Teamwork is crucial in software development, particularly in agile development teams which are cross-functional and where team members work intensively together to develop a cohesive software ...solution. Effective teamwork is not easy; prior studies indicate challenges with communication, learning, prioritization, and leadership. Nevertheless, there is much advice available for teams, from agile methods, practitioner literature, and general studies on teamwork to a growing body of empirical studies on teamwork in the specific context of agile software development. This article presents the agile teamwork effectiveness model (ATEM) for colocated agile development teams. The model is based on evidence from focus groups, case studies, and multi-vocal literature and is a revision of a general team effectiveness model. Our model of agile teamwork effectiveness is composed of shared leadership, team orientation, redundancy, adaptability, and peer feedback. Coordinating mechanisms are needed to facilitate these components. The coordinating mechanisms are shared mental models, communication, and mutual trust. We critically examine the model and discuss extensions for very small, multi-team, distributed, and safety-critical development contexts. The model is intended for researchers, team members, coaches, and leaders in the agile community.
Effective teamwork is essential in almost every job, and can even mean life, death, or disability in some jobs. Intraoperative neurophysiological monitoring (IONM) is a career in which effective ...teamwork and accurate communication are of utmost importance, yet it comes with a unique set of challenges in which to achieve those goals. Operating rooms can be very stressful environments, even if a surgical neurophysiologist (SNP) works in the same hospital every day. Often an SNP is required to travel from hospital to hospital and work with different teams each day. In addition, communication with the IONM oversight professional (IONM-P) can be challenging by nature of the telemedicine model which is becoming the most commonly applied IONM model in the United States. It is unfortunate that such critical skills are assumed and are rarely formally trained. In this article, we present evidence-based recommendations for establishing effective team function. We also provide several tools designed to help create effective and efficient teams. Teams cannot function at their best without outstanding communication, so improving teamwork also means improving communication. This article also provides several techniques for excellent communication, regardless of the situation or context.
•We studied the effect of teamwork quality on project success in agile software teams.•We ran a survey with responses from 477 respondents from 71 teams in 26 companies.•Teamwork quality is perceived ...to have a small to large effect on team performance, depending of the rater.•Teamwork quality is perceived to have a large effect on personal success.•Teamwork quality and its effects are not greater in agile than in traditional teams.
Small, self-directed teams are central in agile development. This article investigates the effect of teamwork quality on team performance, learning and work satisfaction in agile software teams, and whether this effect differs from that of traditional software teams. A survey was administered to 477 respondents from 71 agile software teams in 26 companies and analyzed using structural equation modeling. A positive effect of teamwork quality on team performance was found when team members and team leaders rated team performance. In contrast, a negligible effect was found when product owners rated team performance. The effect of teamwork quality on team members´ learning and work satisfaction was strongly positive, but was only rated by the team members. Despite claims of the importance of teamwork in agile teams, this study did not find teamwork quality to be higher than in a similar survey on traditional teams. The effect of teamwork quality on team performance was only marginally greater for the agile teams than for the traditional teams.
Background: Modern surgery crucially relies on teamwork between surgeons and assistants. The science of teamwork has been and is being studied extensively, although the use of specific objective ...methodologies such as shared pupil dilations has not been studied as sufficiently as subjective methods. In this study, we investigated team members' shared pupil dilations as a surrogate for surgeon's team performance during a simulated laparoscopic procedure. Methods: Fourteen subjects formed dyad teams to perform a simulated laparoscopic object transportation task. Both team members' pupil dilation and eye gaze were tracked simultaneously during the procedure. Video analysis was used to identify key event movement landmarks for subtask segmentation to facilitate data analysis. Three levels of each teams' performance were determined according to task completion time and accuracy (object dropping times). The determined coefficient of determination (R2) was used to calculate the similarity in pupil dilations between 2 individual members' pupil diameters in each team. A mixed-design analysis of variance was conducted to explore how team performance level and task type were correlated to joint pupil dilation. Results: The results showed that pupil dilations of higher performance teams were more synchronized, with significantly higher similarities (R2) in pupil dilation patterns between team members than those of lower performance teams (0.36 ± 0.22 v. 0.21 ± 0.14, p < 0.001). Conclusion: Levels of pupil dilation synchronization presented among teams reflect differences in performance levels while executing simulated laparoscopic tasks; this demonstrated the potential of using joint pupil dilation as an objective indicator of surgical teamwork performance.
The objective of this research was to determine the effect of Training, Integrity and Teamwork Competence Knowledge of the human resources officials at the Directorate General of Defense Strategy ...Defense The Ministry of Defense, Jakarta in 2016. The research used survey method with quantitative approach and path analysis technique. the data were collected from 63 civil sevants as sample. sample were sellected by simple random sampling from 166 Civil servants as population. The results showed that there is the Knowledge Competency Training Effect obtained the correlation coefficient is 0.689 and the value of path coefficient of 0.374, meaning a significant path coefficient; Influence of the Knowledge Integrity, Competency obtained by the correlation coefficient is 0.651 and the value of path coefficient of 0.300, meaning a significant path coefficient; Teamwork influence on Competency Knowledge obtained the correlation coefficient is 0.704 and the value of path coefficient of 0.299, meaning a significant path coefficient; Effect of Training on Teamwork obtained a correlation coefficient of 0.598 and the value of path coefficient of 0.409. Means a significant path coefficient; Teamwork Integrity influence on the correlation coefficient 0.603 and the value of the path coefficient of 0.417. Means a significant path coefficient; and Effect of Training for the Integrity of the correlation coefficient of 0.455 and the value of the path coefficient of 0.455. Means a significant path coefficient.
Purpose
Challenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork ...skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.
Design/methodology/approach
The authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.
Findings
The results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.
Research limitations/implications
The homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.
Practical implications
Instructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.
Originality/value
Concerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.
Team-based projects are widely used in both traditional face-to-face and online programs in higher education. To date, the teamwork experiences of students in each modality have been documented ...primarily through evaluative research conducted over short spans of time and limited by a priori frameworks. The literature also reflects a lack of agreement about what constitutes the phenomenon of teamwork in each modality. In order to address these limitations, we conducted a phenomenological study examining the lived experiences of teamwork among students in both face-to-face and online MBA programs in Iran. Our analysis revealed striking commonalities in the experiences of both groups, including a shared desire for effective leadership to alleviate the problem of free riders, as well as substantial time and effort invested in retaining reliable teammates from one team project to another. In other respects, face-to-face and online students' experience differed strongly. For example, while face-to-face participants pursued teammates with similar beliefs about how teamwork should be accomplished, online participants found themselves pre-occupied with staying connected with their teammates and struggled to establish common communication channels with each and every team member. Overall, our findings suggest that while training and support for student teamwork can partly build on the shared needs among students in both modalities, the nature of the experience in each modality may be so different in vital respects that engaging in one mode of teamwork does not necessarily prepare students to participate well in the other mode. Other implications and limitations of the research are discussed. (HRK / Abstract übernommen).
IntroductionEffective teamwork is critical for the delivery of safe, quality care of the surgical patient. Current surgical team members, however, often foster professional tribalism1 and a silo ...mentality2, impeding team interaction. Although several educational strategies, such as simulation-based training (SBT), can help improve surgical team function, their effectiveness requires a means to measure the team performance accurately, efficiently, and quickly, especially in the busy clinical environment. In order to enhance ease-of-use, we revised the Teamwork Assessment Scale (TAS), an 11-item instrument used to evaluate individual- and team-based performance containing three subscales: team-based behaviors (TBB, five items), shared mental model (SMM, three items), and adaptive communication and response (ACR, three items).3 MethodsRefinement of the TAS occurred in three phases: 1) factor analysis of its three subscales using data from prior SBT sessions of inter-professional students; 2) a comprehensive literature review of recently published surgical team assessment tools; and 3) qualitative analysis of focus group interviews of practicing surgical team members. Revision and consolidation of the TAS using data from all three phases of analysis then occurred to improve ease-of-use without loss of scope.ResultsUpon completion of all three phases of analysis, the revision of the 11-item TAS resulted in the creation of a 5-item instrument, known as the Quick TAS (QTAS). The TBB subscale decreased from six to two items; the SMM decreased from three items to one item, and the ACR decreased from three to two items. This consolidation improved efficiency of completing the instrument.ConclusionsWe successfully consolidated the 11-item TAS into a 5-item QTAS that, due to its decreased number of items, will enhance its ease-of-use, especially in a busy clinical environment. Next steps include piloting its use in SBT in order to demonstrate its validity and reliability for targeted populations. This work was supported through a Southern Group on Educational Affairs (SGEA) Medical Education Scholarship, Research and Evaluation (MESRE) Grant.ReferencesGillespie BM, Chaboyer W, Wallis M, Fenwick C. Why isn’t ‘time out’ being implemented? An exploratory study. Qual Saf Health Care 2010;19:103–106.Bleakley A. You are who I say you are: the rhetorical construction of identity in the operating theatre. J Workplace Learning 2006;18(7–8):414–425.Paige JT, Garbee DD, Kozmenko V, Yu Q, Kozmenko L, Yang T, Bonanno L, Swartz W. Getting a head start: high fidelity, simulation-based operating room team training of inter-professional students. J Am Coll Surg. 2014 18(1):140–9.
Aims and Objectives
To establish consensus on items to be included in an instrument to measure person‐centred teamwork in a hospital setting. The objective was to identify the items through a ...methodological literature review. Refine the items and obtain consensus on the items.
Background
A definition and related attributes of person‐centred teamwork have been agreed upon. An instrument is needed to measure and monitor person‐centred teamwork in hospital settings.
Design
Consensus, electronic Delphi design.
Methods
Items were identified through a methodological literature review. These items were included in three electronic Delphi rounds. Using purposive and snowball sampling, 16 international experts on person‐centred care, teamwork and/or instrument development were invited to participate in three electronic Delphi rounds via Google Forms. Descriptive statistics were used to demonstrate their agreement on the relevance and clarity of each item. Items were included if consensus was 0.75. Content analysis was used to analyse written feedback from experts.
Results
The response rate was 56% (n = 9/16). Nine experts participated over an 8‐week period to reach consensus on the items to be included in an instrument to measure person‐centred teamwork in hospital settings. The experts' responses and suggestions for rephrasing, removing and adding items were incorporated into each round.
Conclusion
A Delphi consensus exercise was completed, and experts reached agreement on 38 items to be included in an instrument that can be used to evaluate person‐centred teamwork in hospital settings.
Relevance to clinical practice
We engaged with nine international experts in the academic and clinical field of person‐centeredness, teamwork and/or instrument development. An online platform was used to allow the experts to give input into the study. The experts engaged from their own environment with full autonomy and anonymity. Person‐centred teamwork, aimed at improving practice is now measurable. Person‐centred teams improve outcomes of patients. Person‐centred teamwork was specifically developed to assist low compliance areas in hospitals.
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