Review of Disturbed Children: Examination and Assessment through Team Process.

1970 ◽  
Vol 15 (11) ◽  
pp. 702-702
Author(s):  
ANTHONY DAVIDS
Keyword(s):  
Team Process

Couples’ Experiences of Hope When Participating in the Reflecting Team Process: A Case Study

2013 ◽  
Vol 36 (1) ◽  
pp. 93-107 ◽  
Author(s):  
Natasha Ann Egeli ◽  
Novjyot Brar ◽  
Denise Larsen ◽  
Sophie Yohani
Keyword(s):  
Team Process ◽  
Reflecting Team

Technology-Mediated Collaboration, Shared Mental Model and Task Performance

2012 ◽  
Vol 24 (1) ◽  
pp. 64-81 ◽  
Author(s):  
Hayward P. Andres
Keyword(s):  
Social Influence ◽  
Direct Observation ◽  
Mental Model ◽  
Social Impact ◽  
Model Development ◽  
Research Approach ◽  
Team Process ◽  
Shared Mental Model ◽  
Team Productivity ◽  
The Impact

This study takes a direct observation research approach to examine how the impact of collaboration mode on team productivity and process satisfaction is mediated by shared mental model. Team cognition and social impact theories are integrated to provide a framework for explaining how technology-mediated collaboration constrains or enhances team shared mental model development and its subsequent impact on task outcomes. Partial least squares analysis revealed that technology-mediated collaboration impacts shared mental model development. The results also demonstrate that timely and accurate development of shared mental model facilitates increases in both productivity and team process satisfaction. Direct observation of team process behaviors suggests that collaboration modes differ not only in their impact on communication facilitation but efficacy-based, motivational, and social influence factors (e.g., self-efficacy and team-efficacy, perceived salience and credibility of contributions, social influence on action, etc.) as well. Shared mental model development requires quality communication among team members that are motivated to participate by a positive team climate that promotes idea convergence.

Guidelines for Teaching Speech-Language Pathologists About the AAC Assessment Process

2011 ◽  
Vol 20 (3) ◽  
pp. 82-86
Author(s):  
Iris Fishman
Keyword(s):  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Feature Matching ◽  
Assessment Process ◽  
High Tech ◽  
Alternative Communication ◽  
Team Process ◽  
Basic Principles ◽  
Communication Needs ◽  
The Individual

Abstract Although students may not become augmentative and alternative communication (AAC) clinical specialists, they often will work with individuals demonstrating complex communication needs who benefit from AAC. This necessitates knowledge of some basic principles of assessment including AAC assessment as a team process involving planning and implementing interventions for current and future communication needs; the inclusion of no-tech, low-tech, and high-tech communication systems; and assessing communication needs with partners in the individual's social network. The assessment also must include a capability profile and feature matching to select the appropriate components of the AAC system. Because the system we provide for today will become the system we use tomorrow, assessment must be considered an ongoing process throughout the lifespan of the individual.

scholarly journals An Evaluation of Methods to Assess Team Research Consultations

2020 ◽  
Vol 15 (3) ◽  
pp. 36-58
Author(s):  
Ashlynn Kogut ◽  
Pauline Melgoza
Keyword(s):  
Action Research ◽  
Focus Groups ◽  
Assessment Method ◽  
Assessment Methods ◽  
Team Process ◽  
Action Research Project ◽  
Technical Paper ◽  
Student Teams ◽  
Project Deliverables ◽  
The One

Abstract Objective – Due to the individualized nature of consultations and institutional constraints, research consultations can be challenging to assess. At Texas A&M University Libraries, subject librarians use research consultations to teach information literacy to upper-division engineering student teams working on a technical paper project. This paper describes an action research project designed to evaluate which assessment method for consultations with student teams would provide the most actionable data about the instruction and the consultation logistics as well as optimize librarian time. Methods – For three semesters, we simultaneously used up to four consultation assessment methods: one-minute papers, team process interviews, retrospective interviews, and questionnaires. We followed the action research cycle to plan the assessments, implement the assessments, reflect on the data collected and our experiences implementing the assessments, and revise the assessments for the next semester. Each assessment method was distributed to students enrolled in an engineering course at a different point in the technical paper project. The one-minute paper was given immediately after the consultation. The team process interviews occurred after project deliverables. The questionnaire was distributed in-person on the last day of class. Focus groups were planned for after the assignment was completed, but low participation meant that instead of focus groups we conducted retrospective interviews. We used three criteria to compare the assessments: information provided related to the effectiveness of the instruction, information provided about the logistics of the consultation, and suitability as an assessment method in our context. After comparing the results of the assessment methods and reflecting on our experiences implementing the assessments, we modified the consultation and the assessment methods for the next semester. Results – Each assessment method had strengths and weaknesses. The one-minute papers provided the best responses about the effectiveness of the instruction when questions were framed positively, but required the most staff buy-in to distribute. The team process interviews were time intensive, but provided an essential understanding of how students think about and prepare for each progress report. Recruiting for and scheduling the focus groups required more time and effort than the data collected about the instruction and logistics warranted. The questionnaire provided student perspectives about their learning after the assignment had been completed, collected feedback about the logistics of the consultations, was easy to modify each semester, and required minimal librarian time. Conclusion – Utilizing multiple assessment methods at the same time allowed us to determine what would work best in our context. The questionnaire, which allowed us to collect data on the instruction and consultation logistics, was the most suitable assessment method for us. The description of our assessment methods and our findings can assist other libraries with planning and implementing consultation assessment.

Predicting Perceptions of Team Process Using Optimal Distinctiveness Theory

2021 ◽  
pp. 104649642110448
Author(s):  
Jason D. Way ◽  
Jeffrey S. Conway ◽  
Kristen M. Shockley ◽  
Matthew C. Lineberry
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Team Member ◽  
Team Process ◽  
Team Diversity ◽  
Optimal Distinctiveness ◽  
Optimal Distinctiveness Theory ◽  
Diversity Research

There are conflicting findings in team diversity research on whether it is better for an individual on a team to be similar to or different from the rest of the team. This lab study with undergraduates completing a critical thinking and decision-making task uses optimal distinctiveness theory to examine the idea that finding a balance between these two states for team member personality will result in positive perceptions of team process. Our results supported this such that participants had the most positive perceptions of team process when optimally distinct from the rest of the team in terms of personality.

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