1
Q
two board areas to focus on to improve the functioning of a group
A
- team building
- condition setting (lay the ground work for the team)
2
Q
definition of team building
A
- A group-based intervention designed to promote a greater sense of unity and cohesiveness, and to enable the team to function more smoothly and effectively
3
Q
team building attempt ot enhance what
A
TB involves attempts to enhance a group’s locomotion and its maintenance (Widmeyer & Ducharme, 1997)
4
Q
locomotion =
A
groups performance
5
Q
maintenance =
A
ability of group to stay together and function (i.e cohension)
6
Q
team building is a method of assisting to :
A
- Increase its effectiveness
- Satisfy the needs of its members
- Improve working conditions
7
Q
team building is the
A
deliberate process of facilitating the development of an effective and close group
8
Q
all definitions about team building include
A
- deliberate and purposeful attempt (
- improving any portion of a team’s environment, meant to facilitate functioning (social function, cohesion) and/or member experiences
9
Q
Neuman et al. (1989)
and team building found what
- in the business/industry
A
- TB most effective intervention for member satisfaction and other work-related attitudes (happy where you’re at)
- most effective for productivity (team and individual)
10
Q
Martin et al. (2009) meta-analysis - 17 interventions
- team building in sport
A
- TB related to enhanced performance, social cohesion (task was included in this), cognitions
- effective in improving performance, cohesion, role effectiveness
- length of delivery longer than 20 weeks for it to be effective
11
Q
Martin et al. (2009) meta-analysis - 17 interventions
found what types of TB?
A
- Adventure, omnibus, interrelationship, goal setting…ALL effective
12
Q
Martin et al. (2009) found what about goal setting
A
strongest relationship in improving all aspects
13
Q
Bruner et al. (2013): Origins of Team Building research in sport
A
- did a citation analysis revieing published sources (118 papers)
- something common between all of these is cohesion (TB research relies on cohesion
)
14
Q
how to team build? what are the approachs?
A
- direct approach
- indirect approach
15
Q
direct approach
A
- (Yukelson, 1997)
- Consultant works directly with athletes implementing team building program
16
Q
Indirect Approach
A
- (Carron et al., 1997)
- Consultant works with coach, then coach implements intervention program to the athletes
17
Q
what approach is better?
A
there is no significant difference proven by (Martin et, 2009 analysis)
18
Q
Indirect TB stages
A
- intro
- conceptual
- practical
- intervention
19
Q
introduction (indirect)
A
Basis for introducing the program
Benefits of desired outcome
20
Q
Conceptual
A
Outline conceptual model (focus on norms, roles, cohesnoin etc..)
Simplify complex process, draw attention to what specific factors you want to address
- make sure your in alignment
21
Q
Practical
A
Practical strategies to address specific factors
Both coach and consultant alike are active agents
22
Q
Intervention
A
putting plan into practice
23
Q
conceptual model of TB (Carron & Spink, 1993) inputs (what we targeting)
A
- group structure
- group environment
24
Q
conceptual model of TB (Carron & Spink, 1993) throughputs (how we target)
A
- group processes
25
conceptual model of TB (Carron & Spink, 1993) outputs (the outcome)
cohesion
26
group structure (input)
- roles
- norms
- leadership
27
roles
- Ensure roles are clear and accepted
- Address discrepancies
- Come to a consensus/understanding
28
norms
Develop list of norms to abide by (e.g., every Friday after practice the team goes out for dinner)
29
leadership
- Ensure leaders are fostering a positive atmosphere, and meeting needs of team members
- Provide positive feedback, and social support
- Build a sense of reliability and trust
30
group environment
- distinctiveness (unique from other teams)
- togetherness
31
Distinctiveness
- Develop a shared group name
- Same uniforms, where only members of the team can have it
- Make a part of the uniform distinct to the team (i.e., same-coloured shoes, sweat bands, shoelaces)
32
Togetherness
- Travel to competitions/rotate roommates
- Spend time together (team parties, team dinners)
- Try other activities (golfing, bowling, curling, laser tag)
33
group process (throughputs)
- cooperation
- communication
- sacrifice
- team goals
34
Cooperation
- Integration and cooperation during practices
- Work together on drills
- Foster teamwork with tasks
35
examples of foster teamwork with tasks
a ropes course where progression is based on working together to get everyone through)
36
Communication
- Exchange contact information
- Social media; create a team Facebook group
37
team goals
- Team goal setting
- Most commonly used TB intervention and most effective (Martin et al., 2009)
38
cohesion (outcomes)
- Clear vision & direction
- Members understand roles
- Greater commitment to goals
- Positive, motivating team climate
- Efficient meetings
- Weaknesses identified & improved
(Woodcock & Francis, 1994
39
goal setting models by Senécal, Loughead, & Bloom (2008)
- experimental design for goal setting
- 3-stage goal setting protocol
40
stage 1 of goal setting protocol
- goals identified team consensus
(talk with team to discussion their goals and agreed, was NOT majority rules)
41
stage 2 of goal setting protoco l
goals consistently discussed and assessed
42
stage 3
goals revisited after 6 games
43
resutls of the Senecal, Loughead, & Bloom (2008)
intervention: time 1
No differences in cohesion between intervention and control
44
resutls of the Senecal, Loughead, & Bloom (2008)
intervention: time 2
Significant differences in cohesion between intervention and control
45
overall result
- cohesion did not improve in the intervention, it actually decreased in control and kept the others at baseline??
46
direct approache : Personal-Disclosure Mutual-Sharing
- introduced by Dunn and Holt (2004) to give athletes…
- the opportunity to reciprocally share thoughts, feelings, and ideas about particular issues or topics (share things you think would be to the team)
47
effective Personal-Disclosure Mutual-Sharing should :
1. used before important events
2. ensure opportunities are present throughout the season (will break down barriers and make people share more0
3. provide athletes with time to prepare and time manage (don't spring it onto to teams, prepare them)
4. be delivered in a private and safe area
48
Beauchamp et al., (2008)
and PDMS intervention found
- intra-squad trust and cohension increased
- conflict decreased
49
Evans, Slater, Turner, & Barker (2013): PDMS intervention: results
- team identity stayed the same
- friendship increased
- collective efficacy stayed the same
- performance increased
50
adventure/outdoor experience : martin et. 2009 meta analysis found
- 50% of the studies in our meta represented this type of intervention
- On-the-whole, demonstrated a moderate ES
51
what is one tool to target team building efforts
a questionnaire
52
team environemnt assessment purpose:
provide practitioners and coaches with a tool to inform targeting of characteristics, structures, or processes of greatest need to group
53
Bruner et al., (2020):
practical implication
- utilized the conceptual model and asked question based on them (role clarity, role acceptance, leadership, ground norms)
54
Practical Application (Paradis & Martin, 2012)
- group structure focus
- was a paper showing how to focus on group structure and intervention
55
HOW TO TARGET TB NEEDS OF A GROUP: Group structure:
1. Enhancing role clarity (e.g., coach-athlete interview, anonymous teammate feedback)
2. Establishment of team norms
3. Fostering effective leadership practices (shared leadership + self- monitoring)
56
HOW TO TARGET TB NEEDS OF A GROUP: Group environemnt
1. distinctiveness
2. togetherness
57
HOW TO TARGET TB NEEDS OF A GROUP: team processes
1. Goal setting
(SMART goals + combination of processes, performance, and outcomes)
58
What is condition setting?
Area of study originating from Industrial/Organizational (I/O) Psychology
59
what can be used to achieve effective group functinging
predictable patterns of behaviour (condition setting?)
60
Researchers have proposed conditions to target when
“setting the stage”
61
Hackman’s (2012) condition-setting approach:
Proactive measures are used to improve overall team functioning
62
Hackman’s (2012) condition-setting approach: does what over something else
Planning and implementation, rather than the traditional causal/reactionary approach (planting a seed)
63
Hackmans conditions for group effectiveness
1. real team
2. compelling purpose
3. clear norms
4. right people
5. team-focused
6. supportive context
64
real team includes
- common fate / interdependence
- social strucutre/ organization
- shared objectives
- identity
65
compelling purpose is about
understanding our WHY
66
what does compelling purpose do
- Provides direction in the complex and dynamic world
- Acts as a framework to monitor and reflect upon your practice
67
compelling purpose is NOT a
one-time occurence
68
Not a one-time occurrence: meaning
Ongoing journey that requires frequent reflection and systematic updating
69
clear norms
- Patterns of behaviour/levels of performance expected within a group
- Group discussions on what members of a team want to: START, STOP, CONTINUE to do based on the compelling purpose of the team
70
right people involves what
- role concepts
- transactive memory
71
role concepts
Set of behaviours expected of a person occupying a specific social context
72
Transactive memory
Knowing who to go to for what
73
team focused leadership
Are the behaviours leaders engaging in benefiting the group?
74
supportive context involves
environments that promote thriving
75
Xerox Field Research by Wageman (2001):
Contrasted impact of…
Predetermined service team design choices
and Hands on coaching
76
Predetermined service team design choices
Structures/systems put in place that determine the operations or functions of a team
77
Hands on coaching
Direct interaction of a leader to shape processes that produce the desired outcome
78
Predetermined service team design choices
led to
- self management
- task performance
79
Oldham et al., (1976):
With 201 bank employees, explored importance of…
compelling purpose and supportive environment on
- intrinsic motivation and safisfaction
80
Oldham et al., (1976):
results
intrinsic motivation and satisfaction increase
81
Hackman and O’Connor (2004):
study
Case study with United States Intelligence Community
- Conditions explored in 64 work groups
82
about Hackman and O’Connor (2004):
study
- Generally differentiated between ‘working teams’ (high interdependence and common purpose) and ‘co-acting groups’ (independent performances among coexisting members)
- Workers discussed the importance of leadership group spending most of their time on structuring the work environment properly (i.e., planning/organizing)
83
evidence of Hackmans conditions in sport : real team
Sport teams are inherently and explicitly “real” teams
84
why are Sport teams are inherently and explicitly “real” teams
- Uniforms
- Clear boundaries
- Selection processes
- Overt competition against ‘out-groups’
85
compelling purpose and evidence from sport Lara-Bercial and Mallet (2016)
) with “serial winning coaches”: “a clearly articulated vision of what is necessary to win was central to success”
86
compelling purpose and evidence from sport Morales et al. (2017):
Coaches expressed necessity of having mechanisms in place to translate vision to athletes and support staff
87
clear norms and evidence from sport Patterson et al. (2005):
increase norms for social interaction reproted better performance
88
clear norms and evidence from sport Høigaard et al. (2006):
decrease in social loafing when high performance norms are understood across a team
89
right people evidence from sport Benson et al. (2018):
Using a socialization approach to the sport context, highlights the importance of aligning new members with organizational needs
90
right people and evidence from sport Hodge et al. (2014):
Notes significance of the “right athletes” above and beyond skill or talent for sport
91
team-focused leadership and evidence from sport Turnnidge and Côté (2018):
transformational leaders take great care to ensure a positive athletic environment
92
team-focused leadership and evidence from sport Danielsen et al. (2020) & Cotterill et al. (2019):
Importance of considering leaders as “cultural architects” for the environment
93
supportive context and evidence from sport Wagstaff (2019):
researchers must “understand how macro- organizational processes and concepts in sport influence individual behaviour”
94
Julie-Anne Staehli, MSc Thesis:
- Interested in the Condition-Setting Approaches from elite Canadian University Sport Programs
- All coaches were nationally ranked with at least two top-ten finishes at the U Sports Championships over past five years
95
methods of the thesis / study
Interviewed:
5 coaches at beginning and end of season
5 athletes from each of the teams
1 athletics director
96
COACH conditions made
1. Create a team vision with clear objectives
2. Opt for athletes of best fit
3. Assign team roles and expectations
4. Confirm and allocate necessary resources and support
5. Have competent and prepared team coaching
97
1. Create a team vision with clear objectives
description
Use distal outcome goals to shape proximal process goals.
98
2. Opt for athletes of best fit
discription
Choose people with characteristics that will contribute to a positive team culture.
99
3. Assign team roles and expectations
description
Establish the culture of the team using roles and expectations led by coach and upheld by athletes.
100
4. Confirm and allocate necessary resources and support
description
Provide team with necessary means to perform to their potential.
101
5. Have competent and prepared team coaching
description
Secure passionate, knowledgeable, and experienced leader with exceptional organizational skills, who focuses on the betterment of the team
102
1. Create a team vision with clear objectives
stragetgies
Use momentum from previous seasons; involve athletes in goal setting process; achieve buy-in using coach experience
103
2. Opt for athletes of best fit
stratgeies
Identify potential athletes based on desired characteristics; get to know recruits through interviews and speaking to past coaches; be transparent about future involvement
104
Assign team roles and expectations strategies
Avoid use of rules; frame expectations positively; use leadership group to communicate/disseminate expectations
105
. Confirm and allocate necessary resources and support startgies
Determine necessary resources to enable student-athlete success; develop funding strategies; secure help from topic experts
106
5. Have competent and prepared team coaching strategies
Prioritize relationships with athletes; establish open communication channels; capitalize on knowledge and experience; translate plans into practice; continuously reflect, learn, and adapt.
107
taking preliminary steps to create ____ ____ will
preliminary steps to create an ideal environment will go a long way in facilitating performance
108
KNPE 363
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