Team Building Dynamics: An Application to Mba Students

Higher Education Research & Development, 2016

Current discussions in higher education and alumni training acknowledge the challenges training programs face in responding to the authentic needs of the labor market. In addition to academic knowledge, higher education institutions are expected to provide general 21st-century skills, such as problem-solving, critical thinking, collaboration, and interpersonal skills. To meet these challenges, many institutions utilize collaborative pedagogies such as learning in teams. However, teamwork in higher education tends to focus primarily on the task aspects of performance at the expense of the team aspects, and for educators, there may be no feasible way to assess whether the students are learning to work successfully as teams. This paper explores how new student teams (n = 3) that simulate real business teams by taking a challenging entrepreneur assessment, developed over three semesters for general skills (i.e., communication), and whether the improvement in their communication also indicated the teams' improved performance (i.e., financial success). As an analytical tool, the study relies on initial parameters on teams' microdynamics of communication (Losada, 1999) normalized with fuzzy logic. In accordance with the current understanding of team development, the results did not show any linear improvement, but the quality of communication in the teams improved episodically. Further, the results provide evidence of the possible relationship between the improved quality of communication and the teams' collective financial success. However, in future work, due to the lack of sensitivity of the parameters in this context together with the recent criticisms of the mathematical basis of the patterns of team dynamics based on Losada's parameters, they will be reexamined with a Monte Carlo sensitivity analysis.

ABMA Diploma in HR, 2018

This course exposition enables a Human Resources Management student master key features of effective teams, examine group dynamics and factors that influence group cohesion.

Journal of Behavioral and Applied Management, 2004

The "Gateway to Business" course for first-year business students was designed to help students acquire the skills necessary to succeed in business school and as professionals. With the trend in recent years for business decisions to be made by work teams, a major focus of the course is on collaborative learning and developing teamwork skills. Exposing students to collaborative learning has the added benefit of helping students to build a sense of community through involvement in shared learning with other first-year business students. This article will focus on the development, implementation, and assessment of a model for improving the efficacy of first-year teams.

sbaweb.wayne.edu

2. to have the workshop participants "experience" various team-leader modes and to discuss their experiences, A quasi-experimental research study was conducted based on a 2004 ABSEL workshop on team leader selection. The study found that there was no statistically significant difference in the three team-leader modes (rotating, emerging and designated) and team project performance. The study also found that while most students (80%) felt that all students should have an opportunity to lead a group, only half felt it was not the responsibility of the business school to train them as leaders. The study discusses the implications of the results, particularly for instructors who use the team format. 3. to have the workshop participants assist in the partial design of a classroom experiment which could be conducted on the subject of teamleadership. This paper focuses on the third objective of the 2004 ABSEL workshop. The authors designed and implemented an educational experiment using the some of the suggestions given at the 2004 team-leader workshop.

Higher Education, Skills and Work-Based Learning, 2022

As group work is becoming more common in the classroom, teamwork as an andragogical tool continues to be problematic for students in management programs. The purpose of this paper is to determine how university students perceive teamwork and to identify teamwork problems along with potential solutions. A triangulation mixed-methods approach was used. In study 1, qualitative data were gathered from a focus group comprising 9 students. In study 2, quantitative data were gathered from an online survey completed by 127 students. The data were analyzed using content analysis and ordinary least squares regression. The results indicated that free-rider experiences and peer evaluation are two key areas in determining dissatisfaction with teamwork. Teamwork challenges may be addressed via knowledgeable team leaders who balance task and relationship styles, equitable workloads, smaller team sizes, anonymous peer evaluations, and the effective use of technology. The findings are valuable to educators at tertiary-level institutions who utilize teamwork as an andragogical tool. This study was designed to deepen understanding of university students' dissatisfaction with teamwork in Trinidad and Tobago and provide andragogical improvements that can be implemented to enhance the students' teamwork experience.

This article reports the effects of a team-building intervention on team process and team performance of hospitality student teams, compared to a control group. Effects on process were positive and significant on all criteria. Effects on performance were all positive, though not all differences were significant. Implications for hospitality teams and teambuilding are discussed. Downloaded from process and performance relative to the process and performance of teams that did not have the intervention. The article begins with a review of groups and teambuilding literature, from both general management and hospitality sources. Then, the study sample, measures, and intervention are described. Finally, research results are presented, implications are discussed, and suggestions for further study are proposed.

Industry and Higher Education, 2008

Many companies have implemented the team approach as a way to empower their employees in an effort to enhance productivity, quality and overall profitability. While application of the concept to higher education administration has been limited, colleges and universities could benefit from the team approach if implemented appropriately and conscientiously. The authors discuss some of the issues and concerns that are relevant to implementing the team approach in an academic environment. Suggestions for implementing teams in higher education are provided, including the difference between the team approach and traditional administration, the importance of a preliminary needs assessment, the development of an implementation plan, the critical role of leadership, dealing with issues of assessment and accountability, and the concept of team efficacy.

Ekonomski signali, 2021

An unavoidable part of organizational life and management is teamwork. The goal of forming and using teams is to realize certain jobs and work tasks, to achieve or contribute to the achievement of certain results and thus the effective achievement of defined organizational goals. Only an effective team can contribute to the effectiveness of management. For these reasons, the subject of the paper is to consider the characteristics of the team and teamwork, the advantages and disadvantages of the use of teams and the effectiveness issue of the team itself. The aim of the paper is to point out the possibilities that the use of the team can provide, and also the obstacles it can bring, in order to recognize the ways of achieving and improving the effectiveness of the team.

The Journal of Leadership Education, 2016

The competitive success of organizations is heavily dependent on the quality of leadership within those organizations. Among the growing list of skills required for effective leadership is the need for leaders to promote the deployment of effective teams in the workplace. There are numerous strategies and methods that have been utilized to prepare future leaders to meet the challenge of developing and promoting high performance teams in the workplace. This idea brief summarizes one approach developed by faculty for a new course in a graduate management/leadership program titled, "Leading and Developing High Performance Teams." The approach summarized in this article includes a hypothetical/fictional mini-case that was developed specifically for the purpose of meeting course objectives related to the identification of issues/challenges related to virtual teams, as well as diversity in teams. The mini-case is followed by some proposed questions that will accompany the case. A sample of acceptable responses is also provided.