Journal articles: 'Team strategies'

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Mugg, Joan Canby. "Team-building strategies for multimedia teams." Performance + Instruction 35, no. 6 (July 1996): 10–11. http://dx.doi.org/10.1002/pfi.4170350604.

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Lyons, Rebecca, Heather A. Priest, Jessica L. Wildman, Eduardo Salas, and David Carnegie. "Managing Virtual Teams: Strategies for Team Leaders." Ergonomics in Design: The Quarterly of Human Factors Applications 17, no. 1 (January 2009): 8–13. http://dx.doi.org/10.1518/106480409x415152.

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Organizations' increasing use of virtual teams has emphasized the importance of effective virtual team leadership. Yet the distribution of team members complicates typical leader functions, such as supervision and support, which the leader must now perform through technology. In this article, we present 10 strategies for managing virtual teams, focusing on the role of technology and training. Our hope is that these strategies will inform designers and guide them in developing collaborative support tools and procedures for these tools and in designing training for the use of these tools.

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Salas, Eduardo, Diana R. Nichols, and James E. Driskell. "Testing Three Team Training Strategies in Intact Teams." Small Group Research 38, no. 4 (August 2007): 471–88. http://dx.doi.org/10.1177/1046496407304332.

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Santos, Susana C., Michael H. Morris, António Caetano, Sílvia F. Costa, and Xaver Neumeyer. "Team entrepreneurial competence: multilevel effects on individual cognitive strategies." International Journal of Entrepreneurial Behavior & Research 25, no. 6 (September 2, 2019): 1259–82. http://dx.doi.org/10.1108/ijebr-03-2018-0126.

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Purpose The purpose of this paper is to introduce the concept of team entrepreneurial competence, a team-level construct representing the level of shared abilities toward entrepreneurial activities within a new venture team. A multilevel model of the influence of team entrepreneurial competence and team entrepreneurial experience on the cognitive strategies of team members is developed and tested. Design/methodology/approach Using a sample of 47 early stage entrepreneurial teams (144 individuals), a set of hypotheses regarding the effect of team entrepreneurial competence on team member reliance on effectual and causal reasoning, together with the moderating effect of team entrepreneurial experience, are tested. Findings The results provide support for a positive multilevel association between team entrepreneurial competence and the reliance by team members on both causal and effectual reasoning strategies; members of teams with higher entrepreneurial competence and more entrepreneurial experience are more likely to engage in effectuation. Research limitations/implications Understanding how team-level predictors and moderators have a role in determining individual effectuation and causation strategies offers promise in advancing effectuation theory. Practical implications Teams develop entrepreneurial competencies that transcend those of individual team members; where teams have more collective entrepreneurial experience, the effect on the tendency of individuals to engage in effectual reasoning is enhanced, which can be beneficial in highly uncertain contexts. Originality/value The results of this study are a step forward for effectuation theory, as it demonstrates the role of team-level variables in explaining individual causal and effectual reasoning.

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Cheruvelil, Kendra Spence, Angela De Palma-Dow, and Karl A. Smith. "Strategies to Promote Effective Student Research Teams in Undergraduate Biology Labs." American Biology Teacher 82, no. 1 (January 1, 2020): 18–27. http://dx.doi.org/10.1525/abt.2020.82.1.18.

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Biology labs often make use of student teams. However, some students resist working in teams, often based on poor experiences. Although instructors sometimes struggle with student teams, effective teams in biology labs are achievable. We increased student learning and satisfaction when working in research teams by (1) including in the syllabus a teamwork learning objective “to practice effective teamwork and team management, including modeling behaviors of inclusion and ethics, and using leadership skills to foster problem solving, team communication, conflict management, consensus building, and idea generation”; and (2) designing and implementing exercises that teach students the value of working in a team and how to be part of an effective student team (e.g., developing shared expectations, creating norms of behavior and team culture, and building awareness of the importance of team conflict and likely student responses to such conflict). We also used individual and team reflections on team functioning, following formal online team assessment. This article presents details about our curricular innovations as well as pretest and posttest data demonstrating student attitudes and beliefs regarding teamwork. We experienced improved student satisfaction and success in introductory biology lab courses, as well as reduced instructor guesswork and stress regarding student teams.

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Dirks, Joni L. "Effective Strategies for Teaching Teamwork." Critical Care Nurse 39, no. 4 (August 1, 2019): 40–47. http://dx.doi.org/10.4037/ccn2019704.

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Teamwork is essential for health care providers, who must work together to ensure safe and effective patient care. The ability to function effectively as a team is especially important in critical care, where ad hoc teams are brought together for short-term management of crisis situations. Teamwork training has been widely implemented, but ongoing education and practice are needed to maintain and improve competency. This article reviews some of the literature on team science and provides recommendations for enhancing training to promote development of a shared mental model. Strategies such as ensuring multidisciplinary participation, clarifying team resources and goals, and creating practice scenarios can increase the effectiveness of training for critical care teams. Evaluation can provide immediate feedback on learning outcomes and may facilitate subsequent transfer of learning to the clinical setting. Interventions that improve a team’s ability to work toward a common goal can improve outcomes for critically ill patients.

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Nadarajah, Sivadev, and Kenneth Sundaraj. "A survey on team strategies in robot soccer: team strategies and role description." Artificial Intelligence Review 40, no. 3 (October 19, 2011): 271–304. http://dx.doi.org/10.1007/s10462-011-9284-0.

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Clark, Richard E. "Research-tested team motivation strategies." Performance Improvement 44, no. 1 (January 2005): 13–16. http://dx.doi.org/10.1002/pfi.4140440107.

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SEBERN, MARGARET. "HOME-TEAM STRATEGIES FOR TREATING." Nursing 17, no. 4 (April 1987): 50–54. http://dx.doi.org/10.1097/00152193-198704000-00023.

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Collins, Jamie, and Natalie Durand-Bush. "Coaching Strategies to Optimize Team Functioning in High Performance Curling." International Sport Coaching Journal 3, no. 3 (September 2016): 240–56. http://dx.doi.org/10.1123/iscj.2016-0073.

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The purpose of this study was to investigate coaching strategies to optimize team functioning in the context of high performance curling. Strategies were elicited from 10 male coaches, 12 women’s teams (N = 49 athletes) and seven men’s teams (N = 29 athletes) competing at an elite level. Over 150 strategies were identified as being essential for functioning effectively as a team and they pertained to the following seven components: (a) individual attributes (e.g., create a player contract), (b) team attributes (e.g., determine and adjust game strategy), (c) the foundational process of communication (e.g., script routines for communication), (d) structural team processes (e.g., determine acceptable behaviour/standards), (e) individual regulation processes (e.g., do self-assessments/check-ins), (f) team regulation processes (e.g., discuss leadership behaviours), and (g) the context (e.g., prepare for the opposition). Implications for coaching interventions are provided.

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Conn, Vicki S., Ann Marie McCarthy, Marlene Z. Cohen, Cindy M. Anderson, Cheryl Killion, Holli A. DeVon, Robert Topp, et al. "Pearls and Pitfalls of Team Science." Western Journal of Nursing Research 41, no. 6 (August 9, 2018): 920–40. http://dx.doi.org/10.1177/0193945918793097.

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Formidable health problems are often best addressed by teams of scientists with varied expertise. This diversity among team members and complexities in managing teams can lead to challenges in designing, funding, conducting, and reporting research. Team science difficulties can be addressed by sophisticated planning, frequent reassessment and realignment of team strategies with goals, and consistent transparent communication. This article addresses specific strategies to build and sustain research teams, manage team meetings, strategically develop publications and grants, thrive in the midst of disciplinary and individual team member differences, embrace new ideas and change to maintain creativity, and build future team scientists and projects. The potential value in team science justifies the effort required to build and maintain efficient and effective research teams.

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Aleksandravičiūtė, Birutė, and Kęstutis Liekis. "Modern Learning Strategies in Higher Education: Team-Based Learning." Acta Paedagogica Vilnensia 44 (September 1, 2020): 141–51. http://dx.doi.org/10.15388/actpaed.44.10.

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Team-based learning is a student-orientated active learning strategy created by Lary Michaelsen in 1979. Team-based learning is widely used not only in the United States of America, but all around the world: in Asian, European, and Middle Eastern universities and colleges. It is extremely popular in biomedicine as well as in social sciences. It is, unfortunately, rare in Lithuanian higher education. There is a large network of team-based learning strategy consultants in Singapore, Japan, Australia, the Netherlands, the United Kingdom, Uruguay, and North America.Research aim: to introduce the team-based learning strategy.Research questions: what is team-based learning strategy? What are the main reasons of the prevalence of team-based learning strategies? How is the team-based learning strategy adopted to the learning subject?Research object: Team-based learning strategy.Research method: literature analysis.The popularity of team-based learning is determined by its effectiveness: it motivates students, ensures their involvement, develops critical thinking, problem-solving, interpersonal leadership, and conflict management and similar skills. Team-based learning ensures the satisfaction of students with the learning process.There are four essential elements of the team-based learning strategy: teams must be properly formed and managed; students must be motivated to attend class and must come prepared; students must learn to use course concepts to solve problems; students must be truly accountable in case the lecturer decides to implement team based learning into their subject.

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Ramani, R. Geetha, R. Subramanian, and M. Sindurathy. "Strategies of Teams in Soccerbots." International Journal of Advanced Robotic Systems 5, no. 4 (November 1, 2008): 43. http://dx.doi.org/10.5772/6229.

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TeamBots was designed and developed by Tucker Balch at Carnegie Mellon University, as development and testing environment for studying collaborative robot behaviour. This paper presents the strategies behind all the robot soccer teams available in the Teambots (soccerbot) package. The performances of the various soccer teams were analysed. This paper will aid the researchers to develop the soccer team with best strategies.

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Homan, Greg, and Jason Hedrick. "“Team Building: Proven Strategies for Improving Team Performance, 4th Edition”." Journal of Youth Development 3, no. 3 (December 1, 2008): 209–12. http://dx.doi.org/10.5195/jyd.2008.300.

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Team Building is an important issue for Youth Development professionals. We utilize team-focused work to achieve our objectives in educating youth. The team building skills we integrate into programming serve to prepare youth for the dynamic, highly interpersonal work environment of today. “Team Building: Proven Strategies for Improving Team Performance, 4th Edition,” by W. Dyer, W.G. Dyer, and J. Dyer (2007), provides a practical theoretical framework for those interested in team building application, training, and practice in everyday work.

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Wright, Melanie C., and David B. Kaber. "Team Coordination and Strategies Under Automation." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 47, no. 3 (October 2003): 553–57. http://dx.doi.org/10.1177/154193120304700363.

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Gutierrez-Davila, Marcos, F. Javier Rojas, Manuel Ortega, Jose Campos, and Juan Parraga. "Anticipatory strategies of team-handball goalkeepers." Journal of Sports Sciences 29, no. 12 (September 2011): 1321–28. http://dx.doi.org/10.1080/02640414.2011.591421.

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Keel, Peter. "Pain management strategies and team approach." Best Practice & Research Clinical Rheumatology 13, no. 3 (September 1999): 493–506. http://dx.doi.org/10.1053/berh.1999.0040.

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Katoh, Naoki, Junji Koyanagi, Masamitsu Ohnishi, and Toshihide Ibaraki. "Optimal strategies for some team games." Discrete Applied Mathematics 35, no. 3 (March 1992): 275–91. http://dx.doi.org/10.1016/0166-218x(92)90250-e.

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Ragaz, Nick, Aaron Berk, David Ford, and Matthew Morgan. "Strategies for Family Health Team Leadership: Lessons Learned by Successful Teams." Healthcare Quarterly 13, no. 3 (May 31, 2010): 39–43. http://dx.doi.org/10.12927/hcq.2010.21814.

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Aarons, Gregory A., Kendal Reeder, Christopher J. Miller, and Nicole A. Stadnick. "Identifying strategies to promote team science in dissemination and implementation research." Journal of Clinical and Translational Science 4, no. 3 (September 9, 2019): 180–87. http://dx.doi.org/10.1017/cts.2019.413.

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AbstractIntroduction:Scientific endeavors are increasingly carried out by teams of scientists. While there is growing literature on factors associated with effective science teams, little is known about processes that facilitate the success of dissemination and implementation (D&I) teams studying the uptake of healthcare innovations. This study aimed to identify strategies used by D&I scientists to promote team science.Methods:Using a nominal group technique, a sample of 27 D&I scholars responded to the question, “What strategies have you or others used to promote team science?” Participants were asked to individually respond and then discuss within a small group to determine the group’s top three strategies. Through a facilitated consensus discussion with the full sample, a rank-ordered list of three strategies was determined.Results:A total of 126 individual responses (M = 9; SD = 4.88) were submitted. Through small group discussion, six groups ranked their top three strategies to promote team science. The final ranked list of strategies determined by the full sample included: (1) developing and maintaining clear expectations, (2) promoting and modeling effective communication, and (3) establishing shared goals and a mission of the work to be accomplished.Conclusions:Because of its goal of translating knowledge to practice, D&I research necessitates the use of team science. The top strategies are in line with those found to be effective for teams in other fields and hold promise for improving D&I team cohesion and innovation, which may ultimately accelerate the translation of health innovations and the improvement of care quality and outcomes.

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Katz-Navon, Tal, Esther Unger-Aviram, and Caryn Block. "Examining the Cross-Level Influence of Dispositional and Team Goal Orientations on Employee Self-Regulation and Performance in a Complex Task Environment." Journal of Applied Behavioral Science 52, no. 4 (September 22, 2016): 396–421. http://dx.doi.org/10.1177/0021886316665460.

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The study examined the mediating role of individual’s self-regulatory processes of deep cognitive strategies (meaningful learning rather than a reproduction of knowledge) and negative affect in the relationship between dispositional and team goal orientations and team member’s performance of complex tasks. Thirty-three research and development teams and their managers participated. Results demonstrated that dispositional performance orientation (focus on success) increased negative affect, which, in turn, lowered employee job performance. Whereas team learning orientation (focus on learning and improvement) decreased negative affect, which, in turn, was associated with higher employee job performance. Additionally, both dispositional and team learning orientations were positively and significantly associated with individuals’ use of deep cognitive strategies. However, deep cognitive strategies were not associated with employee performance. Findings suggest that managers of teams performing complex tasks may want to consider ways to create and sustain a high learning orientation in order to reduce negative affect and increase use of deep cognitive strategies within their teams.

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Waruszynski, Barbara T. "Work Team Strategies: Enhancing Team Development and Organizational Performance; A Foundation Report for Integrated Capability Engineering Teams." INSIGHT 8, no. 1 (October 2005): 26–28. http://dx.doi.org/10.1002/inst.20058126.

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Fichman, Mark, and John Robert O’Brien. "Optimal shot selection strategies for the NBA." Journal of Quantitative Analysis in Sports 15, no. 3 (August 27, 2019): 203–11. http://dx.doi.org/10.1515/jqas-2017-0113.

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Abstract In this paper we conduct an equilibrium analysis of the 2015–2016 NBA record breaking season culminating in the dramatic final series upset produced by the Cleveland Cavaliers (CLE) over the Golden State Warriors (GSW). A Stackelberg equilibrium (Conitzer and Sandholm 2006) is constructed for each pair of NBA teams, as a pair of mixed offensive strategies defined over 2- and 3-point shot court locations. The first component corresponds to Team A’s offensive strategy playing against team B’s defense, and the second component is team B’s offensive strategy playing against team A’s defense. The results support the following insights. First, the results suggest that future NBA 3-point averages are headed higher to 37.9%, in contrast with current regular and playoff season averages for the 2015–2016 of 28.6% and 30.9%, respectively. Second, the results provide a means for evaluating the influence of an opposing team’s defense upon offensive strategy. Third, the results provide a strategic interpretation of the final NBA 2015–2016 playoff series where CLE upset GSW. GSW started close to their predicted strategy and then almost monotonically shifted further away whereas CLE moved closer to their predicted strategy. Realized outcomes correlate with these strategic trends.

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Rejnö, Åsa, Ella Danielson, and Linda Berg. "Strategies for handling ethical problems in sudden and unexpected death." Nursing Ethics 20, no. 6 (March 1, 2013): 708–22. http://dx.doi.org/10.1177/0969733012473770.

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How ethical praxis is shaped by different contexts and situations has not been widely studied. We performed a follow-up study on stroke team members’ experiences of ethical problems and how the teams managed the situation when caring for patients faced with sudden and unexpected death from stroke. A number of ways for handling ethical problems emerged, which we have now explored further. Data were collected through a three-part form used as base for individual interviews with 15 stroke team members and analyzed using both quantitative and qualitative content analysis. In the analysis, the approaches in the form were condensed into strategies, and the two different ways those strategies were preferred and used by the team members were shown. Hindrances perceived by the team members to impede them from working the preferred way were also revealed and grouped into eight categories.

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Keddy, America Cristina, Tanya Leigh Packer, Åsa Audulv, Lindsay Sutherland, Tara Sampalli, Lynn Edwards, and George Kephart. "The Team Assessment of Self-Management Support (TASMS): A new approach to uncovering how teams support people with chronic conditions." Healthcare Management Forum 34, no. 1 (July 30, 2020): 43–48. http://dx.doi.org/10.1177/0840470420942262.

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Canadian and other healthcare systems are adopting primary care models founded on multidisciplinary, team-based care. This paper describes the development and use of a new tool, the Team Assessment of Self-Management Support (TASMS), designed to understand and improve the self-management support teams provide to patients with chronic conditions. Team Assessment of Self-Management Support captures the time providers spend supporting seven different types of self-management support (process strategies, resources strategies, disease controlling strategies, activities strategies, internal strategies, social interactions strategies, and healthy behaviours strategies), their referral patterns and perceived gaps in care. Four unique features make TASMS user-friendly: it is patient-centred, it uses provider-level data to create a team profile, it has the ability to be tailored to needs (diagnosis and visit type), and visual presentation of results are quickly and intuitively understood by both providers and planners. Currently being used by providers and planners in Nova Scotia, scaling up will allow more widespread use.

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Madden, Erin Fanning, Summers Kalishman, Andrea Zurawski, Patricia O’Sullivan, Sanjeev Arora, and Miriam Komaromy. "Strategies Used by Interprofessional Teams to Counter Healthcare Marginalization and Engage Complex Patients." Qualitative Health Research 30, no. 7 (March 6, 2020): 1058–71. http://dx.doi.org/10.1177/1049732320909100.

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Low-income U.S. patients with co-occurring behavioral and physical health conditions often struggle to obtain high-quality health care. The health and sociocultural resources of such “complex” patients are misaligned with expectations in most medical settings, which ask patients to mobilize forms of these assets common among healthier and wealthier populations. Thus, complex patients encounter barriers to engagement with their health behaviors and health care providers, resulting in poor outcomes. But this outcome is not inevitable. This study uses in-depth interviews with two interprofessional primary care teams and surveys of all six teams in a complex patient program to examine strategies for improving patient engagement. Five primary care team strategies are identified. While team member burnout was a common byproduct, professional support offered by the team structure reduced this effect. Team perspectives offer insight into mechanisms of improvement and the professional burdens and benefits of efforts to counter health care marginalization among complex patients.

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Serfaty, Daniel, Elliot E. Entin, and Catherine Volpe. "Adaptation to Stress in Team Decision-Making and Coordination." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 37, no. 18 (October 1993): 1228–32. http://dx.doi.org/10.1177/154193129303701806.

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Teams with records of superior performance have one common critical characteristic: they are extremely adaptive to varying task demands. These teams were observed to switch between several different coordination strategies and organizational structures, with different lines of authority, communication patterns, and task responsibilities, as they move between normal operations and high-tempo or emergency situations. Two questions are central to the issue: What are the effects of external stressors on team performance, and what are the mechanisms by which teams of decision-makers cope with stress? Our main hypothesis is that team coordination strategies evolve from explicit coordination under low workload conditions to implicit coordination as workload increases. To illustrate these ideas, this paper presents findings from an experimental study on the effects of stress on the performance of command teams. The computer-based experimental task simulates operations in a naval environment in which a hierarchical team of four decision-makers must coordinate complex and ambiguous information to make identifications on air targets. Three task-related stressors–time-pressure, uncertainty, and ambiguity-, and one information-structural variable were manipulated in a within-subject, full-factorial design. Results show some complex patterns of the way the different stressors combine to generate stress and affect the team decision and coordination strategies. Implicit coordination patterns, anticipatory behavior, and redirection of the team communication strategy are evident under conditions of increased time-pressure. Discrepancy between the subordinates' and the team leader's mental model of the costs of errors generates non-trivial patterns of error-making in the teams. The team leader's periodic update had a stabilizing effect on the team communication strategy. Different implementations of team training interventions to enhance mutual anticipation, prevent inadequate adaptation to stress, and foster implicit coordination in command teams are proposed.

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Puente-Palacios, Katia Elizabeth, and Raquel Trinchão de Jesus Barouh. "Relationship between team learning and team effectiveness." Journal of Workplace Learning 33, no. 7 (May 18, 2021): 534–46. http://dx.doi.org/10.1108/jwl-11-2020-0180.

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Purpose The purpose of this paper is two-fold: first, to demonstrate that learning occurs as a collective process in addition to traditional individual learning and second, to identify its antecedents and consequences at the team level. Design/methodology/approach Data were gathered using questionnaires answered by 356 participants organized in 90 teams. Quantitative analytic strategies were applied to verify if individual answers of team members were similar enough to compound team scores and to measure the predictive power of the proposed model. Findings Results showed that team learning is a collective phenomenon: intra-team differences were small and differences between teams were significant. Additional results demonstrated that team learning is predicted by team potency (34%) and, at the group level, explains 5% of the team’s satisfaction. Practical implications The findings of the present research suggest that organizational managers can improve the results of teams by supporting the development of social processes such as potency and learning. Originality/value Learning in organizations has received close attention in recent years. However, publications are focusing mostly on the individual learning that occurs in teams and organizations. The main contribution of this paper is to demonstrate what characterizes team learning as a collective process and which relations it maintains with other team processes.

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Trent, Stoney, Martin Voshell, and Emily Patterson. "Team Cognition in Intelligence Analysis." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 4 (October 2007): 308–12. http://dx.doi.org/10.1177/154193120705100434.

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While intelligence analysis has become the focus of much recent research, there has been a shortage of research in team cognition for analytical tasks and effective training strategies for analysis. This study investigates the effectiveness of teams of analysts in a training exercise. In order to capture the dynamics and nuances of multiple large teams of practitioners concurrently struggling with a realistic scenario, we used a unique adaptation of established ethnographic methods. The goal of this qualitative research was to determine persistent analytical strategies and study the interplay between the critical support functions of macrocognition for teams of novice analysts. Findings from this study suggest strategies for improving performance and training for intelligence analysts.

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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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Jassawalla, Avan R., and Hemant C. Sashittal. "Strategies of Effective New Product Team Leaders." California Management Review 42, no. 2 (January 2000): 34–51. http://dx.doi.org/10.2307/41166031.

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Erez, Miriam, Moran Lazar, Ella Miron-Spektor, and Scott Shane. "Entrepreneurial Team Formation: Strategies, Learning and Pathologies." Academy of Management Proceedings 2018, no. 1 (August 2018): 16269. http://dx.doi.org/10.5465/ambpp.2018.16269symposium.

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Apolloni, Bruno, Simone Bassis, Sabrina Gaito, and Dario Malchiodi. "Elementary team strategies in a monotone game." Nonlinear Analysis: Theory, Methods & Applications 64, no. 2 (January 2006): 310–28. http://dx.doi.org/10.1016/j.na.2005.06.052.

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Kerrigan, Lynne. "Strategies for managing conflict within a team." Veterinary Nurse 10, no. 6 (July 2, 2019): 292–95. http://dx.doi.org/10.12968/vetn.2019.10.6.292.

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Conflict is often regarded as an inevitable part of any work environment. Team members will have different perspectives, values, beliefs and goals and, in certain circumstances, these differences may escalate into conflict. While conflict cannot be avoided, it can be minimised and resolved. This article will discuss the strategies required by head nurses/nurse leaders in order to effectively manage conflict within a team.

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Butchibabu, Abhizna, Christopher Sparano-Huiban, Liz Sonenberg, and Julie Shah. "Implicit Coordination Strategies for Effective Team Communication." Human Factors: The Journal of the Human Factors and Ergonomics Society 58, no. 4 (April 25, 2016): 595–610. http://dx.doi.org/10.1177/0018720816639712.

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Leung, Samuel H. N., Joseph W. K. Chan, and W. B. Lee. "Team leaders, manufacturing strategies and competitive performances." Team Performance Management: An International Journal 9, no. 7/8 (December 2003): 190–98. http://dx.doi.org/10.1108/13527590310507444.

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Agah, Arvin, Brian Doyle, Kelphen Kuok, and Kazuo Tanie. "Emergent Cooperative Strategies for Robot Team Sports." Intelligent Automation & Soft Computing 6, no. 1 (January 2000): 45–56. http://dx.doi.org/10.1080/10798587.2000.10768158.

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Ellis, Peter, and Jane Abbott. "Strategies for managing conflict within the team." Journal of Renal Nursing 3, no. 1 (January 2011): 40–43. http://dx.doi.org/10.12968/jorn.2011.3.1.40.

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Ellis, Peter, and Jane Abbott. "Strategies for managing conflict within the team." British Journal of Cardiac Nursing 7, no. 3 (March 2012): 138–40. http://dx.doi.org/10.12968/bjca.2012.7.3.138.

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Liu, Y., and M. A. Simaan. "Noninferior Nash Strategies for Multi-Team Systems." Journal of Optimization Theory and Applications 120, no. 1 (January 2004): 29–51. http://dx.doi.org/10.1023/b:jota.0000012731.59061.be.

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Sucato, Daniel J. "Strategies and Tools to Enhance Team Performance." Journal of Pediatric Orthopaedics 40, Supplement 1 (July 2020): S25—S29. http://dx.doi.org/10.1097/bpo.0000000000001526.

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Virtanen, K., R. P. Hamalainen, and V. Mattila. "Team optimal signaling strategies in air combat." IEEE Transactions on Systems, Man, and Cybernetics - Part A: Systems and Humans 36, no. 4 (July 2006): 643–60. http://dx.doi.org/10.1109/tsmca.2005.851347.

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Gnecco, Giorgio, and Marcello Sanguineti. "Team optimization problems with Lipschitz continuous strategies." Optimization Letters 5, no. 2 (July 1, 2010): 333–46. http://dx.doi.org/10.1007/s11590-010-0213-y.

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Kneisel, Evi. "Team reflections, team mental models and team performance over time." Team Performance Management: An International Journal 26, no. 1/2 (February 28, 2020): 143–68. http://dx.doi.org/10.1108/tpm-09-2018-0061.

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Purpose Although previous research proved positive impacts of team reflection on team outcomes, especially team performance and innovation, there are only a few insights in to which factors (mediators) account for these positive effects and over what period these effects unfold (temporal effects). To close this gap, this paper aims to investigate the direct effects of team reflection on team performance over time, as well as indirect effects because of the development of similar and accurate team mental models to explain this relationship. Design/methodology/approach Within a longitudinal experimental study on 22 student project teams working on a complex problem-solving task, the effects of repeated team reflection interventions on the development of team performance and team mental models over six measuring times were analysed. Findings Results show that team reflections caused significant increases in team performance and team mental models over time. Results also provide evidence that team mental models’ quality mediates the effects of team reflections on team performance. Research limitations/implications The results are interesting for both research fields, team reflection and team mental models, as the findings indicate the merits of recurrent reflection for improving team mental models’ quality. Practical implications For organisational practice, the question of how reflection processes can be deliberately triggered in teams and effectively integrated into the daily routine should be considered. Originality/value The findings accentuate the role of team reflections for improving team performance team mental models over time. By continuous reflecting teams increase awareness and insights into effective team processes and strategies (i.e. shared and accurate team mental models), which lead to better performance.

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Paulsen, Neil, Diana Maldonado, Victor J. Callan, and Oluremi Ayoko. "Charismatic leadership, change and innovation in an R&D organization." Journal of Organizational Change Management 22, no. 5 (August 28, 2009): 511–23. http://dx.doi.org/10.1108/09534810910983479.

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PurposeThe purpose of this paper is to investigate the effects of the charismatic dimension of transformational leadership on team processes and innovative outcomes in research and development (R&D) teams.Design/methodology/approachData are collected by surveying 34 teams that totalled 178 participants. Surveys measured charismatic leadership style, team identity, cooperative strategies and team innovation.FindingsResults reveal the importance of managers assuming a charismatic style of leadership to encourage innovation. Charismatic leaders promote team innovation by supporting a sense of team identity and commitment, and encourage team members to cooperate through the expression of ideas and participation in decisions.Research limitations/implicationsThe study is conducted in a single R&D organization and future research should explore the influence of these factors in other settings. The measures of team innovation are based on the perceptions of the team members, and future research needs to include a wider variety of data sources over time.Practical implicationsSuccessful team leaders who employ a more charismatic style facilitate more cooperative interactions in teams. Teams with a strong team identity combined with the exercise of cooperative behaviours are more innovative.Originality/valueThe preliminary model tested enhances the understanding of the importance of the leaders in influencing team processes and innovation. Leaders who are more transformational in style influence followers by affecting their sense of identity. This sense of identity influences how well teams adopt and follow more cooperative strategies to resolve issues and to make decisions. In turn, the model shows how these factors influence team innovation.

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Han, Soo Jeoung, Chungil Chae, Patricia Macko, Woongbae Park, and Michael Beyerlein. "How virtual team leaders cope with creativity challenges." European Journal of Training and Development 41, no. 3 (April 3, 2017): 261–76. http://dx.doi.org/10.1108/ejtd-10-2016-0073.

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Purpose As technology-mediated communication improves, many organizations increasingly use new types of collaborative online tools to promote team-based learning and performance. The purpose of this study is to explore how virtual team leaders cope with process challenges in developing a context for team creativity. Design/methodology/approach The authors interviewed nine leaders who have worked for more than five years and managed virtual teams in different fields. Findings This research uncovered distrust, personality differences, generational differences in views, scheduling issues and technology difficulties as the top five inhibitors for virtual team creativity and success. The authors identified seven main strategies for developing virtual team creativity and success. The authors found that building “team norms” and guidelines to encourage positive interactions between team members can facilitate team creativity. In addition, a concept of trust-based open communication was identified as one of the important strategies when teams actively use technology-mediated communication tools. Practical implications Organizational practitioners can use the results of this study when developing knowledge to establish assessments regarding which employees possess the appropriate characteristics to lead virtual teams and implement virtual team training. Originality/value This study emphasizes the importance of technology in professional lives by showing how technology-mediated work leads to success in learning and producing creative ideas and performance in a virtual team environment.

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Heming, David. "The Titanic Triumvirate: Teams, Teamwork and Teambuilding." Canadian Journal of Occupational Therapy 55, no. 1 (February 1988): 15–20. http://dx.doi.org/10.1177/000841748805500103.

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This paper briefly outlines the characteristics of teams, and teamwork, the dynamics of teamwork, team development and the processes of teambuilding. It examines the strengths and shortcomings of this approach, when teambuilding should not be used. Some teamwork guidelines and elements of teambuilding are presented along with three strategies for conflict management. Strategies for team growth and future implications of teambuilding are explored.

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Gong, Lin, Zi Jian Zhang, and Jian Xie. "Multi Strategies-Based Resources Recommendation in Learning Team." Advanced Materials Research 1006-1007 (August 2014): 1187–93. http://dx.doi.org/10.4028/www.scientific.net/amr.1006-1007.1187.

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Learning team has become an important foundation for collaborative work. In a team, according to the knowledge of members and task requirements, how to recommend learning resources to the appropriate team member is a key factor of success. This paper firstly reviewed related methods and concepts in knowledge management and recommendation. Then, it constructed different models for task, knowledge, team member and learning resource. The two strategies of resources recommendation were proposed. One was based on similarity measurement and another is based on knowledge background and experience of team members. Based on the two strategies, learning resources were recommended to team members. Finally, the prototype system was built for practical validation.

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Sankaran, Shankar, Anne Live Vaagaasar, and Michiel Christian Bekker. "Assignment of project team members to projects." International Journal of Managing Projects in Business 13, no. 6 (September 19, 2019): 1381–402. http://dx.doi.org/10.1108/ijmpb-12-2018-0285.

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Purpose The purpose of this paper is to investigate how project managers, influence the assignment of project team members by directly assigning or specifying who they want or by indirectly using lateral influence strategies to secure the appropriate resources. This study is part of a wider study investigating the balance between vertical and horizontal leadership in projects in which nomination (or assignment) was identified as a key event contributing to balancing the leadership. It focuses specifically on the nomination or assignment event at the start of a project. Design/methodology/approach Based on the philosophy of critical realism, case studies were used to collect data through 70 semi-structured interviews in Australia, Scandinavia and South Africa. Interviews were conducted with senior managers, project managers and project team members. Two project team members who worked with the same project manager were interviewed to gather diverse views. The data were analyzed individually by researchers from each location using a coding method proposed by Miles et al. (2014). The researchers then jointly analyzed the findings to arrive at five common themes from that explained how team members were assigned in practice. Findings Despite the recognized need for project managers to form their own teams, this study found that project team members were often assigned by others. This was because project managers lacked authority to secure their resources. Therefore, they used lateral influence strategies to help with assigning project team members. The study identified five lateral influencing strategies adopted by project managers to assign team members: creating an image of competence; creating coalitions; taking a gamble; waiting for the right moment; and reasoning with facts. Two of these lateral influencing strategies were not identified in the previous literature on influencing strategies used in organizations. Research limitations/implications The findings should not be viewed as representative of the respective continents where the cases were studied. However, this study contributes to the literature on project management, illuminating how project teams are assigned and by whom and, specifically, the role that influence plays during this event of the balanced leadership theory. It also identifies the types of lateral influence strategies used by project managers when assigning team members to their projects. It provides a pathway to explore the use of lateral influencing strategies by project managers beyond the assignment process. Practical implications This study will help project managers to become aware of influencing strategies that they can use in practice while assigning team members to their projects. It will also highlight the importance of assigning the right resources to projects with a view to achieving balanced leadership. Originality/value This research is of value to organizations using projects to successfully deliver their strategies by assigning suitable resources to their projects.

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van Bussel, Janne, Sean Justice, April Bang, and Aquiles Damirón-Alcántara. "Team leaders’ beliefs about teachers’ learning-path strategies." Journal of Workplace Learning 30, no. 5 (July 9, 2018): 351–63. http://dx.doi.org/10.1108/jwl-01-2018-0021.

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Purpose This paper aims to focus on professional development in the education sector. Its goal is to understand team leaders’ roles in teachers’ professional learning. Second, this paper seeks to understand the influence that team leaders have on teachers’ learning path strategies. Design/methodology/approach Following from van der Krogt’s (2007a) Learning Network Theory (LNT), this paper presents a qualitative study of teachers’ preferences for specific learning path strategies. Interview data were collected from teachers (N = 24) and team leaders (N = 5) at an intermediate vocational school in the Netherlands. Research questions ask to what extent teachers learning path strategies align with the learning path strategies that their team leaders think they should use, and about the influence team leaders have on teachers’ professional development. Findings Findings suggest that teachers and team leaders’ beliefs about learning path strategies differ greatly, and that team leaders have limited influence on the learning path strategies that teachers adopt. On the other hand, team leaders appear able to create conditions in which teachers can pursue professional learning because they do have influence on learning facilities. Originality/value These findings add to the scarce empirical evidence regarding LNT, learning path strategies and team leaders beliefs about teachers professional development. They also imply practical changes for team leaders who want to influence teacher professional development.

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Journal articles on the topic 'Team strategies'

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