Team Development Interventions

DiazGranados, Deborah; Shuffler, Marissa L.; Wingate, Jesse A.; Salas, Eduardo

doi:10.1002/9781118909997.ch24

Cited by 6 publications

(5 citation statements)

References 180 publications

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“…Problem-solving Team coaching (Skiffington & Zeus, 2000); Team building (Klein et al, 2009) Raising awareness/reflection Team coaching (Britton, 2015;Clutterbuck, 2009;Dimas, Rebelo & Lourenco, 2016;DiazGranados et al, 2017;Giffard & Moral, 2015);…”

Section: Element Interventionmentioning

confidence: 99%

“…This approach to research contrasts with the more widely utilised deductive and inductive approaches to theory development. Abductive theory development generates (Skiffington and Zeus, 2000); team building (Klein et al, 2009) Raising awareness/reflection Team coaching (Britton, 2015;Clutterbuck, 2009;Dimas, Rebelo and Lourenco, 2016;DiazGranados et al, 2017;Dunlop, 2006;Giffard and Moral, 2015); team building (Beer, 1980) Process focus (teamwork)…”

Section: Distinctivenessmentioning

confidence: 99%

“…Team training (Salas and Cannon-Bowers, 1997;Salas and Cannon-Bowers, 2001) Cardon ( 2003), Clutterbuck (2009), Dassen (2015), Hawkins (2011), Skiffington and Zeus (2000), Thornton (2010) Team learning and reflection Team coaching achieves team learning via self and team member reflections Team building (Beer, 1980) Britton (2013, Clutterbuck (2009), Dimas et al (2016), DiazGranados et al (2017, Dunlop (2006), Giffard and Moral (2015) Team coaching activities The methodology, actions or processes whereby a team coach enables improvement in the teams' capability to achieve their shared goal and improve team performance. Includes raising awareness, improving communication and building trusting relationships Team building (Beer, 1980) Team development (Kozlowski and Ilgen, 2006) Britton ( 2013), Diedrich (2001), Dunlop (2006) Team as a system A team is formed of an interconnecting network of individuals.…”

Section: Distinctiveness Of Team Coachingmentioning

confidence: 99%

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Conceptualizing the distinctiveness of team coaching

Jones

Napiersky

Lyubovnikova

2019

JMP

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Purpose Team coaching (TC) is a popular new addition to the team learning and development toolkit. However, the conceptualization of TC and the distinction between TC, team training, team development and team building interventions remains unclear. The paper aims to discuss these issues. Design/methodology/approach The authors address this significant gap by abductively exploring how TC is conceptualised in practice (n=410). The authors survey practitioners engaged in delivering TC to ask how they would define TC and distinguish it from other team interventions. Findings A thematic analysis of the data reveals eight themes, which can be used to define TC and illustrate areas of overlap and distinctiveness with other team interventions. Research limitations/implications The absence of a clearly defined construct is hindering the development of a rigorous theory of TC. The contribution of the paper is, therefore, a clear and comprehensive definition of TC, which can be used by researchers and practitioners alike when working within the domain of TC. Originality/value The paper provides the first systematic exploration of a definition of TC in relation to alternative team interventions. By utilising an abductive approach in the research, the authors are able to capitalise on practitioner experience in this practice-led field.

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Section: Element Interventionmentioning

confidence: 99%

Section: Distinctivenessmentioning

confidence: 99%

Section: Distinctiveness Of Team Coachingmentioning

confidence: 99%

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Conceptualizing the distinctiveness of team coaching

Jones

Napiersky

Lyubovnikova

2019

JMP

View full text Add to dashboard Cite

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“…This model strives to condense the facets and relationships that influence team functioning into five key factors and three coordinating mechanisms, as shown in Figure 1. This model is sufficiently general to be extensible into many contexts, and handle many task-specific idiosyncrasies [9,29].…”

Section: Introductionmentioning

confidence: 99%

“…For example, the model can be integrated into group projects in the first-year computing context through team training and team building. The former advances group members' knowledge, skills, and attitudes by "building cohesion, managing coordination, and enhancing communication" [p. 563] in a generalisable way [9]. The latter enhances social relations, helping a group to set goals, clarify roles, develop norms for managing interpersonal relations, and practice problem solving.…”

Section: Introductionmentioning

confidence: 99%

Nurturing Collaboration in an Undergraduate Computing Course with Robot-themed Team Training and Team Building

Scott

Parker

McDonald

et al. 2019

Proceedings of the 3rd Conference on Computing Education Practice

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Group projects are a common feature of undergraduate degree programmes in computing. Early and sustained collaboration helps students to strive beyond introductory programming towards professional software development. However, during their first year of study, students can find teamwork challenging. To equip learners with the foundational knowledge, skills, and experience that they need to collaborate effectively so early in their studies, a 3-day Robot Olympics using Lego Mindstorms EV3 robots can be deployed. The exercise draws upon Salas' big-five model of teamwork, making first-year students aware of coordinating mechanisms that aid in clarifying expectations and managing conflicts. These then act as lenses for reflection and feedback. Comparing a baseline cohort in 2015-16 to a cohort in 2016-17, after the introduction of the Robot Olympics, reveals a statistically significant reduction in team discord in an assessed collaborative programming project (d = 0.76). This suggests that the Robot Olympics made a positive contribution to the design of the first computing module. Notably, helping students to enact and reflect upon their group work and related employability skills.

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Applying Group Dynamics to Enhance Sport Teams

Wegner

Evans

2023

Sport and Exercise Psychology

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Team Development Interventions

Cited by 6 publications

References 180 publications

Conceptualizing the distinctiveness of team coaching

Conceptualizing the distinctiveness of team coaching

Nurturing Collaboration in an Undergraduate Computing Course with Robot-themed Team Training and Team Building

Applying Group Dynamics to Enhance Sport Teams

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