Relevant bibliographies by topics / Teamwork skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teamwork skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 June 2025

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Journal articles on the topic "Teamwork skills"

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Krug, Jim. "People Skills: Teamwork." Journal of Management in Engineering 13, no. 2 (1997): 15–16. http://dx.doi.org/10.1061/(asce)0742-597x(1997)13:2(15).

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Irwan, Nova, and Ridwan Abdullah Sani. "EFEK MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DAN TEAMWORK SKILLS TERHADAP HASIL BELAJAR FISIKA." Jurnal Pendidikan Fisika 4, no. 1 (2015): 41. http://dx.doi.org/10.22611/jpf.v4i1.2567.

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Penelitian ini bertujuan untuk: Mengetahui perbedaan hasil belajarfisika siswa melalui model pembelajaran kooperatif tipe GroupInvestigationdengan model pembelajaran Direct Instruction. Mengetahui perbedaan hasilbelajar fisika antara kelompok siswa yang memiliki teamwork skills dibawah rata-rata dengan di atas rata-rata. Mengetahui interaksi antara modelpembelajaran dengan tingkat teamwork skills siswa dalam mempengaruhi hasil belajar siswa. Penelitian ini merupakan penelitian quasi eksperimen dengan desain faktorial 2x2. Populasi penelitian ini adalah seluruh siswakelas X. Sampel dalam penelitian ini dilakukan secara cluster randomsebanyak dua kelas, dimana kelas pertama sebagai kelas eksperimenditerapkan model pembelajaran kooperatif tipe Group Investigation dankelas kedua sebagai kelas kontrol diterapkan model pembelajaran DirectInstruction. Instrumen yang digunakan dalampenelitian ini yaitu instrumentes hasil belajar fisika dalam bentuk uraian sebanyak 8 soal dan insrumenobservasi teamwok skills yang telah dinyatakan valid dan reliabel. Datadianalisis menggunakan analisis Anava dua jalur. Dari hasil penelitian dapatdisimpulkan bahwa: Hasil belajar fisika pada model kooperatif tipe groupinvestigation lebih tinggi dibandingkan model direct interuction. Hasilbelajar fisika pada kelompok siswa yang memiliki tingkat teamwork skills diatas rata-rata lebih tinggi dibandingkan di bawah rata-rata. Terdapatinteraksiantara model pembelajaran dengan tingkat teamwork skills siswa dalammempengaruhi hasil belajar siswa. Model pembelajaran kooperatif tipegroup investigation sangat baik diterapkan pada kelompok siswa yangmemiliki teamwork skills di atas rata-rata. Sedangkan pada model directinteruction tidak perlu memperhatikan teamwork skills. Kata kunci: group investigation, teamwork skills, hasil belajar
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Barker, Abigail K. "Developing teamwork skills in a course on ore deposits." Mineralogia 52, no. 1 (2022): 43–48. http://dx.doi.org/10.2478/mipo-2021-0005.

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Abstract Teamwork has distinct pedagogic advantages and is also an important transferable skill and the dominant mode of work graduates encounter in the workplace. However, students rarely become proficient in teamwork skills during their education. The goal was to test strategies to improve teamwork skills in a course on Ores deposits, MSc Earth Science, Uppsala University. A focus on team-work was established by presenting the collaborative practicals as a series of linked opportunities to work together, get feedback on the teamwork process and reflect on and evaluate the teamwork. During the collaborative PBL sessions sociograms were used to provide feedback. Criteria based evaluation was also used to evaluate task oriented and interpersonal skills. Sociograms and criteria based evaluation promoted behavioural changes that improved teamwork interactions.
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Shofiyah, Noly, Fitria Eka Wulandari, Metatia Intan Mauliana, and Puspitasari Putri Pambayun. "Teamwork skills assessment for STEM Project-Based Learnig." Jurnal Penelitian Pendidikan IPA 8, no. 3 (2022): 1425–32. http://dx.doi.org/10.29303/jppipa.v8i3.1678.

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This study developed an instrument for assessing undergraduate students’ teamwork skills in designing and creating team product in the context of science, technology, engineering, and mathematics (STEM) learning. The development stage follows the stages of the R & D method developed by Barg and Gall. Teamwork skills instrument that has been declared valid qualitatively and quantitively as well as are implemented in STEM project-based learning using one shot-case study design in three different courses. The teamwork skills are measured based on self-assessments, peer-assessment, and facilitator evaluations. The scores obtained from three sources of assessment are analyzed, using descriptive statistics and ANOVA. The results show that the teamwork skill instrument is valid and reliable to measure the students’ collaborative skills in the STEM Project. In addition, the results of the three assessments showed that The STEM project-based learning is effectively able to train students' teamwork skills
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Baker, David P., and Eduardo Salas. "Principles for Measuring Teamwork Skills." Human Factors: The Journal of the Human Factors and Ergonomics Society 34, no. 4 (1992): 469–75. http://dx.doi.org/10.1177/001872089203400408.

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LESTARI, WIDODO. "PENERAPAN GROUP INVESTIGATION SEBAGAI ALTERNATIF UNTUK MENGEMBANGKAN SOFT SKILL KERJA SAMA TIM." TEACHER : Jurnal Inovasi Karya Ilmiah Guru 2, no. 4 (2023): 428–36. http://dx.doi.org/10.51878/teacher.v2i4.1923.

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This Best Practice aims to identify Group Investigation as an alternative solution to develop teamwork soft skills. Working together in a team (Teamwork) is one of the soft skills needed by students as their provision to enter the world of work. This ability must be trained continuously so that these soft skills can become habits and will later become the personality of students because soft skills are attributes and characteristics of a person's personality that affect interpersonal relationships in the workplace. Humans as social beings cannot be separated from their relationships with other humans. One way to develop soft skills in working together in a team (Teamwork) is Group Investigation. This method is a learning model designed to build students' cooperative attitude. The cooperative learning model is a series of learning activities carried out by students in groups to achieve predetermined goals. The results achieved from the application of the group Investigation method are changes in students' attitudes in working together in Teams (Teamwork). ABSTRAKBest Practice ini bertujuan untuk mengetahui Group Investigation sebagai salah satu alternatif solusi mengembangkan soft skill kerja sama dalam tim (teamwork). Bekerjasama dalam Tim (Teamwork) merupakan salah satu soft skill yang diperlukan oleh siswa sebagai bekal mereka untuk memasuki dunia kerja. Kemampuan ini harus dilatih secara terus menerus agar soft skill ini dapat menjadi kebiasaan dan selanjutnya akan menjadi kepribadian dari siswa karena soft skill merupakan atribut dan ciri kepribadian seseorang yang mempengaruhi hubungan Interpersonal ditempat kerja. Manusia sebagai makhluk sosial tidak lepas dari hubungannya dengan manusia lain. Salah satu cara untuk mengembangkan soft skill bekerjasama dalam Tim (Teamwork) adalah Group Investigation. Metode ini merupakan model pembelajaran yang dirancang untuk membangun sikap kooperatif siswa. Model pembelajaran kooperatif merupakan rangkaian kegiatan belajar yang dilakukan oleh siswa dalam kelompok-kelompok untuk mencapai tujuan yang telah ditentukan. Hasil yang dicapai dari penerapan metode group Investigation yaitu perubahan sikap siswa dalam bekerjasama dalam Tim (Teamwork).
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Paguio, Rafael, and Beverley Jackling. "Teamwork from accounting graduates: what do employers really expect?" Accounting Research Journal 29, no. 3 (2016): 348–66. http://dx.doi.org/10.1108/arj-05-2014-0049.

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Purpose The ability to work effectively in a team is highly regarded by employers of accounting graduates, yet they have expressed concern that many university graduates lack teamwork skills. Furthermore, in the context of the accounting curriculum, a “conceptual vagueness” surrounds a workplace-relevant definition of teamwork. Drawing on the theoretical perspectives of the healthcare sector where teamwork skills are required to be taught and assessed as part of accreditation processes, this study investigates what teamwork means from the perspective of accounting employers. Design/methodology/approach Semi-structured interviews were conducted with a purposive sample of employers to acquire descriptions of teamwork observed from graduate recruits. Using an analyst triangulation process, resulting teamwork items were analysed and emerging themes were identified. Findings Teamwork in accounting work contexts were identified, confirmed and explained. Mapped against the healthcare teamwork theories, many teamwork items from the interview analysis clustered around the mutual support competency and the dimensions of traits and motives. Research Limitations/implications The study was restricted to employers collaborating in one university’s placement program. Further research could investigate more diverse employer groups, determine importance ranking of identified teamwork themes and seek explanations for differences among different employer groups. Practical implications An enhanced description of teamwork is significant in supporting student awareness and informing teaching innovations/assessments of this generic skill in the accounting curriculum. Originality/value The paper provides a unique contribution of evidence-based descriptions of teamwork expected of accounting graduates, thus addressing conceptual and practical ambiguity of the meaning of teamwork skills in the accounting profession.
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Kostadinova, Mariana. "TEAMBUILDING. TEAMWORK. COACHING." Education and Technologies Journal 12, no. 2 (2021): 344–50. http://dx.doi.org/10.26883/2010.212.3456.

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It is important for a good manager to work with a good team of staff. The requirements for modern staff are increasing. In addition to needing a whole arsenal of qualifications, they are also required to have so-called “soft skills”, which require flexibility. These are behavioural competencies that unfold within our contacts with colleagues and partners and are part of emotional intelligence. We focus on “10 mandatory skills in today’s work environment”: Accept criticism, Flexibility, Problem-solving skills, Self-confidence; Work ethic; Endurance when working under the pressure of deadlines; Teamwork; Time management; Good communication; Positive point of view. A model for team building is provided to build a team and support cooperation between employees, increase personal self-efficacy and team development. Using “coaching“ and how coaching the process helps to reveal and realize the potential of pedagogical and non-pedagogical staff in the organization.
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Ebersöhn, Liesel, Judite Ferreira-Prévost, Jacobus G. Maree, and Daleen Alexander. "Exploring facilitation skills in transdisciplinary teamwork." International Journal of Adolescence and Youth 13, no. 4 (2007): 257–84. http://dx.doi.org/10.1080/02673843.2007.9747980.

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Hisyam Mohd. Hashim, Mohamad. "The Practice of Employability Teamwork Skills." International Journal of Vocational Education and Training Research 1, no. 2 (2015): 16. http://dx.doi.org/10.11648/j.ijvetr.20150102.11.

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Dissertations / Theses on the topic "Teamwork skills"

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Less, Adam A. "Teamwork skills." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lessa.pdf.

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Ferreira, Judite. "Exploring facilitation skills in asset-based transdisciplinary teamwork." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03172005-143440.

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Ferreira, Judite F. N. "Exploring facilitation skills in asset-based transdisciplinary teamwork." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/23278.

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Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no single source adequately details the skills needed to facilitate such a unique group as that of the asset-based transdisciplinary team. A limitation in the theoretical body of knowledge regarding this subject matter spurred the purpose of this study to explore the facilitation skills conducive to asset-based transdisciplinary teams. A conceptual framework was created from the researcher’s perspective of the theoretical knowledge researched and acquired. Applying an interpretative epistemology, the instrumental case study was chosen as research design to explore groups of transdisciplinary team members. Two focus group interviews were conducted, transcribed, qualitatively analysed with the supplements of field notes and coded with the help of two independent coders. Theoretical assumptions were tested, interrelations shown, categories and themes short-listed and criticisms from the participants considered. It was found that skills alone do not suffice to equip members in their facilitation of asset-based transdisciplinary teams. Attitudes of involvement, flexibility, support, transparency and trust; approaches that are asset-based, narrative, holistic and family-centred and possessing knowledge of diversity, ethics, teamwork and discipline expertise were considered paramount to the competence of a facilitator. It is recommended that in future research of facilitation, attention be given not only to the skills acquired, but also to the knowledge, attitudes and approaches needed. Combination of categories, integrating skills, attitudes, approaches and knowledge should also be investigated. It is recommended that the role of the caregiver be given greater status among health professions and that the findings of this study be applied in the pre- and in-service training of prospective health professionals and facilitators. Asset-based theory was informed by emphasising the importance of facilitation skills, and acquiring appropriate attitudes, approaches and knowledge in order to ensure successful implantation of those skills. The inclusion of role release underscored the need to facilitate networking and encourage shared leadership and the narrative approach also presented itself as a possible addition to asset-based theory. Finally, as a development of the collaborative project in Early Childhood Intervention, interpretations from focus group interviews as well as research in literature were used for the Masters degree in Early Childhood Intervention (MECI) in the Educational Psychology elective module.<br>Dissertation (MEd (Educational Psychology))--University of Pretoria, 2004.<br>Educational Psychology<br>unrestricted
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Prichard, Jane S. "Teamwork and collaborative learning : does team skills training enhance educational outcomes?" Thesis, University of Southampton, 2002. https://eprints.soton.ac.uk/33468/.

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Lazareva, O. Y., and O. O. Kovtun. "Synergy effect of teamwork in learning English." Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38022.

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Brungardt, Christie J. "College graduates' perceptions of their use of teamwork skills : soft skill development in Fort Hays State University Leadership Education." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2224.

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Hixson, Katharine. "Developing and Evaluating Computer-Based Teamwork Skills Training for Long-duration Spaceflight Crews." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/177.

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Due to the long-duration and long distance nature of future exploration missions, coupled with significant communication delays from ground-based personnel, NASA astronauts will be living and working within confined, isolated environments for significant periods of time. This extreme environment poses concerns for the flight crews' ability to maintain cohesiveness and teamwork. If teamwork behaviors (i.e., communication, coordination, and collaboration) and cohesion are impacted, the mission success and crew safety can be threatened. Teamwork training is critical to ensuring that team cohesion and performance are maintained. Yet, delivering this training is challenging, as spaceflight crews are geographically dispersed across the globe and often train on different schedules. Designing and implementing an eLearning teamwork skills training, which can be delivered asynchronously, is a valuable and necessary initiative. However, questions remain regarding the most effective strategies, sequence and scope for team training. This design-based research constructed and validated a computer-based instructional unit for teamwork skills training, using the educational research and development model. The unit was validated through a formative evaluation process consisting of preliminary and main field-testing. The testing utilized an expert review methodology in which teamwork training subject matter experts at NASA, instructional designers and trainers at NASA, and experts on the astronauts at NASA evaluated the prototype. Upon analyzing the results and feedback, revisions were made to the prototype. The overall results of the data collection stages of the process indicate that a relevant, beneficial and potentially effective teamwork skills training unit was created. The educational research and development process resulted in the development of a teamwork skills training program that is ready for operational testing and dissemination. Additionally, a detailed example of adherence to instructional design principles and processes is provided.
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Gardner, Tonja Annette. "Exploring the Importance of Soft Skills Training for Accountants." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3678.

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Regional accounting firm leaders face challenges with employees who possess strong technical skills, but lack nontechnical communicating and teamwork skills. The purpose of this multiple case study was to explore strategies regional accounting firm leaders use to train technical staff on soft skills. The human capital theory was the conceptual framework supporting the study. Data were collected from semistructured interviews with partners, leaders, managers, and human resource personnel with 5 years or more of experience who participated in the hiring, training, and professional development process at 3 regional CPA firms. The review of company documents and company website postings triangulated the semistructured interviews. Data analysis entailed coding, conceptualizing concepts and ideas, identifying themes, and member checking to ensure the trustworthiness of interpretations. Based on the data collected, 3 themes emerged after the analysis including soft skills needed for success, mentoring and leadership programs, and team building initiatives. Findings from this study may contribute to social change by providing strategies regional accounting firms could use to provide soft skills training and mentoring initiatives to technical staff. Improvement in soft skills training may improve employees' lives by increasing their employability, career progression, and transition within the workplace, which may improve the economic wellbeing of local communities.
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Ebelt, Kaye R. "The effects of a robotics program on students skills in STEM, problem solving and teamwork." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/ebelt/EbeltK0812.pdf.

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In this action research project a fifth grade robotics program was studied to determine student attitudes towards science, technology, engineering, math (STEM), problem solving and teamwork. The goal of the study was to determine the effectiveness of an after school robotics program. At the conclusion of the study, the research indicated an increased interest in STEM education, greater appreciation for teamwork and more positive attitude towards problem solving.
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Rudd, Kathryn. "Impact of Simulation on Nurses' Satisfaction, Confidence, and Communication in Neonatal Resuscitation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2879.

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Teamwork and communication in clinical practice improves with simulation using the TeamSTEPPS program. However, there is limited research about simulation efficacy for improving neonatal resuscitation through enhanced communication. Based on a needs assessment and literature review specific to quality improvement strategies for neonatal resuscitation, an enhanced neonatal resuscitation provider (NRP) course was infused with TeamSTEPPS communication strategies, and an NRP case was adopted for simulation training. Also, utilizing clinician feedback, the flow of the resuscitation documentation was revised. The purpose of this project was to evaluate the perceived level of confidence, satisfaction, and communication skills in nurses performing neonatal resuscitation following the implementation of simulation into NRP training. The simulation exercise was guided by the National League for Nursing / Jeffries Simulation Framework (NLN/JFS). A purposeful sample of nurses (N=61) in a tertiary hospital volunteered to participate in the training and simulation exercise. Demographic information was collected and the Student Satisfaction and Self-Confidence in Learning Scale was used in a nonrandomized descriptive evaluation with a posttest one-group design. The analysis found 49% of the nurses were confident in their resuscitation skills, 50% were satisfied with the simulation experience, and 47% reported communication needed to be improved for an effective resuscitation process. This project contributes to social change by demonstrating enhanced NRP training within a simulated environment results in the integration of communication and teamwork skills essential to improve the process of neonatal resuscitation.
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Books on the topic "Teamwork skills"

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Mackall, Dandi Daley. Teamwork skills. Ferguson Pub., 1998.

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Soccer skills: Tactics and teamwork. Parragon, 1996.

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Considering others: Learning social skills through teamwork. Educational Media Corporation, 2008.

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Powell, Karla. Communicating with your staff: Skills for increasing cohesion and teamwork. American Medical Association, 2001.

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Blake, Robert R. Spectacular teamwork: How to develop the leadership skills for team success. Sidgwick & Jackson, 1987.

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Srygley, Mouton Jane, and Allen Robert L, eds. Spectacular teamwork: How to develop the leadership skills for team success. Wiley, 1987.

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author, Sparrow Sophie, and Zimmerman Cliff author, eds. Working together in law: Teamwork and small group skills for legal professionals. Carolina Academic Press, 2014.

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Ketterling, Marvin. Successful single parenting: A guide to building teamwork and communication with your children. Vocational Studies Center, School of Education, University of Wisconsin--Madison, 1991.

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The innovator's handbook: The skills of innovative management : problem solving, communication, and teamwork. Penguin Books, 1989.

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Kluge, Annette. The Acquisition of Knowledge and Skills for Taskwork and Teamwork to Control Complex Technical Systems. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-5049-4.

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Book chapters on the topic "Teamwork skills"

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Schinko-Fischli, Susanne. "Teamwork." In Learning Social Skills Virtually. Routledge, 2021. http://dx.doi.org/10.4324/9781003172765-3.

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Almonte, Richard. "Teamwork." In A Practical Guide to Soft Skills. Routledge, 2021. http://dx.doi.org/10.4324/9781003212942-8.

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Smith, Olivia. "Teamwork in Surgery." In Communication Skills for Surgeons. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12213-2_3.

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Nyahuye, Tafadzwa, and Adriana Aletta Steyn. "Gamification to Increase Undergraduate Students’ Teamwork Skills." In Communications in Computer and Information Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21076-1_7.

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Prineas, Stavros, Kathleen Mosier, Claus Mirko, and Stefano Guicciardi. "Non-technical Skills in Healthcare." In Textbook of Patient Safety and Clinical Risk Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_30.

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AbstractNon-technical Skills (NTS) are a set of generic cognitive and social skills, exhibited by individuals and teams, that support technical skills when performing complex tasks. Typical NTS training topics include performance shaping factors, planning and preparation for complex tasks, situation awareness, perception of risk, decision-making, communication, teamwork and leadership. This chapter provides a framework for understanding these skills in theory and practice, how they interact, and how they have been applied in healthcare, as well as avenues for future research.
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Bücking, L. "Facilitated teambuilding processes to enhance teamwork skills in engineering education." In Current Perspectives and New Directions in Mechanics, Modelling and Design of Structural Systems. CRC Press, 2022. http://dx.doi.org/10.1201/9781003348450-233.

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Devece, Carlos, Marta Peris-Ortiz, José M. Merigó, and Vicenta Fuster. "Linking the Development of Teamwork and Communication Skills in Higher Education." In Sustainable Learning in Higher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10804-9_5.

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Bücking, L. "Facilitated team-building processes to enhance teamwork skills in engineering education." In Current Perspectives and New Directions in Mechanics, Modelling and Design of Structural Systems. CRC Press, 2022. http://dx.doi.org/10.1201/9781003348443-233.

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Fair, Justin D., and Anne E. Kondo. "A University-Wide Approach to Introduce and Apply Teamwork and Leadership Skills." In ACS Symposium Series. American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1365.ch011.

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Ismail, Nur’Ain, Thuraiya Mohd, Nor A’aini Othman, Mohammad Nasir Abdullah, and Nur Hasni Nasrudin. "Development of an Online Peer Assessment System in Teamwork Skills—A Preliminary Survey." In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016). Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0203-9_17.

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Conference papers on the topic "Teamwork skills"

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Vance, Kara, Sadan Kulturel-Konak, and Abdullah Konak. "Assessing teamwork skills and knowledge." In 2014 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2014. http://dx.doi.org/10.1109/isecon.2014.6891052.

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Wang, Dai-Yi, and Ying-An Chen. "Training Teamwork Skills Using MMORPGs." In 2012 IEEE 4th International Conference on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2012). IEEE, 2012. http://dx.doi.org/10.1109/digitel.2012.24.

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Tessier, Virginie. "A MODEL FOR LEARNING TEAMWORK SKILLS." In 23rd International Conference on Engineering and Product Design Education. The Design Society, 2021. http://dx.doi.org/10.35199/epde.2021.5.

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Dorado-Vicente, Ruben, Eloisa Torres-Jimenez, Jose Ignacio Jimenez-Gonzalez, Rocio Bolanos-Jimenez, and Candido Gutierrez-Montes. "Methodology for training engineers teamwork skills." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125240.

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Pears, Arnold, and Mats Daniels. "Developing global teamwork skills: The Runestone project." In IEEE EDUCON 2010 Conference. IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492460.

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Anderson, Ruth. "Session details: Paper Session: Soft Skills: Teamwork." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. ACM, 2015. http://dx.doi.org/10.1145/3251168.

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Hadley, Kevin, Laura Beckmann, and Kenneth Reid. "General strategy for development of teamwork skills." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757398.

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Gil, Lyudmila, Konstantin Chekhovskikh, Elena Tesleva, Vladimir I. Danilov, Shodmon Nozirzoda, and Anastasia Popova. "DEVELOPING STUDENTS' TEAMWORK SKILLS THROUGH COLLABORATIVE LEARNING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1982.

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McMahon, Russell. "Applied Improvisation Techniques to Enhance IT Majors' Soft Skills, Communication Skills, and Teamwork Skills." In SIGITE '21: The 22nd Annual Conference on Information Technology Education. ACM, 2021. http://dx.doi.org/10.1145/3450329.3476872.

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Subekti, Sri, A. Ana, M. S. Barliana, and I. Khoerunnisa. "Teamwork Skills Improvement Through the Teaching Factory Model." In Proceedings of the 1st Vocational Education International Conference (VEIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.032.

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Reports on the topic "Teamwork skills"

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Parodi, Andrea. A Theoretically Driven Investigation of the Efficacy of an Immersive Interactive Avatar Rich Virtual Environment in Pre-deployment Nursing Knowledge and Teamwork Skills Training. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada612695.

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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2451.

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Abstract:
Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.
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Dong, Xiaofang, Siqi Zheng, and Matthew Kahn. The Role of Transportation Speed in Facilitating High Skilled Teamwork. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24539.

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Guide to good practices for teamwork training and diagnostic skills development. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/532687.

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