Suchergebnisse

Although role stress literature has almost exclusively focused on individual role incumbents, it is conceivable that shared conditions of ambiguity, conflict, and quantitative or qualitative overload may give rise to a collective experience of role stress in teams. Testing a multilevel mediation model among 38 Dutch project teams ( N = 283), we studied the interplay among individual and team role stress, team learning behaviors, and individual and team performance. Team role stress was discerned as a separate construct next to individual role stress. Team quantitative role overload, in particular, impeded team and individual performance by inhibiting team learning behaviors and, indirectly, also hindered individual performance by increasing individual quantitative overload.

"Team Human is a manifesto--a fiery distillation of preeminent digital theorist Douglas Rushkoff's most urgent thoughts on civilization and human nature. In one hundred lean and incisive statements, he argues that we are essentially social creatures, and that we achieve our greatest aspirations when we work together--not as individuals. Yet today society is threatened by a vast antihuman infrastructure that undermines our ability to connect. Money, once a means of exchange, is now a means of exploitation; education, conceived as way to elevate the working class, has become another assembly line; and the internet has only further divided us into increasingly atomized and radicalized groups. Team Human delivers a call to arms. If we are to resist and survive these destructive forces, we must recognize that being human is a team sport. In Rushkoff's own words: "Being social may be the whole point." Harnessing wide-ranging research on human evolution, biology, and psychology, Rushkoff shows that when we work together we realize greater happiness, productivity, and peace. If we can find the others who understand this fundamental truth and reassert our humanity--together--we can make the world a better place to be human."--Page [1]

Team learning : a model for effectiveness in high performing teams / Kathleen Dechant, Victoria Marsick, Elizabeth Kasl -- Shared leadership : toward a multi-level theory of leadership / Craig L. Pearce, Henry P. Sims -- Team pay for novice, intermediate, and advanced teams / Robert L. Heneman, Katherine E. Dixon, Maria T. Gresham -- Turnover, retention, and the employment relationship of the future / Betsy Aylin, Gretchen Webber -- Reconsidering our team effectiveness models : a call for an integrative paradigm / Huub J.M. Ruel -- Understanding the team derailment process : a look at team skill and attitude deficiencies / Dana M. Milanovich, Eduardo Salas, Janis A. Cannon-Bowers, Elizabeth J. Mu(c)łiz -- Developing mature teams : moving beyond team basics / Teri C. Tompkins -- Effects of status on the exchange of information in team decision-making : when team building isn't enough / Steven D. Silver, Lisa Troyer, Bernard P. Cohen -- Team diversity, cognition, and creativity / Matthew Eriksen, Laura L. Beauvais -- The climate for creativity in virtual teams / Jill E. Nemiro -- Introduction / Michael M. Beyerlein, Douglas A. Johnson, Susan T. Beyerlein -- Foreword / Peter Valles

Work group literature has recently focused on team process improvement, which refers to a learning process within the team, including the review of recent work methods and objectives and the development of alternative working strategies. Until now, however, no systematic empirical effort has been undertaken to empirically explore the dimensionality of team process improvement, although a dual focus, namely, team reflection and team adaptation, is theoretically accepted. The authors thus examined a two-dimensional structure of team process improvement by distinguishing team reflection and team adaptation in two studies using an experimental and a field design. Confirmatory factor analyses results of both studies provide evidence for the hypothesized two-dimensional structure of team process improvement. Additionally, the field study of organizational teams show that team reflection and team adaptation predict team performance to some extent.

TeamXchange, an online team-based exercise, is described. TeamXchange is consistent with the collaborative model of learning and provides a means of fostering enhanced student learning and engagement through collaboration in virtual teams experiencing periodic membership changes. It was administered in an undergraduate Organizational Behavior course over two 4-week sessions using WebCT classroom support technology. Quantitative and qualitative results demonstrate some support for the exercise objectives. Specifically, learning of course material, learning about teamwork, and confidence for working in virtual teams were enhanced among those without prior experience working in virtual teams. Team cohesiveness and social loafing behavior were lower in fluid teams than in stable teams. Finally, introverted individuals perceived themselves as having more influence and their teams as more cohesive and communicative than did more extraverted individuals. These results suggest the potential value of TeamXchange, especially for those who have not previously been exposed to virtual teams or who are normally more reticent in face-to-face team or large-class settings. Exercise implications and lessons learned are discussed.

Zu erleben, wie Ihre Führungs- und Entscheidungskompetenz für Teams wächst und wie Sie lernen, komplexe Prozesse zu analysieren und zielgerichtet zu bearbeiten - darum geht es in diesem Buch. Mithilfe neuer und bewährter Formate aus dem Neurolinguistischen Programmieren lassen sich Spannungen und Krisensituationen genauso leicht lösen, wie kritische Kommunikationsprobleme und konfliktbehaftete Projekte sich konstruktiv wandeln lassen. Teamentwicklungsformate und einfache Moderationstools helfen im Vorfeld, Gruppen in guten, arbeitsfähigen Zuständen zu halten oder erfolgreiche Teams zu kreieren. Das Buch legt den Schwerpunkt auf brauchbare Formate und Modelle - Best Practice Modelle für die Unterstützung professioneller Coachings, aber auch einfache Tools für die alltägliche Teamführung. Als Basis dient das Material der Team- und Konfliktcoaching-Ausbildung von NLP professional. Mit Achtsamkeit, Empathie, Humor und Kompetenz erweitern Sie Ihren Blick für das NLP mit mehr als einer Person. Biographische Informationen Martina Schmidt-Tanger, Diplom-Wirtschaftspsychologin, DVNLP-Lehrtrainerin und -Lehrcoach. Ihre langjährige Erfahrung im Businessbereich macht sie zu einer gefragten Trainerin, Referentin und Expertin für Coaching. Einer der Schwerpunkte ihres Instituts NLP professional ist die Ausbildung von Team- und Konfliktcoaches. Holger Backwinkel, DVNLP-Lehrtrainer, Personalentwickler, Trainer und Coach mit Schwerpunkt Effektivität und Effizienz im Business. Seine Team-Expertise hat er in zahlreichen Workshops auf allen hierarchischen Ebenen in Unternehmen aufgebaut. Zusammen mit Martina Schmidt-Tanger bildet er Team- und Konfliktcoaches aus.

Alle wollen und brauchen Teamarbeit. Doch wie funktioniert die überhaupt? Wie kann es gelingen, die Motivation und Leistungsbereitschaft in Teams zu erhöhen? Svenja Hofert und Thorsten Visbal zeigen in ihrem Grundlagenwerk für Menschen, die in und mit Teams arbeiten, wie sie mit Gruppen und Teams arbeiten, sodass deren Entwicklung gefördert wird. Sie öffnen, basierend auf jahrelangen Erfahrungen, in ihrem Buch ein Reservoir an praxiserprobten Werkzeugen, die Sie dabei unterstützen, Teams und deren Mitglieder durch gemeinsames Erleben und Reflektieren den notwendigen Raum zu geben, sich selbstorganisiert zu entwickeln. Denn sie wissen, dass Teams vor allem dann erfolgreich sind, wenn sie ausdifferenziert sind, wenn also auch die Ichs im Wir erlaubt sind. (Verlagstext)