Improving Team Functioning and Performance in Age-Diverse Teams: Evaluation of a Leadership Training

2020 ◽  
Vol 6 (3) ◽  
pp. 175-194 ◽  
Author(s):  
Franziska Jungmann ◽  
Jürgen Wegge ◽  
Susanne C Liebermann ◽  
Birgit C Ries ◽  
Klaus-Helmut Schmidt
Keyword(s):  
Practical Interest ◽  
Control Group ◽  
Negative Effects ◽  
Control Group Design ◽  
Age Stereotypes ◽  
Team Members ◽  
Older Employees ◽  
Age Diversity ◽  
And Performance ◽  
Team Functioning

Abstract The ongoing demographic change in most European countries increases the proportion of older employees and the prevalence of age diversity in work groups. As the diversity literature supports theories predicting negative effects of age diversity in teams, practical interest is growing how to influence these groups to perform at their best. In this article, we present a model of productivity in age-diverse teams, which we used as the platform for conceptualizing a new training for leaders. The training aims at improving attitudes toward older employees, appreciation of team diversity, and performance in age-diverse teams. We evaluated this training in a public administration in Germany with a training–waiting control group design (47 leaders, 221 employees) including a follow-up measure after 1 year. Results revealed that the training increased appreciation of age diversity and reduced age stereotypes in leaders. Team members’ ratings of age stereotypes and conflicts were also positively influenced, in particular for younger team members who suffer most from working in age-diverse teams. Thus, the newly developed training is a recommendable intervention for leaders of age-diverse teams.

Leveraging Age Diversity in Times of Demographic Change

2012 ◽  
pp. 163-184 ◽  
Author(s):  
Katharina Janz ◽  
Claudia Buengeler ◽  
Robert A. Eckhoff ◽  
Astrid C. Homan ◽  
Sven C. Voelpel
Keyword(s):  
Demographic Change ◽  
Leadership Behaviors ◽  
Social Categorization ◽  
Intergroup Bias ◽  
Great Promise ◽  
Negative Effects ◽  
Knowledge Resources ◽  
Positive Effects ◽  
Older Employees ◽  
Age Diversity

With demographic change, organizations today are seeing changes in societal make-up translated to the composition of their workforce. In the future, younger and older employees will have to work together synergistically to achieve good performance. The authors argue that it will be largely up to leaders to prevent the negative effects of age diversity, i.e. social categorization and intergroup bias, and to facilitate the positive effects of age diversity, i.e. the sharing of unique knowledge resources held by young and old. The authors argue that certain leadership behaviors and especially their combinations have great promise in leading diverse teams, and highlight why they should be used in conjunction with positive beliefs about diversity.

Uncovering cognitive and affective sources of satisfaction homogeneity in work teams

2017 ◽  
Vol 21 (4) ◽  
pp. 646-668 ◽  
Author(s):  
Benjamin Haarhaus
Keyword(s):  
Job Satisfaction ◽  
Team Performance ◽  
Work Teams ◽  
Working Environment ◽  
Team Members ◽  
Path Analyses ◽  
And Performance ◽  
Team Functioning ◽  
Core Self ◽  
Level Satisfaction

Shared satisfaction in teams is crucial for team functioning and performance. However, it is still unclear how and why team members’ job satisfaction transforms into a shared team property. Based on affective events theory, I test hypotheses about situational, dispositional, and social antecedents of satisfaction homogeneity with a comprehensive model. Path analyses based on data from 415 team members working in 110 teams suggest that job satisfaction homogeneity primarily depends on characteristics of the working environment. Experiencing similar affective job events increased the likelihood of shared satisfaction by inducing shared affect. Team members’ personality traits (core self-evaluations) had indirect and small effects on satisfaction homogeneity. Unlike earlier studies, there was no evidence that social interaction leads to agreement in job satisfaction. Additionally, I partly replicated the finding that satisfaction homogeneity moderates the team-level satisfaction–team performance relationship.

scholarly journals Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance

2016 ◽  
Vol 6 (2) ◽  
pp. 143 ◽  
Author(s):  
Femke E. Stad ◽  
Karl H. Wiedl ◽  
Wilma C. M. Resing
Keyword(s):  
Cognitive Flexibility ◽  
Test Performance ◽  
Dynamic Testing ◽  
Dynamic Test ◽  
Control Group ◽  
Control Group Design ◽  
Instructional Needs ◽  
In Series ◽  
Series Completion ◽  
And Performance

<p>Dynamic testing aims to explore a child’s potential to learn by assessing improvement after training. In this study we investigated the relationship between performance on a dynamic test of series completion and children’s cognitive flexibility. This was done using a pre-test-trainingpost-test control-group design with 95 children, aged 6-8 years (<em>M</em> = 7;1, <em>SD</em> = 12.5 months). All children were tested with a measurement of cognitive flexibility. Half of the children were trained in series completion according to a graduated prompting model, while the other half only practiced. Based on initial ability and performance change after training, children were classified as non-learner, learner or high performer. The results showed that training improved series completion performance more than practice-only. Cognitive flexibility predicted static pre-test performance and instructional needs during training and might therefore be of importance in the assessment of learning potential.</p>

scholarly journals OreganoExtract Added into the Diet of Dairy Heifers Changes Feeding Behavior and Concentrate Intake

2016 ◽  
Vol 2016 ◽  
pp. 1-6 ◽  
Author(s):  
Giovani Jacob Kolling ◽  
Dejani Maíra Panazzolo ◽  
Alexandre Mossate Gabbi ◽  
Marcelo Tempel Stumpf ◽  
Marcel Batista dos Passos ◽  
...  
Keyword(s):  
Feeding Behavior ◽  
Dry Matter ◽  
Statistical Difference ◽  
Dry Matter Intake ◽  
Control Group ◽  
Latency Time ◽  
Negative Effects ◽  
Dairy Heifers ◽  
And Performance ◽  
Saliva Production

This experiment aimed to describe the effects ofOreganoextract (OE) inclusion into the concentrate fed to dairy heifers on physiological parameters, feeding behavior, intake, and performance. Thirty-two Holstein heifers were randomly distributed into four treatments: C = control, without addition of OE; OE2.5 = 2.5 g; OE5.0 = 5.0 g and OE7.5 = 7.5 g ofOreganoextract per heifer/day. Feeding behavior and concentrate intake were assessed individually every day and total dry matter intake (DMI) was determined on the last week of the trial. Compared to control group, OE7.5 reduced by 32% the latency time to approach the feed bunk but increased by 6% the time spent eating the concentrate. Each inclusion of 2.5 grams of OE into the concentrate increased the occurrence of postingestive licking the feed bunk with abundant saliva production 1.2 times (P<0.01) and tended to increase the occurrence of sneeze events 1.2 times (P<0.10). No statistical difference was detected between treatments for total DMI, but concentrate DMI was 9% lower for OE7.5 when compared to control and OE2.5. The inclusion of 7.5 grams/day of OE causes small but negative effects in feeding behavior and concentrate intake, without change on total dry matter intake.

Effects of Tape-Recorded Aural Models on Sight-Reading and Performance Skills

1981 ◽  
Vol 29 (1) ◽  
pp. 23-30 ◽  
Author(s):  
James N. Anderson
Keyword(s):  
Sixth Grade ◽  
Sight Reading ◽  
Control Group ◽  
Control Group Design ◽  
Performance Skills ◽  
Rhythm Reading ◽  
Significant Difference ◽  
And Performance ◽  
And Control ◽  
Experimental Group

The purpose of this study was to investigate the effect of using tape-recorded aural models for home practice on selected sight-reading and performance skills of sixth-grade clarinet students. The experimental design was a pretest-posttest control-group design with an additional posttest measure. It was predicted that students in the experimental group would do significantly better than students in the control group with regard to pitch reading, rhythm reading, tempo accuracy, and intonation accuracy as measured by the sight-reading and performance tests. It was also projected that students in the experimental group would complete more music exercises during the study than students in the control group. The statistical analysis indicated no significant difference between the experimental and control groups with regard to either the skills measured or the number of music exercises completed during the study. These results appear to indicate that tape-recorded aural models used in this study had no observed effect on the selected music skills.

scholarly journals Team Membership Change “Events”: A Review and Reconceptualization

2020 ◽  
Vol 45 (2) ◽  
pp. 219-251
Author(s):  
Hayley M. Trainer ◽  
Justin M. Jones ◽  
Jacob G. Pendergraft ◽  
Cynthia K. Maupin ◽  
Dorothy R. Carter
Keyword(s):  
Empirical Studies ◽  
Future Research ◽  
Team Members ◽  
Membership Change ◽  
The Past ◽  
Change Events ◽  
And Performance ◽  
Team Functioning ◽  
Event Based ◽  
Change Event

Driven by views of teams as dynamic systems with permeable boundaries, scholars are increasingly seeking to better understand how team membership changes (i.e., team members joining and/or leaving) shape the functioning and performance of organizational teams. However, empirical studies of team membership change appear to be progressing in three largely independent directions as researchers consider: (a) how newcomers impact and are impacted by the teams they join; (b) how teams adapt to member departures; or (c) how teams function under conditions of high membership fluidity, with little theoretical integration or consensus across these three areas. To accelerate an integrative stream of research on team membership change, we advance a conceptual framework which depicts each team membership change as a discrete team-level “event” which shapes team functioning to the extent to which it is “novel,” “disruptive,” and “critical” for the team. We use this framework to guide our review and synthesis of empirical studies of team membership change published over the past 20 years. Our review reveals numerous factors, across conceptual levels of the organization, that determine the strength (i.e., novelty, disruptiveness, criticality) of a team membership change event and, consequently, its impact on team functioning and performance. In closing, we provide propositions for future research that integrate a multilevel, event-based perspective of team membership change and demonstrate how team membership change events may impact organizational systems over time and across levels of observation.

Comparing Student- and Teacher-Formed Teams on Group Dynamics, Satisfaction, and Performance

2019 ◽  
Vol 50 (4) ◽  
pp. 443-457 ◽  
Author(s):  
Shayna A. Rusticus ◽  
Brandon J. Justus
Keyword(s):  
Group Dynamics ◽  
Group Work ◽  
Group Formation ◽  
Methods Course ◽  
Team Members ◽  
Individual Interviews ◽  
Formation Method ◽  
And Performance ◽  
Team Functioning

We compared student- and teacher-formed teams on aspects of group dynamics, satisfaction, and performance. Two sections of an introductory psychology research methods course were randomly assigned to either student-formed or teacher-formed teams. We conducted t tests on 10 measures related to group dynamics, satisfaction, and success. Academic performance and group work contribution were the only measures found to be statistically different, with the student-formed teams scoring higher than the teacher-formed teams. Follow-up individual interviews or focus groups conducted with 13 students suggested a slight preference for the teacher-formed method because it was transparent and eliminated the stress of having to choose one’s team members. We further recommend this method because of its simplicity and closer approximation to real-world scenarios. Several factors identified as being important for effective team functioning, regardless of group formation method, are also discussed.

scholarly journals Effects of Motor Mental Imagery Training on Tennis Service Performance during the Ramadan Fasting: A Randomized, Controlled Trial

Nutrients ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 1035 ◽  
Author(s):  
Sofien Fekih ◽  
Mohamed Sami Zguira ◽  
Abdessalem Koubaa ◽  
Liwa Masmoudi ◽  
Nicola Luigi Bragazzi ◽  
...  
Keyword(s):  
Motor Imagery ◽  
Mental Imagery ◽  
Controlled Trial ◽  
Young Male ◽  
Service Performance ◽  
Control Group ◽  
Negative Effects ◽  
Imagery Training ◽  
Time Interaction ◽  
And Performance

The objective of the present study is to analyze the effects of motor mental imagery training on tennis service performance among tennis athletes who fast during Ramadan. Participants were 38 young male tennis players, randomly divided into two groups: Imaging Training (IMG, n = 18) and control group (CG, n = 20). The CG has watched videos on the history of the Olympic Games, while IMG has followed a training program in motor imagery. The performance of the tennis service was obtained by the product between accuracy and speed of typing (accuracy × average speed of all shots (km/h)). The effect of group/time interaction (p < 0.01) was identified for all performance indicators (accuracy, running speed and performance (speed × precision)), with improvement only in IMG (p = 0.01). The results showed that motor imagery training could be an effective strategy for mitigating/counteracting the negative effects of Ramadan on the tennis service performance.

South Australian Divisions of General Practice supporting diabetes care: insights from reporting data

2010 ◽  
Vol 16 (1) ◽  
pp. 60 ◽  
Author(s):  
Cecilia Moretti ◽  
Elizabeth Kalucy ◽  
Ann-Louise Hordacre ◽  
Sara Howard
Keyword(s):  
General Practice ◽  
Diabetes Care ◽  
Data Sources ◽  
Standards Of Care ◽  
Team Members ◽  
Good Communication ◽  
Annual Survey ◽  
And Performance ◽  
Team Functioning ◽  
Reporting Data

The study used public reporting data supplied by the South Australian Divisions of General Practice to examine their role and significance in supporting diabetes care in general practice. Data sources included the Annual Survey of Divisions 2002–07, and Divisions 12-month reports against National Performance Indicators for 2006–07. Results showed that Divisions combine collaboration, practice support and GP education approaches to support optimal diabetes care within general practice. Divisions commonly described their collaborative achievements in terms of connecting general practice with other diabetes providers, services, information and resources. Practice support and educational activities, which were highly interrelated, often focussed on strengthening use of chronic disease Medical Benefit Schedule items, practice nurse roles and computer and information management systems. In this way, Divisions strengthened primary care team functioning to achieve good communication and consistent standards of care between team members. Divisions detailed a range of strategies that worked well in delivering these practice-level outcomes, with implications for wider Network learning and development. These publicly available data sources provide scope for decision makers and researchers to explore other aspects of Divisions’ roles and performance.

The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor

2020 ◽  
Vol 14 (4) ◽  
pp. 26-42
Author(s):  
Preeta Hinduja ◽  
◽  
Martin Thomas
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Assessment As Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance

This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.

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