scholarly journals DEVELOPING INTERCULTURAL BUSINESS COMPETENCE VIA TEAM LEARNING IN POST-PANDEMIC ERA

2021 ◽  
Vol 8 (18) ◽  
pp. 53-69
Author(s):  
Tetiana Andrienko ◽  
Vlad Genin ◽  
Iryna Kozubska
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Virtual Teams ◽  
Engineering Students ◽  
Team Learning ◽  
Team Building ◽  
Business Communication ◽  
Experimental Methodology ◽  
Conflict Prevention ◽  
Communication Competencies

To become successfully competitive in the globalised post-COVID 19 virtual business world, the engineering students, besides learning the English language for Specific Purposes as stipulated by the existing Syllabi, require purposed efforts for the formation of intercultural business communication competencies. This research, conducted successively in the USA and Ukraine combining observational and experimental methodology, aimed at studying the influence of team learning on the development of intercultural business competencies and skills highly desired and valued by employers, such as team building and teamwork, critical thinking, decision making, conflict prevention, and resolution, etc. The results were processed by combining qualitative and quantitative methods. Spanning in time from 2013 to 2020, the study proved the effectiveness of project work in learning teams for the development of intercultural competence and business communication skills. Team learning in virtual teams based on andragogical principles and methodology adapted by the authors to the needs of Ukrainian engineering students resulted in developing team building, teamwork, leadership, goal setting, planning, decision making, time management, creative and critical thinking, problem solving, conflict prevention and resolution, interpersonal and group communication and collaboration skills and competences, necessary for successful integration into the global workforce marketplace. Besides significant enhancement of intercultural business communication competencies, team learning resulted in raising Ukrainian undergraduate engineering students’ motivation towards learning ESP, engagement in group and classwork, persistence towards successful graduation and gainful employment, and overall positive learning experiences.

Promoting Critical Thinking in Virtual Teams

2014 ◽  
pp. 201-215 ◽  
Author(s):  
Helena Heizmann
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Information And Communication Technologies ◽  
Virtual Teams ◽  
Communication Technologies ◽  
Communication Behaviors ◽  
Dialogic Learning ◽  
Information And Communication ◽  
Effective Decision ◽  
Effective Decision Making

Effective decision-making in a virtual environment is becoming increasingly important as more and more organizations introduce virtual teams into their global businesses. Critical thinking is a reflective practice that has been suggested to enhance the quality of group decision-making in organizations (Natale & Ricci, 2006). However, little is known about the value of critical thinking in a virtual team environment and the ways in which it can be promoted. This chapter provides a conceptual model of informed decision-making based on critical thinking. It further outlines how critical thinking can be promoted in virtual teams through an active shift towards a dialogic learning culture, constituted by collaborative communication behaviors, authentic leadership, and the use of social Information and Communication Technologies (ICTs).

scholarly journals Learning through time: the role of team reflexivity and virtuality in decision-making teams

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Marques-Quinteiro ◽  
Sjir Uitdewilligen ◽  
Patricia Costa ◽  
Ana Margarida Passos
Keyword(s):  
Decision Making ◽  
Performance Improvement ◽  
Virtual Teams ◽  
Team Performance ◽  
Team Learning ◽  
Current Knowledge ◽  
Longitudinal Design ◽  
Experimental Manipulation ◽  
Content Type ◽  
Face To Face

Purpose This paper aims to test if team reflexivity is a countermeasure to the detrimental effect of team virtuality on team performance improvement, in decision-making teams. Design/methodology/approach Study 1 regarded 210 individuals (N = 44 teams) executing five decision-making tasks. Study 2 regarded 60 individuals (N = 20 teams) executing four decision-making tasks. Study 1 was longitudinal, with no experimental manipulation. Study 2 had an experimental longitudinal design comprising two between-team manipulations: medium of communication and team reflexivity; the outcome was team performance improvement. Findings Study 1’s results show that team reflexivity positively moderates the effect of virtuality on team performance improvement over time. Study 2’s results shows that a reflexivity manipulation benefits face-to-face teams more so than virtual teams, probably because team reflexivity is more effective when media richness is high. Originality/value The implications of reflexivity’s lack of effect in low virtuality (Study 1) and high virtuality (Study 2) teams are discussed. This study contributes to the team learning and virtual teams’ literatures by expanding current knowledge on how team reflexivity can facilitate team learning under face-to-face versus virtual communication conditions.

How Should We Educate Students Whose Cultures Frown upon Rational Disputation?

2017 ◽  
Author(s):  
Harvey Siegel
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Public Education ◽  
Cultural Diversity ◽  
Cultural Differences ◽  
Democratic Participation ◽  
Central Importance ◽  
Full Participation ◽  
Rational Argumentation

`How should public education in democratic states deal with the cultural diversity brought about by contemporary globalization? My suggestion is that key to democratic public education is the obligation to foster in students the skills and abilities, and attitudes and dispositions, needed to participate fully in democratic decision-making. Of central importance are the abilities and dispositions required for critical thinking and rational argumentation: evaluating arguments of others, constructing arguments of one’s own that might rationally persuade one’s fellow citizens, etc. Without these abilities and dispositions, full participation in democratic decision-making is impossible. But fostering them is problematic when students are members of cultures in which argumentation is frowned upon. In this paper I address this tension, and argue that while respecting cultural differences is of the first importance, in democracies it cannot override the requirements of democracy itself. When these two clash, the requirements of democratic participation must take precedence.

Participative work design in lean production

2015 ◽  
Vol 27 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Annika Lantz ◽  
Niklas Hansen ◽  
Conny Antoni
Keyword(s):  
Decision Making ◽  
Team Learning ◽  
Lean Production ◽  
Job Design ◽  
Learning Processes ◽  
Management Policy ◽  
Shop Floor ◽  
Content Type ◽  
Proactive Behaviour ◽  
The Relationship

Purpose – The purpose of this paper is to explore job design mechanisms that enhance team proactivity within a lean production system where autonomy is uttermost restricted. We propose and test a model where the team learning process of building shared meaning of work mediates the relationship between team participative decision-making, inter team relations and team proactive behaviour. Design/methodology/approach – The results are based on questionnaires to 417 employees within manufacturing industry (response rate 86 per cent) and managers’ ratings of team proactivity. The research model was tested by mediation analysis on aggregated data (56 teams). Findings – Team learning mediates the relationship between participative decision-making and inter team collaboration on team proactive behaviour. Input from stakeholders in the work flow and partaking in decisions about work, rather than autonomy in carrying out the work, enhance the teams’ proactivity through learning processes. Research limitations/implications – An investigation of the effects of different leadership styles and management policy on proactivity through team-learning processes might shed light on how leadership promotes proactivity, as results support the effects of team participative decision-making – reflecting management policy – on proactivity. Practical implications – Lean production stresses continuous improvements for enhancing efficiency, and such processes rely on individuals and teams that are proactive. Participation in forming the standardization of work is linked to managerial style, which can be changed and developed also within a lean concept. Based on our experiences of implementing the results in the production plant, we discuss what it takes to create and manage participative processes and close collaboration between teams on the shop floor, and other stakeholders such as production support, based on a shared understanding of the work and work processes. Social implications – Learning at the workplace is essential for long-term employability, and for job satisfaction and health. The lean concept is widely spread to both public bodies and enterprises, and it has been shown that it can be linked to increased stress and an increase in workload. Finding the potential for learning within lean production is essential for balancing the need of efficient production and employees’ health and well-being at work. Originality/value – Very few studies have investigated the paradox between lean and teamwork, yet many lean-inspired productions systems have teamwork as a pillar for enhancing effectiveness. A clear distinction between autonomy and participation contributes to the understanding of the links between job design, learning processes and team proactivity.

scholarly journals Multicriteria Decision Making Model for the New Team Member Selection Based on Individual and Group-Related Factors

2011 ◽  
Vol 3 (2) ◽  
pp. 103-114
Author(s):  
Jakub Wojnar
Keyword(s):  
Decision Making ◽  
Team Member ◽  
Team Building ◽  
Multicriteria Decision Making ◽  
Individual Characteristics ◽  
Related Factors ◽  
Multicriteria Decision ◽  
Novel Approach ◽  
Member Selection ◽  
Decision Making Model

Multicriteria Decision Making Model for the New Team Member Selection Based on Individual and Group-Related FactorsThis paper presents a novel approach to the team building emphasizing group-related attributes of potential candidates instead of focusing on their individual characteristics during the recruitment process. The main assumption is that the teamwork capabilities are equally if not more important than individual skills or competences when selecting new team member. Myers-Briggs Type Indicator is used for analyzing teamwork capabilities and multicriteria decision making model will be developed as a final solution.

scholarly journals Meningkatkan keterampilan berpikir kritis melalui model pembelajaran decision making pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan

2020 ◽  
Vol 5 (1) ◽  
pp. 60-63
Author(s):  
Eulis Sopia Fardiani ◽  
Yogi Nugraha ◽  
Nadya Putri Saylendra
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Value ◽  
Interview Format ◽  
Class Average ◽  
Students Success

This study aims to improve the critical thinking skills of students of class XI IPA 2 MAN 2 Karawang on PPKn subjects through the Decision Making learning model. The use of this learning model is one of the efforts to improve critical thinking skills of students of class XI IPA 2 MAN 2 Karawang on PPKn subjects. The research method used in this study is the Classroom Action Research (CAR) method, which is research conducted by teachers in their own class with the aim of improving their performance as teachers, so that student learning outcomes become more improved. The PTK model used is the Kemmis & Mc model. Taggart which consists of planning, implementation, observation, and reflection. The instruments used are test results, observation, and interviews. Learning outcomes tests are used to measure students' success in critical thinking skills in the subject of analyzing cases of threats to ideology, politics, economics, socio-culture, defense and security and strategies to overcome them in the frame of Bhineka Tungga Ika). Observation and interview using observation format and interview format. The results showed that the use of the Decision Making learning model can improve students' critical thinking skills in PPKn subjects. From the pre-action class average value 28.76, it becomes 49.41 in the first cycle, 67.53 in the second cycle, and 91.79 in the third cycle..

scholarly journals Critical Thinking and Debiasing: Experimentation in an Academic Writing Course

2020 ◽  
Vol 2019 (1) ◽  
pp. 443
Author(s):  
Guy Smith ◽  
John Peloghitis
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Academic Writing ◽  
Cognitive Biases ◽  
Judgment And Decision Making ◽  
Classroom Teaching ◽  
Negative Effects ◽  
Fields Of Study ◽  
Writing Course ◽  
And Training

In the last two decades, interest in cognitive biases has rapidly grown across various fields of study. The research so far has shown that cognitive biases have significant and sometimes adverse effects on decision making. Thus, it is increasingly being argued that classroom teaching of critical thinking needs to include instruction and training that help students understand cognitive biases and reduce their negative effects on judgment and decision making. Teaching students to be aware of biases and to develop and maintain strategies to reduce their influence is known as debiasing. The purpose of this paper is to provide an overview of cognitive biases and a framework for debiasing proposed by Wilson and Brekke (1994). Two approaches, modifying the person and modifying the environment, are discussed to help teachers introduce activities and strategies to mitigate biases. 認知バイアスへの関心は、この20年で様々な領域で急激に高まってきた。認知バイアスが、意思決定に対し有意な影響、時には逆効果を及ぼすことが、これまでの研究で明らかになった。そのため、教室で批判的思考を教える場合も、学生の認知バイアスへの理解に役立ち、認知バイアスが判断力や意思決定に対して及ぼす、時には有害な影響を弱める思考法を教える練習ないし訓練を組み込む必要があるのではないだろうか。学生がバイアスを認識し、その影響を払拭ないし弱める思考法を身につけてそれを維持するよう教えることは、デバイアスという名称で知られている。本稿では、認知バイアスとWilson and Brekke (1994) が提案するデバイアスのプロセスを概観する。教師がバイアスを和らげるための活動と戦略を紹介できるように、人間を修正し、環境を修正するという二つの取り組みについても検討する。

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