Students’ Attitudes Towards Different Team Building Methods

The purpose of this study was to develop and apply a team building program for a curling team through needs assessment. The participants in this study were 69 high-school, college, professional, and national curling athletes for the needs assessment, 4 sport psychologists and 2 curling experts for verifying the validity of the program, and 5 curling athletes of professional curling teams for the application of the team building program. The needs assessment data were analyzed by inductive content analysis. The team building program was developed based on the results of needs assessment, goal setting of the team building program, and a selection of activities for the team building program. The team building program was applied to five curling players for 7 sessions. Team cohesion, team efficacy, and effective communication were measured two times (i.e., pre and post) to examine the effects of team building intervention. The results of needs assessment indicated interpersonal relationship, communication, and performance were necessary factors for team building. Consequently, goals of the team building program were to improve communication and interpersonal relationships. Team building activities were selected through team building literature review and expert meetings. Secondly, the team building intervention had a positive influence on team cohesion, team efficacy, and communication. These results indicated that team building would positively contribute to team factors and team performance.

A series of team-building activities were conducted on a medical-surgical unit and their impact on staff's communication and job satisfaction was examined. Forty-four unit personnel participated in the interventions. Staff communication and job satisfaction were measured before and after the intervention. The findings linked team-building activities with improved staff communication and job satisfaction. Team-building strategies assisted the nurse leader/manager to build an effective work team by strengthening communication and interpersonal relationships so that the staff could function as a more cohesive group. Staff development consultants can help nurse managers become more effective team leaders by identifying the necessary resources and by helping to plan and coordinate team-building strategies.

Establishing and maintaining a team with high motivation levels is pivotal to the success of a business. Team building activities can help to encourage clinic development, resulting in a strong team that understands your aesthetic clinic's ethos. Victoria Smith looks at the role team building activities play in clinic management and how they help your staff succeed in all areas of work

In the GenAI era, discussion forums and peer assessment significantly contribute to the educational domain by enhancing collaboration, personalized learning, and critical thinking. Online teaching and learning process has become essential after this Covid-19 pandemic. A few instructors follow a hybrid mode of teaching learning processes and set an adaptive learning environment for the learners. However, handling theory courses is one of the most challenging tasks for the instructors both in traditional as well as in online mode. Students may not give their complete attention and they are easily distracted by other means. Hence, it becomes necessary to prepare a structured course plan with adequate interactive and participative sessions for the learners so that the learning objectives would be met. The plan shall be customized to any mode of learning there on. This article focuses on the DTP Framework - Discussion forum, Team practices and Peer assessment, which sets up a suitable learning environment for the learners for improving their team building skills, and thereby cognitive experience. This article considered Software Engineering course as the case study and demonstrated how the team building activities and peer interactions helped the learners in their academic performance.

A Team of Leaders: Empowering Every Member to Take Ownership, Demonstrate Initiative, and Deliver Results Paul Gustavson and Steward LiffAMACOM (2014) 226 pages, hardcover, $26.95Do you manage teams or belong to a team? The vast majority of us will respond yes to this question. As a college professor, I often have students work in teams for the entire semester to complete assignments and projects. Interestingly, it is one of the activities they most dislike, second only to public speaking. Yet, when they enter the workforce these skills may be the most important ones they possess. In general, universities recognize that courses to improve communication skills need to be in the curriculum, but those that include team building and performance primarily cover theory. Perhaps we need a course in which team building activities are instructed, practiced, evaluated, and improved.In the meantime, organizations must conduct the training for these skills in-house or seek expert advice because we understand that team skills are central to organizational success in the 21st century. This understanding is the reason A Team of Leaders: Empowering Every Member to Take Ownership, Demonstrate Initiative, and Deliver Results by Gustavson and Liffis so important. Gustavson and Liffhave spent decades developing the expertise that they share with us in this book. As a manager or member of a team, this book is a rich and valuable resource, and one that I expect will be referred to frequently as your organization evolves through this transformation.Gustavson and Liffprovide us with six chapters of information including tools, models, actions, and expected outcomes for developing a team of leaders. In their experience, the authors find that the highest performing teams are those that include self-sufficient and more engaged members. In addition, they believe that most problems within teams are caused by the design of the team as well as management systems and processes. They are not assigning blame, but providing insight to what improvements are possible in order to achieve the organizational outcomes we desire.It follows, therefore, that a basic premise of the book is that creating a team of leaders requires altering the roles of the team's leader and members as well as a redesign of the organization's systems and processes. A five stage model to develop this team of leaders is the subject of the book with the ultimate goal that everyone on the team steps up and provides leadership. This allows the formal team leader to become an advisor while members of the team rotate through the lead role, provide shared leadership, and are involved and committed.At the beginning of each chapter, the authors include a Key Principle that provides insight into the chapter contents and anticipated outcome. Guidelines, frameworks/models, tool kits, and examples support the material and offer the reader a series of questions to ask in order to appropriately apply the information within their organization. At the end of each chapter two additional resources assist in understanding this process: (a) challenges, tensions, and key facts during implementation; and (b) how the chapter topic will help build leaders. The first resource recognizes that change is difficult and that this process will be different in each organization; the second reinforces the key concept of the chapter and its strategic role in the process toward developing a team of leaders.In chapter one, each of the five stages in developing a team of leaders is summarized in a chart and detailed in the reading. This chapter serves as the foundation for the rest of the book. Gustavson and Liffhighlight that communication is key to the process. …

As robots become more integrated into society and the workforce, people will be required to work cooperatively with not just other people, but robots as well. People engage in team-building activities to improve cooperation and promote positive group identity. This paper explores the effect that a team-building activity had on humans working cooperatively with human and robot teammates with the goal of better understanding how to improve cooperation between a human and a robotic agent. We conducted a 2x2 study with the presence or absence of a team-building activity and the possibility or impossibility of the cooperative task. 40 participants conducted a group search task with a robot and another human partner. Half of the participants engaged in a short team-building exercise. Surveys were used to capture participants’ perceptions before and after the session. Success and failure of the task was also measured to identify any changes related to the outcome of the team-building task. It was found that humans’ perceptions of robots improve after performing team-building activities. We also found that this effect was comparable to the change of perception when the group succeeded on the task.

Total quality management (TQM) programmes and “management of change” are procedures only as effective as the research which guides them and must rely on the commitment and support of employees. It is therefore essential not only to ensure this commitment but to “give ownership” of the process to employees by assessing their own priorities and needs within the context of TQM or team building exercises. Examines this process and demonstrates the importance of balancing organizational, employee and customer needs.

Much of the social and economic inequality that sexual harassment perpetuates is created in the workplace. But research has not always acknowledged the fluid and changing nature of workspaces. This article argues that irregular workspaces and activities—bars and other social drinking sites at which yingchou (business drinking activities) take place, team building, and the WeChat social media platform—are significant sites of sexual harassment in China. These irregular workplaces play a significant role in working life in China, and their informality has made them prone to sexual harassment in the context of deeply entrenched gender norms and vertical power hierarchy.

In this chapter, The authors presented five case studies on OH leadership and team building programmes and approaches and then compare them to determine what competencies they are emphasizing as critical in their cultural and operational context. Case studies were selected to represent OH leadership and team building programmes within country and regional contexts. The cases discussed include the: (i) Global Health True Leaders (GHTL) programme in Indonesia; (ii) International Master of Public Health OH-oriented programme at Hanoi Medical University (HMU) in Vietnam; (iii) Engaging Intergovernmental Organizations (EIO)program at the University of Minnesota in the USA; (iv) One Health Systems Mapping and Analysis Resource Toolkit (OH-SMARTTM), implemented in 18 countries; and (v) multidisciplinary OH field attachments/placement programmes implemented by the One Health Central and Eastern Africa (OHCEA)university network in eight countries. All of these programmes were supported, in part, by the USAID One Health Workforce (OHW) Project. In presenting and analysing these case studies, this chapter provides examples of five field-validated programmes involving OH leadership and what competencies they identified as critical to OH leadership in their context.

Employment Relations TodayVolume 24, Issue 4 p. 65-72 Feature Telecommuting brightens the future for florida power and light Brian Parks, Brian Parks Brian Parks is a 16-year veteran at Florida Power and Light (FPL). He is currently the regional manager in the customer relations and sales department in FPUs Miami office. While working at FPL, he has designed pay-for-performance programs for various business units. He also develops and teaches training courses focused on employee development and team building, and his latest effort is “Houston, We Have a Problem.”Search for more papers by this author Brian Parks, Brian Parks Brian Parks is a 16-year veteran at Florida Power and Light (FPL). He is currently the regional manager in the customer relations and sales department in FPUs Miami office. While working at FPL, he has designed pay-for-performance programs for various business units. He also develops and teaches training courses focused on employee development and team building, and his latest effort is “Houston, We Have a Problem.”Search for more papers by this author First published: 31 January 2011 https://doi.org/10.1002/ert.3910240408 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume24, Issue4Winter 1997Pages 65-72 RelatedInformation

Introduction Burnout rates for emergency medicine residents are high. One intervention and initiative to enhance wellness and address burnout is the resident retreat. Retreats have multiple formats and are often designed with an emphasis on social events. This longitudinal retreat curriculum for a three-year residency training program was designed emphasizing rest, a step away from what is familiar, and reflection. MethodsIndividual resident retreats were designed for each year of postgraduate training. The agenda for each is organized and intentional. Activities focused on personal well-being, self-reflection, team building, professional development, and physical activities are coupled with topics unique to class year roles and responsibilities. Retreats are held away from the hospital establishing a separation from the workplace.ResultsThe retreat program has been sustainable for almost decades with trainees evaluating it highly. Faculty and residents enthusiastically participate in the program and consider it a fundamental part of the residency; 93.75% of residents surveyed strongly agreed that the retreats benefit their training while 94.2% strongly agreed that retreats increased their enthusiasm for training.ConclusionsAn emergency medicine resident retreat program focusing on unique elements for each post-graduate year is achievable and sustainable in an emergency medicine residency program. Over time, the retreat has become an integral part of the residency experience with positive experiences for both faculty and trainees.

The study adopted the qualitative research approach to understand the lived experiences of teachers with regard to the aftermaths of unmanaged teacher-teacher professional relations in senior high schools in the Tamale Education Metropolis. A purposive sampling technique was used to select fifteen (15) secondary school teachers. Face-to-face in-depth individual interviews were conducted. Data were collected through the use of the Pen-and-Paper Personal method. Thematic analytical method was used to analyse collected data. Findings were that the aftermaths of unmanaged teacher-teacher professional relations in schools include teacher stress and burnout, teacher inadequate belongingness and motivation, chaos and conflict, inadequate team spirit and collaboration among teachers, uncooperative teacher behaviours and inadequate knowledge and information sharing among teachers. Recommendations made were that school management in meetings should create rooms where there is open communication and adequate interactions among all teachers and where all teachers are encouraged to develop strong love, care and concern for the well-being and happiness of colleague teachers. The school management should work with the Ghana Education Service to train and equip all teachers on strategies to deal and cope with stress as a result of poor teacher-teacher relations. Team-building exercises should be organized by school management where experts in Team Building are invited to educate and instill in all teachers the need for them to have a high level of team spirit.

It is the aim of the present study to investigate how Human Resource (HR) interventions help to address conflict and communication issues that are often observed to flare up in cross-functional project teams. The challenge associated with cross-functional teams is unique because team members usually include people with dissimilar backgrounds in terms of professional affiliations and the goals of their departments as well. The role clarification, conflict resolution training, communication training, team-building activities, and psychological safety programs were some of the HR interventions which were reviewed in terms of their effectiveness in influencing the team dynamics. The study used a mixed methods design that involved the qualitative data through interviews and quantitative results provided by cross functional teams in different industries through surveys. Findings demonstrate that role clarification and psychological safety programs were the most successful ones in terms of improving communication, eliminating conflict, and, making the overall team performance better. Training in conflict resolution and communication skills also played a major role to the bonding and performance of the teams. This research emphasizes the importance of HR to support a productive and constructive attitude in the cross-functional team and should interest the HR professionals who might want to balance the dynamics in a team and enhance successes on projects.

This article aims to analyze the integrated communication strategy grounded in marketing paradigms implemented by the Siwalima Museum to enhance youth engagement. The study is motivated by the declining interest of younger generations in cultural institutions such as museums, and the urgent need for adaptive and innovative communication approaches. Employing a qualitative methodology, this research uses a case study design, participatory observation, and in-depth interviews with museum administrators, young visitors, and strategic partners. Findings reveal that Siwalima Museum structures its communication strategy through six key stages: situational analysis, goal setting, audience targeting, message formulation, communication program development, and evaluation. These strategies manifest in thematic events, digital media utilization, creative advertising, and student-specific discount programs. The museum also applies three core marketing approaches: internal marketing through team building and staff training; integrated marketing by aligning product, price, and promotion; and relationship marketing via partnerships with schools, communities, and private sector actors through the “Friends of Siwalima Museum” initiative. The novelty of this study lies in its integration of marketing principles within public and educational museum communication, offering a holistic approach that bridges cultural values with the communication preferences of younger audiences. The study recommends that other cultural institutions adopt integrated communication strategies responsive to youth dynamics to ensure social relevance and institutional sustainability in the social sciences and humanities domain.

IntroductionA strategy for transitioning implementation successfully from pre-implementation to active implementation is to hold a team “kickoff.” The objectives of this manuscript are: (1) to present the frameworks that guided the development of the Protocol-guided Rapid Evaluation of Veterans Experiencing New Transient neurological symptoms (PREVENT) kickoff strategy, (2) describe design elements of the kickoff and how they contribute to achieving PREVENT kickoff aims; forming teams, developing an action plan, and launching active implementation (3) examine the perceived usefulness of those kickoff design elements toward achieving kickoff aims.MethodsPREVENT was a stepped-wedge trial to improve the quality of Transient Ischemic Attack (TIA) care at six Veterans Affairs (VA) medical centers. The PREVENT kickoff was designed from multiple frameworks: theory of change principles for process improvement; Consolidated Framework for Implementation Research (CFIR); social learning models; and systems redesign. Data collected included pre-kickoff planning documents and post-kickoff debriefs from the PREVENT national team, Audience Response System (ARS) data, post-kickoff site participant evaluations and semi-structured interviews.ResultsSite team participants reflected positively on the framework driven, interactive and interpersonal design elements, team building, and action plan exercises, and found them useful for a successful project launch. In-person and hybrid set-up of the kickoff, interactive elements, and team formation activities emphasized the quality problem, and motivated site implementation providers to plan for stroke/TIA care improvement.ConclusionsImplementation team kickoffs during pre-implementation are a useful approach to inform and engage local clinical teams and to form plans for practice changes to improve clinical care.Clinical Trial Registrationclinicaltrials.gov, identifier NCT02769338.