Overcoming challenges and building team cohesion

The paper investigates the variety of peer effects on individual performance in a team sport. The individual performance of more than 5,000 soccer players, from 234 teams, between 2010 and 2015, is measured with the help of the FIFA video game simulator developed by EA Sports. The study reveals positive peer effects on individual performance although the marginal benefit decreases. Additionally, team cohesion contributes to an improvement of players’ ranking.

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Team Cohesion: Demonstrating One Team's Strong Bonds in Relation to Environment, Leadership and Attitude

Strategies ◽

10.1080/08924562.2018.1538833 ◽

2019 ◽

Vol 32 (1) ◽

pp. 36-40 ◽

Cited By ~ 1

Author(s):

Jamie E. Robbins ◽

Leilani Madrigal

Keyword(s):

Team Cohesion

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Team Building Through Video Games: A Controlled Experiment (Preprint)

10.2196/preprints.28896 ◽

2021 ◽

Author(s):

Mark J Keith ◽

Douglas Dean ◽

James Eric Gaskin ◽

Greg Anderson

Keyword(s):

Team Performance ◽

Video Game ◽

Team Building ◽

Practical Method ◽

Team Cohesion ◽

Controlled Experiment ◽

Control Treatment ◽

Video Gaming ◽

Treatment Team ◽

Rock Band

BACKGROUND Organizations of all types require the use of teams. Poor team member engagement costs billions of US dollars annually. OBJECTIVE Explains how team building can be accomplished with team video gaming (TVG) based on a team cohesion model enhanced by team flow theory. METHODS In this controlled experiment, teams were randomly assigned to a TVG treatment or a control treatment. Team performance was measured on basic tasks both pre- and post-treatment. Then teams who received the TVG treatment competed against other teams by playing the Halo™ or Rock Band™ video game for 45 minutes. RESULTS On the posttest task, teams from the TVG treatments were significantly more productive than teams that did not experience TVG. Our model explained performance improvement about twice as well as prior related research. CONCLUSIONS The focused immersion caused by TVG increased team performance while the enjoyment component of flow decreased team performance on the posttest. Both flow and team cohesion contributed to team performance, with flow contributing more than cohesion. TVG did not increase team cohesion so TVG effects are independent of cohesion. TVG is a valid practical method for developing and improving newly formed teams CLINICALTRIAL n/a

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Identifying New Team Trust and Team Cohesion Metrics that Support Future Human-Autonomy Teams

Advances in Simulation and Digital Human Modeling - Advances in Intelligent Systems and Computing ◽

10.1007/978-3-030-51064-0_12 ◽

2020 ◽

pp. 86-93

Author(s):

Alyssa Milner ◽

Dae Han Seong ◽

Ralph W. Brewer ◽

Anthony L. Baker ◽

Andrea Krausman ◽

...

Keyword(s):

Team Cohesion ◽

Human Autonomy ◽

Team Trust

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102 Online Supportive Conversations & Reflection Sessions [OSCARS] with Care Home Staff Following A Resident’s Death: Improving Coping Mechanisms, Team Cohesion and Communication

Age and Ageing ◽

10.1093/ageing/afab030.63 ◽

2021 ◽

Vol 50 (Supplement_1) ◽

pp. i12-i42

Author(s):

J Hockley ◽

L Johnston ◽

J Watson ◽

S D Shenkin

Keyword(s):

Care Home ◽

Coping Mechanisms ◽

Team Cohesion ◽

Online Support ◽

Frontline Staff ◽

Care Home Staff ◽

Team Working ◽

Staff Wellbeing ◽

Future Education

Abstract Introduction COVID-19 Trauma Guidance suggests opportunities for structured, time-limited discussions about challenging experiences should be offered. It is unknown if such discussions can be effectively delivered online by palliative care specialists to support care home (CH) staff in relation to death/dying. Funded by Scotland’s Chief Scientist Office COVID-19 “rapid research” fund, online OSCaRS is being piloted. Methods Fortnightly OSCaRS delivered to small groups of CH staff via a secure online platform in three local CHs over 10 weeks. Sessions are digitally recorded. The shortened version of the Chesney coping self-efficacy questionnaire is completed by all staff pre/post. Additional post-study questions asked of OSCaRS participants and in-depth staff interviews will be undertaken (n = 10). Thematic analysis of the recorded sessions and interviews will be undertaken and related to the staff questionnaire and context of each CH. Results New learning on the feasibility and acceptability of providing OSCaRS to frontline staff. The benefit of OSCaRS to CH staff coping mechanisms, team cohesion and communicaton with relatives during the COVID-19 pandemic will be presented. Initial results show that OSCaRS are feasible, valued by all care home staff and support staff in coping with the challenges of COVID-19/. Key Conclusions The analysis will inform future practice, and an Implementation Guide for OSCaRS in CHs will be produced. Key learning on the potential for online support in relation to death/dying during the pandemic and beyond will contribute to future education, training and staff wellbeing resources. It will also inform the role of such sessions in developing individual coping mechanisms and team working alongside communication with relatives during lockdown.

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Consideration of Students' Gender Characteristics in Teaching Foreign Languages

Development of education ◽

10.31483/r-96591 ◽

2020 ◽

pp. 33-37

Author(s):

Galina Veniaminovna Sorokoumova ◽

Mariia Gennadevna Bibizhaeva

Keyword(s):

Positive Impact ◽

Educational Material ◽

Educational Process ◽

Team Cohesion ◽

Foreign Languages ◽

Male Students ◽

Learning Material ◽

Important Conclusion ◽

Opposite Sex ◽

Gender Characteristics

The article reveals the gender characteristics of boys and girls, which should be taken into account in teaching in general, and in teaching foreign languages in particular. Theoretical analysis of psychological literature has revealed the gender characteristics of students that must be taken into account when teaching foreign languages. Methods of research. To study the gender characteristics of students, we have developed an author's questionnaire that includes the study of the reasons for students' reluctance to speak English with representatives of the opposite sex and the tendency of students to work in groups. The results of study reveal the features of learning material by girls and boys, the gender reasons for students ' reluctance to speak English with representatives of the opposite sex, and the characteristics of female and male students to work in groups. Discussion of the research results. Based on the results of the research, the article develops recommendations for organizing the educational process, taking into account the gender characteristics of the assimilation of educational material by boys and girls. Conclusion. Based on the study, an important conclusion is made that the use of a gender approach in education has a positive impact on the development of students, their development of the curriculum, team cohesion, academic performance, motivation, and much more.

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Building cohesion in distributed telemedicine teams: Findings from the Department of Veterans Affairs National Telestroke Program

10.21203/rs.3.rs-39716/v2 ◽

2020 ◽

Author(s):

Himalaya Patel ◽

Teresa M. Damush ◽

Edward J. Miech ◽

Nicholas A. Rattray ◽

Holly A. Martin ◽

...

Keyword(s):

Clinical Evidence ◽

Veterans Affairs ◽

Team Cohesion ◽

Case Conference ◽

Department Of Veterans Affairs ◽

Related Factors ◽

Shared Identity ◽

Assessment And Treatment ◽

National Infrastructure ◽

Interview Transcript

Abstract Background: As telemedicine adoption increases, so does the importance of building cohesion among physicians in telemedicine teams. For example, in acute telestroke services, stroke specialists provide rapid remote stroke assessment and treatment to patients at hospitals without stroke specialty care. In the National Telestroke Program (NTSP) of the U.S. Department of Veterans Affairs, a virtual (distributed) hub of stroke specialists throughout the country provides 24/7 consultations nationwide. We examined how these specialists adapted to distributed teamwork, and we identified cohesion-related factors in program development and support. Methods: We studied the virtual hub of stroke specialists employed by the NTSP. Semi-structured, confidential interviews with stroke specialists in the virtual hub were recorded and transcribed. We explored the extent to which these specialists had developed a sense of shared identity and team cohesion, and we identified factors in this development. Using a qualitative approach with constant comparison methods, two researchers coded each interview transcript independently using a shared codebook. We used matrix displays to identify themes, with special attention to team cohesion, communication, trust, and satisfaction. Results: Of 13 specialists with at least 8 months of NTSP practice, 12 completed interviews; 7 had previously practiced in telestroke programs in other healthcare systems. Interviewees reported high levels of trust and team cohesion, sometimes even more with their virtual colleagues than with co-located colleagues. Factors facilitating perceived team cohesion included a weekly case conference call, a sense of transparency in discussing challenges, engagement in NTSP development tasks, and support from the NTSP leadership. Although lack of in-person contact was associated with lower cohesion, annual in-person NTSP meetings helped mitigate this issue. Despite technical challenges in establishing a new telehealth system within existing national infrastructure, providers reported high levels of satisfaction with the NTSP. Conclusion: A virtual telestroke hub can provide a sense of team cohesion among stroke specialists at a level comparable with a standard co-located practice. Engaging in transparent discussion of challenging cases, reviewing new clinical evidence, and contributing to program improvements may promote cohesion in distributed telemedicine teams.

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