilizing the TeamSTEPPS strategy, and incorporating new educational technologies like virtual reality, the collaboration among surgical team members can be enhanced.

Group Haptic Collaboration: Evaluation of Teamwork Behavior during VR Four-Person Rowing Task.

The assessment of multi-person group collaboration has garnered increasing attention in recent years. However, it remains uncertain whether haptic information can be effectively utilized to measure teamwork behavior. This study seeks to evaluate teamwork competency within four-person groups and differentiate the contributions of individual members through a haptic collaborative task. To achieve this, we propose a paradigm in which four crews collaboratively manipulate a simulated boat to row along a target curve in a shared haptic-enabled virtual environment. We define eight features related to boat trajectory and synchronization among the four crews' paddling movements, which serve as indicators of teamwork competency. These features are then integrated into a comprehensive feature, and its correlation with self-reported teamwork competency is analyzed. The results demonstrate a strong positive correlation (r>0.8) between the comprehensive feature and teamwork competency. Additionally, we extract two kinesthetic features that represent the paddling movement preferences of each crew member, enabling us to distinguish their contributions within the group. These two features of the crews with the highest and the lowest contribution in each group were significantly different. This work demonstrates the feasibility of kinesthetic features in evaluating teamwork behavior during multi-person haptic collaboration tasks.

Content aspects of translation training programmes at chinese universities

The paper deals with the problem of training translators in higher education institutions of the People's Republic of China. Translation training programmes are offered by polytechnic, educational and language universities. It is stated that in China, translation training at the master's level is provided not only at language universities, but also at universities of applied sciences. The system of requirements for the content of bachelor's and master's programmes is considered. It is established that the training of translators at the bachelor's level consists of two stages: the basic and the professional training stage. Translation training programmes have the same structure at both stages, but differ in the content of the structural components, which are: theory, translation, interpreting, translator's tools, cultural literacy. The main competences required for obtaining a master's degree in translation are highlighted: language competence, translation competence, intercultural communication competence, competence in acquiring encyclopaedic knowledge, and teamwork competence. The basic stage focuses on fostering students' good academic style and correct teaching methods and on building basic bilingual skills. At the vocational stage, the focus is on developing students' practical interpretation and translation skills. As a result of professional translation training, a translation specialist should be able to translate texts of various genres, using translation principles and techniques professionally; be able to translate texts in various fields, such as politics, economics, automotive, business, medicine, into Chinese, and be able to translate texts in related fields into foreign languages. It has been determined that in order to better meet the current needs of society for qualified translators, universities create professional courses on a scientific basis. Such courses include, in particular, technical translation, translator's tools, and cultural studies.

"It is great what we have learned from each other!" - Bedside teaching in interprofessional small groups using the example of Parkinson's disease.

While patient care often involves interprofessional collaboration, interprofessional teaching formats with participants from medical and physiotherapy fields are still rare. Furthermore, interprofessional education often takes place as separate courses and is not integrated into the clinical curriculum. Therefore, the goal of this project was to develop and implement interprofessional content into bedside teaching. The clinical subject of the course was "Parkinson's disease", as this condition allowed for the exemplary demonstration of interprofessional teamwork and different competencies. Through interprofessional bedside teaching and a specific clinical context, interprofessionalism was intended to be integrated and experienced as natural part of clinical practice. The bedside teaching was complemented with work in break-out groups and a lecture. The course was first conducted in the winter semester 2021/22. Participants were medical and physiotherapy students. Teaching teams were also interprofessional. A concurrent evaluation was carried out using the University of the West of England Interprofessional Questionnaire (UWE-IP) before and after course participation. UWE-IP scores in all sub-scales indicated a positive attitude, except for the "Interprofessional Learning" scale among physiotherapy students, which reflected a neutral attitude. Significant group differences were observed in the same scale at the pre-course time point between medical and physiotherapy students (p<0.01) and among medical students before and after course participation (p=0.02). The course proved to be well-suited for integrating interprofessional content into clinical education and can serve as a model for future teaching units. The evaluation reflected a positive attitude toward interprofessional learning.

Care management and leadership according to nurses' perception in the hospital context of COVID-19.

To understand how nursing care management occurred during the COVID-19 pandemic. A qualitative study conducted at a university hospital in São Paulo, Brazil. The sample consisted of eight nurses who worked caring for patients who tested positive for COVID-19. Data collection was carried out through semi structured interviews about experiences in managing care in coping with the pandemic. Thematic analysis and interpretation based on psychodynamics of work were used in data analysis. The results allowed constructing three thematic categories: The invisible that limits: biosafety, distress, uncertainty and fear of the pandemic, protecting oneself and ensuring the protection of others; Management work process instruments: team training, staff sizing, materials management, creative practice in the face of insufficiency; The competencies involved with the team, teamwork and leadership. Care management in COVID-19 was permeated by objective and subjective conditions, with situations of distress, pleasure, fear, insecurity and creative adaptation. Teamwork and leadership competencies, when present, can alleviate the distress that occurs in nursing work.

The Nexus of Teamwork, Communication Competence, and Employee Performance: The Mediating Role of Employee Competence

Purpose - This paper aims to explore how employee performance is impacted by factors such as teamwork, communication competence, and employee competence in several countries and industries. Currently, there is no existing literature that acknowledges aspects related to teamwork, communication competence, and employee competence impact on employee performance within the context of a Indonesian public service organization.&#x0D; Design/Methodology/Approach - The study employs a quantitative method using a path analysis model. This study involved the analysis of data from 205 employees working in a public service organization. The reliability and validity of the questionnaire items are conducted via Kaiser-Meyer-Olkin (KMO) analysis, and the related hypotheses are tested using the path analysis model.&#x0D; Findings - The results showed the positive impact of teamwork, communication competence, and employee competence on employee performance. Additionally, employee competence mediated the influences of teamwork and employee performance. Also, employee competence mediated the impacts of communication competence and employee performance.&#x0D; Research Implications - The research was conducted within a specific Indonesian public service organization, making it challenging to apply the findings universally across various sectors and international contexts. The results of the research hold the promise to assist leaders within public service organizations in creating approaches that enhance the skills of employees. This involves designing impactful human resource development initiatives and boosting the employee capacity to reach the organization’s intended aims and objectives. The study is new in its effort to bring together four frameworks to create a novel performance model explaining the importance of teamwork and communication competence with employee competence and employee performance.

FORMATION OF MILITARY-PROFESSIONAL COMPETENCE AND MILITARY-PROFESSIONAL CULTURE OF FUTURE OF- FICERS AS A PROBLEM OF EDUCATION SCIENCES

The article defines the importance of a competency-based approach in military education and indicates the necessity of improving contemporary methods and approaches to achieve the highest level of military specialists training. The analysis of the quality of training for graduates of military higher educational institutions highlights shortcomings in the current educational model aimed at assimilating a specific amount of information, and does not guarantee the achievement of the main goal of higher military education - the preparation of competent military specialists. The structure of the officer military-professional competence includes knowledge, skills and abilities in professional activity, as well as motives, interests, needs and personal qualities that determine the orientation of his personality. The research also revealed that important components include social, psychological, teamwork and general scientific competencies contributing to successful activities in various social groups and combat situations.Military-professional competence has been studied as a process of forming experience in mastering military-professional activities; special attention is paid to the characteristics of this competence, such as its scope and diversity, situational design, integration, individualization and others.The necessity of forming professional competence based on new principles is emphasized, taking into account the world integration processes and the role of a military specialist in the information world. Also it is highlighted that the military-professional competence of a graduate of a military institution is expressed in the combination of overall military preparedness and focus on military-professional activities. The importance of the professional culture of the future officer is noted, which is the systemic basis for the successful performance of his duties in the Armed Forces.

Advancing Students’ Teamwork Competency via an Action Research Intervention: Lessons Learned and Their Implications

Although teamwork skills are imperative for students’ future success in the workplace, teamwork in academic settings does not always provide students with the necessary teamwork competencies. The current study used action research principles to design and implement a teamwork competency training intervention featuring cycles of reflection and addressing previous shortcomings through action plans. Undergraduate college students (n = 108) in teams of 3–5 completed five team-based projects. After each project, teams provided individual and team reflections, ratings of team members’ contributions, perceived ratings of team performance, and action plans for the next project. Using qualitative analysis, we identified the most common themes in students’ reflections and action plans, explored changes in those themes across the five projects, and related those themes to the teams’ perceived performance. Current findings provide evidence that implementation of action research processes in academic teamwork may advance students’ teamwork competency in planning, time management, equal contributions, interpersonal skills, and team cohesion. We conclude that instructors may utilize these strategies to address issues in student teamwork and provide a structure to support the development of students’ teamwork skills.

Collaborators Needed: Predictors of Self-Assessed Teamwork Competence in Agricultural Faculty

Despite an abundance of research in the past 20 years on the importance of teamwork in higher education, little data exists on what factors predict faculty self-evaluations of teamwork competence. This is important for leadership educators because as research on the science of team science has increased there has been a proliferation of different training programs for faculty in academia to improve collaboration, with little regard for what variables predict self-perceived teamwork skill. This study used a cross-sectional survey design to collect faculty self-evaluations of teamwork competence from a national sample of agricultural faculty. Regression analysis was used to determine what factors, identified as potentially important from prior research, predicted positive self-evaluations of teamwork competence. Results showed that discipline self-efficacy, feelings of impostorism, team participation, the presence of prior training, and gender were all significant predictors. The implications of these findings and avenues for future research for teamwork in higher education are discussed.

Teamwork Competencies and Their Influence on Health Literacy and Other Health Variables.

The ability to work in a team is a skill of special relevance for multiple facets of life, increasing performance and optimizing the process in any task. This work aimed to study whether teamwork skills were related to different health variables. The sample consisted of 671 military personnel from the Spanish Army. The instrument is composed of the Health Literacy Questionnaire-the Teamwork Skills Questionnaire, and Rosenberg's self-esteem scale. The study concludes that the level of teamwork skills of the military is high, as well as their level of health literacy and their self-perception of health. However, their self-esteem is medium. Teamwork competencies are positively associated with a higher level of health literacy, with a high self-perception of their health, with the level of physical activity and negatively with self-esteem and the number of hospital admissions.

Effects of Advanced Skills Sessions and Timing of Sub-Skills Improvement in Training: Program for Improving Teamwork Competency by Female University Students

Effects of Advanced Skills Sessions and Timing of Sub-Skills Improvement in Training: Program for Improving Teamwork Competency by Female University Students

Leadership and Team Work Competencies for Librarians and Effective Service Delivery Patterns in the Selected Academic Libraries

Leadership and Team Work Competencies for Librarians and Effective Service Delivery Patterns in the Selected Academic Libraries

Teamwork in Cybersecurity: Evaluating the Cooperative Board Game [d0x3d!] as an Experimental Testbed

It is crucial to identify the knowledge, skills, and attitudes (KSAs) that contribute to success in cybersecurity teams. We introduce a board game, [d0x3d!], as an experimental testbed designed to create a controlled environment and set of manageable tasks aimed at exploring teamwork competencies that may be relevant to the cybersecurity workforce. [d0x3d!] requires players to work together and share information to retrieve stolen digital assets. The authors aim to improve the efficacy of cybersecurity team training by incorporating modern teamwork theory and measurement. This testbed provides a low-cost and user-friendly platform for training, evaluation, and research.

How to share the leadership competence among the team members in active learning scenarios: Before, during and after COVID-19 pandemic

Teamwork is one of the most demanded generic competencies by international organizations, and higher education institutions train and assess that competence to prepare students for working life. Leadership is a crucial part of teamwork development, and previous research has shown that shared leadership tasks between team members present more advantages than the traditional concept of a formal leader. Shared leadership seems to be the best option in the academic context due to the university students’ characteristics. This paper aims to prove that students can identify, distinguish and exercise shared leadership actions based on the needs that arise during the development of teamwork and that derive from the teamwork method applied rather than by the training modality that is followed (face-to-face – online). The achievement of the aim has been possible through a qualitative study of the teamwork development of 40 teams of new university entrance (237 students) with the Comprehensive Teamwork Competency Formation Model. The research has been carried out during three consecutive academic courses, with different training modalities for each course, forced by the COVID-19 pandemic (face-to-face for the pre-COVID-19 course, online for the COVID-19 course and face-to-face during the post-COVID-19 course). The shared leadership tasks and responsibilities, defined by students, were categorized in the same way independently of the training modality, which validates the proposed ontology. Also, the three academic courses studied the evolution of the primary shared leadership responsibilities by category. Besides, it is concluded that the primary responsibilities for each category remained unchanged during the three academic years but that some other categories were affected to some extent by the exceptionality caused by COVID-19. The ontology validated here constitutes a recommendation for future teams working with an evidence-based methodology.

Nursing student learning of evidence-based nursing through case-based learning and flipped learning: A mixed study.

To evaluate a teaching experience in evidence-based nursing learning through case-based learning (CBL) and flipped learning (FL). Embedded mixed methods study. In the first phase, a questionnaire on utility, satisfaction and perceived competency development is used to collect quantitative data, and the open question instrument is used to collect qualitative data. After the first phase, an in-depth semi-structured interview is used. Five themes are identified: the enhancement of learning content, knowledge integration and transfer, the development of teamwork competency, the didactic support of FL and the difficulties and challenges faced by students. Regarding utility, 'combine theory and practice' and 'select the best evidence from what is found in the search' have the highest values. The most developed skills are communication and critical thinking ability. Finally, most participants are satisfied. The combination of CBL and FL is an innovative strategy for learning evidence-based nursing courses. No Patient or Public Contribution.

UNRAVELING THE ESSENTIAL EMPLOYABILITY SKILLS OF FINANCE AND BANKING GRADUATES IN MALAYSIA: A NOMINAL GROUP TECHNIQUE APPROACH

Employability skills are increasingly crucial in the modern job market, as employers seek specific qualities and competencies in addition to academic qualifications when hiring new employees. The quality of education provided by higher learning institutions, among other factors, is often linked to the presence or absence of these skills. This article aims to identify the essential skills that finance and banking graduates must possess in order to increase their employability within the industry. The study utilizes the nominal group technique (NGT) analysis approach, involving fourteen experts from the banking and finance sector, to determine a consensus on the key employability skills. The findings highlight eleven skills that the industry values in finance and banking graduates. Notably, decision-making and problem-solving skills, teamwork and leadership competency, and self-management skills emerged as the top three skills sought after by employers. On the other hand, practical experience through part-time work or internships was considered less critical. The significance of this research lies in its potential to inform universities in enhancing their curricula to bridge any existing skill gaps, thus better preparing graduate students for the demands of the workforce. This proactive approach not only benefits the graduates by increasing their employability prospects but also contributes to the overall development of a skilled and competent workforce in the finance and banking sector.