Zugl.: Bonn, Universiẗat, Diss., 2004.

Zugl.: Regensburg, Univ., Diss., 2009

This thesis examines work and well-being in relationship to teamwork in two organisations employing professionals; one organising work in Japanese style teams and one with self-managing work teams. It offers a critique of current research on employee well-being in teams and outlines some ways forward for filling in the gaps in existing research. Using two case studies, the working conditions may be in teamwork organisations are investigated. Second, the moderating effects of teamwork on the relationship between working conditions and employee well-being are investigated. Third, this thesis examines which aspects of teamwork may have a particularly strong moderating effect on the relationship between poor management and employee well-being, with a particular focus on the claim that social support is the main reason why working in teams may improve employee well-being. Finally, following on from the results of the moderating effects, the importance of opportunities for learning and innovation and supportive management for employee well-being are investigated in self-managing work teams. The conclusion of this thesis is that implementing teamwork in organisations may only have limited benefits for employee well-being. Where such effects are found they can be explained by sources of social support and team support for innovation. Finally, it was found that whilst working in self-managing work teams predicts opportunities for learning and innovation, the relationship between such opportunities and employee well-being are mediated by a supportive management. The results of this thesis are discussed in view of the importance of conducting detailed risk assessments and how teamwork should be best supported to achieve the potential benefits of working in teamwork organisations.

This study examined three propositions: - (i) there are problems in the building design team created by difficulties of communication between different professional disciplines, (ii) communication difficulties are primarily a function of cultural differences instilled by vocational education, and (iii) communication gaps require educational initiatives able to bridge cultural differences instilled by vocational traditions in the educational process. To achieve the most efficient process and ultimately a more effective product, building design team professionals must maximise their capacity for integrated activity and inter-professional communication. The nature of inter-professional relationships, and their development through the group formation process, is presented as a central consideration in the analysis of building design team communication. The rationale and methodological development of the study seeks to understand whether differences in inter-professional interaction are largely a matter of values and attitudes, and whether these can be modified by training to improve communication in the building design team. Research examines whether influencing positively professional attitudes at the formative stage addresses inter-disciplinary dissonance. This study establishes a link between education for the construction industry, and the adverse affects of perceived professional discord. This study goes beyond current conflictual opinion regarding the structure of specialised education for construction, and presents evidence that, handled correctly, future tertiary education can provide the most suitable antecedent for a more efficiently integrated building industry.

Zugl.: Ilmenau, Techn. Universiẗat, Diss., 2008.

Zugl.: Vallendar, WHU - Otto Beisheim School of Management, Diss., 2008

WHU - Otto Beisheim School of Management, Diss., 2008--Vallendar.

Zugl: Erlangen-Nürnberg, Universiẗat, Diss., 2007 u.d.T.: Puck, Jonas F.: Entwicklung und Evaluation eines kulturellen Trainings für multikulturelle Teams.

Submitted in partial fulfilment of the requirements for the degree of Master of Arts (Clinical Psychology) in the Department of Psychology at the University of Zululand, South Africa, 2010. / The purpose of this study was to evaluate the effectiveness of a teamwork program. Two teams were compared from two different contexts. It was hypothesized that individuals who completed teamwork training/ program would exhibit greater teamwork knowledge than would individuals who had not been trained and that the teamwork program would positively influence team performance. The researcher was intrigued by the results of a study, which was conducted in a psychiatric context in 2000 (Thwala, 2001). A program of this nature was worth offering to validate its effectiveness and applicability in different contexts. The study was conducted in the Pietermaritzburg area. A total number of twenty four (24) participants took part in this study. There were nine (9) participants from the Department of Transport team and fifteen (15) from the Sedara College of Agriculture. A Pre-test was offered to each team to check the teams' knowledge about how teams operate. Both teams were offered questionnaires relating to team functioning. The questionnaire served to investigate if the teams had a clear understanding and assimilation of a teambuilding and teamwork training. Both teams were post-tested after the team building exercise was offered to them. The statistical analysis of the results was done and the results indicated that the program was significantly effective in promoting teamwork in both the teams.

Although teamwork is essential for quality care, outcomes based on successful teamwork are seldom achieved in healthcare. Negative attitudes prevent effective teamwork; therefore, it is important to explore attitudes of all members towards multi-disciplinary teamwork. This research investigated attitudes held by health professionals and staff of the Group Health Centre regarding multi-disciplinary teamwork and investigated if a relationship exists between work experience and attitudes towards teamwork. A descriptive correlational design was used. Data was gathered using the TeamSTEPPS Teamwork Attitude Questionnaire (T-TAQ). The T-TAQ assesses attitudes towards validated constructs of teamwork. Team members of the Group Health Centre have positive attitudes towards teamwork. The registered nurses do not have different attitudes compared to their colleagues from other health sciences or staff. However, clerical staff presents differences with respect to the constructs of situation monitoring and communication. There is no relationship between work experience and attitudes. These results have important implications for teams in primary care, specifically, the Group Health Centre.