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.

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.

Effective Group Dynamics in E-Learning: Case Study

2005 ◽  
Vol 33 (3) ◽  
pp. 205-222 ◽  
Author(s):  
Mercedes Fisher ◽  
Gregory S. Thompson ◽  
David A. Silverberg
Keyword(s):  
Group Dynamics ◽  
Online Courses ◽  
Group Formation ◽  
Novice Instructors ◽  
Computer Mediated ◽  
E Learning ◽  
And Performance ◽  
Effective Group ◽  
Design Ideas

Investigating the participant structure that works in online courses helps us design for, and facilitate, collaboration. Learning communities and group work influence collaboration in online courses. We present an exploratory study of computer-mediated groups that used this model to participate in an online MA program in Educational Technology. These participants were organized into groups and collaboratively built knowledge through synchronous and asynchronous online dialogue while leveraging technology as a tool for individual and collaborative learning. We present a detailed case study collected over a two-year span to identify design ideas, structures, and perceptions of effective collaboration and performance. Group formation, support, and sustainability are also explored. Examples are included that not only describe what participants saw as enabling aspects of the structure but also ways in which novice instructors can enhance curriculum development around readings and online discussion. These findings indicate a high index of collaboration and completion compared to homogenous classes where students work on their own.

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.

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.

scholarly journals SOCIAL METACOGNITION IN THE PROCESS OF DECISION MAKING

2021 ◽  
Author(s):  
Tatiana V. Folomeeva ◽  
◽  
Ekaterina N. Klimochkina
Keyword(s):  
Group Work ◽  
Social Situation ◽  
Team Members ◽  
Current Trends ◽  
Individual Work ◽  
Group Members ◽  
Social Metacognition ◽  
Made In

"Individual metacognitions are responsible for monitoring and controlling our knowledge, emotions and actions, while social metacognitions are included in the process of monitoring and controlling each other’s knowledge, emotions and actions by group members. The distribution of metacognitive responsibilities among group members increases the visibility of individual metacognitive abilities. The study aimed to investigate the role of social metacognitions in the decision process of choosing current fashion trends: to compare how participants interact and social metacognitions influence their decisions in contradiction to the decisions made in individual work, where only individual metacognitions were available. The study consisted of several stages: starting from current trends analysis and follow up interviews, as well as, filling in individual journals. The last step was group work: discussion. The sample was 40 participants (M=24,35, Sd=2,27). Gathered data was processed through a descriptive qualitative analysis using the phenomenological method. Lack of knowledge or confidence to make a decision about which trends represent what is current in fashion in individual work, participants compensate with knowing about their own metacognition. Thus, in teamwork, these individuals’ level out limitations on knowledge or confidence by choosing the behaviour that can increase their knowledge. Choice of the behaviour strategy relies on individual metacognition. Therefore, teamwork provides individuals with additional resources as other team members, which increases the overall significance of work due to the contribution of individual metacognition. Social metacognitions help to distribute responsibilities among group members according to individual metacognitions. In group work, the visibility of individual metacognitions increases and favourably affects learning between participants, facilitates interaction and improves cognitive processes. Due to social metacognitions, participants who lack knowledge or confidence to make an individual decision solve their difficulties in a social situation, where limitations of individual metacognition are mitigated with social metacognitions."

Strategies for handling ethical problems in sudden and unexpected death

2013 ◽  
Vol 20 (6) ◽  
pp. 708-722 ◽  
Author(s):  
Åsa Rejnö ◽  
Ella Danielson ◽  
Linda Berg
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Unexpected Death ◽  
Ethical Problems ◽  
Team Members ◽  
Individual Interviews ◽  
Follow Up Study ◽  
Stroke Team

How ethical praxis is shaped by different contexts and situations has not been widely studied. We performed a follow-up study on stroke team members’ experiences of ethical problems and how the teams managed the situation when caring for patients faced with sudden and unexpected death from stroke. A number of ways for handling ethical problems emerged, which we have now explored further. Data were collected through a three-part form used as base for individual interviews with 15 stroke team members and analyzed using both quantitative and qualitative content analysis. In the analysis, the approaches in the form were condensed into strategies, and the two different ways those strategies were preferred and used by the team members were shown. Hindrances perceived by the team members to impede them from working the preferred way were also revealed and grouped into eight categories.

Navigating the Complexities of Evaluating Team-Based Learning in the Graduate Classroom

2019 ◽  
Vol 5 (4) ◽  
pp. 254-260
Author(s):  
Shannon L. Sibbald ◽  
Ava John-Baptiste ◽  
Mark Speechley
Keyword(s):  
Public Health ◽  
Group Work ◽  
Peer Assessment ◽  
Public Health Practice ◽  
Health Educators ◽  
Unequal Distribution ◽  
Team Members ◽  
Interdisciplinary Field ◽  
Team Based Learning ◽  
Team Functioning

Team-based learning (TBL) appeals to public health educators because it mimics the real world of public health practice. Public health is an interdisciplinary field in which practitioners from various professional backgrounds come together to apply their different skills and competencies to a steadily changing array of public health problems. In addition to fostering synergistic learning, TBL can break down barriers between people from different professions and backgrounds. Many students have had past negative experiences with group work such as perceptions of unequal distribution of work and responsibility among team members. TBL extends beyond group work by supporting a pedagogical philosophy to empower students. Various methods of peer assessment have been proposed that embolden team members to evaluate one another’s contributions to group learning. We describe our TBL approach along with the strategies we employ to mitigate this particular challenge associated with TBL. Overall, we believe our approach to peer assessment in the context of TBL to be effective; students are more satisfied with the authentic assessment, and it has led to improved team functioning.

scholarly journals The Power of Percipience: Consequences of Self-Awareness in Teams on Team-Level Functioning and Performance

2018 ◽  
Vol 45 (7) ◽  
pp. 2891-2919 ◽  
Author(s):  
Erich C. Dierdorff ◽  
David M. Fisher ◽  
Robert S. Rubin
Keyword(s):  
Functional Outcomes ◽  
Self Awareness ◽  
Business Simulation ◽  
Team Coordination ◽  
Team Members ◽  
Individual Level ◽  
Individual Contributions ◽  
And Performance ◽  
Team Functioning ◽  
Performance Results

We integrate research on team functioning with that of self-awareness to advance the notion of self-awareness in teams as an important concept to consider when diagnosing team effectiveness. We argue that teams composed of individuals with greater levels of self-awareness will exhibit more effective team-level functioning and performance. This proposition was explored by examining the effects of self-other agreement with regard to individual-level contributions of teamwork behavior on three team-level functional outcomes (team coordination, conflict, cohesion) and team performance. Results from 515 teams (2,658 individuals) completing a high-fidelity team-based business simulation supported the effects of aggregate levels of self-awareness on team-level functioning and performance. Moreover, these effects were influential above and beyond individual contributions themselves, highlighting the unique value of team members’ self-awareness for understanding team functioning. Of the three functional outcomes, only team conflict mediated the effects of self-awareness in teams on subsequent team-level performance. Finally, results revealed that overrating among team members was a particularly problematic form of the lack of self-awareness in teams.

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.

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