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The management of project teams is evolving from managing technical processes to focusing on psychosocial determinants of performance. This trend puts a strain on project management theory and practice. Past meta-analyses on the cohesion-performance relationship show a positive correlation. However, they integrate effect sizes across different types of teams and settings. To clarify this issue for project teams, this meta-analysis differentiates 33 cohesion-performance correlations depending on whether teams are project, production, or service teams in organizational or academic settings. Results show that types of teams and settings are moderators. Project teams in organizational and academic settings show large effect sizes and differ from other teams. Theoretical considerations point to five interrelated modifiers: task uncertainty, task versus outcome performance, student samples' mental representation of the project outcome, and group heterogeneity. [ABSTRACT FROM AUTHOR]

Leadership, currently prescribed as a key requirement for effective school organization and management, is examined here as a rhetorical or discursive device, as a 'turn', in the sense used in literary and sociological discussion of the linguistic turn. In the educational sphere, a tacit separation of leadership from issues of governance and management is becoming apparent. This move may be significantly related to an aestheticization of learning, and what is said to be increasingly the performative nature of its application in educational institutions in England. Leadership is inherently relational, but institutes and sustains unequal power relations. The paper argues that a significant distinction should be understood between performance and performativity, analogous to 'event' and 'possibility', which affords unrealized ethical and emancipatory opportunities for educational practice. [ABSTRACT FROM AUTHOR]

Focuses on rubrics, scoring criteria that describe possible responses and specify the qualities and characteristics that occur at different levels of performance. Description of types of rubrics, analytical and holistic; Steps in designing a rubric; Reason for using rubrics. INSET: What Are Rubrics?.