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Abstract Background Nursing homes face a critical need for competent healthcare professionals to deliver high-quality care. Focusing on clinical leadership is crucial for equipping healthcare professionals with the skills necessary to manage complex care needs, collaborate effectively within multidisciplinary teams, and improve care quality in nursing homes. Developing clinical leadership fosters professional growth and enhances healthcare professionals’ ability to tackle the challenges unique to the nursing home environment. However, the concept of clinical leadership in nursing homes remains poorly defined and investigated. This study aimed to explore and define influencing factors for the development of clinical leadership within healthcare professionals in nursing homes. Methods A qualitative study was conducted in Flanders, Belgium, using semi-structured focus group interviews (n = 5) with healthcare professionals (n = 41), including nurse assistants, licensed practical nurses, registered nurses, occupational therapists, recreational therapists, psychologists, and gerontologists. Interviews were audio-taped, transcribed, analysed and interpretated by using a thematic analysis based on descriptive phenomenology. Results Clinical leadership development within healthcare professionals’ hinges on four pivotal themes: (1) Cultivating an empowering working environment that fosters open feedback, encourages peer learning, and champions a stimulating learning climate. (2) Nurturing a supportive leadership style in formal leaders that exemplifies role modeling, accessibility, and a coaching approach. (3) Elevating well-developed professional identity through targeted training, experience, and a talent-oriented work approach. (4) Fostering team dynamics marked by commitment, collaboration, support, and trust. Conclusions The study’s findings on the influencing factors for clinical leadership development should be actively applied in nursing homes and guide the creation of targeted training programs and leadership development initiatives. Awareness of these factors are crucial to optimise and to support the development and implementation of clinical leadership in nursing homes in an attempt to reduce the workforce shortages.

Abstract Background Systematic biases in group decision making (i.e., group biases) may result in suboptimal decisions and potentially harm patients. It is not well known how impaired group decision making in patient care may affect medical training. This study aimed to explore medical residents’ experiences and perspectives regarding impaired group decision making and the role of group biases in medical decision making. Methods This study used a qualitative approach with thematic analysis underpinned by a social constructionist epistemology. Semi-structured interviews of medical residents were conducted at a single internal medicine residency program. Residents were initially asked about their experiences with suboptimal medical decision making as a group or team. Then, questions were targeted to several group biases (groupthink, social loafing, escalation of commitment). Interviews were transcribed and transferred to a qualitative data analysis software. Thematic analysis was conducted to generate major themes within the dataset. Results Sixteen interviews with residents revealed five major themes: (1) hierarchical influence on group decision making; (2) group decision making under pressure; (3) post-call challenges in decision making; (4) interactions between teamwork and decision making; and (5) personal and cultural influences in group decision making. Subthemes were also identified for each major theme. Most residents were able to recognize groupthink in their past experiences working with medical teams. Residents perceived social loafing or escalation of commitment as less relevant for medical team decision making. Conclusions Our findings provide unique insights into the complexities of group decision making processes in teaching hospitals. Team hierarchy significantly influenced residents’ experiences with group decision making—most group decisions were attributed to consultants or senior team members, while lower ranking team members contributed less and perceived fewer opportunities to engage in group decisions. Other factors such as time constraints on decision making, perceived pressures from other staff members, and challenges associated with post-call days were identified as important barriers to optimal group decision making in patient care. Future studies may build upon these findings to enhance our understanding of medical team decision making and develop strategies to improve group decisions, ultimately leading to higher quality patient care and training.

Purpose – This article considers how the evaluation of research teams can better account for the challenges of transdisciplinarity, including their larger team size and more diverse and permeable membership, as well as the tensions between institutional pressures on individuals to publish and team goals. Design/methodology/approach – An evaluation team was retained from 2015 to 2020 to conduct a comprehensive external evaluation of a five-year EPSCoR-funded program undertaken by a transdisciplinary research team. The formative portion of the evaluation involved monitoring the program’s developmental progress, while the summative portion tracked observable program outputs and outcomes as evidence of progress toward short- and long-term goals. The evaluation team systematically reviewed internal assessments and gathered additional data for an external assessment via periodic participation in team meetings, participant interviews and an online formative team survey (starting in Year 2). Findings – Survey participants had a better understanding of the project’s “Goals and Vision” compared to other aspects. “Work Roles,” and particularly the timeliness of decision-making, were perceived to be a “Big Problem,” specifically in regard to heavy travel by key managers/leadership. For “Communication Channels,” Year 2 tensions included differing views on the extent to which management should be collaborative versus “hierarchical.” These concerns about communication demonstrate that differences in language, culture or status impact the efficiency and working relationship of the team. “Authorship Credit/Intellectual Property” was raised most consistently each year as an area of concern. Originality/value – The study involves the use of a unique survey approach.

Ahreum Lee,1 Mastaneh Torkamani-Azar,2 Bin Zheng,3 Roman Bednarik4 1Samsung Electronics Co. Ltd., Suwon, Gyeonggi-do, Republic of Korea; 2University of Eastern Finland, Kuopio, Finland; 3Department of Surgery, University of Alberta, Edmonton, Canada; 4University of Eastern Finland, Joensuu, FinlandCorrespondence: Roman Bednarik, University of Eastern Finland, Joensuu, Finland, Email roman.bednarik@uef.fiPurpose: The main goals of this mixed-methods systematic review are to identify what types of intraoperative stressors for operating room personnel have been reported in collected studies and examine the characteristics of each intraoperative stressor.Methods: With a systematic literature search, we retrieved empirical studies examining intraoperative stress published between 2010 and 2020. To synthesize findings, we applied two approaches. First, a textual narrative synthesis was employed to summarize key study information of the selected studies by focusing on surgical platforms and study participants. Second, a thematic synthesis was employed to identify and characterize intraoperative stressors and their subtypes.Results: Ninety-four studies were included in the review. Regarding the surgical platforms, the selected studies mainly focused on minimally invasive surgery and few studies examined issues around robotic surgery. Most studies examined intra-operative stress from surgeons’ perspectives but rarely considered other clinical personnel such as nurses and anesthetists. Among seven identified stressors, technical factors were the most frequently examined followed by individual, operating room environmental, interpersonal, temporal, patient, and organizational factors.Conclusion: By presenting stressors as multifaceted elements affecting collaboration and interaction between multidisciplinary team members in the operating room, we discuss the potential interactions between stressors which should be further investigated to build a safe and efficient environment for operating room personnel.Keywords: intraoperative stressors, team dynamics, communication and teamwork in health care, medical devices and technologies

Background The family doctor team dynamics mainly refer to inter-member interaction state of the family doctor team in the process of providing services. Improving the team dynamics among family doctors can help promote the enhancement of team effectiveness. The Primary Care Team Dynamics Scale (PCTDS) developed by Sara J. Singer's team at Harvard University, which can be used to comprehensively assess the primary care team dynamics. Objective To translate the PCTDS into a Chinese version, and test the reliability and validity of the Chinese version. Methods The Brislin's model for translation, back translation and cross-cultural adaptation was utilized to translate the PCTDS into a Chinese version (PCTDS-C) strictly following the principle of scale introduction, and the PCTDS-C was revised in accordance with an email-based expert consultation and a pre-test. Then a total of 569 family doctor team members were selected from 17 cities (including Guangdong's Shenzhen, Hubei's Wuhan, Zhejiang's Hangzhou, and so on) by the convenience sampling method from November 2021 to February 2022 to attend a survey using a self-developed Demographic Questionnaire and the PCTDS-C. The critical ratio (CR) method and item-total correlation were used for item analysis. The content validity of the scale was assessed by the expert consultation. The structural validity of the scale was tested by the KMO test, Bartlett's test of sphericity, exploratory factor analysis, and confirmatory factor analysis. And the reliability of the scale was evaluated by the Cronbach's α. Results Three hundred and nine of the 569 cases (54.3%) who returned responsive questionnaires were included for analysis. The absolute CR value for each of the entries was greater than 3.000 (P

This comparative study investigates the effectiveness of two teaching methods, individual verbal encouragement and collective verbal encouragement, in enhancing the technical–tactical skills and mood state of obese students during handball matches. This study employs a randomized controlled design and involves 28 overweight students (50% females), age: 17.4 ± 2.08 years and BMI: 26.8 ± 1.5 for females and 27.3 ± 2.1 for males. Technical–tactical skills are assessed through performance metrics (individual evaluation proposal by Gréhaigne) such as Ball Played (BP), Conquered Ball (CB), Lost Ball (LB), Shoots/Goals, Conservation index, and defensive index, while mood states are evaluated using pre- and post-tests (BRUMS Scale). Results reveal that individual verbal encouragement significantly enhances technical–tactical skills and positively influences the mood state of overweight students compared to collective verbal encouragement. Boys in Session 1 with VEI displayed a significantly higher number of ball plays (mean difference = 0.94 standard deviations, p = 0.004) and conquered balls (mean difference = 0.78 standard deviations, p = 0.006) compared to VEC. They also had a lower number of Lost Balls (mean difference = −0.62 standard deviations, p = 0.018) and a higher shooting efficiency (Shoots/Goals ratio, mean difference = 0.67 standard deviations; p = 0.013). Similar trends were observed in Session 2, with VEI, again, demonstrating advantages. Girls exhibited analogous improvements with VEI in both sessions. Notably, these performance enhancements coincided with positive emotional changes, with VEI leading to a greater decrease in depression and fatigue scores for both boys and girls. The study highlights the importance of tailoring teaching methods to the specific needs of overweight students in the context of handball, emphasizing the effectiveness of individualized verbal encouragement for skill development and emotional well-being. These findings offer practical implications for educators and coaches involved in physical education, advocating for personalized approaches to optimize learning experiences for overweight students in sports settings.

Abstract Background In attempt to improve continuity of patient care and reduce length of stay, hospitals have placed an increased focus on reducing delayed discharges through discharge planning. Several benefits and challenges to team-based approaches for discharge planning have been identified. Despite this, professional hierarchies and power dynamics are common challenges experienced by healthcare providers who are trying to work as a team when dealing with delayed discharges. The objective of this study was to explore what was working well with formal care team-based discharge processes, as well as challenges experienced, in order to outline how teams can function to better support transitions for patients experiencing a delayed discharge. Methods We conducted a descriptive qualitative study with hospital-based healthcare providers, managers and organizational leaders who had experience with delayed discharges. Participants were recruited from two diverse health regions in Ontario, Canada. In-depth, semi-structured interviews were conducted in-person, by telephone or teleconference between December 2019 and October 2020. All interviews were recorded and transcribed. A codebook was developed by the research team and applied to all transcripts. Data were analyzed inductively, as well as deductively through directed content analysis. Results We organized our findings into three main categories – (1) collaboration with physicians makes a difference; (2) leadership should meaningfully engage with frontline providers and (3) partnerships across sectors are critical. Regular physician engagement, as equal members of the team, was recommended to improve consistent communication, relationship building between providers, accessibility, and in-person communication. Participants highlighted the need for a dedicated senior leader who ensured members of the team were treated as equals and advocated for the team. Improved partnerships across sectors included the enhanced integration of community-based providers into discharge planning by placing more focus on collaborative practice, combined discharge planning meetings, and having embedded and physically accessible care coordinators in the hospital. Conclusions Team-based approaches for delayed discharge can offer benefits. However, to optimize how teams function in supporting these processes, it is important to consistently collaborate with physicians, ensure senior leadership engage with and seek feedback from frontline providers through co-design, and actively integrate the community sector in discharge planning.

Abstract Background Small group tutorials (SGT) promotes self-directed learning and is widely used in medical education. The coronavirus pandemic (COVID-19) has accelerated the trend toward SGT digitalization, with unclear effect. We hypothesize that team dynamics and facilitator support influence SGT satisfaction in digital versus conventional SGT. Methods During the spring semester of year 2021, medical students (the second, third, and fourth year; n = 433) participating in conventional face-to-face and digital SGT curricula were enrolled. Participating students completed the collaborative learning attitude scale (including team dynamics, team acquaintance, and facilitator support dimensions) and teamwork satisfaction scale, previously validated for small-group collaborative learning, and chose preference between conventional or digital SGT in future curricula. Exploratory factor analysis (EFA) was performed to extract the essential structural factors of these scales. Paired t-tests were conducted to compare differences in different dimensions and satisfaction between the conventional and digital SGT settings. Two sets of multiple regression analyses were done; one with team satisfaction scale results and the other with preference for digital SGT as the dependent variable were used to evaluate determinants of these two variables. Results The EFA results revealed that the original collaborative learning attitude scale was concentrated on two dimensions: team dynamics and facilitator support. No significant differences were noted between the SGT settings for the two dimensions and teamwork satisfaction. Regression analyses showed that teamwork dynamics was independently correlated with teamwork satisfaction in both conventional and digital SGT. Facilitator support was positively correlated with teamwork satisfaction in conventional, but not digital SGT. Higher teamwork satisfaction was an important determinant of preference for digital SGT among medical students. Conclusions Team dynamics were closely linked to teamwork satisfaction among medical students in both conventional and digital SGT, while the role of facilitator support became less obvious during digital SGT.

Abstract Background Investigating the context of trauma and acute care surgery, the article aims at understanding the factors that can enhance some ethical aspects, namely the importance of patient consent, the perceptiveness of the ethical role of the trauma leader, and the perceived importance of ethics as an educational subject. Methods The article employs an international questionnaire promoted by the World Society of Emergency Surgery. Results Through the analysis of 402 fully filled questionnaires by surgeons from 72 different countries, the three main ethical topics are investigated through the lens of gender, membership of an academic or non-academic institution, an official trauma team, and a diverse group. In general terms, results highlight greater attention paid by surgeons belonging to academic institutions, official trauma teams, and diverse groups. Conclusions Our results underline that some organizational factors (e.g., the fact that the team belongs to a university context or is more diverse) might lead to the development of a higher sensibility on ethical matters. Embracing cultural diversity forces trauma teams to deal with different mindsets. Organizations should, therefore, consider those elements in defining their organizational procedures. Level of evidence Trauma and acute care teams work under tremendous pressure and complex circumstances, with their members needing to make ethical decisions quickly. The international survey allowed to shed light on how team assembly decisions might represent an opportunity to coordinate team member actions and increase performance.

This research investigates insight into how leaders could lead the rising waters of the Covid-19 pandemic with agility and compassion. Based on pertinent literature, leaders must redefine their leadership mindset to harness team behavioural change toward team dynamics in organizational resilience. Through phenomenological research of eight companies’ leaders, a proposed model was presented to define the behavioural shift that facilitates leaders in orientating team mindset while embracing compassion. The next normal needs of the organization on the change of leaders’ behaviour, implying that building unique and pleasing agile and compassionate practices would lead to an improved organizational team workplace. This focuses on leaders’ efforts to empower teams through a cohesive concept to enable long-term team success. The research contributes to the body of knowledge through its constructivist approach and identification of underlying team dynamics pivotal for organizational resilience.

Background: Prior research has demonstrated that participation in authentic learning experiences that resemble real-world engineering practice is key to unlocking the benefits of collaborative projects, such as design projects, for students in engineering. However, research has also documented that women are less likely to participate in key learning experiences in engineering design education, undermining the goals of project-based learning. Purpose/Hypothesis: The purpose of this research study was to understand how social power dynamics shape the types of tasks allocated to students in teams and, by extension, students learning in collaborative engineering design projects. Drawing on the Model of Inequitable Task Allocation in Project-Based Learning, this work examines the role of prior experiences and skills, self-efficacy, and students’ motivation in the process by which design tasks allocation is negotiated in student teams. Design/Method: This ethnographic study entailed three data collection strategies: (a) ongoing observations of three focal design teams in a cornerstone design course, (b) one-on-one, semi-structured interviews with focal design team members, and (c) reflections from peer mentors who worked with focal and non-focal teams. Results: Students reflected on their prior experiences and skills, and the confidence they gained or lacked as a result, when negotiating their roles in their teams. Importantly, students’ valuation of their skills was gendered, where masculinized notions of engineering skills might lead women to underreport their skills during the role-negotiation process. Finally, while gendered patterns of marginalization and exclusion were apparent, I discuss the strategies women employed to exert influence over their team dynamics. Conclusions: Ensuring equitable participation in collaborative projects is key to support learning for all students in collaborative projects. Understanding how students negotiate their roles and learning opportunities is an important step in supporting students’ learning in collaborative projects.

Background: Teamwork is a commonplace component of engineering practice. Engineering educators have been studying ways to make teams more effective and inclusive. However, students’ interpersonal interactions often create exclusionary experiences. Purpose/Hypothesis: This study investigates how the team formation process and what kinds of teaming practices and behaviors promote inclusive team environments. We were sensitized to Tuckman and Jensen’s (1977) revised theory of the five stages of teaming along with opportunity structures theory as frameworks to study how particular team interactions did or did not promote the inclusion of its members. Design/Method: This interpretive multi-case study used team observations, classroom artifacts, and student interviews in a first-year engineering course to understand the experiences of three teams. The primary data source, student interviews, were analyzed to understand the individual and collective team experience. These results were triangulated with the other data sources to build three team descriptions and a cross-team comparison. Results: Our findings indicate that the process of storming and norming in teams is an essential point in which social inclusion is built into teaming practices or not. While all teams, regardless of inclusive behaviors, were academically successful, the inclusive norms developed by some teams increased student learning and belonging. Conclusions: The emphasis on teaming in engineering education has often focused on the effectiveness of teams for a final project. However, the process of teaming and how peers shape the engineering environment is just as important for student’s belonging and persistence. The results of this work can provide strategies for supporting students’ teaming processes to develop more inclusive teams.

Abstract Background Although diversity, friction, and harmonisation in interprofessional teamwork are aspects frequently conceptualised, no empirical study discusses them in combination. Focusing on risk and function with respect to each aspect, this article empirically examines how dynamics between these aspects during interprofessional teamwork interactions fosters conditions for effective teamwork. Methods An ethnographic study of three interprofessional teams, in the context of mental health and substance use, was conducted in Norway. Data were collected through observations of 14 team meetings and 18 in-depth interviews with health and social work professionals. Thematic analysis was applied to code the data. Results A conceptual ideal-type model, which includes all three aspects was developed to represent the emergent findings. The results suggest that the diversity of professional perspectives inherent in interprofessional teams is the foundation of interprofessional teamwork. However, friction is needed to promote innovation, encourage new insights, and intensify discussions. In addition, harmonisation balances professional distinctions, fosters trust, and ties professionals together. Conclusion This article presents a comprehensive model of how professionals work together in interprofessional teams. The model makes visible the functions and risks of each aspect and the dynamics between them. Furthermore, the article argues for mobilisation and balance of all three aspects in combination to maximise the capacity of interprofessional teamwork. Such insight can be used to support the development and successful implementation of interprofessional teamwork in health care.

Abstract Background Emergency surgery represents a unique context. Trauma teams are often multidisciplinary and need to operate under extreme stress and time constraints, sometimes with no awareness of the trauma’s causes or the patient’s personal and clinical information. In this perspective, the dynamics of how trauma teams function is fundamental to ensuring the best performance and outcomes. Methods An online survey was conducted among the World Society of Emergency Surgery members in early 2021. 402 fully filled questionnaires on the topics of knowledge translation dynamics and tools, non-technical skills, and difficulties in teamwork were collected. Data were analyzed using the software R, and reported following the Checklist for Reporting Results of Internet E-Surveys (CHERRIES). Results Findings highlight how several surgeons are still unsure about the meaning and potential of knowledge translation and its mechanisms. Tools like training, clinical guidelines, and non-technical skills are recognized and used in clinical practice. Others, like patients’ and stakeholders’ engagement, are hardly implemented, despite their increasing importance in the modern healthcare scenario. Several difficulties in working as a team are described, including the lack of time, communication, training, trust, and ego. Discussion Scientific societies should take the lead in offering training and support about the abovementioned topics. Dedicated educational initiatives, practical cases and experiences, workshops and symposia may allow mitigating the difficulties highlighted by the survey’s participants, boosting the performance of emergency teams. Additional investigation of the survey results and its characteristics may lead to more further specific suggestions and potential solutions.

Abstract Background Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using the conceptual framework of Biggs ‘3P model’. Methods Year 2 students (n = 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived rubric, and undertook a qualitative analysis of focus group data to seek explanations for feedback behaviors. Results Students demonstrated reasonable ability to provide positive feedback, but were less prepared to identify areas for improvement. Their ability did not improve over time, and was influenced by the perceived task difficulty; social discomfort; and sense of responsibility in providing written feedback. Conclusions To increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training.

BackgroundThe probability of undergoing treatment with curative intent for esophagogastric cancer has been shown to vary considerately between hospitals of diagnosis. Little is known about the factors that attribute to this variation. Since clinical decision making (CDM) partially takes place during an MDTM, the aim of this qualitative study was to assess clinician’s perspectives regarding facilitators and barriers associated with CDM during MDTM, and second, to identify factors associated with CDM during an MDTM that may potentially explain differences in hospital practice.MethodsA multiple case study design was conducted. The thematic content analysis of this qualitative study, focused on 16 MDTM observations, 30 semi-structured interviews with clinicians and seven focus groups with clinicians to complement the collected data. Interviews were transcribed ad verbatim and coded.ResultsFactors regarding team dynamics that were raised as aspects attributing to CDM were clinician’s personal characteristics such as ambition and the intention to be innovative. Clinician’s convictions regarding a certain treatment and its outcomes and previous experiences with treatment outcomes, and team dynamics within the MDTM influenced CDM. In addition, a continuum was illustrated. At one end of the continuum, teams tended to be more conservative, following the guidelines more strictly, versus the opposite in which hospitals tended towards a more invasive approach maximizing the probability of curation.ConclusionThis study contributes to the awareness that variation in team dynamics influences CDM during an MDTM.

This research concerns the modelling of human resources as dynamical systems. Generally team work is distributed among the members of the team which have a common goal. However, the complex interactions of the team’s members may lead to successful or unsuccessful completion of the tasks. For scientific research, where international teams may work together on common project, the interaction among team members defines the successful completion of the project. However, the team’s dynamics is a cumbersome one and poses significant challenges. In this research we propose a computational model which models the team’s dynamics as a dynamic systems.

The construct of “choking under pressure” is concerned with the phenomenon of unexpected, sudden, and significant declines in individual athletes’ performances in important situations and has received empirical attention in the field of sport psychology. Although a number of theories about the reasons for the occurrence of choking under pressure exist and several intervention approaches have been developed, underlying mechanisms of choking are still under debate and the effectiveness of existing interventions remains contested. These sudden performance declines also occur in team sport. “Collective sport team collapse,” which describes the situation when an entire sport team underperforms significantly within an important competitive situation, has received less empirical attention, in comparison to individual choking research. While there are a few studies that have investigated causes of collective team collapse, understandably, there has been limited empirical investigation of preventative and intervention strategies. Although the two constructs appear to share several similar characteristics and mechanisms, research has not yet examined the conceptual, theoretical, empirical, and practical links between choking under pressure and collective sport team collapse. In this review article, we seek to examine these similarities and differences and identify new ways of thinking about future interventions. Furthermore, current empirical understandings in the field of choking under pressure and collective sport team collapse are presented and the most effective intervention approaches for both constructs are introduced. On the basis of this examination, we modestly make some initial recommendations for sport psychological practitioners and future research.

Multidisciplinary neuro-oncology clinics allow collaboration between various specialties and training levels. Building a tenable clinical research program based in the longitudinal dialogue and practice of collaborative clinicians and trainees can bridge clinical observations to research execution. However, forming a research team around a multidisciplinary clinic’s activities is constrained by a lack of literature or guidelines. As well, challenges in sustaining team logistics, communication, and productivity can persist without a standardized team framework. This perspective discusses the state of research teams in clinical oncology, and uses experiences from the McMaster Pediatric Brain Tumour Study Group to guide those seeking to form a research team based on the collective activities and observations of a multidisciplinary clinic.

The article considers the Scrum methodology in terms of project management, together with the methodologies involved in the implementation of teamwork models, issues of group dynamics and leadership, including the leadership-service. The scope of applying the Scrum methodology can be expanded, and efficiency can be raised through the synthesis of the ideas that are presented in the studies addressing the issue of teamwork and team development, leadership and leadership-service. The Scrum methodology is a methodology of teamwork for the teams with a high level of leadership development, in which one of the members (Scrum master) acts according to the principles of leader-servant. The results can be applied to the development of the classical Scrum methodology, allowing to efficiently use the Scrum for the teams with a lower level of leadership compared with the classical form, as well as purposefully develop leader competences among the team members. The models developed in the publication provide to answer the question why an introduction of Scrum methodology is not always efficient, and, therefore, to consider and reduce the degree of influence of the factors that can hinder such an introduction. This publication for the first time carries out a synthesis of Scrum methodology and the related scientific theories and approaches.

This project examined the effects of two team selection methods (self-selected and instructor-formed based on matched academic performance) on team and individual student performance and on self-reported attitudes and team behaviors in a freshman-level core-required introductory engineering course. The inclusion of both mid and end-of-semester self-reports provided some insights on the development of team dynamics, and because self-report data were not anonymous, correlations could be performed between the self-report and performance data. Matched-performance groups had significantly higher grades on several performance measures, with a larger effect on the team grades than on the individual grades; however, overall the effect sizes were small. There were no group differences for most self-reported items, although a key finding was that self-selected teams were significantly more likely to already have friends on their team, and a significant correlation showed that already having friends on a team was negatively correlated with many of the performance measures. In contrast, members of both types of teams reported equally high likelihood to make new friends, which was positively correlated with performance. For both groups there were small but significant decreases from mid to end of semester in satisfaction with team formation method, general enjoyment, and task-orientation over time. All of these time-related factors also showed significant correlations with the performance measures. Therefore, these factors seem like natural points for instructor attention when using teams. Understanding the impact of different approaches to team formation may guide instructors and lead to more well-functioning teams, higher student learning, and greater student satisfaction.

The focus of this current research is 2-fold: (1) to understand how team interaction in human-autonomy teams (HAT)s evolve in the Remotely Piloted Aircraft Systems (RPAS) task context, and (2) to understand how HATs respond to three types of failures (automation, autonomy, and cyber-attack) over time. We summarize the findings from three of our recent experiments regarding the team interaction within HAT over time in the dynamic context of RPAS. For the first and the second experiments, we summarize general findings related to team member interaction of a three-member team over time, by comparison of HATs with all-human teams. In the third experiment, which extends beyond the first two experiments, we investigate HAT evolution when HATs are faced with three types of failures during the task. For all three of these experiments, measures focus on team interactions and temporal dynamics consistent with the theory of interactive team cognition. We applied Joint Recurrence Quantification Analysis, to communication flow in the three experiments. One of the most interesting and significant findings from our experiments regarding team evolution is the idea of entrainment, that one team member (the pilot in our study, either agent or human) can change the communication behaviors of the other teammates over time, including coordination, and affect team performance. In the first and second studies, behavioral passiveness of the synthetic teams resulted in very stable and rigid coordination in comparison to the all-human teams that were less stable. Experimenter teams demonstrated metastable coordination (not rigid nor unstable) and performed better than rigid and unstable teams during the dynamic task. In the third experiment, metastable behavior helped teams overcome all three types of failures. These summarized findings address three potential future needs for ensuring effective HAT: (1) training of autonomous agents on the principles of teamwork, specifically understanding tasks and roles of teammates, (2) human-centered machine learning design of the synthetic agent so the agents can better understand human behavior and ultimately human needs, and (3) training of human members to communicate and coordinate with agents due to current limitations of Natural Language Processing of the agents.

In this paper, we consider how the four key team emergent states for team learning identified by Bell et al. (2012), namely psychological safety, goal orientation, cohesion, and efficacy, operate as a system that produces the team’s learning climate (TLC). Using the language of systems dynamics, we conceptualize TLC as a stock that rises and falls as a joint function of the psychological safety, goal orientation, cohesion, and efficacy that exists in the team. The systems approach highlights aspects of TLC management that are traditionally overlooked, such as the simultaneous influence of and feedback between the four team emergent states and the inertia that TLC can have as a result. The management of TLC becomes an issue of controlling the system rather than each state as an independent force, especially because changing one part of the system will also affect other parts in sometimes unintended and undesirable ways. Thus the value is to offer a systems view on the leadership function of team monitoring with regards to team emergent states, which we term team state monitoring. This view offers promising avenues for future research as well as practical wisdom. It can help leaders remember that TLC represents an equilibrium that needs balance, in addition to pointing to the various ways in which they can influence such equilibrium.

In this manuscript we discuss the consequences of methodological choices when studying team processes “in the wild.” We chose teams in healthcare as the application because teamwork cannot only save lives but the processes constituting effective teamwork in healthcare are prototypical for teamwork as they range from decision-making (e.g., in multidisciplinary decision-making boards in cancer care) to leadership and coordination (e.g., in fast-paced, acute-care settings in trauma, surgery and anesthesia) to reflection and learning (e.g., in post-event clinical debriefings). We draw upon recently emphasized critique that much empirical team research has focused on describing team states rather than investigating how team processes dynamically unfurl over time and how these dynamics predict team outcomes. This focus on statics instead of dynamics limits the gain of applicable knowledge on team functioning in organizations. We first describe three examples from healthcare that reflect the importance, scope, and challenges of teamwork: multidisciplinary decision-making boards, fast-paced, acute care settings, and post-event clinical team debriefings. Second, we put the methodological approaches of how teamwork in these representative examples has mostly been studied centerstage (i.e., using mainly surveys, database reviews, and rating tools) and highlight how the resulting findings provide only limited insights into the actual team processes and the quality thereof, leaving little room for identifying and targeting success factors. Third, we discuss how methodical approaches that take dynamics into account (i.e., event- and time-based behavior observation and micro-level coding, social sensor-based measurement) would contribute to the science of teams by providing actionable knowledge about interaction processes of successful teamwork.

Teams have been a ubiquitous structure for conducting work and business for most of human history. However, today’s organizations are markedly different than those of previous generations. The explosion of innovative ideas and novel technologies mandate changes in job descriptions, roles, responsibilities, and how employees interact and collaborate. These advances have heralded a new era for teams and teamwork in which previous teams research and practice may not be fully appropriate for meeting current requirements and demands. In this article, we describe how teams have been historically defined, unpacking five important characteristics of teams, including membership, interdependence, shared goals, dynamics, and an organizationally bounded context, and relating how these characteristics have been addressed in the past and how they are changing in the present. We then articulate the implications these changes have on how we study teams moving forward by offering specific research questions.

Self-reported alcohol use is highest among Division III athletes, which represents the largest NCAA Division. Team- or sport-related social processes related to college athletes’ alcohol misuse have primarily been investigated quantitatively among Division I and II athletes. No studies have examined the experiences of the reciprocal relationship between college athletes and their teams concerning alcohol misuse. For these reasons, the purpose of this study was to explore the essential meaning that Division III athletes use to characterize their experiences of drinking alcohol with their teams. Research questions addressed what athletes experienced when drinking with their teams and what influenced or affected these experiences. During interviews with 15 athletes, consisting of male (n = 5) and female (n = 10) athletes from eight intercollegiate sports teams, four themes emerged: acceptance, comradery, safety and protection, and a gateway to college social life. Athletes also described changes in their social identities which led to responsible changes in their alcohol use and associated behaviors. Findings indicated that the malleability of athletes’ social identities can change alcohol behaviors as college athletes navigate social life throughout their college years. Applying knowledge about team interpersonal dynamics and athletes’ individual self-identity development may aid practitioners, athletic administrators, and coaches as they seek to reduce athletes’ alcohol misuse.

Past studies have found that the facial width-to-height ratio (FWHR) is associated with a range of traits and behaviors that are possibly important to dyadic negotiations. However, it is unknown whether the FWHR would have an impact on intergroup negotiations, which happen frequently and often have higher stakes in the real world. To examine this question, in the current study, we randomly assigned 1,337 Chinese business executives into 288 groups and they completed a multi-issue negotiation exercise against each other. Results showed that groups with larger maximum individual FWHRs achieved objectively better negotiation outcomes. We conclude that groups containing individuals with relatively large FWHRs can claim more value in negotiations between groups.

Objective: The current study examines the feasibility and potential effects of long distance, remote simulation training on team dynamics. Design: The study design was a prospective study evaluating team dynamics before and after remote simulation. Subjects: Study subjects consisted of interdisciplinary teams (attending physicians, physicians in training, advanced care practitioners, and/or nurses). Setting: The study was conducted at nine training sites in eight countries. Interventions: Study subjects completed 2–3 simulation scenarios of acute crises before and after training with the Checklist for Early Recognition and Treatment of Acute Illness (CERTAIN). Measurements and main results: Pre- and post-CERTAIN training simulations were evaluated by two independent reviewers utilizing the Team Emergency Assessment Measure (TEAM), which is a 11-item questionnaire that has been validated for assessing teamwork in the intensive care unit. Any discrepancies of greater than 1 point between the two reviewers on any question on the TEAM assessment were sent to a third reviewer to judge. The score that was deemed discordant by the third judge was eliminated. Pre- and post-CERTAIN training TEAM scores were averaged and compared. Of the nine teams evaluated, six teams demonstrated an overall improvement in global team performance following CERTAIN virtual training. For each of the 11 TEAM assessments, a trend toward improvement following CERTAIN training was noted; however, no assessment had universal improvement. ‘Team composure and control’ had the least absolute score improvement following CERTAIN training. The greatest improvement in the TEAM assessment scores was in the ‘team’s ability to complete tasks in a timely manner’ and in the ‘team leader’s communication to the team’. Conclusion: The assessment of team dynamics using long distance, virtual simulation training appears to be feasible and may result in improved team performance during simulated patient crises; however, language and video quality were the two largest barriers noted during the review process.

The aim of this study is to rank some features that characterize the psychological dynamics of cooperative team work in order to determine priorities for interventions and formation: leading positive feedback, cooperative manager and collaborative manager features. From a dataset of 20 cooperative sport teams (403 soccer players), the characteristics of the prototypical sports teams are studied using an average Bayesian network (BN) and two special types of BNs, the Bayesian classifiers: naive Bayes (NB) and tree augmented naive Bayes (TAN). BNs are selected as they are able to produce probability estimates rather than predictions. BN results show that the antecessors (the “top” features ranked) are the team members’ expectations and their attraction to the social aspects of the task. The main node is formed by the cooperative behaviors, the consequences ranked at the BN bottom (ratified by the TAN trees and the instantiations made), the roles assigned to the members and their survival inside the same team. These results should help managers to determine contents and priorities when they have to face team-building actions.