How to get the most from team training

Bohlander, George W.; McCarthy, Kathy

doi:10.1002/npr.4040150405

Cited by 7 publications

(7 citation statements)

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“…According to the classic Maslow's "Hierarchy of needs", the participants' belonging needs have to be met before they are able to explore, discover, grow and ultimately take constructive action, thereby satisfying esteem and self-actualization needs. The leader can facilitate this by setting a clear mission statement and promoting the advantages of teams (Boblander and McCarthy, 1996). By doing so, he/she will convey the message that these individuals are important components of the team and are tantamount in ensuring the concrete objectives of the "new" organization after downsizing.…”

Section: Leading Survivors and Teamsmentioning

confidence: 99%

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Downsizing and the emergence of self‐managed teams

Appelbaum

Bethune²,

Tannenbaum

1999

Participation and Empowerment: An International Journal

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This article explores the effects of downsizing and the subsequent emergence of selfmanaged work teams. Continuous and accelerated change has resulted in massive downsizing activities by organizations. A classical model for the planning -implementing -and design of the downsizing process is presented. Group structure and typology is presented in terms of formal versus informal groups. The impact of groups and group dynamics, the stages of group development, and impact upon effectiveness, environment, design and learning processes will be included. Attention is given to the survivors of downsizing who form the foundation of the selfmanaged team. Leadership demands are presented in terms of leading the survivors, ensuring commitment and managing the future. The emergence of the SMT in terms of productivity, expectations and the management of conflict complete this exhaustive review of empirical data required for action-driven organizations in a turbulent environment.

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Section: Leading Survivors and Teamsmentioning

confidence: 99%

“…Poor communication is often cited in the research literature as the most critical problem facing teams (Boblander and McCarthy, 1996). It is in this second stage of group development (storming) that conflict can arise.…”

Section: Leading Survivors and Teamsmentioning

confidence: 99%

Downsizing and the emergence of self‐managed teams

Appelbaum

Bethune²,

Tannenbaum

1999

Participation and Empowerment: An International Journal

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“…Models, based on research in the military field, have been developed to design team training focused on knowledge and skills competencies related to the task and the team development process 21,44 . Others are focused only on the team building process 45 . In the classroom environment Buckenmyer (2000) developed a faculty and student guide for making classroom teams work 34 .…”

Section: Team Training Modelsmentioning

confidence: 99%

“…None address team effectiveness in terms of performance, behaviors and attitudes. Armstrong and Reigeluth (1991) and Bohlander and McCarthy's models (1996) are focused on the team development process while Salas and Cannon-Bowers (1997) are focused on the task 21,44,45 . For the former, the content and activities used during training have to be related to the team development stage that the team is at.…”

Section: Team Training Modelsmentioning

confidence: 99%

A Conceptual Framework For Designing Team Training In Engineering Classrooms

Ulloa¹,

Adams²

2004 Annual Conference Proceedings

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Changes in customers' perceptions about service and products and technological advances have compelled companies to change the way they do business. The use of teams in organizations has become an effective way for organizations to satisfy new customers' needs. Research has shown that teams promote creativity and enhance performance in the form of speedy processes and quality products and services. However, the team approach is not successful in every situation. Organizations recognize that new employees need to bring team work skills to the workplace. Although employers may be willing to provide on the job training, they expect that their new employees, at least, possess the understanding of why this skill is important in the organization 1. As result, the corporate environment has created pressure on institutions of higher education to prepare students to be effective team players 1,2,3. For this reason accreditation boards at the collegiate level such as the Accreditation Board for Engineering and Technology (ABET), the Accounting Education Change Commission (AECC), and the Joint Commission for Accreditation of Health Care Organizations (JCAHO), among others, are requiring higher education institutions to introduce teamwork activities into their curriculums 4,5,6. In response, institutions of higher education are developing a variety of methodologies for introducing teamwork in their classrooms. Collaborative learning, cooperative learning and other forms of active learning are being used in classrooms as ways to promote teamwork among students and enhance their learning 7,8. Studies on cooperative and collaborative learning, as well as on the use of groups in classroom prove that trying to incorporate teams into the classroom is a highly complex task 9. Difficulties with implementing teams have led researchers and practitioners to look for characteristics that make the difference between an effective and an ineffective team. Team performance and teaming process have been the focus of research within industry as well as in the educational field. It has been found that multiple variables related to individual differences, team task structure, context or environment and group characteristics have an effect on the teaming process and team performance. From these results, group dynamics techniques, guidelines, and checklists have been developed as supporting tools for helping teams to become more effective. Nevertheless, it seems that more is required to achieve that goal. Today, the focus has turned to better structured team training programs addressing required individual and team competencies. They have to be designed under instructional strategies allowing individuals the opportunity of experiencing real team situations and have time for reflecting on their learning process.

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“…Using the TeamCoach model during an engineering student design project provides the students with specific team process knowledge and feedback in small, manageable chunks of information. TeamCoach was developed using theories and practices from the fields of cooperative learning [3][4][5][6][7], teams and group performance specifically training and coaching in team process skills [8][9][10][11][12][13][14][15] and the use of educational technology [16][17][18].…”

Section: A Overviewmentioning

confidence: 99%

Development Of A Web Based System For Coaching Engineering Student Design Teams

O'Connor¹,

Malzahn²

2000 Annual Conference Proceedings

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The practice of engineering occurs in teams. Therefore, engineering educators must continue to develop and evaluate methods to help engineering students learn how to work in teams. One potential way of offering team process knowledge and feedback is through the use of the World Wide Web (WWW). This paper presents a web-based model that trains and coaches engineering students in developing team process knowledge and skills while they are working on a team design project. The students log on to the web-site on a weekly basis and receive team process knowledge and feedback. Each student is given individual assessments to determine their preferences related to decision style, learning style, and conflict resolution style. The web-based model provides structured team process skills training and presents it to individuals on teams 1) when needed based on the stage of team development and 2) customized for individuals based on individual style, learning style and preferred conflict resolution style. A database stores information on individual team members and captures reported team symptoms as the team develops over time. The conceptual model and preliminary observations gained from using the web-based coaching and feedback model with engineering student design teams are presented in this paper. Individual Assessments Prior experience with teams Learning style Decision style Conflict resolution style Team knowledge Reflection questions Team Assessments Peer evaluations Weekly team symptom checklist Cohesion measures Knowledge Based System What to present? When to present? How to present? Team Process Modules Forming teams Team Vision & Goals Group problem solving Conflict resolution Working relationships Giving & receiving feedback Running effective meetings DataBase Team Composition Individual Students

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How to get the most from team training

Cited by 7 publications

References 0 publications

Downsizing and the emergence of self‐managed teams

Downsizing and the emergence of self‐managed teams

A Conceptual Framework For Designing Team Training In Engineering Classrooms

Development Of A Web Based System For Coaching Engineering Student Design Teams

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