Suchergebnisse

The most recent recipient of the JME Lasting Impact Award, "Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference," by Bacon, Stewart, and Silver (1999) is an elegantly presented examination of how the set of decisions made by instructors regarding team assignments affect student experience. An analysis of subsequent Journal of Management Education articles finds three identifiable streams of research associated with their seminal work: the approach to peer evaluation, the impact of team formation policy, and the importance of team assignment structure to effective learning outcomes. Fruitful areas of future research for more impactful and productive team assignments are offered.

Many decisions in politics and business are made by teams rather than by single individuals. In contrast, economic models typically assume an individual rational decision maker. A rapidly growing body of (experimental) literature investigates team decisions in different settings. We study team decisions in a public goods contribution game with a costly punishment option and compare it to the behavior of individuals in a laboratory experiment. We also consider different team decision-making rules (unanimity, majority). We find that teams contribute significantly more and punish less than individuals, regardless of the team decision rule. Overall, teams yield higher payoffs than individuals.

Many decisions in politics and business are made by teams rather than by single individuals. In contrast, economic models typically assume an individual rational decision maker. A rapidly growing body of (experimental) literature investigates team decisions in different settings. We study team decisions in a public goods contribution game with a costly punishment option and compare it to the behavior of individuals in a laboratory experiment. We also consider different team decision-making rules (unanimity, majority). We find that teams contribute significantly more and punish less than individuals, regardless of the team decision rule. Overall, teams yield higher payoffs than individuals.

On 16 July 2023, the European Commissioner for Neighbourhood and Enlargement and Tunisia's Secretary of State of the Minister of Foreign Affairs, Migration and Tunisians Abroad signed a memorandum of understanding (MOU) on a 'strategic and global partnership' between the European Union (EU) and Tunisia. The signing followed a meeting in Tunisia between Tunisian President Kais Saied and 'Team Europe' (European Commission President Ursula von der Leyen, Italian Prime Minister Giorgia Meloni, and Dutch Prime Minister Mark Rutte). The deal is part of the growing trend to externalise migration control. Against this background, this blog post first clarifies what was agreed before explaining why the agreement is problematic both in terms of substance and form.

This article summarises a short research and development project undertaken in one UK Social Services Department. The project focused on skills and staffing requirements in 'Children in Need' teams and the support processes necessary for such teams to work effectively. The article discusses the concepts of organisational culture and organisational climate and highlights the value of distinguishing the two and of focusing on organisational climate. This provides a means of considering specific issues in a way which is more directly and immediately amenable to management and staff inflxsuence, than can be the case with prescriptions for 'culture change'. The potential impact of changes in organisational climate on 'Children in Need' services is also discussed. Summaries of the project findings and recommendations for further development within the department are presented to illustrate the importance and value of a focus on organisational climate.

Objective: We report an experiment in which three training approaches are compared with the goal of training adaptive teams. Background: Cross-training is an established method in which team members are trained with the goal of building shared knowledge. Perturbation training is a new method in which team interactions are constrained to provide new coordination experiences during task acquisition. These two approaches, and a more traditional procedural approach, are compared. Method: Assigned to three training conditions were 26 teams. Teams flew nine simulated uninhabited air vehicle missions; three were critical tests of the team's ability to adapt to novel situations. Team performance, response time to novel events, and shared knowledge were measured. Results: Perturbation-trained teams significantly outperformed teams in the other conditions in two out of three critical test missions. Cross-training resulted in significant increases in shared teamwork knowledge and highest mean performance in one critical test. Procedural training led to the least adaptive teams. Conclusion: Perturbation training allows teams to match coordination variability during training to demands for coordination variability during posttraining performance. Although cross-training has adaptive benefits, it is suggested that process-oriented approaches, such as perturbation training, can lead to more adaptive teams. Application: Perturbation training is amenable to simulation-based training, where perturbations provide interaction experiences that teams can transfer to novel, real-world situations.

Effective team measurement hinges on a clear identification of team priorities, expected team results, and the proper measurements to use to address individual and team performance. This article shows how companies may take specific steps to devise effective team performance measurements. The steps involve reviewing organizational measures, defining team measurement points, identifying individual accomplishments that support the team, weighting the accomplishments, developing performance measures and standards, and deciding on a performance tracking method. These steps lead to a feedback loop, which provides clear direction to team members, then maintains their focus and enables them to accomplish their goals, which should motivate them to continue to perform at high levels.

In dieser Arbeit wurde das Thema des kulturellen Teams untersucht. Der Hauptteil beleuchtet die Herausforderungen, mit denen Sozialarbeiter in multikulturellen Teams konfrontiert werden und wie diese bewältigt werden können. Wie ein Sozialarbeiter auf die Herausforderungen reagiert und ob er/sie trotz dieser Herausforderungen arbeiten kann, hängt von seiner/ihrer Reaktion auf kulturelle Unterschiede ab, die in einem Team zu finden sind.

We applied the motivated information processing in group (MIP-G) model to examine the relationship between team learning orientation and team performance by conducting a field study of 226 employees in 35 teams. The results showed that team learning orientation was positively related
to team performance, and that team task reflexivity played a partially mediating role in this relationship. Further, team leader–member exchange differentiation strengthened the positive effect of team learning orientation on team task reflexivity, which, in turn, strengthened the indirect
effect of team learning orientation on team performance via the mediator of team task reflexivity. From a theoretical standpoint, we have extended the literature on team-level performance, and from a practical perspective, our results have implications for the management of teams.