The development of a team building program for korean curling team

PURPOSE This study aimed to develop a team building program for a middle school soccer team in order to verify its effects. METHODS A total of 50 middle school soccer players participated in the needs analysis, and 10 middle school soccer players participated the preliminary program. In addition, a total of 37 ‘S’ middle school soccer players and 2 coaches participated the final team building program to identify its effects. The team building program was developed through the following sequence: program goal setting, organization of program activities, and the pretest. Three types of questionnaires and a self-report were utilized to verify the effects of the team building program. RESULTS The team building program was developed based on interpersonal relationships, goal setting, and communication. The level of team cohesion, team communication, and coach-athletes interaction significantly increased through this program. Furthermore, the effects of stress relief and self-improvement were revealed through the self-report. CONCLUSIONS The team building program was determined to be effective and has various benefits. It is expected to contribute to the growth of middle school soccer players if coaches actively participate in the program with their athletes.

Teamwork has been regarded as an important vehicle for an organization to achieve success. Many leading enterprises around the world have implemented programs to promote their staffs’ teamwork spirit. In the Vietnamese context, leaders tend to focus on improving corporate government in which enhancing human resources and collaboration among employees is a need. Thus, promoting culture of teamwork to adapt to the fast changing market-driven economy in these enterprises has become a significant factor for their survival. This paper provides a showcase of the enhancement of the teamwork through a teambuilding program in Ho Chi Minh Stock Exchange (HOSE) in 2014. Two hundred and one participants divided into six teams attended the program and underwent teambuilding activities and team performances. The findings elicited from observation data showed that the program was successful in building and improving the culture of teamwork across all the six teams in light of team membership, team problem relationship, team problem solving, team leadership and organizational environment. The success of this activity made a significant contribution in enhancing intimate relationships among HOSE’s employees. Based on the results, recommendations are given to improve organization’s culture of teamwork through implementing teambuilding activities.

PurposeThis study aims to examine empirically the effect of emotional intelligence of the team, as calculated by the average of all team members’ individual emotional intelligence measurements, on the cohesiveness of the team, and the effect of the perception of self-efficacy of the team members on the relationship between emotional intelligence and team cohesion. Finally, certain financial indicators were analyzed to evaluate team performance.Design/methodology/approachThis study used quasi-experimental design. Participated in the experiment a total of 146 students (35 teams) who were senior business major students in the mid-sized university in the USA. In the experiment, the participants played a business simulation game over an eight-year simulated time frame. After the final round of the simulation game, the variables of emotional intelligence, self-efficacy and team cohesion were measured using the survey questionnaire and team performance and participation data were collected from the business simulation game. In the support of the quantitative data analysis, the current study also collected and analyzed qualitative data comments on other group members’ contribution to the group task.FindingsResults indicated that team cohesion was highest when team members demonstrated greater emotional intelligence. Self-efficacy also had a positive influence on team cohesion. High self-efficacy was found to be an important mediator of the relationship between emotional intelligence and team cohesion. High emotional intelligence promoted the development of self-efficacy, resulting in increased team cohesion. Increased team cohesion resulted in improved team performance and participation.Research limitations/implicationsThe current study has several limitations. First, the sample is mostly business major students in the mid-sized university in the USA. There is a limitation in generalizing the findings into other populations. Second, this study accessed information on 35 teams comprising a total of 146 students. While the number of students and teams is sufficient for a study, more data would improve the robustness of the results. Third, this study collected and analyzed cross-sectional data, so there is the possibility for the reversed causal relationship in the findings. Although the authors concluded that team cohesion had a positive impact on team performance and participation, they also found the reverse relationship from the additional analysis. Fourth, the validity of the construct for emotional intelligence has some detractors, mainly because of the subjective nature of the measurement that tends to overlap existing personality measures and the objective measurement which involves a consensual scoring method with poor reliability.Practical implicationsThis paper implies practical strategies to manage teams and team members for enhanced team productivity. Teams are critical resources within companies. This study demonstrates that high team cohesion leads to better team performance. As team cohesion is important for team performance, the authors found that two antecedents for team cohesion are emotional intelligence and self-efficacy within team members. Therefore, it is important for managers to hire and select team members with high levels of emotional intelligence and self-efficacy. Managers can train employees to internalize increased levels of these traits.Originality/valueThe current study demonstrated that self-efficacy mediated emotional intelligence and team cohesion during a research project lasting one semester. There have been few studies examining the mediating effect of self-efficacy on the relationship between emotional intelligence and team cohesion. In particular, unlike many other studies that use short-term laboratory experiments, the duration of this study could provide enough time to more thoroughly develop cohesion among members. The current study collected both quantitative and qualitative data. In addition to the quantitative data analysis, the analysis of qualitative data reinforced the findings of the quantitative data analysis.

Purpose The purpose of this paper is to present The Build and Bond, an experiential exercise which engages student teams while they apply team dynamics, enhance team skills and foster team member interpersonal bonds. Design/methodology/approach During The Build and Bond, teams design and execute their own team-building activity. Specifically, teams set goals, generate ideas, make decisions, create a team-building activity, develop implementation plans and ultimately execute the activity. Finally, during an all-class debrief discussion, teams describe their team-building activities, connect their experiences to the learning objectives and reflect on how these lessons can be applied in future team experiences. Pretest and posttest surveys were used to determine if participants perceived increases in team performance and cohesion following The Build and Bond. Findings All teams reported that their activity added value, was preferred over an instructor-assigned team-building activity and improved team states. Findings from t-tests supported an improvement in team performance and cohesion. Social implications The Build and Bond is designed to help students feel more equipped to communicate, have fun and work interdependently with current and future team members. Originality/value Teams design the team-building activity themselves, so members are often more interested in participating and engaging during the team-building activity.

A high-performance construction workplace invests in its human resources and facilitates their technical and innovation skills through team development. Though team development has been explored in many studies, to date, little research has disentangled how team development and compensation methods enhance team performance in construction companies. Accordingly, team development as a hierarchical, reflective construct, incorporating six associated components was extended and the variables of the model in a nomological network analysed using partial least squares (PLS). As a result, with the help of PLS path modelling, a hierarchical team development construct with the mediating effects of compensation on the relationship between team development and team performance was developed. The research analysis was completed on a sample population of 128 construction design teams and the results lead to the development of a model that shows team development has a significant direct and indirect impact on team performance. The results also confirm the mediating role of group compensation on the relationship between team development and team performance. In general, it is suggested that the design teams achieved better performance when the leaders adapted team compensation methods consistent with the team development practices.

This study examined the effectiveness of a 12-week team-building (TB) intervention on improving group cohesion and attendance in an ongoing exercise class for the elderly. Among a sample of 12 elderly exercisers, exercise class attendance was monitored before and during the TB intervention, and perceptions of selected measures of cohesion (i.e., group integration) were assessed at baseline and 12 weeks. Results indicated that class attendance increased by 22.2% during the TB intervention. As well, positive trends were evident in perceptions of cohesion. Together, these findings point to the importance of group factors in encouraging exercise behavior among the elderly.

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.

The main aim of this study was to examine mediating effects in the relationships between cohesion, collective efficacy and performance in professional basketball teams. A secondary aim was to examine the correlates of collective efficacy in a professional sport. A total of 154 French and foreign professional players completed French or English versions of questionnaires about cohesion and collective efficacy. Two composite measures of individual performance were used (pre- and post-performance). Individual-level analyses were performed. Regression analyses supported two mediating relationships with collective efficacy as a mediator of the pre-performance – Group integration-task relationship, and Group integration-task as a mediator of the pre-performance – collective efficacy relationship. Statistical analyses indicated that neither Group integration-task nor collective efficacy was a better mediator in the relationship between pre-performance and the other group variables. Results also revealed positive relationships between three dimensions of cohesion (i.e. Individual attractions to the group-task, Group integration-task, Group integration-social) and collective efficacy. These findings suggest that in professional basketball teams, staff members should look after athletes who perform at a lower or below their usual level because their performances might lead them into a downward cohesion – collective efficacy spiral. Staff members should also develop a high quality of group functioning, both on and off the basketball court, given its relationship with collective efficacy.

Background/Objectives: By recognizing team efficacy, interpersonal relationship, and activeness in problem solving as key factors affecting class satisfaction, this study seeks to investigate their causality in actual university team project-based classes. Methods/Statistical Analysis: In this research, survey was performed to collect data. The total of 200 survey questionnaires was distributed during a break in the middle of class. Of them, 34 sets were excluded for missing response, plural response and lining of the same answer inappropriate for study research, leaving 166 sets for the final analysis. For this study research, IBM SPSS v22, IBM AMOS v22, and Microsoft Excel 2013 were utilized. Findings: As a result of this study, the attitude toward learning, team efficacy, and problem solving capability was found to have a positive effect on class satisfaction. Whereas interpersonal relationships showed no effect on class satisfaction, attitude toward learning and team efficacy showed a positive effect on interpersonal relationship and team efficacy showed an effect on problem solving capability. Interpersonal relationship and problem solving capability were found to function as a mediator among team efficacy, attitude toward learning and class satisfaction. Application/Improvements: Based on research results, interpersonal relationship is deemed most appropriate to improve problem solving capability. Also team efficacy and attitude toward learning were found to increase interpersonal relationship.

Students’ Attitudes Towards Different Team Building Methods

Research suggests that humans and autonomous agents can be more effective when working together as a combined unit rather than as individual entities. However, most research has focused on autonomous agent design characteristics while ignoring the importance of social interactions and team dynamics. Two experiments examined how the perception of teamwork among human–human and human–autonomous agents and the application of team building interventions could enhance teamwork outcomes. Participants collaborated with either a human or an autonomous agent. In the first experiment, it was revealed that manipulating team structure by considering your human and autonomous partner as a teammate rather than a tool can increase affect and behavior, but does not benefit performance. In the second experiment, participants completed goal setting and role clarification (team building) with their teammate prior to task performance. Team building interventions led to significant improvements for all teamwork outcomes, including performance. Across both studies, participants communicated more substantially with human partners than they did with autonomous partners. Taken together, these findings suggest that social interactions between humans and autonomous teammates should be an important design consideration and that particular attention should be given to team building interventions to improve affect, behavior, and performance.

Team building and perceived effort in an exercise setting: Gender effects

This research investigates the congruence and incongruence effects of leader-team proactive personality on team cohesiveness and collective team identification, which in turn affect team performance. Drawing on dominance complementarity theory, we propose that the incongruence of leader-team proactive personality exerts positive influence on team performance through team cohesiveness and collective team identification. In addition, we hypothesize that the congruence in leader-team proactive personality has an inverted-U shaped relationship with team cohesiveness and collective team identification, thus affecting subsequent team performance. Using a sample composed of 286 team leaders, 1,893 team members, and 286 manufacturing work teams, our hypothesized relationships received empirical support. Our findings provide a deeper understanding of how (in)congruence in personality traits functions differently at the team level. Our findings highlight both leader-team complementarity and a middle (rather than high/low) leader-team congruence in proactive personality facilitated key team processes and performance outcome.

Team management process comprises team building activities, verification and team performance improvement procedures and team culture adjustments. The social networks, group and team are mapped onto the Theme Centred Interaction Model. The Tuckman group dynamics process forms a base for team building procedures. An impact of team building process and team cohesion on performance is further considered. Hofstede and Cu-Factor cultural dimensions impact the “acculturation” of team members.

The Arabic adaptation of the CEQS addresses the pressing need in sports psychology, allowing assessment of collective efficacy in Arabic-speaking teams and facilitating cross-cultural comparisons of team dynamics. This study undertook a rigorous translation and back-translation process for the CEQS, engaging athletes from a variety of sports in both exploratory (n = 477) and confirmatory (n = 510) phases. Exploratory and confirmatory factor analyses (EFA and CFA) were used to evaluate the factor structure, while reliability was assessed through Cronbach’s alpha and McDonald’s omega. Concurrent validity was established by correlating A-CEQS scores with measures of team performance and communication, and sensitivity was examined through the scale’s ability to distinguish between novice and experienced players. The A-CEQS demonstrated exceptional reliability across its subscales (Cronbach’s alpha and McDonald’s omega >0.9), with EFA identifying a factor structure consistent with the original scale. CFA supported the model’s fit (χ2(190) = 10998.745, p < 0.001; RMSEA = 0.040 [0.033–0.047]; CFI = 0.987; TLI = 0.986; GFI = 0.942; AGFI = 0.928). Concurrent validity was confirmed through significant correlations with Coach–Athletes relationships. The A-CEQS is a reliable measure of collective efficacy in Arabic-speaking sports teams. It enables cross-cultural research and practical applications for enhancing team performance and dynamics.