Purpose The purpose of this study was to take a fresh look at how well instruments commonly used to calibrate teamwork skills reflect the reality of today’s workplace. Given the number of teamwork skills instruments that have been available for many decades, the question was, why still are so many workplace teams not successful? Design/methodology/approach This practitioner exploration identified insights from a small group of experienced Indian managers on what makes a successful team. It compares these insights to the dimensions identified in one readily available practitioner-developed teamwork skills instrument and to those characteristics identified in the literature. Findings The match was less than perfect between the criteria these experienced managers used to predict team success and the combination of the dimensions in the literature and what the tool measured. Analysis indicated these managers felt that successful teams indeed required good communication among members (as identified in the literature), but they added the specificity that the element of communication characterized as effective listening was a key contributor to team success. Additionally, they did not just exhibit effective conflict resolution techniques (as identified in the literature), but also relied upon debate, discussion, flexibility, trust and cohesiveness. The findings also suggested the importance of understanding each other’s strengths and weaknesses and of giving credit, which were not included on the instrument used. Originality/value Given the growing importance of diverse international teams and the continued high failure rate of many teams, there is a need to take a fresh look at evaluating insights of successful team members using the additional lenses of culture, technology-enhanced communications and distributed work approaches. These insights should be compared to those skills that have been historically measured by instruments commonly used to calibrate teamwork skills and described in the literature. If the measuring tools are accurate, why do so many teams fail? If instruments are to be useful in guiding improvement of teamwork skills, they need to calibrate the specific skills that differentiate success from failure in today’s real world.

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Between advances in educational technology and learner expectations, higher education institutions are becoming increasingly dependent on third-party educational technologies such as learning management systems, metaverse-related technologies, open educational resources, and eportfolios to support learning. While this permits these institutions to deliver more engaging learner experiences, it also brings increased exposure to cyber-attacks. This chapter addresses the hierarchy that is implied by the threat of cyber-attack and the importance of developing the front-line incidence response (IR) and disaster recovery (DR) plans within the context of the business continuity plan (BCP), recognizing that the BCP must also be consciously integrated as part of the institution's overall risk management plan. This chapter walks through the key steps of building an IR program and DR plan, illustrating how they support the key cyber security components of the BCP that are incorporated into the institution's overall risk management plan. The vital role that communication plays will be addressed.

There is a number of proprietary and open source Learning Delivery Systems (LDSs) available for the use of Instructors today. Though each have their own protocols, they all still sharing an overlapping and common tool set. This article provides a case study describing how to apply some of the common tools found in LDSs in the delivery of course in an executive level, international program that is taught in the students' non-native language. Designed for the practitioner, the article describes how an Instructor can apply these tools for maximum benefit to executive level students for whom language issues may be an impediment for their maximum learning. The article also lays out a schedule for the Instructor to assist them in the integration of the tools before, during, and after the delivery of the course.

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