There are hardly any instruments to measure teamwork
from an individual approach. This applies both in interprofessional teams or not, and in teams involved in health, social care, and other areas. ...The Individual Behavior Analysis (IBA) scale measures efficacious behavior in work teams. It is one of the few instruments proposed in the literature to measure personal skills necessary for teamwork. Only a previous exploratory analysis of the scale was informed in another study. This article analyzes its internal structure using different confirmatory factor analyses and its internal consistency, with a sample of 815 employees working for Spanish social organizations in the geriatric field, both private and public. The results of the definitive version adapted to Spanish, referred to as Individual Behavior Analysis -25, indicate a good fit of the model to the data and good reliability. Factor analysis confirmed the existence of two factors: Communication skills and Acceptance, with good internal consistency coefficients. This scale is a useful instrument for assessing, based on the reviewed literature, two of the most important individual skills an efficacious team should have.
Best practices for group assessment tasks Bayne, Lyndie; Birt, Jacqueline; Hancock, Phil ...
Journal of accounting education,
June 2022, 2022-06-00, Letnik:
59
Journal Article
Recenzirano
•Accounting curricula should include a variety of group assessment tasks.•Group set-up and providing tools to engage in group activities is pivotal.•Group assessment design should necessitate ...discussion and collaboration.•Measures to combat academic dishonesty in an online and remote learning environment.•Self and peer assessment tools to encourage teamwork and mitigate free-rider issues.
The development of teamwork skills for future employability has been noted as a critical skill that graduates require. This paper reports on best practices for the assessment of group work and the development of teamwork skills. We explore distinctions between ‘in-class versus take-home’, ‘multiple choice versus essay style’ and ‘online versus paper-based’ group assessments. Interviews were conducted with 21 key stakeholders involved with two final-year financial accounting units at an Australian university. Overall, we find that students perceive value from a variety of group assessment types throughout their degree for the development of teamwork skills. Benefits and challenges relating to various group assessment types are presented. We tabulate our best practices for group assessment tasks and offer techniques to improve the effectiveness of group assessments in developing teamwork skills.
This article investigates the perceptions held by Chinese international students at one Australian university regarding the importance of teamwork skills for entry-level positions in the Chinese ...hotel industry and the development of these skills. The findings from 19 semi-structured interviews demonstrate that most respondents feel that it is crucial for Chinese international students to develop teamwork skills for the Chinese hotel industry. Even though some respondents reported positive experiences working on university assignments with other students of different nationalities, others felt that cross-cultural teamwork was challenging due to their perceived weak English language skills and lack of creative ideas. Some students also mentioned that they would like their university lecturers and tutors to assist them in the formation and facilitation of teams. The article recommends structured interventions regarding cross-cultural teamwork and continuous English language teaching to familiarize the Chinese international students with the challenges that they may face.
Change teams and change roles
Human resource management international digest,
01/2024, Letnik:
32, Številka:
1
Journal Article
Recenzirano
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Design/methodology/approach
This ...briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
Organizational performance increasingly depends on the success of different temporary teams. Individual members who shift between teams and roles within them can perform effectively when managers strengthen facilitating factors while limiting the impact of those with scope to inhibit performance.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
Teamwork skills are important professional competencies; teaching them can be challenging in online nursing education.
To describe the implementation of a three-stage model for successful group ...processes in an asynchronous online course and evaluate its effectiveness.
The three-stage model for group work was used to identify students' needs and concerns, and adaptations to the model were made to reflect specifics of the online environment. Prior to the beginning of the course, the faculty created guidelines and instructions for a group project, recorded a video explaining the benefits of group work, and provided a variety of resources. Faculty monitored and supported online group processes through all stages of group work. At the end of the course, 135 students completed an evaluation survey. Student responses were aggregated by frequent comments.
Most students described their group work experience as positive and enjoyable. Students reported learning a wide range of teamwork skills. All students recognized that group work skills are directly applicable to their future nursing practice.
It is possible to make online group projects successful and gratifying for students with appropriate evidence-based course design and carefully planned facilitation of group processes.
•Challenges with online group work can be overcome by utilizing a three-stage group work model with appropriate adaptations.•Careful group project design and faculty facilitation ensured successful outcomes and a positive experience for students.•Students reported learning a variety of teamwork skills and recognized their importance for future nursing practice.
Contribution: Prior studies on pedagogical methodologies to acquire soft skills have shown that developing collaborative tasks produces positive impact in students' abilities. In this article, a ...pedagogical approach based on interdisciplinary practice and realistic problems is proposed to improve students' teamwork skills. Background: Traditionally, soft skill acquisition has received scarce attention in high education curricula. Consequently, students finish their studies without having developed important competencies, such as communication, conflict resolution and teamwork skills. Intended Outcomes: Students who follow a realistic interdisciplinary approach improve both their soft and hard skills compared to students who follow a traditional collaborative pedagogical methodology. Through the approach proposed, students progress in completing tasks, participating in the team, collaborating in the organization, accepting agreements and taking into account the others' points of view. Application Design: The experience involved students from two different disciplines, prospective computer science engineers and preservice teachers. They worked together to design an educational application that required prospective engineers to apply Human-Computer Interaction fundamentals. A quasi-experimental study was performed using either knowledge tests or self-assessment pre-post-tests, both subsequently analyzed using quantitative methods. Findings: 1) The prospective CS engineers who followed the interdisciplinary realistic practice approach achieved better learning outcomes than those who did not; 2) the educational context affects teamwork skill development; and 3) students improved their ability to work and participate in the team after the experience.
Background Crew Resource Management (CRM) is a team-building communication process first implemented in the aviation industry to improve safety. It has been used in health care, particularly in ...surgical and intensive care settings, to improve team dynamics and reduce errors. We adapted a CRM process for implementation in the trauma resuscitation area. Study Design An interdisciplinary steering committee developed our CRM process to include a didactic classroom program based on a preimplementation survey of our trauma team members. Implementation with new cultural and process expectations followed. The Human Factors Attitude Survey and Communication and Teamwork Skills assessment tool were used to design, evaluate, and validate our CRM program. Results The initial trauma communication survey was completed by 160 team members (49% response). Twenty-five trauma resuscitations were observed and scored using Communication and Teamwork Skills. Areas of concern were identified and 324 staff completed our 3-hour CRM course during a 3-month period. After CRM training, 132 communication surveys and 38 Communication and Teamwork Skills observations were completed. In the post-CRM survey, respondents indicated improvement in accuracy of field to medical command information (p = 0.029); accuracy of emergency department medical command information to the resuscitation area (p = 0.002); and team leader identity, communication of plan, and role assignment (p = 0.001). After CRM training, staff were more likely to speak up when patient safety was a concern (p = 0.002). Conclusions Crew Resource Management in the trauma resuscitation area enhances team dynamics, communication, and, ostensibly, patient safety. Philosophy and culture of CRM should be compulsory components of trauma programs and in resuscitation of injured patients.
Efforts to improve teamwork in trauma include simulation-based team training with a non-technical skills (NTS) focus. However, there is a lack of evidence to inform the development of team training ...programs for maximum uptake of NTS in clinical practice. This descriptive paper aims to evaluate the extent NTS were practiced by the trauma team in a Level 1 trauma hospital after NTS training and to identify facilitators and barriers to use of NTS in clinical practice.
A 38-item questionnaire targeting clinicians who attended a simulation based multidisciplinary Trauma Team Training program was developed. The questionnaire was developed using the Theoretical Domains Framework, a validated tool to identify what practices need to change. It included questions on the current practice of NTS in real life trauma resuscitation.
Eighty six of 235 eligible participants (rate 37%) responded to the questionnaire. All relevant professions and clinical services were represented. There were 15 facilitators and 12 barriers identified. Barriers and facilitators were allocated to categories of factors known to influence trauma team practices. These were: (1) organisational factors that influence the trauma team, (2) team factors that influence teamwork and (3) cognitive factors that influence team decision making.
NTS were being used by frontline clinicians in real world trauma resuscitations to varying degrees, depending on organisational, team and cognitive facilitators and barriers. Facilitators to the implementation of NTS skills during trauma emergencies included team composition, roles and responsibilities, procedural compliance and leadership. Barriers included decision making and communication. This study described team members experience of using NTS in ‘real world trauma resuscitation’ to inform future team training interventions.
The Stop the Bleed (STB) training program was launched by the White House to minimize hemorrhagic deaths. Few studies focused on the STB were reported outside the United States. This study aimed to ...evaluate the effectiveness of a problem-, team- and evidence-based learning (PTEBL) approach to teaching, compared to traditional teaching methods currently employed in STB courses in China.
This study was a parallel group, unmasked, randomised controlled trial. We included third-year medical students of a five-year training program from the Xiangya School of Medicine, Central South University who voluntarily participated in the trial. One hundred fifty-three medical students were randomized (1:1) into the PTEBL group (n = 77) or traditional group (n = 76). Every group was led by a single instructor. The instructor in the PTEBL group has experienced in educational reform. However, the instructor in the traditional group follows a traditional teaching mode. The teaching courses for both student groups had the same duration of four hours. Questionnaires were conducted to assess teaching quality before and after the course. The trial was registered in the Central South University (No. 2021JY188).
In the PTEBL group, students reported mastery in three fundamental STB skills-Direct Finger Compression (61/77, 79.2%), Packing (72/77, 93.8%), and Tourniquet Placement (71/77, 92.2%) respectively, while 76.3% (58/76), 89.5% (68/76), and 88.2% (67/76) of students in the traditional group (P > 0.05 for each pairwise comparison). 96.1% (74/77) of students in the PTEBL group felt prepared to help in an emergency, while 90.8% (69/76) of students in the traditional group (P > 0.05). 94.8% (73/77) of students reported improved teamwork skills after the PTEBL course, in contrast with 81.6% (62/76) of students in the traditional course (P = 0.011). Furthermore, a positive correlation was observed between improved clinical thinking skills and improved teamwork skills (R = 0.82, 95% CI: 0.74-0.88; P < 0.001).
Compared with the traditional teaching method, the PTEBL method was superior in teaching teamwork skills, and has equally effectively taught hemostasis techniques in the emergency setting. The PTEBL method can be introduced to the STB training in China.
Our study examined using a computer-based learning game as a tool to facilitate teaching and learning teamwork skills. The game was applied to an undergraduate level human resource management course ...at a business school in Finland. We focused on students’ experiences and key learning outcomes of collaborative learning of teamwork skills through the game, and our analysis highlighted two key features of learning outcomes. First, the computer-based learning game promoted students’ self-reflection and evaluation of their individual team roles. Second, although the game taught students the importance of continuous information sharing in teamwork, their evaluation of team outcomes was performance driven; students predominantly took team efficiency as a sign of good teamwork. This case revealed the benefits and challenges of using computer-based learning games as a pedagogical tool. We identified what is required from lecturers and students for the game to be successful, and how team values other than performance could be learned through the game.
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