M.Comm. / Teams have existed for hundreds of years, are the subject of countless books and have been celebrated throughout many countries and cultures. Most people believe they know how teams work as well as the benefits teams offer. Many have had first-hand team experiences themselves, some of which were rewarding and others a waste of time. Yet, as I explored the use of teams, it became increasingly clear that the potential impact of single teams, as well as the collective impact of many teams, on the performance of large organisations is woefully under exploited - despite the rapidly growing recognition of the need for what teams have to offer. Teams outperform individuals acting alone or in larger organisational groupings, especially when performance requires multiple skill, judgements and experiences. Most people recognised the capabilities of teams; must have the common sense to make teams work. Nevertheless, most people overlook team opportunities for themselves. Confusion about what makes teams perform explains only part of this pattern of missed opportunity. More is explained by a natural resistance to moving beyond individual roles and accountability. We do not easily take responsibility for the performance of others, nor lightly let them assume responsibility for us. Overcoming such resistance requires the rigorous application of 'team basics', which is, commitment to the team and objective, accountability for yourself and for the team and skills for technical and interpersonal problem solving. By focusing on performance and team basics - as opposed to trying 'to become a team' - most small groups can deliver the performance results that require and produce team behaviour. The best way to understand teams is to look at teams themselves. Their own stories reveal their accomplishments, skills, emotions and commitment better than any abstract commentary or logical presentation. Real teams are deeply committed to their purpose, goals and approach. High-performance team members are also very committed to one another. Both understand that the wisdom of teams comes with a focus on collective work-products, personal growth and performance results. However meaningful, 'team' is always a result of pursuing a demanding performance challenge.

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Yes / This report presents the findings of a research study carried out within the remit of the Dignity at Work Partnership Project with an aim of developing the business case for confronting workplace bullying, and simultaneously identifying the implications for individuals, organisations and society in general. / Unite the Union and the Department for Business, Enterprise and Regulatory Reform

Prof. W. Backer

To date, little empirical work regarding workplace bullying has been done in Canada, thus, a more extensive look at this phenomenon in the Canadian context is needed. One-hundred-and-twenty University of Saskatchewan employees at different levels (e.g., faculty, support staff, administration) were recruited to complete an on-line survey designed to test a number of predictions. The primary goals set forth in the present project were threefold: (1) estimate the prevalence of varying workplace bullying behaviours in a Canadian context; (2) examine connections between workplace environments and prevalence of these aggressive behaviours; and (3) explore whether individuals willingness to intervene in aggressive actions they witness is tied to features of the workplace environment and other mitigating factors. In relation to prevalence, employees reported more witnessed bullying, as compared to experienced bullying. Although no gender differences were observed for rates of bullying, participants did report significantly more female than male perpetrators. In accordance with the studys predictions, negative work environments were positively associated with the prevalence of bullying behaviour. However, in general, negative work environments were not tied to bystanders willingness to intervene in aggressive actions. Other mitigating factors were positively linked to a bystanders willingness to intervene in a bullying incident, including: bullying event is considered serious; someone else steps in to intervene first; bullying is considered a recurring event; bystander likes the victim; bystander dislikes the bully; bystander believes victim did not deserve the bullying behaviour; and victim believes intervening will not take a lot of time and energy. Implications, as well as practical applications of these findings are discussed.

To date, little empirical work regarding workplace bullying has been done in Canada, thus, a more extensive look at this phenomenon in the Canadian context is needed. One-hundred-and-twenty University of Saskatchewan employees at different levels (e.g., faculty, support staff, administration) were recruited to complete an on-line survey designed to test a number of predictions. The primary goals set forth in the present project were threefold: (1) estimate the prevalence of varying workplace bullying behaviours in a Canadian context; (2) examine connections between workplace environments and prevalence of these aggressive behaviours; and (3) explore whether individuals willingness to intervene in aggressive actions they witness is tied to features of the workplace environment and other mitigating factors. In relation to prevalence, employees reported more witnessed bullying, as compared to experienced bullying. Although no gender differences were observed for rates of bullying, participants did report significantly more female than male perpetrators. In accordance with the studys predictions, negative work environments were positively associated with the prevalence of bullying behaviour. However, in general, negative work environments were not tied to bystanders willingness to intervene in aggressive actions. Other mitigating factors were positively linked to a bystanders willingness to intervene in a bullying incident, including: bullying event is considered serious; someone else steps in to intervene first; bullying is considered a recurring event; bystander likes the victim; bystander dislikes the bully; bystander believes victim did not deserve the bullying behaviour; and victim believes intervening will not take a lot of time and energy. Implications, as well as practical applications of these findings are discussed.

This thesis concerns violence among nurses in their formalised working relationships. There has been little, if any, previous research into violence among nurses. Prior research into violence in nursing has produced no adequate explanation for understanding how, and why, nurses respond in certain ways to violent events. Nor has research demonstrated the genesis and persistence of these events, or suggested ways in which nurses can effectively deal with this behaviour from their colleagues. / Thesis (PhDNursing)--University of South Australia, 1999.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Mar. 31, 2009). PDF text: 193 p. : ill. ; 3 Mb. UMI publication number: AAT 3336555. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Eduardo Salas. Error in paging: p. iv repeats twice. Includes bibliographical references (p. 110-118).

An abundance of theories exists on what constitutes appropriate team leadership; What seems to be lacking is how the "followers" react when exposed to their tenets. This particular study involves testing a contemporary model (Stewart & Manz, 1995) via interview statements that seem to indicate that a certain form of team leadership is taking place. Once determined, the effectiveness of the leadership "style" that is in effect is assessed using ten different performance dimensions to determine if that style is successful (or detrimental) in any of those areas. Leadership "tools" from other theories and models are examined as well.