Teamwork Through Team Building: Face-to-Face to Online

2008 ◽  
Vol 71 (4) ◽  
pp. 472-487 ◽  
Author(s):  
Julie Staggers ◽  
Susan Garcia ◽  
Ed Nagelhout

This article describes the ways the authors incorporated team-building activities into our online business writing courses by interrogating the ways that kinesthetic learning translates into the electronic realm. The authors review foundational theories of team building, including Cog's Ladder and Tuckman's Stages, and offer sample exercises they have converted. The authors show how the medium affects the exercises, how the choices made as teachers affect the exercises, and how they adjusted to meet the needs of their students. The authors argue that teamwork most successfully occurs after team building, and too often this team building is lacking in online environments.

2000 ◽  
Vol 63 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Mark Mabrito

As participants in a growing number of online business writing courses, students must communicate with each other and the instructor electronically. One group of students may face particular challenges in this environment: those with high degrees of writing apprehension. This study examined the online communications behavior of such students as they communicated with both familiar and unknown audiences via Internet newsgroups. Low-apprehensive writers tend to exhibit simi lar communication strategies in both types of newsgroups. But high-apprehensive writers contributed more, initiated more topics of discussion, and felt more com fortable participating in electronic discussions with unknown audiences than they did when communicating with familiar audiences.


Author(s):  
Денис Анатольевич Брыков ◽  
Александр Юрьевич Долинин ◽  
Александр Владимирович Паршков

Статья посвящена проблеме внедрения в практику управления персоналом уголовно-исполнительной системы современных технологий командообразования. Рассматривая технологию командообразования в качестве одного из средств повышения эффективности работы с кадрами уголовно-исполнительной системы, авторы раскрывают содержание и значение технологии командообразования в деятельности организации, характеризуют современные способы формирования команды. Акцентируется внимание на проблемных аспектах, связанных с использованием современных технологий командообразования в работе с кадрами уголовно-исполнительной системы (ограниченные объемы финансирования, отсутствие навыков использования нестандартных инструментов воздействия на персонал и внутренней готовности к их применению). На основе анализа современного состояния работы с кадрами уголовно-исполнительной системы и положений концепции формирования команд сформулированы предложения по использованию технологии командообразования в учреждениях и органах ФСИН России: 1) кадровая политика учреждений и органов ФСИН России должна строиться на принципах командного менеджмента, что позволит согласовать взаимные интересы работников и уголовно-исполнительной системы, укрепить организационную культуру структурных подразделений; 2) мероприятия по формированию команды должны стать неотъемлемой составляющей деятельности системы управления персоналом учреждений и органов ФСИН России, касаться всех работников и носить регулярный характер; 3) характер и содержание мероприятий по командообразованию должны развиваться, видоизменяться и усложняться по мере сплочения команды; 4) на начальном этапе внедрения технологий командообразования наиболее приемлемой представляется такая форма, как организация профессиональных праздников и проведение специальных мероприятий-событий с элементами тимбилдинга. The article is devoted to the problem of introduction into the practice of personnel management of the penal system of modern command formation technologies. Considering the technology of teambuilding as one of the means of increasing the efficiency of work with the personnel of the penal system, the author reveals the content and importance of teambuilding technology in the activities of the organization, characterizes the modern ways of forming a team. Attention is focused on the problematic aspects associated with the use of modern teambuilding technologies in working with the personnel of the penal system (limited amounts of funding, lack of skills to use non-standard instruments of impact on personnel and internal readiness for their application). Based on the analysis of the current state of work with the cadres of the criminal executive system and the concept of the formation of teams, proposals are formulated on the use of teambuilding technology in the institutions and bodies of the FPS of Russia: 1) the personnel policy of the institutions and bodies of the FPS of Russia should be based on the principles of command management, which will allow to coordinate the mutual interests of employees and the penal system, to strengthen the organizational culture of structural divisions; 2) the activities to form a team should become an integral part of the personnel management system of the institutions and bodies of the FPS of Russia, concern all employees and be of a regular nature; 3) the nature and content of team building activities should develop, change and become more complex as the team rallies; 4) at the initial stage of introduction of teambuilding technologies, the most acceptable form is the organization of professional holidays and the holding of special event-events with elements of team building.


2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.


2006 ◽  
Vol 20 (3) ◽  
pp. 348-367 ◽  
Author(s):  
Nicholas L. Holt ◽  
John G.H. Dunn

The overall purpose of this study was to provide professional guidance to practitioners who may wish to deliver Personal-Disclosure Mutual-Sharing (PDMS) team building activities. First we replicated and evaluated a PDMS intervention previously used by Dunn and Holt (2004). Fifteen members (M age = 25.4 yrs) of a high performance women’s soccer team provided evaluative data about the intervention they received via reflective interviews. Benefits of the PDMS activity were enhanced understanding, increased cohesion, and improved confidence. Guidelines for professionals who may wish to use this team building approach are provided in terms of (a) establishing group communication practices during the season, (b) delivering the meeting, and (c) demonstrating contextual sensitivity.


Author(s):  
Prabha Parthasarathy ◽  
Bugewa Apampa ◽  
Andrea Manfrin

Purpose: This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.Methods: Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.Results: The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.Conclusion: This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.


2021 ◽  
pp. 002204262110414
Author(s):  
Robyn Vanherle ◽  
Kathleen Beullens ◽  
Hanneke Hendriks

Go-along interviews among adolescents ( N = 26, M age = 16.31, SD = .83) were conducted to examine how adolescents interpret alcohol posts in terms of appropriateness and how this, in turn, plays a role in adolescents’ reactions toward alcohol posts on public and private social media entries. The findings of this study, first, indicate that alcohol posts were classified as appropriate or inappropriate based on the amount of alcohol and the displayed behavior in the post. Second, most posts, including inappropriate ones, received positive or no feedback. Moreover, adolescents deliberately seemed to withhold negative feedback out of fear of being misjudged by peers. Still, negative reactions were expressed more quickly in safer off- and online environments (i.e., face-to-face conversation and online chat messages) because they were visible to close friends only. This is important in view of prevention as it unravels the interesting role of private environments in stimulating negative interpersonal communication.


Author(s):  
Wayne W. Huang ◽  
Kwok-Kee Wei ◽  
John Lim

This chapter deals with the use of a group support system (GSS) to support virtual team-building. Literature review on Group Support Systems (GSS) indicates that most prior GSS research focuses on supporting face-to-face teamwork, and few studies were conducted in supporting virtual teamwork and team-building. When virtual teamwork becomes more common in modern organizations, how GSS can be used to enhance virtual team-building is becoming an important research issue. This chapter proposes a conceptual team-building framework. By embedding this conceptual framework into a GSS, the GSS may have the potential to support virtual team-building. Based on the framework, a set of testable research propositions is formulated, and some suggestions for future GSS research are discussed.


2005 ◽  
pp. 120-122
Author(s):  
Robert Jones ◽  
Rob Oyung ◽  
Lisa Shade Pace

In this section, we will discuss best practices for virtual teams. We also will talk about the tools available for use by virtual teams as well as some of the techniques we’ve seen employed for team building within virtual teams. We’ll include a brief discussion of situations where virtual meetings might be preferable to face-to-face interactions.


Author(s):  
Steven Tolman ◽  
Matt Dunbar ◽  
K. Brooke Slone ◽  
Allie Grimes ◽  
Christopher A. Trautman

As online education continues to grow, more and more faculty find themselves transitioning from teaching face-to-face to online environments. Unsurprisingly, this can be challenging for many faculty as they go through this process. This book chapters examines the experience of a faculty member who transitioned from teaching exclusively face-to-face to online and lessons learned are shared. Additionally, four students share their experience learning online and provide recommendations to faculty members.


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