Well-functioning teamwork has frequently been linked to increased work satisfaction and performance. However, there is a paucity of research on the different types of roles in teams. Recently, a new ...model of role behavior in teams was proposed (comprising seven such team roles: Idea creator, information gatherer, decision-maker, implementer, influencer, energizer, and relationship manager), but an assessment instrument was lacking so far. The present study describes the construction of an instrument for the assessment of these roles in two samples (N = 291 and 274) and examines their relationships with character strengths and job satisfaction. Results show that the team roles are positively related to job satisfaction and most character strengths. The findings support the important role of character strengths in work-related settings and lay ground for further studies on team roles.
The attribute alignment approach to team composition allows researchers to assess variation in team member attributes, which occurs simultaneously within and across individual team members. This ...approach facilitates the development of theory testing the proposition that individual members are themselves complex systems comprised of multiple attributes and that the configuration of those attributes affects team-level processes and outcomes. Here, we expand this approach, originally developed for two attributes, by describing three ways researchers may capture the alignment of three or more team member attributes: (a) a geometric approach, (b) a physical approach accentuating ideal alignment, and (c) an algebraic approach accentuating the direction (as opposed to magnitude) of alignment. We also provide examples of the research questions each could answer and compare the methods empirically using a synthetic dataset assessing 100 teams of three to seven members across four attributes. Then, we provide a practical guide to selecting an appropriate method when considering team-member attribute patterns by answering several common questions regarding applying attribute alignment. Finally, we provide code (https://github.com/kjem514/Attribute-Alignment-Code) and apply this approach to a field data set in our appendices.
Self-organizing teams have been recognized and studied in various forms-as autonomous groups in socio-technical systems, enablers of organizational theories, agents of knowledge management, and as ...examples of complex-adaptive systems. Over the last decade, self-organizing teams have taken center stage in software engineering when they were incorporated as a hallmark of Agile methods. Despite the long and rich history of self-organizing teams and their recent popularity with Agile methods, there has been little research on the topic within software wngineering. Particularly, there is a dearth of research on how Agile teams organize themselves in practice. Through a Grounded Theory research involving 58 Agile practitioners from 23 software organizations in New Zealand and India over a period of four years, we identified informal, implicit, transient, and spontaneous roles that make Agile teams self-organizing. These roles-Mentor, Coordinator, Translator, Champion, Promoter, and Terminator-are focused toward providing initial guidance and encouraging continued adherence to Agile methods, effectively managing customer expectations and coordinating customer collaboration, securing and sustaining senior management support, and identifying and removing team members threatening the self-organizing ability of the team. Understanding these roles will help software development teams and their managers better comprehend and execute their roles and responsibilities as a self-organizing team.
Coordinated Action in Multiteam Systems Davison, Robert B.; Hollenbeck, John R.; Barnes, Christopher M. ...
Journal of applied psychology,
07/2012, Letnik:
97, Številka:
4
Journal Article
Recenzirano
This study investigated coordinated action in multiteam systems employing 233 correspondent systems, comprising 3 highly specialized 6-person teams, that were engaged in an exercise that was ...simultaneously "laboratory-like" and "field-like." It enriches multiteam system theory through the combination of theoretical perspectives from the team and the large organization literatures, underscores the differential impact of large size and modular organization by specialization, and demonstrates that conventional wisdom regarding effective coordination in traditional teams and large organizations does not always transfer to multiteam systems. We empirically show that coordination enacted across team boundaries at the component team level can be detrimental to performance and that coordinated actions enacted by component team boundary spanners and system leadership positively impact system performance only when these actions are centered around the component team most critical to addressing the demands of the task environment.
Background: Prior research has demonstrated that participation in authentic learning experiences that resemble real-world engineering practice is key to unlocking the benefits of collaborative ...projects, such as design projects, for students in engineering. However, research has also documented that women are less likely to participate in key learning experiences in engineering design education, undermining the goals of project-based learning. Purpose/Hypothesis: The purpose of this research study was to understand how social power dynamics shape the types of tasks allocated to students in teams and, by extension, students learning in collaborative engineering design projects. Drawing on the Model of Inequitable Task Allocation in Project-Based Learning, this work examines the role of prior experiences and skills, self-efficacy, and students’ motivation in the process by which design tasks allocation is negotiated in student teams. Design/Method: This ethnographic study entailed three data collection strategies: (a) ongoing observations of three focal design teams in a cornerstone design course, (b) one-on-one, semi-structured interviews with focal design team members, and (c) reflections from peer mentors who worked with focal and non-focal teams. Results: Students reflected on their prior experiences and skills, and the confidence they gained or lacked as a result, when negotiating their roles in their teams. Importantly, students’ valuation of their skills was gendered, where masculinized notions of engineering skills might lead women to underreport their skills during the role-negotiation process. Finally, while gendered patterns of marginalization and exclusion were apparent, I discuss the strategies women employed to exert influence over their team dynamics. Conclusions: Ensuring equitable participation in collaborative projects is key to support learning for all students in collaborative projects. Understanding how students negotiate their roles and learning opportunities is an important step in supporting students’ learning in collaborative projects.
This research proposes a competence-based role model as a methodological basis for guiding the conformation of social innovation lab (SI lab) teams. Based on a comprehensive literature review ...including the comparison of 7 innovation team frameworks and a set of 14 competences for SI lab teams, a model consisting of the roles of facilitator, maker, visionary and manager is proposed. Applied to 10 nascent SI lab teams from Latin American universities, the self-assessment methodology provides an interpretative approach for SI lab teams to position themselves with regards to their competence profile and proposed roles, while identifying strategies for improvement.
The research satisfies the current world trends in future jobs, where team work is considered as one of the significant soft skills till 2030. The purpose of the paper is to identify the key team ...roles, which have leading impact on social competence of young scientists in Ukraine. The novelty of the research is represented by the created theoretical model of social competence and its connection with team work. The proposed model includes such blocks as: approaches to definition, structural elements in combination with evaluation criteria, types of an individual’s social competence, functions and levels of social competence as well as approaches to social competence research. The object of the scientific research is the process of using team work tools in social competence management of young scientists’ teams. The research methodology includes such methods: comparative analysis, critical analysis, descriptive analysis, factor analysis, and cluster analysis. The research is based on the results of the special direction of the mass sociological survey of young scientists in Ukraine. The limitations of the research are that the period of gathering data covers 2020 year before the war in Ukraine. The Belbin’s approach to team roles was taken for researching the current state of team work as an important part of social competence of young scientists in Ukraine. The obtained results confirmed quite equal distribution of managers’ types in the teams of young scientists. The most important team roles are Implementer and Team-worker that corresponds to the young scientists’ basic functions. But, such team roles as Monitor-evaluator, Resource Investigator and Plant require better development. The practical value of the research for the young scientists’ community is in the use of the levels of team-role orientations in building the young scientists project teams and developing their social competence, which gives the opportunity to improve the education and training of young scientists. The possible directions of the research development are studying of the other approaches to team management, stress management and emotional well-being of young scientists. The possible ways of developing team work in particular and social competence in general in the process of education and training of young scientists are the implementation of special modules of soft skills development.
There is a long history, dating back to the 50 s, which examines the manner in which team roles contribute to effective team performance. However, much of this work has been built on
teams working ...together for short periods of time under conditions of minimal stress. Additionally, research has been conducted with little attention paid to the importance of temporal factors, despite repeated calls for the importance of considering time in team research (e.g., Mohammed et al., 2009). To begin to understand team roles and how temporal aspects may impact the types of team roles employed when teams are working in extreme mission critical environments, the current manuscript uses a data-driven, bottom-up approach. Specifically, we employ the use of retrospective historical data as our input and a historiometric approach (Simonton, 2003). Source documents consist primarily of autobiographies, memoires, biographies, and first-hand accounts of crew interaction during spaceflight. Critical incidents regarding team interaction were extracted from these source documents and independently coded for team roles by two trained raters. Results of the study speak to the importance of task and social roles within teams that are predominantly intact and operating in extreme environments where mistakes can be life threatening. Evidence for the following task (i.e., coordinator, boundary spanner, team leader, evaluator, critic, information provider, team player, and innovator) and social roles (i.e., team builder, nurturer, harmonizer, entertainer, jokester, and the negative roles of attention seeker and negativist) were found. While it is often task roles that receive the greatest attention, results point to the importance of not neglecting the socioemotional health of the team (and the corresponding roles). Results also indicated that while some roles were consistently enacted independent of temporal considerations (e.g., mission length), the degree to which others were enacted varied across missions of differing lengths. Additionally, based on the current sample we see the following trends: (1) increased enactment of the team builder role as mission duration increases, (2) prominence of the entertainer role, and (3) increased emphasis on the visionary/problem solver role on missions over 2 years.
Optimal cardiopulmonary resuscitation can improve pediatric outcomes but rarely is cardiopulmonary resuscitation performed perfectly despite numerous iterations of Basic and Pediatric Advanced Life ...Support. Cardiac arrests resuscitation events are complex, often chaotic environments with significant mental and physical workload for team members, especially team leaders. Our primary objective was to determine the impact of a cardiopulmonary resuscitation coach on cardiopulmonary resuscitation provider workload during simulated pediatric cardiac arrest.
Multicenter observational study.
Four pediatric simulation centers.
Team leaders, cardiopulmonary resuscitation coach, and team members during an 18-minute pediatric resuscitation scenario.
National Aeronautics and Space Administration-Task Load Index.
Forty-one teams (205 participants) were recruited with one team (five participants) excluded from analysis due to protocol violation. Demographic data revealed no significant differences between the groups in regard to age, experience, distribution of training (nurse, physician, and respiratory therapist). For most workload subscales, there were no significant differences between groups. However, cardiopulmonary resuscitation providers had a higher physical workload (89.3 vs 77.9; mean difference, -11.4; 95% CI, -17.6 to -5.1; p = 0.001) and a lower mental demand (40.6 vs 55.0; mean difference, 14.5; 95% CI, 4.0-24.9; p = 0.007) with a coach (intervention) than without (control). Both the team leader and coach had similarly high mental demand in the intervention group (75.0 vs 73.9; mean difference, 0.10; 95% CI, -0.88 to 1.09; p = 0.827). When comparing the cardiopulmonary resuscitation quality of providers with high workload (average score > 60) and low to medium workload (average score < 60), we found no significant difference between the two groups in percentage of guideline compliant cardiopulmonary resuscitation (42.5% vs 52.7%; mean difference, -10.2; 95% CI, -23.1 to 2.7; p = 0.118).
The addition of a cardiopulmonary resuscitation coach increases physical workload and decreases mental workload of cardiopulmonary resuscitation providers. There was no change in team leader workload.
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