共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACTData use is becoming more important in higher education. In this case study, a team of teachers from a teacher education college was supported in data-based decision making by means of the data team procedure. This data team studied the reasons why students drop out. A team's success depends in part on whether the team is able to develop and apply new knowledge based on data. To investigate this, we focused on the depth of inquiry within the data team's conversations, because successful teams discuss data in depth. We observed the data team for 2 years, investigating factors that affected the depth of the conversations in the data team. The results show that depth was influenced by factors related to data and data systems (such as access to relevant data), individual factors (such as belief in data use), and organisational factors (guidance from the data coach). 相似文献
2.
Gary D. Koppenhaver Charles B. Shrader 《Decision Sciences Journal of Innovative Education》2003,1(1):1-21
The main concern is a longstanding one in classroom instruction—the determinants of effective team performance. The paper explicitly examines the effect of teacher‐controlled factors on the use and functioning of student teams. From a sample of 500 undergraduate students, data are obtained on aptitude, diversity, instability, motivation, personality style, size, and performance. The regression results suggest that team motivation and instability, which are both partly controlled by the instructor, are particularly important in determining a team's performance. An implication is that instructor decisions about team make‐up and incentives can have a significant impact on student achievement. 相似文献
3.
The acquisition of effective teamwork skills is crucial in all disciplines. Using an interpretive approach, this study investigates collaboration and co-operation in teams of software engineering students. Teams whose members were both homogeneous and heterogeneous in terms of their members' academic abilities, skills and goals were identified and compared. We describe the occurrence of ‘social loafing’, a well-reported phenomenon, in these teams. We also observed a phenomenon which we termed ‘diligent isolation’. Our assumption was that both of these can cause team dysfunction. Additional causes which became apparent during the research are listed. The article includes suggestions for improving team functionality. 相似文献
4.
Paul Bacdayan 《Performance Improvement Quarterly》2002,15(1):47-66
Organizations which use quality improvement teams (QITs) in total quality management (TQM) can benefit from training the team personnel in how to select projects with a low risk of stalling. Projects with a high risk of stalling have typical shortcomings, including: failure to focus on a finite or observable process, failure to select a project within the team's authority and resources, and failure to establish importance related to key customers' needs. Training sessions on how to select viable projects may be warranted because stalled teams set a negative example and discourage potential TQM participants. If the organization institutes training on project selection, however, the cost should be justified through systematic evaluation of the training's impact. Designed for those who conduct evaluations of training sessions, this paper demonstrates an efficient written assessment test of project selection ability. The test requires judgments on the suitability of various projects derived from field interviews about projects which were selected by teams which stalled. Testing with a sample of novice and expert quality team leaders shows that the test is sensitive to differences in skills and could thus be used to document the effect of training on students' ability to select projects. 相似文献
5.
This case study describes how the human performance technology model was applied to enhancing a university library's work efficiency. The university librarian identified several concerns with the work efficiency of her administrative team and wanted to find a way to help the team members handle an increasing workload while still producing the same great results in quality of work. A number of factors had a negative impact on their efficiency: constant interruptions in the team's daily work routines by excessive foot traffic through their workspace, ineffective and frequently canceled staff meetings, and inefficient communications. A number of interventions were chosen to address these issues based on needs of the administrative team and the analyses performed during the course of the project. 相似文献
6.
This performance analysis case study examines the migration of Custom Software Solutions, Inc. software development and maintenance, according to Gilbert's (1996) human performance theory, from teams in the United States to teams in India. Findings reveal the need for changes in project management guidelines, cross‐team communication, resources, and organizational clarity. Suggested interventions include improving project management and organizational communication practices and establishing new protocols such as Web‐based project forums and interactive learning modules. 相似文献
7.
Team projects are commonplace in software engineering education. They address a key educational objective, provide students critical experience relevant to their future careers, allow instructors to set problems of greater scale and complexity than could be tackled individually, and are a vehicle for socially constructed learning. While all student teams experience challenges, those in fully online programmes must also deal with remote working, asynchronous coordination, and computer-mediated communications all of which contribute to greater social distance between team members. We have developed a facilitation framework to aid team collaboration and have demonstrated its efficacy, in prior research, with respect to team performance and outcomes. Those studies indicated, however, that despite experiencing improved project outcomes, students working in effective software engineering teams did not experience significantly improved individual achievement. To address this deficiency we implemented theoretically grounded refinements to the collaboration model based upon peer-tutoring research. Our results indicate a modest, but statistically significant (p?=?.08), improvement in individual achievement using this refined model. 相似文献
8.
Peter Cauwelier 《Action Learning: Research and Practice》2019,16(1):68-76
Team psychological safety is critical to team learning. When a team feels safe to talk about difficult issues and each team member feels comfortable to express feelings and ideas, the team continuously learns and improves its performance. Amy Edmondson identified team psychological safety in 1999 as a key to high-performance teams, and Google confirmed this in an internal research project in 2015. A lot has been written about team psychological safety, but very few research or experiences demonstrate how to increase the level of psychological safety in a team. The author has measured psychological safety in a team before and after a series of action learning sessions. The results are very encouraging: action learning increases the average level of psychological safety in the team and reduces the dispersion in team members’ evaluation of team psychological safety. A test was made to verify if the mere dynamic of team members participating in a facilitated workshop would have the same impact on the level of psychological safety, but this was not the case. It can therefore be concluded that action learning has a significant impact on team psychological safety and helps a team move toward high-performance. 相似文献
9.
This paper presents the outcomes of a study of the factors that contribute to teaching team effectiveness in situations where team members rarely meet face to face. Academic faculty within a university Business School were asked to report the degrees to which they believed that the module teaching teams to which they belonged contained members who (1) were satisfied and committed, and (2) regarded their teams as cohesive and as engaging in reliable and useful internal communications. All the teams covered by the study operated in ‘detached’ manners. Team members’ perceptions of the presence within their teams of trust, shared understanding, disparate educational orientations among participants and certain leadership styles were also examined. A model of the determinants of detached team effectiveness was constructed and tested. The respondents’ opinions vis-à-vis levels of satisfaction, commitment, cohesion and the value of internal team communications were then compared with metrics concerning student satisfaction and rates of progression on specific modules. Trust, shared understanding, differences in educational orientation among team members, conflict and the frequency of (though not the length of time spent on) communications emerged as major influences on perceptions of team effectiveness. Teams that were regarded as operating effectively appeared to be associated with higher student satisfaction and progression ratings. 相似文献
10.
As commonplace as teams are in today's organizations, so too are the frustrations reported by members of many teams. Some of this frustration may be attributed to the lack of organizational support for team efforts. In this article, we draw on Kolb's components of clear direction and accountability, appropriate staffing and training, adequate information and resources, and rewards for team effort to describe and discuss a framework that was developed to support a series of 29 project teams. We use case study methodology to examine a university‐community initiative designed to increase collaboration between members of a university community and stakeholders external to the university. This design resulted in a continuous learning and feedback cycle that encouraged reflective thinking and improvement in procedures and outcomes. The focus is on the framework that was developed and executed to select, support, and evaluate these teams. 相似文献
11.
以中国南方某省级电信运营公司及其所属18个市级分公司的90个团队、306名团队成员为样本,探讨了市场导向、学习导向这两种团队文化特质与团队创新的关系及其影响机制。回归分析结果表明:(1)市场导向与学习导向正向预测团队创新。(2)团队反思在市场导向、学习导向与团队创新关系中起着完全中介作用。(3)领导方式在团队文化与团队反思的关系中具有调节作用,总体而言,在一个有利于创新的团队文化氛围中,变革型领导相比交易型领导更能促成反思和创新,但其正向调节效应并不十分稳定。 相似文献
12.
许金富 《宁德师专学报(自然科学版)》2014,(1):33-36
通过观看第十六届亚运会女排的相关比赛视频,将中国队自由队员与外国队自由队员接发球和防守效果进行统计对比分析,阐述自由队员在比赛中的作用和影响.结果表明,中国女排自由队员接发球和防守能力均高于国外女排自由队员和本队其他队员水平,但失误率有待下降. 相似文献
13.
In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team the opportunity to learn from the absent student. Other team members' absenteeism should be costly for individual performance if collaborative learning fosters learning and retention. The research finds that while absenteeism is detrimental to the student's own performance, absenteeism of other team members from team activities has a significant negative effect on both individual exam and homework scores. The conclusions validate the benefits of active learning and of encouraging attendance in collaborative learning environments in all disciplines. 相似文献
14.
国家宏观政策的调整、软件产业的发展和专业地位的提升为软件工程专业创造了良好的发展机遇,同时也对软件工程专业的师资队伍建设提出了严峻的挑战.从软件工程专业的学科教育属性和工程教育属性出发,提出了完善人才引进和评价机制;与软件产业的发展相结合,坚持走校企联合之路,建设出一支结构合理,能从事科学教育、工程教育和领域知识教育的"双师型"师资队伍,服务于人才培养、特色专业建设的需要. 相似文献
15.
Current discussions in higher education and alumni training acknowledge the challenges training programs face in responding to the authentic needs of the labor market. In addition to academic knowledge, higher education institutions are expected to provide general twenty-first-century skills, such as problem-solving, critical thinking, collaboration, and interpersonal skills. To meet these challenges, many institutions utilize collaborative pedagogies such as learning in teams. However, teamwork in higher education tends to focus primarily on the task aspects of performance at the expense of the team aspects, and for educators, there may be no feasible way to assess whether the students are learning to work successfully as teams. This paper explores how new student teams (n?=?3) that simulate real business teams by taking a challenging entrepreneur assessment, developed over three semesters for general skills (i.e., communication), and whether the improvement in their communication also indicated the teams’ improved performance (i.e., financial success). As an analytical tool, the study relies on initial parameters on teams’ microdynamics of communication [Losada, M. (1999). The complex dynamics of high performance teams. Mathematical and Computer Modelling, 30, 179–192] normalized with fuzzy logic. In accordance with the current understanding of team development, the results did not show any linear improvement, but the quality of communication in the teams improved episodically. Further, the results provide evidence of the possible relationship between the improved quality of communication and the teams’ collective financial success. However, in future work, due to the lack of sensitivity of the parameters in this context together with the recent criticisms of the mathematical basis of the patterns of team dynamics based on Losada's parameters, they will be reexamined with a Monte Carlo sensitivity analysis. 相似文献
16.
As universities seek to provide cost-effective, cross-cultural experiences using global virtual (GV) teams, the ‘soft’ communication skills typical of all teams, increases in importance for GV teams. Students need to be taught how to navigate through cultural issues and virtual tool issues to build strong trusting relationships with distant team members. Weekly team meetings provide an excellent opportunity to observe key team interactions that facilitate relationship and trust-building among team members. This study observed the weekly team meetings of engineering students attending two US universities and one Asian university as they collaborated as a single GV capstone GV team. In addition local team members were interviewed individually and collectively throughout the project to determine strategies that facilitated team relations and trust. Findings indicate the importance of student choice of virtual communication tools, the refining of communication practices, and specific actions to build trusting relationships. As student developed these attributes, collaboration and success was experienced on this GV team. 相似文献
17.
Efrossini C. Kalkani Iris K. Boussiakou Leda G. Boussiakou 《European Journal of Engineering Education》2005,30(3):393-402
The present research refers to the assigning of a hands-on group project to freshman engineering students, evaluating their performance, and deriving conclusions on student benefits and educational advances. The research procedure included action plans for the instructor and the students, instructions to the students on performing the work, organizational instructions to the teams and reporting guidelines, and evaluation of the success of the project. The main outcomes refer to the team co-operation, the performance of tasks, the quality of results and the reporting effectiveness. The ‘paper beam’ project benefited the student’s learning and proved the need of complementary learning styles in teams, of the appreciation of quality performance and results, as well as of the accuracy in project details. 相似文献
18.
This paper describes a structural equation modeling(SEM) analysis of factors influencing architects’ trust in project design teams. We undertook a survey of architects,during which we distributed 193 questionnaires in 29 A-level architectural design institutes selected radomly from the altogether 59 ones in Shenzhen,P. R. China,and received 130 valid questionnaires. We used Amos 6.0 for SEM to identify significant personal construct based factors affecting interpersonal trust. The results show that only soc... 相似文献
19.
Chin‐Min Hsiung Shi‐Jer Lou Chi‐Chang Lin Pei‐Ling Wang 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):125-135
In cooperative learning, students work together as a team to maximize the academic success of all the team members. The failure of even a single member can compromise the success of the entire team. Thus, to evaluate the functioning of the team reliably, it is necessary to consider both the performance of the individual team members and the interactions among them. In this study, a method was developed for identifying dysfunctional teams and troubled individuals by examining the correlation between the team scores obtained in sequential tests and the correlation between the scores obtained by the different team members. The effectiveness of the proposed method was evaluated via field experiments. Forty‐eight students were randomly assigned to cooperative learning teams and their learning performance assessed by four‐unit tests. The results indicated that the proposed method can identify the most troubled individuals in a team even when the team performance/grouping information is not taken explicitly into account. Furthermore, when the team information is considered, the method can identify both the dysfunctional teams and the troubled individuals within the teams. Therefore, the proposed method provides a useful basis for the development of computer‐assisted solutions for assessing the performance of cooperative learning teams. 相似文献
20.
软件项目开发实训系统的提出,旨在为高等院校计算机系学生进行符合当代软件行业标准的软件开发过程实践活动提供一个平台。实训系统以TSP作为方法基础,帮助软件开发初学人员建立团队化、网络化、自动化的敏捷软件开发过程,降低软件工程的学习门槛,树立正确地软件开发观念。本文分析了软件项目开发方法发展和教育现状,总结了团队软件开发的核心内容。在此基础上,给出软件项目实训系统的设计方案和系统实现。 相似文献