Extending Hambrick¡¦s(1994) concept of behavioral integration, a real ¡§team¡¨ doesn¡¦t focus on its team-orientation design, but on the interaction among its members. The concept of behavioral integration describes the key process of interaction among team members. Owing to the characteristics of task and social emotional interdependence, some work units need to work as teams to complete their task. The article concludes related surveys, and constructs a theoretical framework. Using survey data from 100 basic work units, the researcher tests the structural model by applying structural equation method (SEM). Although not every hypothesis has been supported by sample, transformational leadership is positively related to team behavioral integration. Besides, the relation between behavioral integration, team conflicts and learning is found.

When a face-to-face work group tries to accomplish its collective goals, the effectiveness and maturity of a group hinge on the combination of the functional roles performed by group members¡X task-oriented roles and group maintenance roles [Klopf, 1981; Benne et. al., 1948]. This research examines the phenomenon of group developmental processes, the functional roles performed by group members, and the relationships among certain critical functional roles, group maturity, and team effectiveness in the learning-task oriented virtual team setting. The samples are 24 project teams composed by part-time graduate students in a cyber university. After analyzing the group discussion sections by content analysis method, the development processes of these virtual teams demonstrate Tuckman¡¦s five-stage model of group development: forming, storming, norming, performing and adjourning. For the groups on forming stage, there are only two group maintenance roles ¡X initiator and information seeker/giver, performing by virtual team members. Conflicts between team members are not obvious due to virtual teams¡¦ learning-oriented task. Three group maintenance roles ¡X encourager, gatekeeper, and follower will encourage the occurrence of group cohesiveness and lead virtual teams to norming stage. Furthermore, when groups mature, four emerging task-oriented roles ¡X opinion seeker/giver, coordinator, orienter and evaluator will enhance the virtual team effectiveness. Negative functional roles (process-hindering roles) are rare due to virtual team¡¦s learning-oriented task. Therefore, this result indicates that members in a virtual team should play different critical positive functional roles according to their group¡¦s developmental stages, and it will facilitate group evolvement and improve team effectiveness.

No description available.

Detta är en fallstudie som handlar om de varierande uppfattningar som en arbetsgrupp vid en vårdavdelning har haft av ett påbörjat arbete med grupputveckling. Denna grupp gavs möjlighet för forskaren att studera under hösten 2013 och en studie av denna arbetsmetod är idag aktuell. Arbetet med grupputveckling har skett genom en modell innehållande hälsopromotion. För att ta reda på gruppens uppfattningar av denna metod genomfördes kvalitativa enskilda intervjuer med dem. Materialet har till en början inspirerats av en fenomenografisk analysmetod. Därefter förändrades valet av analysmetod till en blandad metod istället. Detta för att kunna visa en så rättvis bild som möjligt av informanternas uppfattningar. Fenomenografin är fördelaktig gällande analysen av det syfte som är formulerat, vilket är att förstå på vilka olika sätt som deltagarna har uppfattat den aktuella grupputvecklingsmetoden. Resultatet som visade sig i studien var att arbetsmetoden för grupputveckling till viss del har gett ett positivt resultat. Dock visade det sig att alla uppgifter som skulle genomföras inte ännu hade hunnit fullföljas. Detta på grund av svårigheter med att finna vikarier till en slimmad vårdavdelning. Tidsaspekten för denna studie har varit 10 veckor.

The purpose of this study is to explore leadership and interprofessional team learning in well-established specialist teams in an academic health care organization. It also illuminates the data with more precise team leadership theories to help advance interprofessional health care practice. Employing an interactionist ethnographic approach, the study focuses on exploring team leaders’ role, their perceptions, meanings, and behaviours within the culture of two teams in the department of nephrology in an academic health care organization. Qualitative data derived from interviews, observations, and documents were gathered over a two-year period to obtain a comprehensive understanding of the workings of the teams. The research is also informed by the experiences of the researcher who had been a member of the department of nephrology under study. Data analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The three broad themes of this dissertation reflect the characteristics and activities of leaders of team learning: first, situational team leadership, as a process, affects the social context of interprofessional team-learning relationships, interactions, and activities within the complex culture of an academic health care organization. Second, team learning embodies the collective praxis of its members. The members inform the role of leading learning through the social construction of meaning in dialogue and their reflective practices. Third, effective team leadership ensures the transfer of collective knowledge to students and trainees. Effective leaders also help team members deal with the challenge of learning how to work within a well-established, specialized health care team as community of practice. Such a team has special capabilities that enable interprofessional team learning. Hence, a leader who learns how to use team learning to create new and collective knowledge will be able to create a learning experience for students, trainees, and team members who are focused on interprofessional practice and care. This study offers a contribution to the interprofessional education literature in two ways. First, the study’s use of theoretical perspectives provides new ways of thinking about leaders and learning in interprofessional communities of practice. Second, the study provides a rare empirical in-depth account of, interprofessional team leadership within well-established specialized teams in an academic health care organization.

The purpose of this study is to explore leadership and interprofessional team learning in well-established specialist teams in an academic health care organization. It also illuminates the data with more precise team leadership theories to help advance interprofessional health care practice. Employing an interactionist ethnographic approach, the study focuses on exploring team leaders’ role, their perceptions, meanings, and behaviours within the culture of two teams in the department of nephrology in an academic health care organization. Qualitative data derived from interviews, observations, and documents were gathered over a two-year period to obtain a comprehensive understanding of the workings of the teams. The research is also informed by the experiences of the researcher who had been a member of the department of nephrology under study. Data analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The three broad themes of this dissertation reflect the characteristics and activities of leaders of team learning: first, situational team leadership, as a process, affects the social context of interprofessional team-learning relationships, interactions, and activities within the complex culture of an academic health care organization. Second, team learning embodies the collective praxis of its members. The members inform the role of leading learning through the social construction of meaning in dialogue and their reflective practices. Third, effective team leadership ensures the transfer of collective knowledge to students and trainees. Effective leaders also help team members deal with the challenge of learning how to work within a well-established, specialized health care team as community of practice. Such a team has special capabilities that enable interprofessional team learning. Hence, a leader who learns how to use team learning to create new and collective knowledge will be able to create a learning experience for students, trainees, and team members who are focused on interprofessional practice and care. This study offers a contribution to the interprofessional education literature in two ways. First, the study’s use of theoretical perspectives provides new ways of thinking about leaders and learning in interprofessional communities of practice. Second, the study provides a rare empirical in-depth account of, interprofessional team leadership within well-established specialized teams in an academic health care organization.

Thesis (M.H.S.A.)--University of Michigan, 1981.

Universiẗat, Hochsch. für Wirtschafts-, Rechts- und Sozialwiss., Diss.--St. Gallen, 1996.

Thesis (M.H.S.A.)--University of Michigan, 1981.

abstract: This research evaluates a cyber test-bed, DEXTAR (Defense Exercises for Team Awareness Research), and examines the relationship between good and bad team performance in increasingly difficult scenarios. Twenty-one computer science graduate students (seven three-person teams), with experience in cybersecurity, participated in a team-based cyber defense exercise in the context of DEXTAR, a high fidelity cybersecurity testbed. Performance measures were analyzed in addition to team process, team behavior, and workload to examine the relationship between good and bad teams. Lessons learned are reported that will inform the next generation of DEXTAR. / Dissertation/Thesis / Masters Thesis Applied Psychology 2016