Search

This conceptual article examines the role of team-building in outdoor learning, reviews group development theory in relation to teamwork, and outlines the Behaviour Analysis model as a tool to facilitate team-building. Working with this foundation, the theory and model are combined with discussion about team, leader, and facilitator behaviours at each stage of group development. The applications are valid for all clientele in all outdoor settings. Several strong recommendations for practitioner behaviours and future research are presented. [ABSTRACT FROM AUTHOR]

Background: Group norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored. Purpose: We investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations. Method: We recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames. Results: Our findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term "group development norms" to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation. Conclusions: Providing a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation. [ABSTRACT FROM AUTHOR]

Nowadays, especially in the Eastern region of Hungary, small businesses face an increasing challenge in attracting and retaining a well-qualified workforce that is able to accept and commit to the goals of SMEs. This is due to the promising career prospects offered by foreign-owned large companies locating here. However, if SME employees possess the virtues of organisational citizenship behaviour (OCB), they will develop a stronger commitment to the organisation. The aim of our research was to explore the extent to which the five OCB virtues; sportsmanship, conscientiousness, altruism, politeness and civic virtue are present in a small construction company in Hajdú-Bihar county. Our survey was carried out using a questionnaire method, which was analysed as a function of length of service, education and age. The main findings are that there is a strong correlation between the presence of OCB characteristics and age and length of time spent with the firm.

Within the first couple of years after release from prison in the United States, recidivism rates are highest. Lack of or limited education levels, access to mental health services or substance abuse treatment, and the environment post release are well-documented reasons for recidivism. A grant-funded community-based multidisciplinary post-incarceration pilot program in Southwest Michigan began to assist the returning ex-offenders overcome reintegration barriers to ensure a successful transition to community living. The program design provided wrap around services that included access to counseling, social work navigator services, mentoring, tutoring, and occupational therapy life skills training to selected ex-offenders who chose to enroll. The program provided services for one year. The conclusion of the program occurred at the end of the grant funded period, when at the same time, the COVID-19 pandemic occurred in March 2020, and coincidentally, at the same time the team adjourned due to internal consequences. There are lessons learned in this experience that worked to reduce recidivism and re-incarceration in prison for a one-year period to effectively zero. Programmatically and organizationally, there are also important lessons to share for practice that are universal. [ABSTRACT FROM AUTHOR]

Groups play a pivotal role in human lives and may be even more important at this current moment when the human species faces myriad intractable issues. It could be argued that groups that are able to form tight connections may be needed now more than ever. While many empirical studies of groups focus on group performance, productivity, and effectiveness, or group “doingness,” this paper introduces a recent study that explored group “beingness” and the experience of manifesting deep union and oneness, an intersubjective phenomenon called coherence. Coherence has been written about from a theoretical and conceptual perspective, as well as from a practice perspective, but it has rarely been investigated empirically. An interpretive phenomenological investigation of coherence inquired into the phenomenon through the facilitation of two group coherence sessions immediately followed by group interviews. The study’s design aimed to explore coherence from the intersubjective perspective, allowing participants to make meaning of their coherence experiences in community. This paper introduces the study and its findings and posits the importance of this type of group phenomenon in our current human reality.

Based on a qualitative study of 19 new career and technical education (CTE) teachers' induction during COVID, we asked: how did the new teachers work collaboratively and develop as a group with other teachers during the pandemic? Although teachers encountered challenges relatively consistent with prior studies (e.g., frustrated with decisions and policies, placed on the fringes of the school's operations), our findings reveal that induction challenges and effects became more pronounced as perceived non-core teachers, requests to remedy matters became more urgent, engagement with external networks became more distant and unprioritized, and the role of induction became even more significant than prior academic years. At the same time, CTE teachers recognized the equalizing effect between CTE and non-CTE teachers with online instruction and uncertainties caused by the pandemic. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Group Development (GD) is an important variable when researching and evaluating what makes teams successful. We analyzed the psychometric properties of the originally Spanish GD questionnaire with German participants. 501 team members and 104 team leaders, 18 to 65 years old, from a German research organization answered an online survey composed of the GD questionnaire and items related to other group processes of democracy, mutual trust, team spirit, and interest in the team's tasks. Results confirmed the unidimensional factor structure of the translated Spanish version for the German GD construct. Internal consistency, convergent and discriminant validity were good. The German GD correlated as expected to other constructs, and it showed concurrent validity with respect to the team members' motivation and interest in team tasks (r =.79, p <.01). We recommend using the GD in German samples to measure team processes that are highly relevant for team effectiveness. [ABSTRACT FROM AUTHOR]

Participant attrition is detrimental for exercise intervention studies, particularly if dropout is not random. Community engagement has helped facilitate participant adherence, which is particularly applicable for group exercise programs. Developing a sense of community (SOC) helps participants feel that they belong and provides ongoing social support. This paper reports on strategies used during an 11-week high intensity functional training (HIFT) intervention with exceptionally high adherence (96.7%) that involved 30 participants (57% women, age 36.7 ± 4.5 years). Participants recorded their heart rate variability using a smartphone app daily throughout the study, completed three different weeks of fitness assessments, and attended six weeks of five days/week HIFT group exercise sessions led by a certified coach. Coaches used strategies to facilitate group interactions and individual feedback and engagement. Participants completed a follow-up survey that included 14 items from the SOC in sport scale (SCS), eight questions about group dynamics, and three open-ended study feedback questions that were coded using the SOC categories. All SCS items were highly rated (mean range = 4.51-4.93/5) as were the group dynamics items (mean range = 4.30-4.85/5). Common interests were the most mentioned SOC category in open-ended responses, and while the participants reported really enjoying the study, they provided constructive feedback for improving future studies. Using specific strategies to facilitate a SOC in exercise intervention research (e.g., group exercise, social media connections, and facilitating participant interactions) are recommended for both researchers and practitioners to avoid attrition and encourage adherence, particularly for programs with high daily participant burden.

Students taking a research elective with project-based course components have shown aversion to group activities. We aimed to minimize group participation hesitancy and give students autonomy in choice of team formation approach in order to examine the effects of team formation approaches on successful team dynamics. Learners chose either a student self-selected (SS) or an instructor randomized (IR) team formation approach for two activities (a brief intervention role-play and a review of reviews research symposia presentation). Group development for the different team approaches was studied using the Tuckman model. Using this model, team dynamics was evaluated over five stages of group development: forming, norming, storming, performing, and adjourning. Student reports for each of the phases were evaluated using a project evaluation rubric. For the adjourning phase we used an open-ended survey embedded in the course learning management system. Free text answers from open-ended questions were analyzed for themes related to team dynamics concepts. Students rated their satisfaction with team performance higher for SS than for IR teams. In terms of individual learning and satisfaction with individual's roles and tasks, they indicated greater satisfaction with the IR approach. Team formation methods impacted group dynamics and individual attitudes with favorable team dynamics leading to better individual task and overall team performance. Higher team performance corresponds to higher grades for group projects and for courses with group projects, favorable team dynamics could impact students' evaluation of the course. • Student self-selected or an instructor randomized approach was used for two projects to observe impact of team formation. • Self-selected teams reported greater satisfaction with team performance, although negative team dynamics was greater. • Team formation methods impacted group dynamics and individual attitudes for better individual task and final team performance. • Favorable team dynamics can impact students' evaluation of courses with group projects [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Followers' trust can build the leader's influence and the followers' trust in the leader's mission. Cognitive (based on perceptions of ability and predictability) and affective (based on perceptions of benevolence and integrity) trust between Christ and His twelve disciples enabled movement to group performance and acceptance of Him as Savior and His Great Commission. The disciples began with knowledge-driven cognitive trust and transitioned to experience-driven affective trust. Tuckman's model may be used to assess group development. [ABSTRACT FROM AUTHOR]

The Group Development Scale (GDS) constituted the object of analysis of the present research. In a sample composed of 2174 participants of a unit of the Portuguese military force, two sequential psychometric studies were carried out in order to assess the dimensional structure of the scale. In the first study were conducted exploratory procedures (n=644) and, in the second, confirmatory procedures (n=1530). The first study pointed to a three-dimensional structure explaining 56.21% of the variance and the second showed a model with an adequate fit (CFI=.94; TLI =.93; SRMR=.04; RMSEA=.05). The internal consistency values ranged between acceptable and very good (Cronbach's alpha between .65 and .94). The results allow the conclusion that the GDS shows adequate psychometric qualities for assessing group development. [ABSTRACT FROM AUTHOR]

Dr Susan Wheelan, scientist, author, teacher and practitioner in the field of group research and development, passed away in November of 2019. This article was written to commemorate her life and work. [ABSTRACT FROM AUTHOR]

Drawing on his experience as an organizational consultant, the author presents a new model of team analysis and development for working with organizations. He describes the field of tension within which many organizations operate (e.g., product and service development must be done at high speed, the viability and life span of products and services is short, etc.) and some key theoretical developments from the science and study of organizations and the organizational field in transactional analysis. Drawing from authors such as Tuckman, Bion, and Belbin as well as several TA concepts, he describes the stages of human development as articulated by Levin and how these can be adapted as a useful tool focusing on the task of the group, the individual team member, and the requirement for leadership in the organizational setting. He provides a new TA model—the cycle of team development—which offers clear, concrete guidelines for organizations that are searching for new ways to increase team effectiveness. Brief case studies demonstrate the use of interventions at each stage. [ABSTRACT FROM AUTHOR]

This research suggests a conceptual process of how to create high- performing innovation teams to meet the market’s need of faster ways of conducting innovation work. The CIT -process (Creating high-performing Innovation Teams) is a five-step-process systematically developed to meet organizational-, team-, and individual perspectives. On a holistic level, this research contributes to prior research by bringing research on innovation teams and high-performing teams together to become a pre-stage to established group dynamic processes and innovation processes. Practical implications and future research are suggested.

Copyright of Journal of The Arab Center for Research & Studies in Library & Information Sciences is the property of Journal of the Arab Center for Research & Studies in Library & Information Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We investigate whether group emotional awareness can prevent the escalation of controversy into conflict in project teams. We propose that group emotional awareness mitigates the impact of initial task conflicts on the development of group emotion regulation. This, in turn, prevents the escalation of task into relationship conflicts. We test our proposed model through a longitudinal design on project teams over the duration of a 3-month project, from the onset of their work together till the completion of the project. Group emotional awareness mitigates the impact of high levels of initial task conflict on the development of emotion regulation: the latter lacks conditions to develop when group emotional awareness is low and groups experience task conflict and can only develop under high emotional awareness conditions. Once in place, group emotional regulation reduces the likelihood of task conflicts escalating to relationship conflicts. [ABSTRACT FROM AUTHOR]

Our thoughts and feelings towards groupwork and outdoor learning impact our subsequent engagement in, and learning from, such activities. This study explores the impact of a pre-course video when used in preparation for an outdoor groupwork skills course. The video was designed according to the theory of planned behaviour (TPB) to enhance intentions to develop groupwork skills in an international cohort of university students. At the induction session of the 3–5 day residential course (N = 173), participants were assigned to either video-only, video with goal-setting worksheet, or control conditions. Their thoughts and feelings towards the course were measured pre- and post-induction and their groupwork skills were measured pre- and post-course. In line with the TPB, participants' attitudes and self-efficacy towards the course were significant and meaningful predictors of their learning intention and subsequent behaviour change. These pre-course beliefs towards groupwork and outdoor learning were significantly improved by the video, despite learners already holding favourable beliefs at baseline. However, these high baseline scores meant that improvements in attitudes resulting from the video were small, and not enough to enhance the subsequent learning outcomes. The potential mechanisms of the pre-course video are discussed along with practical implications. [ABSTRACT FROM AUTHOR]

Group development is an initial step and an important influence on learning collaborative problem solving (CPS) based on the digital learning environment (DLE). Group development based on the Myers-Briggs types indicators (MBTI) rule proved successful for the educational and industrial environment. The MBTI ideal group rules are reached when a group leader has the highest level of leadership and compatibility between group members. The level of leadership and suitability of group members is determined based on the MBTI learning style (LS). Problems arise when the population of MBTI LS with the highest level of leadership is over. This will lead to dual leadership problems and have an impact on group disharmony. This study proposes an intelligent agent software for the development of the ideal group of MBTI, using the Fuzzy algorithm. The intelligent agent was developed on the SKACI platform. SKACI is a DLE for CPS learning. Fuzzy algorithm for solving dual leadership problems in a group. Fuzzy algorithm is used to increase the population of MBTI LS to 3 levels, namely low, medium and high. Increasing the population of MBTI LS can increase the probability of forming an ideal group of MBTI. Intelligent agents are tested based on a quantitative analysis between experimental classes (applying intelligent agents), and control classes (without intelligent agents). Experiment results show an increase in performance and productivity is better in the experimental class than in the control class. It was concluded that the development of intelligent agents had a positive impact on group development based on the MBTI LS. [ABSTRACT FROM AUTHOR]

Online communities are changing the way people enjoy leisure activities through computer-mediated interactions, yet little is known about how these groups form, function, and network. The current study draws on two years of involvement with a Meetup group, using participant observation and ethnographic interviews of the group's live interactions and content analysis of the group's online communication. Throughout this article, the author analyzed the life cycle of online communities and discovered that technology acts as a catalyst for group formation and that the fast and exponential growth of groups centered on common leisure interests. Computer-mediated communications also accelerated the pace of conflict among groups and the formation of alternate communities to satisfy the same need. Patterns of group formation, consolidation, conflict, splintering, and re-grouping repeated themselves throughout the observation period. Finally, the present research discusses how this new form of social interaction facilitates leisure pursuits and encourages creativity in the creation of diverse activities which foster continued participation. [ABSTRACT FROM AUTHOR]

Group formation is an essential process for group development lifecycle. It has been a growing concern to many researchers to be applied automatically in collaborative learning contexts. Forming a group is an atomic process that is affected by various factors. These factors differ depending on the group members characteristics, the context of the grouping process and the techniques used to form the group(s). This paper surveys the recently published work in group formation process providing a systematic literature review in which 30 relevant studies were analyzed. The findings of this review propose two taxonomies. The first one is for the attributes of group formation while the second is for the grouping techniques. Furthermore, we present the main findings and highlight the limitations of existing approaches in computer supported collaborative learning environment. We suggest some potential directions for future research with group formation process in both theoretical and practical aspects. In addition, We emphasize other improvements that may be inter-related with other computing areas such as cloud computing and mobility. [ABSTRACT FROM AUTHOR]

While the notion of task–media fit is inherent to most theories on communication in virtual teams, past studies have largely concentrated on single, isolated tasks—hence neglecting sequential and contextual effects of media use. Building on project management frameworks, this study abstracts from the task level to the broader and more practical level of project phases, linking these to changes in media use. In particular, the study illustrates the weekly use of communication media within 34 student teams during a 3-month project. In line with team process phase models, results showed differences in media use between project phases: While face-to-face communication decreased, the use of leaner media (i.e., telephone and chat) increased in later project phases. Moreover, the variation of media use within the project phases increased over time, emphasizing the temporal dynamics of task–media fit. Finally, implications especially for project managers and recommendations for further research are discussed. [ABSTRACT FROM AUTHOR]