The NIH, Research Institutions and Industry: Working Together on a Shared Goal

When people perform simple actions, they often behave efficiently, minimizing the costs of movement for the expected benefit. The present study addressed the question of whether this efficiency scales up to dyads working together to achieve a shared goal: Do people act efficiently as a group (i.e., coefficiently), or do they minimize their own or their partner’s individual costs even if this increases the overall cost for the group? We devised a novel, touch-screen-based, sequential object-transfer task to measure how people choose between different paths to coordinate with a partner. Across multiple experiments, we found that participants did not simply minimize their own or their partner’s movement costs but made coefficient decisions about paths, which ensured that the aggregate costs of movement for the dyad were minimized. These results suggest that people are able and motivated to make coefficient, collectively rational decisions when acting together.

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Robert J. Walker

10.5744/florida/9780813066431.001.0001 ◽

2020 ◽

Author(s):

James P. Delgado ◽

Stephen D. Nagiewicz

Keyword(s):

New Jersey ◽

Community Participation ◽

Local Knowledge ◽

Community Members ◽

Collaborative Community ◽

Archaeological Work ◽

Shared Goal ◽

Working Together ◽

History Of ◽

Maritime Heritage

This book tells the story of the steamship Robert J. Walker, an early coastal survey ship for the agency that would later become the National Oceanic and Atmospheric Administration (NOAA), that sank with loss of 21 crew off the coast of New Jersey in 1860. The wreck was a frequent stop for divers and anglers before it was identified by a team of researchers in 2013. Here, leaders in the documentation efforts describe the history of the ship and the archaeology of the shipwreck, emphasizing the collaborative community participation that made the project successful. James Delgado and Stephen Nagiewicz highlight the contributions of government archaeologists from NOAA as well as local divers from varying backgrounds. Although such groups are not typically known for working together, they united to achieve the shared goal of mapping and interpreting this historically significant shipwreck. Delgado and Nagiewicz show how incorporating local knowledge both improves archaeological work and empowers community members as stakeholders, inspiring residents to promote their maritime heritage.

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H-index and How to Improve it?

Donald School Journal of Ultrasound in Obstetrics & Gynecology ◽

10.5005/jp-journals-10009-1446 ◽

2016 ◽

Vol 10 (1) ◽

pp. 83-89 ◽

Cited By ~ 2

Author(s):

Masic Izet

Keyword(s):

Obstet Gynecol ◽

Citation Impact ◽

Scientific Research ◽

Research Institutions ◽

H Index ◽

Journal Editors ◽

Working Together ◽

Number Of Citations ◽

Communication Methods

ABSTRACT The h-index is an index that attempts to measure both the productivity and citation impact of the published work of a scientist or scholar. The index is based on the set of the scientist's most cited papers and the number of citations that they have received in other publications and on the distribution of citations received by a given researcher's publications. The h-index is important for individual users as well as scientific research institutions, universities and main journal editors. There are a lot of methods to improve your h-score. It takes a lot of work and to promote papers and journals, but it is all part of developing as a researcher, working together with your community and improving communication methods. How to cite this article Masic I. H-index and How to Improve it? Donald School J Ultrasound Obstet Gynecol 2016;10(1):83-89.

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COLLABORATIVE CREATIVITY IN AD HOC VIRTUAL TEAMS: TESTING AND EVALUATING THE ACCEPTANCE AND USABILITY OF SELECTED CREATIVITY TECHNIQUES IN A VIRTUAL WORKSPACE

Brazilian Creative Industries Journal ◽

10.25112/bcij.v1i1.2673 ◽

2021 ◽

Vol 1 (1) ◽

pp. 23-48

Author(s):

Anke Herodek ◽

Answin Vilmar

Keyword(s):

Information And Communication Technologies ◽

Virtual Teams ◽

Online Survey ◽

Ad Hoc ◽

Collaborative Creativity ◽

Shared Goal ◽

Information And Communication ◽

Working Together ◽

Ad Hoc Teams ◽

Tools And Techniques

Creativity in the context of marketing and as the prerequisite of innovation is a group achievement, not merely a solitary feat. Whereas “group” in the past meant convening in one place, using tools and techniques to be creative together, it recently evolved into meet-ing in virtual places, sometimes with complete strangers, working together to achieve a shared goal, using state-of-the-art information and communication technologies. What stays the same is the need to use creativity techniques, to try to trigger and enhance individual and collaborative creativity, and to gather a greater number of ideas in a short time. This article addresses the acceptance and usability of some of the most popular creativity techniques for virtual ideation in a digital workspace, as well as prominent inhibiting and enhancing factors to virtual creative teamwork. In a laboratory experiment, three selected creativity techniques were tested and the participants were afterwards interviewed about their experiences via an anonymous online survey. The results indicate that creative collaboration is possible and effective also in virtual ad hoc teams. The techniques tested were easily applied and general-ly accepted by the participants and yielded numerous ideas.

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Team Dynamics and Processes in the Workplace

Oxford Research Encyclopedia of Psychology ◽

10.1093/acrefore/9780190236557.013.13 ◽

2019 ◽

Author(s):

Tiffany Bisbey ◽

Eduardo Salas

Keyword(s):

Dynamic Systems ◽

Performance Outcomes ◽

Team Members ◽

Training Interventions ◽

Future Performance ◽

Management Coaching ◽

Shared Goal ◽

Working Together ◽

Situational Demands ◽

Strong Body

Teams are complex, dynamic systems made up of interdependent members working toward a shared goal; but teamwork is more than working together as a group. Teamwork is a multifaceted phenomenon that allows a group of individuals to function effectively as a unit by using a set of interrelated knowledge, skills, and attitudes. Effective teamwork is marked by cooperation, communication, coordination, conflict management, coaching, and shared cognition among team members. The most effective teamwork leads to team performance gains that are greater than the sum of each individual member’s effort. These performance outcomes re-inform the teamwork process, thus creating a recursive feedback loop that drives team development and guides future performance. Along with performance outcomes, individual- and team-level changes incite learning and allow teams to adapt to the dynamic systems in which they exist. With each development cycle over time, teams learn how to maneuver their environment and allocate their resources to reach performance goals with more efficiency. There are many external factors that can influence this process, including organizational characteristics, situational demands, and team training interventions; as well as internal factors that emerge and evolve over the life of the team, such as shared mental models and psychological safety. Although teamwork is a complex phenomenon with many moving parts, a strong body of research guides practitioners in leveraging its influence on organizational effectiveness.

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Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld22.3.106 ◽

2012 ◽

Vol 22 (3) ◽

pp. 106-118 ◽

Cited By ~ 3

Author(s):

Paula Denslow ◽

Jean Doster ◽

Kristin King ◽

Jennifer Rayman

Keyword(s):

Traumatic Brain Injury ◽

At Risk ◽

Brain Injury ◽

Educational Outcomes ◽

School Personnel ◽

Department Of Education ◽

Health Providers ◽

Accurate Identification ◽

Transition Intervention ◽

Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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