Purpose This paper seeks to enhance team performance by intersecting two existing literature streams, generational influences and working teams. This paper aims to boost project objective achievement through the instrumental use of generational competencies despite temporary and provisional project team environments. This supports project team leaders in harnessing diverse generational competencies of contributors to maximize outcomes. Design/methodology/approach The authors adopt the simultaneous use of social categorization and information processing to connect these diverse literature streams, highlighting the value system and skills of each generation to maximize working benefits. Findings Project team leader’s tactical deployment of generational competencies may positively contribute to execution and increased goal achievement. The increasingly provisional nature of workforce teams magnifies the need for intentional team management. Embracing generational competencies may elevate team members, increase productivity and decrease turnover. Practical implications This paper offers a pathway to couple team execution and generational differences by identifying generational traits which may benefit execution-focused, but provisional teams. Social implications Rather than managing team members to fit into a specific work process, this paper explores the benefits associated with team leader acceptance and strategic use of diverse generational behaviours. Originality/value The authors expand upon team diversity by intersecting execution-based and provisional project teams with the intentional use of generational influences to build trust and further positive outcomes.
The Interdisciplinary Generalist Curriculum (IGC) Project was designed to enhance interest in and support of generalism during the first two years of medical education. The original goals at Joan C. Edwards School of Medicine at Marshall University included the design and implementation of a core curriculum, Introduction to Patient Care (IPC), and enhancement of teaching excellence through faculty development. The core curriculum facilitated integration with the basic sciences and early introduction of physical examination skills, which were further developed in longitudinal clinical experiences with mentors. Although it was not originally intended to include basic scientists in the preceptor groups, they became important additions and created additional opportunities for interdisciplinary teaching and reciprocal learning. The mentor program, another well-received and intended curriculum change, evolved from a structured experience to a more flexible component of the curriculum. The program met the requirements of the IGC Project but 53% of the originally intended mentor time was achievable, due to curriculum constraints. Faculty development, another success, was originally intended to target IPC faculty but ultimately became a university-wide effort. The changes implemented as a result of the IGC Project continue to flourish beyond the funding period and have become integral aspects of the curriculum and the medical school.
Purpose Team-based assignments must be constructed to contribute to the effective development of teamwork skills, an important learning objective for most schools of business. The purpose of this paper is to understand how students view the usefulness of team assignments in order to inform more effective pedagogical techniques related to team-based assignments and the development of student teamwork competencies. Design/methodology/approach Data were collected from Likert-scale online surveys administered to students upon completion of the first-year team-based introductory business course. Survey items were developed to assess the team-related activities and components in the course and students’ perceived usefulness of team-based assignments. Results from exploratory factor analyses are presented. Findings Data analyses indicated that survey items contributed to students’ perceived usefulness of team-based assignments. Across three studies, the authors developed a new measure to evaluate effectiveness of team-based assignments. Practical implications For those educators who utilize team-based assignments in their courses, this study provides a much needed measure to assess the effectiveness of assignments intended to develop students’ teamwork competencies. The findings also serve to provide evidence of assurance of learning, and evidence of how students are developing in the area of interpersonal skills and abilities to manage interactions that most schools of business and universities deem as essential learning outcomes as a result of Association to Advance Collegiate Schools of Business requirements. Originality/value Evidence from online surveys of 755 students in a pilot study and two additional studies conducted longitudinally over a two-year period support a new measure to assess the usefulness of specific team assignments.
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