Journal articles: 'Building Leadership Team'

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Levin, Roger. "Leadership and team building." Journal of the American Dental Association 136, no. 5 (May 2005): 666–67. http://dx.doi.org/10.14219/jada.archive.2005.0240.

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Sheldon, Lesley M., and Pamela M. Parker. "Leadership and team building." Nursing Management 4, no. 2 (May 1997): 24–25. http://dx.doi.org/10.7748/nm.4.2.24.s15.

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HAYES, PAMELA M. "Team Building." Nursing Management (Springhouse) 25, no. 5 (May 1994): 52???54. http://dx.doi.org/10.1097/00006247-199405000-00009.

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Petrov, S. V. "COMMUNICATION OF LEADERSHIP AND TEAM." Scientific notes of the Russian academy of entrepreneurship 19, no. 3 (September 20, 2020): 202–8. http://dx.doi.org/10.24182/2073-6258-2020-19-3-202-208.

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This article is devoted to the study of the relationship, mutual influence of team building and team leadership established by the author of the article, the competencies of leaders in the field of team building, leadership styles, including with regard to the process of forming and maintaining teams, are established that the process of creating an effective team is an integral part of the leader’s daily activities.

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Smith, G. "Making the team [project team building and leadership]." IEE Review 47, no. 5 (September 1, 2001): 33–36. http://dx.doi.org/10.1049/ir:20010505.

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Jacobsen-Webb, Marilyn-Lu. "Team Building." JONA: The Journal of Nursing Administration 15, no. 2 (February 1985): 16???21. http://dx.doi.org/10.1097/00005110-198502000-00007.

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Ammeter, Anthony P., and Janet M. Dukerich. "Leadership, Team Building, and Team Member Characteristics in High Performance Project Teams." Engineering Management Journal 14, no. 4 (December 2002): 3–10. http://dx.doi.org/10.1080/10429247.2002.11415178.

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Kanzer-Lewis, Ginger. "Leadership Forum: Building Our Advocacy Team." Diabetes Educator 27, no. 2 (March 2001): 164–66. http://dx.doi.org/10.1177/014572170102700202.

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Fincke, M. K. "Orchestrating team building for harmonious leadership." Accident and Emergency Nursing 1, no. 4 (October 1993): 229–33. http://dx.doi.org/10.1016/0965-2302(93)90090-m.

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Turunen, Pauli, and Esa Hiltunen. "Empowering Leadership in a University Spin-off Project: A Case Study of Team Building." South Asian Journal of Business and Management Cases 8, no. 3 (October 15, 2019): 335–49. http://dx.doi.org/10.1177/2277977919876734.

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This case study explores university spin-off (USO) team building from leadership and intrapreneurship perspectives. The study sheds light on a USO team member’s view of team building, examining the inherent tensions and challenges, but also the best practices of team building in general. Thus, the case is based on narrative study and evocative autoethnography, providing knowledge from an insider´s perspective of USO team building and also team leadership, especially for supporting intrapreneurship. The intrapreneurship allows an employee to act like an entrepreneur—in this case, within a USO project team. Instead of considering team building as a completely rational process, the case stresses the need to take into account soft aspects, like emotions, in USO team building. This case study should assist other innovative teams in the future to process narratively different factors, relationships and team behaviour within innovation project teams.

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Maduka, Nnamdi Stanley, Helen Edwards, David Greenwood, Allan Osborne, and Solomon Olusola Babatunde. "Analysis of competencies for effective virtual team leadership in building successful organisations." Benchmarking: An International Journal 25, no. 2 (March 5, 2018): 696–712. http://dx.doi.org/10.1108/bij-08-2016-0124.

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Purpose Global competition and advances in technology have enhanced the growing trend of virtual teams in order to execute business strategies. Thus, understanding the competencies needed for virtual leadership effectiveness is essential and vital to organisational success. The purpose of this paper is to identify and analyse the required competencies for virtual team leadership and its effectiveness in an organisation. Design/methodology/approach The study adopted case study methodology to undertake an exploratory study of a manufacturing organisation. Using a questionnaire that was designed following a focussed literature review to identify the specific virtual leadership competencies, structured interviews were conducted face-to-face with 14 respondents from two major virtual team groups. The interviews were designed to elucidate the opinions and perceptions of virtual team members with respect to selected characteristics of their virtual team leaders (VTLs). The responses obtained were analysed using descriptive statistics and thematic analysis. Findings The study identified the competencies required for effective leadership in virtual teams in order to achieve the organisational project success. The performance of the two VTLs in the organisation was then assessed in the light of these identified competencies. The study also identified transformational leaders as important to be considered when selecting VTLs because they are known to achieve high-performing team. However, the study found that considering the virtual leadership competencies, the two VTLs were found to have not, on the whole, performed well because they are lacking in some of the leadership competencies required for effective leadership in a virtual team and this has led to their organisation not achieving the required success in virtual teams. Practical implications The study has implications for organisations’ virtual team project leaders. The identification of specific leadership competencies for virtual team leadership will enable organisations to be more informed when looking for effective leaders in their virtual teams in order to achieve high-performing virtual teams, which will lead to organisational growth and success. The study is expected to enhance the success rate of any typical organisation using virtual teams. Originality/value The study would be highly beneficial to both the potential and current stakeholder organisations considering virtual teams to execute business strategies. This study has also added to the body of knowledge by further exploring the leadership competencies needed for virtual teams.

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Anders, Larry W., Edward F. Centofante, and James T. Orr. "Building the Instructional Team for Effective Leadership." NASSP Bulletin 71, no. 502 (November 1987): 61–63. http://dx.doi.org/10.1177/019263658707150210.

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Sairam, Boonchauy, Chaiyuth Sirisuthi, and Kanjana Wisetrinthong. "Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators." International Education Studies 10, no. 7 (June 27, 2017): 143. http://dx.doi.org/10.5539/ies.v10n7p143.

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Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable conditions and needs for team building leadership skills of primary school administrators, 3) to develop team building leadership skills for primary school administrator enhancement program, and 4) to explore the efficiency level of team building leadership skills of primary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and team building skills. Moreover, the components of team building leadership skills were verified by 9 experts. Step 2, 379 primary school administrators of the planning programs were consulted for studying current states and desirable characteristics of team building leadership skills and needs in development of primary school administrator enhancement program. Step 3 required 9 experts to evaluate and comment on the program. Step 4 required a group of 20 primary school administrators under the Office of Ubonratchathani Education Service Area Zone 2 for efficiency assessment. Research instruments were a questionnaire and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNImodified) and Independent t-test. The research results showed that team building leadership skills of primary school administrators’ enhancement program consisted of 5 toolkits. The application of the program showed that the participants receiving the development of team building leadership skills of primary school administrators’ enhancement program had higher team building leadership skills after the development than before. The primary school administrators manage teamwork more efficiently and the overall progress of team building successfully.

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Feldman, Harriet R. "Identifying, building, and sustaining your leadership team." Journal of Professional Nursing 34, no. 2 (March 2018): 87–91. http://dx.doi.org/10.1016/j.profnurs.2017.11.002.

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Canady, Valerie A. "Addressing leadership, workforce management and team‐building." Mental Health Weekly 30, no. 19 (May 8, 2020): 4–6. http://dx.doi.org/10.1002/mhw.32356.

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Valori, Roland M., and Deborah J. Johnston. "Leadership and team building in gastrointestinal endoscopy." Best Practice & Research Clinical Gastroenterology 30, no. 3 (June 2016): 497–509. http://dx.doi.org/10.1016/j.bpg.2016.04.007.

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Hajela, Shubhra. "Making of a team: role of it’s leader. Shane Warne’s Rajasthan Royals." Industrial and Commercial Training 47, no. 7 (October 5, 2015): 394–401. http://dx.doi.org/10.1108/ict-04-2015-0031.

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Purpose – The purpose of this paper is to examine a team sport and draw implications for organizational functioning. The case focuses on Rajasthan Royals which is a cricket team of the Indian Premier League. By using the sports context the case encourages critical thought on concepts like team formation, team leadership, team effectiveness and managing diversity in team. Design/methodology/approach – The case study contains a descriptive account of building of a team and how leadership in team aided the process. The account is based on secondary sources of data reflecting multiple perspectives of the coach, players, and critics along with the reflective account of the leader. Findings – The concept of “shared leadership”, various roles of a leader, importance of productive team culture, motivation, coaching, handling diversity and team effectiveness have been illustrated. Research limitations/implications – The issues dealt in the case are similar to what the competing teams in organisations face today. The case helps draw insight into team formation and the role of a leader in forming a strong team. Practical implications – The case is designed to represent the challenges one can meet while building a team and in playing the role of a team leader. Through this case the perspective of “leadership as a process” is presented as against the oft accepted understanding of “leadership as a person”. It also posits strategies that can be adopted to inculcate team identity, team commitment and lays the foundation of a productive work culture where teams can flourish. In doing so it gives an opportunity to critically understand and apply these concepts within an organisational scenario. Social implications – It gives an example of a passionate leader who built a winning team and also empowered the individual team members. Originality/value – The case study draws its strength from a sport and provides insight into the team building issues pertinent in organisations today. The case can be used in the classroom (to discuss topics like team building and leadership) as well as in training managers.

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Lyndon, Shiji, Ashish Pandey, and Ajinkya Navare. "Shared leadership and team creativity." Personnel Review 49, no. 9 (March 1, 2020): 1805–22. http://dx.doi.org/10.1108/pr-05-2019-0262.

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PurposeThe purpose of this paper is to extend the theoretical understanding and conceptualization of shared leadership by examining the impact of cognitive trust as an antecedent of shared leadership. Further, the study examines the mediating effect of team learning on relationship between shared leadership and team creativity.Design/methodology/approachThe study adopted a mixed method approach with sequential explanatory research strategy. Using a survey questionnaire, data from 44 teams were collected at two different time points. Semistructured interviews were carried out with 22 teams to explain the results that emerged from the quantitative study.FindingsThe study found that cognitive trust positively influences shared leadership. Further, team learning fully mediates the relationship between shared leadership and team creativity. The major themes that emerged from the qualitative study are participant's experiences of shared leadership in team, reasons to exert leadership, reasons to accept leadership and consequences of shared leadership.Practical implicationsOrganizations can enhance team creativity by promoting shared leadership in the organization.Originality/valueThis study examines the mediating process of team learning between shared leadership and team creativity. Mixed method approach adopted in the study explains the shared leadership process by building on both quantitative and qualitative research.

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Bruner, Mark W., Mark Eys, Jeremie M. Carreau, Colin McLaren, and Rachel Van Woezik. "Using the Team Environment AssessMent (TEAM) to Enhance Team Building in Sport." Sport Psychologist 34, no. 1 (March 1, 2020): 62–70. http://dx.doi.org/10.1123/tsp.2018-0174.

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Team building (TB) is recognized as one of the most prevalent and promising group-development interventions applied in sport. However, most coaches lack the necessary information to effectively and efficiently target and enhance specific group characteristics and processes. The aim of this study was to develop and apply the Team Environment AssessMent (TEAM) to better inform a TB intervention. Twenty-three male adolescent athletes (mean age 17.9 years) from an elite hockey team completed the TEAM and measures of cohesion before and after a TB intervention. Based on initial TEAM scores, role acceptance and leadership were identified and purposefully targeted in the TB intervention. Athletes’ perceptions of role acceptance, leadership, and task cohesion were stronger after the TB intervention. Furthermore, follow-up interviews with team members and coaches provided additional empirical support for the utility of the TEAM to assess and enhance the efficiency of a TB intervention in sport.

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Solansky, Stephanie, and Derrick McIver. "Team characteristics and leadership training participation." Team Performance Management: An International Journal 24, no. 3/4 (June 11, 2018): 135–49. http://dx.doi.org/10.1108/tpm-12-2016-0055.

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Purpose By relying on social learning theory, the authors aim to evaluate how team characteristics as evaluated by a team coach impact participation in leadership development program activities. Specifically, the authors hypothesize that teams with high levels of competence and social support would participate more team and program-wide training activities. Design/methodology/approach The authors examine 41 teams (266 participants) in a leadership development program and develop a two-by-two matrix to categorize teams based on their underlying characteristics for the purpose of identifying participation differences. Findings The mixed results indicate how team social support is a key driver for participation in team activities and how team competence is associated with less participation in program-wide activities in a leadership development program. Practical implications The results point to the importance of team characteristics when using teams for education and training programs such as leadership development programs. Team characteristics such as team competence and team social support should be considered when building teams and for team facilitation needs during education and training programs that implore teams to enhance learning. Originality/value Although the use of teams as an organizing strategy is popular, very little research has examined the effectiveness of this strategy by taking a deeper look at team characteristics and how these impact participation in a leadership development program.

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VANRIPER, SHARON, DIANA CPREK, MAUREEN THOMPSON, HEATHER WURSTER, THOMAS HOLTON, DENISE KOTSONES, MARY JO MAKSYM, and PATRICIA SCHMIDT. "Building an Empowered Work Team." Nursing Management (Springhouse) 26, no. 6 (June 1995): 48M. http://dx.doi.org/10.1097/00006247-199506000-00012.

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Xu, Ning, Chia-Yen (Chad) Chiu, and Darren C. Treadway. "Tensions Between Diversity and Shared Leadership: The Role of Team Political Skill." Small Group Research 50, no. 4 (June 14, 2019): 507–38. http://dx.doi.org/10.1177/1046496419840432.

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Maintaining workplace diversity is an important legal and ethical issue in modern organizations. However, demographic heterogeneity might discourage the development of shared leadership in work teams as individuals are inherently not inclined to share leadership roles with dissimilar others. The present study is designed to investigate how political skill assists team members to overcome interpersonal dissimilarities and become engaged in mutual influence with their peers. By studying 63 student project teams using multiwave, multisource surveys, we find that team demographic faultlines on gender and race are negatively associated with shared leadership magnitude and therefore discourage team task performance. However, such destructive direct (on shared leadership magnitude) and indirect (on team performance) effects of team demographic faultlines can be mitigated when the team is staffed with many politically skilled members. Our findings bring important implications for organizations in building and encouraging shared leadership, especially in newly formed professional work teams.

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Pratoom, Karun. "Differential Relationship of Person- and Task-Focused Leadership to Team Effectiveness: A Meta-Analysis of Moderators." Human Resource Development Review 17, no. 4 (July 25, 2018): 393–439. http://dx.doi.org/10.1177/1534484318790167.

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Building on previous findings of C. S. Burke et al. and Ceri-Booms et al., this meta-analytic review aims to investigate the moderating impact of team size, interdependence, power distance culture, effectiveness criteria, and study settings on the differential relationship of person- and task-focused leadership with team effectiveness. Based on 52 studies with 4,958 teams, results suggested that the differential effects of leadership were moderated by effectiveness criteria and the interaction between team characteristics and culture in societies. In high power distance societies, the relationship between person-focused leadership and team effectiveness was stronger in small teams that were characterized by high interdependence. In low power distance societies, the larger effect size of a person-focused leader was found in small teams, while task-focused leadership emerged as a stronger predictor of team effectiveness than person-focused leadership in large teams. Results can be used to guide leader development programs needed to enhance team effectiveness.

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THAMHAIN, HANS J. "LEADERSHIP LESSONS FROM MANAGING TECHNOLOGY-INTENSIVE TEAMS." International Journal of Innovation and Technology Management 06, no. 02 (June 2009): 117–33. http://dx.doi.org/10.1142/s0219877009001595.

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An ongoing field study of 76 new product development teams in 27 companies identifies specific barriers and drivers to effective team performance. The paper provides insight into the affects of organizational environment and managerial leadership on project team performance in technology-oriented team environments. The results show that team leadership has significant impact on both the project team and its broader organizational environment ultimately affecting team and project performance. Team leaders must manage the work and people relations across diverse organizational and cultural boundaries, including support functions, suppliers, sponsors and partners. The paper provides suggestions for building the organizational environment, work processes and leadership skills necessary for successful implementation of complex development projects.

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Senaratne, Sepani, and Prasanna Rajitha Hewamanage. "The role of team leadership in achieving LEED certification in a green building project." Built Environment Project and Asset Management 5, no. 2 (May 5, 2015): 170–83. http://dx.doi.org/10.1108/bepam-09-2013-0036.

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Purpose – Leadership of the project team is vital for green building projects in achieving LEED certification. Literature findings confirm the need for managing green building projects differently from ordinary projects. The team leader should be able to work with the project team to manage the general project activities while following the LEED certification procedure to finally achieve LEED certification. The paper aims to discuss these issues. Design/methodology/approach – This paper presents a research project which was aimed to explore the role of team leadership in achieving LEED certification in a green building project through a case study research approach. Findings – The research findings revealed the importance of utilizing the appropriate leadership roles of project team members in addition to the project leader’s role to achieve LEED certification for green building projects successfully. The research proposed four team leadership processes required to meet the LEED challenges; namely, proactive planning and visualization; collective implementation; teamwork for win-win; and, continuous learning and knowledge sharing. Originality/value – Based on these findings, the research suggests a new project team environment enabled by effective team leadership to meet the LEED challenges. It is argued that the team leadership role of every team member is unique and best suited when used synergistically to achieve LEED certification for the project. The research is original in applying team leadership concepts to green building projects in a real-life setting.

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Tabassi, Amin Akhavan, Kamand M. Roufechaei, Abu Hassan Abu Bakar, and Nor'Aini Yusof. "Linking Team Condition and Team Performance: A Transformational Leadership Approach." Project Management Journal 48, no. 2 (April 2017): 22–38. http://dx.doi.org/10.1177/875697281704800203.

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Because project teams in the construction industry shape the primary focus of the industry's project life cycle, a high-performance construction workplace facilitates employees’ technical and innovation skills through team development. Drawing on the current research in general teamwork and leadership, this study, from a theoretical perspective, extends the team condition as a hierarchical construct, incorporating six associated components. This article argues that team building and team development can be studied as ongoing processes that are crucial to project success. In order to reduce the risk of common method variance, the research analysis was completed using 94 construction teams from three different sources, within which team members rated their leader's transformational leadership behavior. The team leaders evaluated the team's conditions, and, lastly, the supervisor of each team rated the team's performance. The model shows that the team condition, which is defined as the factors that contribute to making a great team, has significant direct and indirect impacts on team performance. Furthermore, the transformational leadership behavior of team leaders showed a mediating role between the team condition and the performance.

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SWANSON, JANE W. "Building a Successful Team Through Collaboration." Nursing Management (Springhouse) 28, no. 5 (May 1997): 71???73. http://dx.doi.org/10.1097/00006247-199705010-00017.

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Horak, Bernard J., Karen Hicks, Susan Pellicciotti, and Anne Duncan. "Create cultural change and team building." Nursing Management (Springhouse) 37, no. 12 (December 2006): 12,14. http://dx.doi.org/10.1097/00006247-200612000-00005.

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Kim, Dongkyu, and Christian Vandenberghe. "Ethical Leadership and Team Ethical Voice and Citizenship Behavior in the Military: The Roles of Team Moral Efficacy and Ethical Climate." Group & Organization Management 45, no. 4 (May 17, 2020): 514–55. http://dx.doi.org/10.1177/1059601120920050.

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In recent years, unethical conduct (e.g., Enron, Lehman Brothers, Oxfam, Volkswagen) has become an important issue in management; relatedly, there is growing interest regarding the nature and implications of ethical leadership. Drawing from social learning theory, we posited that ethical leadership would positively relate to team ethical voice and organizational citizenship behavior (OCB) through team moral efficacy. Furthermore, building on social information processing theory and the social intuitionist model, we expected these effects to be accentuated in teams with a strong ethical climate. Using survey data from subordinates and leaders pertaining to 150 teams from the Republic of Korea Army, ethical leadership was found to indirectly relate to increased team ethical voice and OCB directed at individuals and the organization through team moral efficacy. These relationships tended to be amplified among teams with a strong ethical climate. In addition, these findings persisted while controlling for transformational leadership, thereby highlighting the incremental value of ethical leadership for team outcomes. Theoretical and practical implications are discussed.

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Ellis, Michelle, and Billie Kell. "Development, delivery and evaluation of a team building project." Leadership in Health Services 27, no. 1 (January 28, 2014): 51–66. http://dx.doi.org/10.1108/lhs-06-2012-0022.

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Purpose – The purpose of this paper is to illustrate the design, development, delivery and evaluation of a customised team building project on a paediatric unit. Design/methodology/approach – The project content was tailored to meet the developmental needs of the staff working within the units, incorporating both soft and hard leadership approaches. A personal self development approach was used, and how this could enhance team working. Theory was embedded using innovative approaches that enabled practical application facilitating both surface and deep learning. Findings – All staff participated and found themselves to have significantly developed both as individuals and as a team. They also identified the support required from management in order to fulfil their potential and to work effectively as a team. The teams have since completion of the project been more cohesive, are working more effectively and patient care has improved. Practical implications – The project demonstrated how externally developed team building projects can be an effective approach to team building and leadership skill set acquisition, which can then be utilised in the practice arena. Originality/value – Utilisation of a person centred approach to team building enables the individual to develop both as an individual and as a team – allowing them to contribute at a higher level.

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Smith, Tony, Sally Fowler-Davis, Susan Nancarrow, Steven Mark Brian Ariss, and Pam Enderby. "Leadership in interprofessional health and social care teams: a literature review." Leadership in Health Services 31, no. 4 (October 1, 2018): 452–67. http://dx.doi.org/10.1108/lhs-06-2016-0026.

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Purpose The purpose of this study is to review evidence on the nature of effective leadership in interprofessional health and social care teams. Design/methodology/approach A critical review and thematic synthesis of research literature conducted using systematic methods to identify and construct a framework to explain the available evidence about leadership in interprofessional health and social care teams. Findings Twenty-eight papers were reviewed and contributed to the framework for interprofessional leadership. Twelve themes emerged from the literature, the themes were: facilitate shared leadership; transformation and change; personal qualities; goal alignment; creativity and innovation; communication; team-building; leadership clarity; direction setting; external liaison; skill mix and diversity; clinical and contextual expertise. The discussion includes some comparative analysis with theories and themes in team management and team leadership. Originality/value This research identifies some of the characteristics of effective leadership of interprofessional health and social care teams. By capturing and synthesising the literature, it is clear that effective interprofessional health and social care team leadership requires a unique blend of knowledge and skills that support innovation and improvement. Further research is required to deepen the understanding of the degree to which team leadership results in better outcomes for both patients and teams.

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Super, Janice Francis. "Building innovative teams: Leadership strategies across the various stages of team development." Business Horizons 63, no. 4 (July 2020): 553–63. http://dx.doi.org/10.1016/j.bushor.2020.04.001.

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Roy, Shelly R. "Digital Mastery." International Journal of e-Collaboration 8, no. 3 (July 2012): 56–66. http://dx.doi.org/10.4018/jec.2012070104.

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With support from the research literature, this paper argues that to lead effectively in a virtual environment, the leaders of virtual teams need relationship building, technical, and leadership skills, as well as the ability to defuse the frustrations of virtual team members. Relationship building skills include the ability to establish trust, embrace diversity, skill in fostering a team spirit, and motivating team members. Technical skills include the ability to use video conferencing software, instant messaging, e-mail, virtual worlds, avatars, and communication skills. Leadership skills needed by leaders in virtual environments include emotional intelligence, the ability to create an open and supportive environment, and to lead by example.

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Clevenger, Kay. "Improve staff satisfaction with team building retreats." Nursing Management (Springhouse) 38, no. 4 (April 2007): 22–23. http://dx.doi.org/10.1097/01.numa.0000266717.09582.8f.

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Calendrillo, Teresa. "Team building for a healthy work environment." Nursing Management (Springhouse) 40, no. 12 (December 2009): 9–12. http://dx.doi.org/10.1097/01.numa.0000365463.94098.69.

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Grynchenko, Marina, Olexandr Ponomaryov, and Olena Lobach. "LEADERSHIP AS A FACTOR FOR BUILDING A PROJECT TEAM." Innovative technologies and scientific solutions for industries, no. 1 (3) (March 23, 2018): 13–21. http://dx.doi.org/10.30837/2522-9818.2018.3.013.

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Williams, Scott D., T. Scott Graham, and Bud Baker. "Evaluating outdoor experiential training for leadership and team building." Journal of Management Development 22, no. 1 (February 1, 2003): 45–59. http://dx.doi.org/10.1108/02621710310454851.

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Advocates of outdoor experiential training (OET) fervently believe in its efficacy, but often have difficulty mustering “hard data” on the business results attributable to OET. OET adherents tend to rely on testimonials of how it promotes leadership and team development. Return on investment (ROI) analysis is perhaps the best way to demonstrate the impact of OET. ROI calculations treat leadership and team development training expenditures as an investment and evaluate the financial returns to an organization relative to that investment. This paper outlines a model by which the ROI of OET can be calculated, and encourages research in this area.

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&NA;. "Storytelling…A Tool for Education, Leadership, and Team Building." Journal for Nurses in Staff Development 28, no. 5 (2012): 255–56. http://dx.doi.org/10.1097/nnd.0b013e31826ad5f5.

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Lam, Hwai-Tai C., Shan Cretin, and Dean Norman. "Building Better Team Charters." Quality Management in Health Care 6, no. 2 (1998): 62. http://dx.doi.org/10.1097/00019514-199806020-00008.

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Patterson, Tracy Enright, Donna R. Dinkin, and Heather Champion. "Team sponsors in community-based health leadership programs." Leadership in Health Services 30, no. 2 (May 2, 2017): 171–83. http://dx.doi.org/10.1108/lhs-10-2016-0054.

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Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

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Dwivedi, Suren N., and Aravind Kumbakonam. "Effective team building process and team leadership for integrated product and process development." International Journal of Human Resources Development and Management 2, no. 3/4 (2002): 415. http://dx.doi.org/10.1504/ijhrdm.2002.001038.

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Liu, Shengming, Yen Hsiang Wu, and Zixiang Lin. "Building Identity in Diverse Teams: The Effect of Paradoxical Leadership on Team Creativity." Academy of Management Proceedings 2017, no. 1 (August 2017): 16140. http://dx.doi.org/10.5465/ambpp.2017.16140abstract.

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Yousaf, Sidra. "Influence of Servant leadership on Project success with mediating role of Team building and moderating role of Trust in Pakistan." Jinnah Business Review 6, no. 2 (July 1, 2018): 52–59. http://dx.doi.org/10.53369/ykbm8556.

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The aim of the study was to explore the relationship between servant leadership and project success through the mechanism of team building; while trying to find out the moderation effect of trust. The data were collected from 120 employees in Islamabad Rawalpindi area through questionnaire from a sample drawn through convenient sampling technique. The data were analyzed through regression. The study findings suggested that Servant leadership has a positive relationship with project success, while team building also mediates the relationship between the two variables. Similarly, trust positively moderates the relationship between servant leadership and team building. The study concludes by discussing implications and future directions.

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Bonet Fernandez, Dominique Bonet, and Nabila Jawadi. "Virtual R&D Project Teams: From E-Leadership To Performance." Journal of Applied Business Research (JABR) 31, no. 5 (August 28, 2015): 1693. http://dx.doi.org/10.19030/jabr.v31i5.9384.

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<p>Recent research on virtual teams highlights the importance of high quality relationships to achieve high team performance. For research and development (R&D) virtual project teams, relationships characterized by cooperation and trust are expected to enhance creativity and innovation among team members. The purpose of this paper is to identify variables enabling high quality relationship building in virtual R&D teams and to analyze their influence on team performance. To this end, this study examines the effects of leadership, work organization and communication practices on the quality of the relationship between team members. The theoretical developments are illustrated through a case study of a car development project in a leading French car-making firm, PSA. Our findings show that dynamic and positive leadership plays an important role in enhancing relationships between team members. The results also highlight the importance of synchronous meetings and frequent and regular interaction to build cooperative and trusty relationships leading to high performance.</p>

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Darlow, Ben, Eileen McKinlay, Peter Gallagher, Louise Beckingsale, Karen Coleman, Meredith Perry, and Sue Pullon. "Building and expanding interprofessional teaching teams." Journal of Primary Health Care 9, no. 1 (2017): 29. http://dx.doi.org/10.1071/hc16053.

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ABSTRACT INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators’ disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.

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Sherm, Alex. "BUILDING AND LEADING TEAMS: UNIVERSITY PERSPECTIVE ON EDUCATING STUDENTS AND DEVELOPING PROFESSIONALS IN PUBLIC ADMINISTRATION AND BUSINESS ORGANIZATIONS." Bulletin of Taras Shevchenko National University of Kyiv. Public Administration 14, no. 2 (2021): 28. http://dx.doi.org/10.17721/2616-9193.2021/14-5/6.

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One of the key principles of university preparation and development of the new generation of future practitioners and scholars in the field of public and business administration is team forming, development, leading, synergizing, and managing methodologies. The paper discusses increasing the role of University professors' leadership in online interactive team learning in the post-pandemic era, team-building strategies in online team learning, team synergy as a core key to teams' success, its concepts and elements, as well as evolving from conflict to synergy.

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Hodges, Dawn Z. "Building a winning academic affairs leadership team is no secret." Dean and Provost 17, no. 9 (April 22, 2016): 1–3. http://dx.doi.org/10.1002/dap.30185.

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Toofany, Swaleh. "Team building and leadership: the key to recruitment and retention." Nursing Management 14, no. 1 (April 2007): 24–27. http://dx.doi.org/10.7748/nm2007.04.14.1.24.c4341.

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Barbour, JoAnn. "Team Building and Problem-Based Learning in the Leadership Classroom." Journal of Leadership Education 5, no. 2 (September 1, 2006): 28–40. http://dx.doi.org/10.12806/v5/i2/ab3.

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Farley, Mary J., and Martha H. Stoner. "The nurse executive and interdisciplinary team building." Nursing Administration Quarterly 13, no. 2 (1989): 24–30. http://dx.doi.org/10.1097/00006216-198901320-00006.

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Journal articles on the topic 'Building Leadership Team'

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