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"How any manager can turn a struggling team into business champs. In today's uncertain economic environment, teams are asked to do more with less. With resources stretched thin, turning around a struggling team has never been harder, and managers must work to identify and maximize whatever potential strengths a team already has. As sports fans already know, behind every great underdog story is a leader who roots out the competitive advantage that will propel the team to victory. In Team Turnarounds, Joe Frontiera and Dan Leidl share how this fine art of the turnaround really works, from how to inspire the team to the actual tools for change. Through interviews with team managers and turnaround masters in the NFL, MLB, and the NCAA, as well as managers at top global firms who have successfully reversed their fortunes, they show the six steps every team takes to make a 180 in their performance. Presents a six-step model for turnarounds in any organization, based on the authors' extensive research with owners and general managers of sport franchises in the MLB, NFL, and NBA. Features first-hand accounts of sport turnarounds, from the legendary worst-to-first story of Bill Polian and the Indianapolis Colts to Jeffrey Lurie's efforts to transform the Philadelphia Eagles. Offers behind-the-scenes accounts of effective turnarounds at major organizations like Dominos Pizza, Juniper Networks, iContact, and the Broadway play, Spider-Man: Turn Off the Dark. No matter how bad the circumstances, how awful the performance, or how far shares have plummeted, Team Turnarounds shows how any organization can make the climb back up to the top"--

"Team Frames" is an experiential exercise designed to introduce students to the problem-solving skill of reframing by applying the concept to class teams. The activity also contributes to the development of more effective teams as students come to recognize the multiple realities and possibilities that they usually overlook in their task groups.

Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does notalways teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning and group/team theory, this article presents a "learning team model" that emphasizes feedback at the team—not individual—level of analysis by establishing a team feedback tool that can be easily and regularly used to improve performance. In addition to the feedback tool, a structured process is presented in which students learn to become a team.

Impact of 1976 decision by then Director George Bush to form a non-CIA study group on Soviet capabilities and intentions. Formation of Team B to challenge Central Intelligence Agency estimates prepared by Team A.

This study examines the effects of two types of team diversity (functional and positional diversity) and team learning behaviors on the performance of cross-functional teams. Enterprise resource planning (ERP) system implementation teams were selected for investigation because of their cross-functional characteristics. The study results indicate that team learning behaviors had a significant and consistently positive effect on team performance. Functional diversity had a negative effect on team satisfaction, while the effect of positional diversity was positive. Task and relational conflicts were also found to be negatively associated with team performance, but the results did not confirm the hypothesized mediating and moderating effect. Recommendations are provided to improve the effectiveness of cross-functional teams.

Accounting faculty can address problems associated with team development and group activities by using an anticipatory case exercise at the beginning of the course. The anticipatory case is a four-part case that engages students in a discussion of the potential problems of managing teams and team projects. The case describes the personal characteristics and behaviors of a fictitious team of students at three stages of a team project; the teacher then presents students with a set of discussion questions at the conclusion of each case part. This case is one way to discourage negative team development behaviors at the outset of the course. Importantly, the anticipatory case facilitates team development by (1) identifying potential project management or team process problems, (2) alerting students to expectations in terms of team behaviors and project grading, and (3) allowing student teams to get to know each other better and to set formal rules of engagement for their own team process.

Purpose
The purpose of this study was to identify the explanatory power of the affective, cognitive and evaluative aspects of identity with work teams in predicting team effectiveness, represented by the variables: satisfaction with the team, manager-assessed team performance and objective indicators of performance.


Design/methodology/approach
Data were collected from 131 work teams of a Brazilian public organization with units in all state capitals of the country. Work team identity scale, the work team satisfaction scale, the team performance scale and objective performance indicators collected based on the achievement of the goals set for the units that make up the organization were used. To test the predictive model, three regressions were conducted using the stepwise method.


Findings
Regression analysis results showed that the evaluative dimension explains about 6% of the performance assessment given by managers, whereas the affective dimension explains 63% of the satisfaction with work teams. No significant results were found for the objective performance indicators.


Originality/value
The observed findings demonstrate the pertinence of understanding the work team identity as a collective and multidimensional phenomenon, as well as the contribution of its different components in explaining variables that represent effectiveness.

Intro -- CONTENTS -- FIGURES AND TABLE -- ACKNOWLEDGEMENTS -- INTRODUCTION: WHY WRITE A BOOK ABOUT TEAM-BASED LEARNING? -- PART ONE THE FOUNDATION FOR TEAM-BASED LEARNING -- 1 WHY DO WE WORK IN TEAMS SO MUCH? -- 2 TEAMS -- 3 PERSONALITY AND ITS EFFECTS ON LEARNING TOGETHER -- 4 TEAM CULTURE -- PART TWO THE BUILDING BLOCKS AND TOOLS FOR TEAM-BASED LEARNING -- 5 WHAT TEAM-BASED LEARNING LOOKS LIKE -- 6 UNDERSTANDING EFFECTIVE LEARNING -- 7 INTERNAL COMMUNICATION -- PART THREE THE ROLES OF THOSE INVOLVED IN TEAM-BASED LEARNING -- 8 THE ROLE OF THE LEADER -- 9 THE ROLE OF THE INDIVIDUAL -- 10 THE ROLE OF THE TRAINING DEPARTMENT -- 11 REFERENCES AND FURTHER READING -- INDEX.

This study explores team-level mechanisms linking team regulatory focus and team creativity. Drawing on the team self-regulation perspective and regulatory fit theory, the mediating roles of team exploratory and exploitative learning and the moderating effect of team bureaucracy were examined. Team-level analyses conducted on data captured from the leaders and members of 135 teams. The results showed that team exploratory learning mediates the relationship between team promotion focus and team radical creativity, whereas team exploitative learning mediates the relationship between team prevention focus and incremental creativity. Furthermore, the team bureaucratic context, including centralization and formalization, moderated the indirect relationship between team regulatory focus and team creativity. The findings improve understanding of why team regulatory focus differentially contributes to team radical and incremental creativity. The findings also provide meaningful insight into the role of team bureaucracy in the team regulatory focus–team creativity relationship.