Changing Digital Age in the Wake of COVID-19

Virtual teams play a crucial role in today’s knowledge-based organisation for overcoming challenges in our dynamic world, especially in the current situation of the COVID-19 pandemic. Teams play a key role in today’s knowledge-based organization for overcoming challenges in our dynamic world. Drawing on social information processing theory, this study explores the effect of members’ humility and team environment within a leaderless team mainly based on virtual platforms. Their impacts on shared leadership, relationship conflict and team and individual performance were investigated. Surveying 219 students forming 61 virtual leaderless teams, our findings showed that a high level of humility and a positive team environment can help to improve shared leadership within a team, which contributes to team performance. Moreover, both humility and team environment have a negative relationship with relationship conflict, which depressed both team and individual performance. Our analysis also indicated that humility positively interacts with team environment on shared leadership.

Understanding Girls' Motivation to Participate in Sport: The Effects of Social Identity and Physical Self-Concept

Introduction: Girls are often less motivated to participate in community sport compared to boys. Having a strong social identity with a sports team is positively associated with motivation to continue participation in sport, yet the mechanisms explaining this association are not well-known. In the current study, physical self-concept is tested as a mediator of the association between social identity and motivation.Method: Girl badminton athletes were recruited to examine how the team environment shapes physical self-concept, and whether this association relates to motivation to participate in sport. Ninety-two girls completed a self-report survey to measure social identity, physical self-perceptions, and motivation. Two mediation models were conducted to examine whether physical self-concept mediated the relationship between social identity and autonomous motivation and controlled motivation.Results: Physical self-concept partially mediated the relationship between social identity and autonomous motivation. The bootstrapped unstandardized indirect effect was, b = 0.05, 95% CI = 0.002 to.14. Physical self-concept fully mediated the relationship between social identity and controlled motivation. The bootstrapped unstandardized indirect effect was, b = −0.13, 95% CI = −0.30 to −0.01, p = 0.04.Discussion: These results highlight the importance of the group context in relation to individual physical self-concept and motivation. Overall, targeting aspects of the team environment in community-level sport may be an important strategy to improve girls' physical self-concept, and autonomous motivation to continue sport participation.

Bridge Over Troubled Water: Shared Understanding Bridges Individual and Collective Resources in Developing Team Resilience in Professional Football

This study explored how coaches facilitate coordinated activities through shared understanding in the processes of team resilience development. Constructs of shared information that underpin synchronised actions and behaviour in a team are investigated through individual experiences with a dialogic “we” perspective of appropriating and handling challenging situations. Interactional key elements underpin coordinated task actions within the team. Experiences of both players and coaches are investigated through semi-structured interviews and complementary texts such as an observation log and coach-meeting reports, originating as part of an action research process in the team environment. The interaction model is developed in the exploratory journey during the season with the team. The model suggests key strategic elements that help to bridge shared appropriation of information to strengthen role interactions between team members handling challenging situations. Coaching practise, which connects the interaction model to different team resources of coordinating activities in the development process, still needs to be explored from different contextual perspectives and environments, within the development of team resilience.

Application of BIM with IPD in Design for a Construction Project

Integrated Project Delivery (IPD) is a new delivery system that fosters integration of combining design and construction in a collaborative team environment. Building Information Modeling (BIM) is a smart technological tool that make significant advancements in coordinating the planning and construction processes. IPD process with BIM technology allows all building data to maintain in a communicating platform that make all participants share data. In reality, some technical and process obstacles exist, that are hampering full implementation of IPD with BIM in the project. The paper introduced the application of IPD with BIM on the design in a project. The results showed the impact of BIM implementation on IPD mode which can result in improved productivity, better coordination, reduced energy consumption, clash and rework of construction.

SP2.2.8Teams, performance, and trust: a perspective from the vanguard

Aims The aim of this study was to determine surgical trainees’ perspective regarding team environment, function, performance, and trust. Methods A 44-point, anonymous survey was distributed to all doctors working in surgery in a single UK Statutory Education Body with responses received from 116 (n = 17 Foundation Year 1 (FY1), n = 50 Senior House Officer (SHO), n = 49 Specialist Registrar (SpR)). Results Psychological safety was associated with trainee grade; SHO perception of support (60.4%, n = 29), FY1 (88.2%, n = 15), SpR (82.4%, n = 42), p = 0.016; and ability to ask for help: SHO (70.8%, n = 34), FY1 (100.0%, n = 17), SpR (92.2%, n = 47 p = 0.043). Dependability among colleagues was perceived to be poorer by women (69.8%, n = 30) than men (87.5%, n = 63, p = 0.009). Clarity of team structure was associated with grade and perceived to be poor by SHOs (60.4%, n = 29) vs. FY1 (94.1%, n = 16) vs. SpR (78.4%, n = 40), p = 0.014. Meaningfulness and impact of team achievement was associated with grade: SHO (68.8%, n = 33) vs. FY1 (76.5%, n = 13) vs. SpR (94.1%, n = 48), p = 0.005. Inverse correlations were observed between the prevalence of harassment/bullying and markers of psychological safety (rho -0.382, p < 0.001), dependability (rho -0.270, p = 0.003), and clarity of team structure (rho -0.355, p < 0.001). Conclusion Important deficiencies in psychological safety impacted two in five of SHOs adversely. Countermeasures (Enhanced Surgical Resilience Training) are needed to protect morale, patient safety, and clinical outcomes.

Experience and Management of Fear in Men's World Cup Alpine Ski Racing

Alpine ski racers, specifically in the discipline of downhill, may experience fear competing in such a high-risk environment. The purpose of this study was to explore Canadian national team men's experience and management of fear in World Cup alpine ski racing. This study uses an interpretive phenomenological analysis, conducted with five male members of the Canadian national ski team. Three themes emerged: contextual influences, preparation and process, and risk vs. reward. The findings indicate one's experience and management of fear may be influenced by contextual factors (e.g., weather, course profile) and confidence, and that confidence is influenced by the same situational factors that influence fear as well as athlete preparation. There currently exists a discrepancy between the athletes' approaches to training and racing, making it difficult to master fear management strategies. As a result of the discrepancy created between training and racing, there are several implications for how the national team environment and training is structured, and we present recommendations for how these findings can be applied to training.

Upper limb spasticity

Spasticity is an involuntary hypertonic state. Dynamic spasticity produces deformity, impairs function, and may lead to contracture and fibrosis. Assessment and management of spasticity should be undertaken through a multidisciplinary team environment following repeated examination and assessment. Management options include physiotherapy, splintage, botulinum toxin, and surgery. Treatment aims include facilitating skin care and hygiene, and improving hand function.

Teams, performance and trust: a perspective from the vanguard

Introduction The aim of this study was to determine surgical trainees’ perspectives on team environment, function, performance and trust. Methods A 44-point anonymous survey was distributed to all doctors working in surgery in a single UK statutory education body. Responses were received from 116 doctors (17 foundation year 1 [F1] doctors, 50 senior house officers [SHOs], 49 specialist registrars [SpRs]). Results Psychological safety was associated with trainee grade, with SHOs showing the lowest results relating to perception of support (F1 88%, SHO 60%, SpR 82%, p=0.016) and ability to ask for help (F1 100%, SHO 71%, SpR 92%, p=0.043). Dependability among colleagues was perceived to be poorer by women than by men (70% vs 88%, p=0.009). Clarity of team structure was associated with grade and perceived to be poor by SHOs (F1 94%, SHO 60%, SpR 78%, p=0.014). Meaningfulness and impact of team achievement was also associated with grade (F1 77%, SHO 69%, SpR 94%, p=0.005). Inverse correlations were observed between the prevalence of harassment/bullying and markers of psychological safety (rs=-0.382, p<0.001), dependability (rs=-0.270, p=0.003) and clarity of team structure (rs=0.355, p<0.001). Conclusions Important deficiencies in psychological safety had an adverse effect on two in five SHOs. Countermeasures (enhanced stress resilience training) are needed to protect morale, patient safety and clinical out

Building Learning Agility Through Psychological Safety

“Building Learning Agility through Psychological Safety” examines psychological safety, a shared belief held by members of a team that it is safe for interpersonal risk-taking and its positive impact on learning agility. This chapter postulates that learning agility is enabled and accelerated by a culture of risk-taking, openness, and experimentation. The chapter also discusses the role of the leader in activating and accelerating team learning. Beyond the intrinsic motivations and learning skills an individual embodies, there is an important role a leader plays in creating the team environment and culture where employees feel empowered to learn by taking risks and trying new skills, practicing, failing fast, reflecting, and learning. By creating a psychologically safe environment, the leader creates the conditions necessary for building and nurturing learning agility.