Committee E‐33 Subcommittees and Task Groups

1983 ◽  
Vol 74 (3) ◽  
pp. 1090-1091
Keyword(s):  
Task Groups ◽  
And Task

Learning in Organizations

2011 ◽  
pp. 561-568 ◽  
Author(s):  
Irena Ali ◽  
Leoni Warne ◽  
Celina Pascoe
Keyword(s):  
Social Context ◽  
Social Learning ◽  
Functional Groups ◽  
Work Groups ◽  
Study Groups ◽  
Work Life ◽  
Task Groups ◽  
Social Clusters ◽  
And Task

In work life, socially based learning occurs all the time. We learn from interactions between peers, genders, functional groups, and across hierarchies, and it happens in ways not normally recognized as learning (Jordan, 1993). Therefore, use of the term “social” learning reflects that organizations, organizational units, and work groups are social clusters, as are study groups and task groups, and thus learning occurs in a social context.

THE DEVELOPMENT OF SOCIAL AND TASK COHESION IN COMPUTER-MEDIATED AND FACE-TO-FACE TASK GROUPS.

2000 ◽  
Vol 2000 (1) ◽  
pp. A1-A6 ◽  
Author(s):  
Bernd Erhard Irmer ◽  
Artemis Chang ◽  
Prashant Bordia
Keyword(s):  
Face To Face ◽  
Task Groups ◽  
Computer Mediated ◽  
Task Cohesion ◽  
Face Task ◽  
And Task

Book Review: How Personal Growth and Task Groups Work

1990 ◽  
Vol 87 (4) ◽  
pp. 664-665
Author(s):  
Diana S. Richmond Garland
Keyword(s):  
Personal Growth ◽  
Task Groups ◽  
And Task

Part-Task vs. Whole-Task Training on a Supervisory Control Task

1987 ◽  
Vol 31 (12) ◽  
pp. 1365-1369 ◽  
Author(s):  
Vernol Battiste
Keyword(s):  
Supervisory Control ◽  
Control Device ◽  
Task Group ◽  
Control Task ◽  
Improve Performance ◽  
Task Groups ◽  
Cursor Control ◽  
Speed Of Response ◽  
Task Training ◽  
And Task

The primary aim of training is to improve performance. Part-task training may be the more economical method, because full mission training simulators often cost more than the vehicles they simulate. However, the skills learned may not transfer effectively to performance of the complete task. This study investigated the effectiveness of Part-task training on the psychomotor portion of a supervisory control simulation. Twelve subjects were divided into Part-task and Whole-task groups and told to perform the task as quickly as possible. Part-task training was provided with the cursor-control device (a magnetic pen and pad), prior to transition to the Whole-task. Some distinct advantages of the Part-task training were: (1) The Part-task group learned the task faster; (2) The Part-task group's scores and task times continued to improve, while the Whole-task group's did not; and (3) A significant increase in speed of response for the Part-task group and almost no improvement in speed for the Whole-task group.

The central role of entitativity in stereotypes of social categories and task groups.

2007 ◽  
Vol 92 (3) ◽  
pp. 369-388 ◽  
Author(s):  
Julie Spencer-Rodgers ◽  
David L. Hamilton ◽  
Steven J. Sherman
Keyword(s):  
Social Categories ◽  
Task Groups ◽  
And Task

Learning in Organizations

2011 ◽  
pp. 2314-2323
Author(s):  
Irena Ali ◽  
Leoni Warne ◽  
Celina Pascoe
Keyword(s):  
Social Context ◽  
Social Learning ◽  
Functional Groups ◽  
Work Groups ◽  
Study Groups ◽  
Work Life ◽  
Task Groups ◽  
Social Clusters ◽  
And Task

In work life, socially based learning occurs all the time. We learn from interactions between peers, genders, functional groups, and across hierarchies, and it happens in ways not normally recognized as learning (Jordan, 1993). Therefore, use of the term “social” learning reflects that organizations, organizational units, and work groups are social clusters, as are study groups and task groups, and thus learning occurs in a social context.

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