1
Q
What are the two broad areas focused on in environmental bricolage: segment 5?
A
- Team building
- Condition setting
2
Q
Team building Yogi Berra definition
A
If you don’t know where you’re going, you’ll end up somewhere else
(ie. if you’re just randomly doing something with no intention, you don’t know the outcome)
3
Q
Overall definition of team building
A
A deliberate and purposeful attempt at improving any portion of a team’s environment to facilitate functioning and member experiences
- need to be effective and has to lead to something
- INTENTIONAL
4
Q
Does team building work in business? - Neuman 1969
A
Team building is the most effective intervention for:
- satisfaction & other work related attitudes (r=0.66)
- productivity (performance)
5
Q
Does team building work in sport? - Martin 2009 outcomes
A
Team building is related to enhanced performance, social cohesion and cognitions
- effective in improving performance, cohesion and role effectiveness
6
Q
Types of team building in sport- Martin 2009
A
- Adventure
- Omnibus
- Interrelationship
- Goal setting
** all effective
7
Q
length of delivery of effective team building in sport- Martin 2009
A
TB is most effective for performance if done for longer than 20 weeks
8
Q
What has the greatest relationship in improving the team building outcomes?
A
Goal setting
9
Q
Main problems with team building
A
- It is typically a one-time event, not a long term and sustainable
- Not always intentional
10
Q
What is a main limitation of origins of team building research in sport?
A
Top studies from citation analysis have had a narrow focus of team building in relation to cohesion
11
Q
Approaches to team building
A
- Direct approach
- Indirect approach
12
Q
Direct approach to team building
A
Consultant works directly with athletes implementing team building program
13
Q
Indirect approach to team building
A
Consultant works with coach, then coach implements intervention program to the athletes
14
Q
Which approach is better?
A
No significant difference
- both are effective depending on the context
- athletes didn’t care
15
Q
Indirect approach - team building stages
A
- Introduction
- Conceptual
- Practical
- Intervention
16
Q
Indirect approach - team building stages: introduction
A
- basis for introducing the program
- benefits of desired outcome
17
Q
Indirect approach - team building stages: conceptual
A
- outline conceptual model
- simplify complex process
- draw attention to what specific factors you want to address
18
Q
Indirect approach - team building stages: practical
A
- practical strategies to address specific factors
- both coach and consultant alike are active agents
19
Q
Team building stages: intervention
A
Putting plan into practice
20
Q
Conceptual model of team building inputs
A
- Group structure (similar to seg 2 of course map)
- Group environment (similar to seg 1 of course map)
***what are targetting
21
Q
Conceptual model of team building throughputs
A
Group processes (similar to seg 3 course map)
- how are you going to target it now
22
Q
Conceptual model of team building outputs
A
Cohesion
- outcome
23
Q
Conceptual model of team building: group structure
A
- Roles
- Norms
- Leadership
24
Q
Conceptual model of team building: group structure - roles
A
- ensure roles are clear and accepted
- address discrepancies
- come to a consensus/understanding
25
Conceptual model of team building: group structure- norms
Develop list of norms to abide by
- ex. every Friday after practice the team goes for out for dinner
26
Conceptual model of team building: group structure - leadership
- ensure leaders foster a positive atmosphere and meet needs of team members
- provide positive feedback and social support
- build sense of reliability and trust
27
Conceptual model of team building: group environment
1. Distinctiveness
2. Togetherness
28
Conceptual model of team building: group environment - distinctiveness
- develop a shared group name
- same uniforms
- make a part of uniform distinct to team (ex. shoes)
**distinct from others
29
Conceptual model of team building: group environment- togetherness
- travel to competitions/rotate roommates
- spend time together (dinners, parties)
- try other activities (bowling, laser tag, etc.)
30
Conceptual model of team building: group processes
1. Cooperation
2. Communication
3. Sacrifice
4. Team goals
31
Conceptual model of team building: group processes - cooperation
- integration and cooperation during practices
- work together on drills
- foster teamwork with tasks (ex. ropes course)
32
Conceptual model of team building: group processes - communication
- exchange contact info
- social media; facebook group
33
Conceptual model of team building: group processes - team goals
Team goal setting is the most commonly used TB intervention and the most effective
34
Conceptual model of team building: outcomes
- leadership that is coherent, visionary and acceptable
- members understand/accept roles and responsibilities
- members become more committed to group goals
- develops positive, energetic & empowering climate
- group meetings more efficient & effective
- group weakness recognized and reduced
***COHESION
35
What is missing from the Conceptual model of team building?
Emergent states
36
Goal setting model: 3 stages (Senecal, Loughead & Bloom 2008)
Stage 1: goals identified (not by coach), team consensus (not majority rules)
Stage 2: goals consistently discussed and assessed
Stage 3: goals revisited after 6 games (do we need to modify?)
37
Goal setting model results from time 1 to time 2
- time 1: no differences in cohesion between intervention and control
- time 2: significant differences in cohesion between intervention and control
38
What do the goal setting model results mean?
- cohesion did not improve in the intervention, it just decreased in the control group
- goal setting program maintained cohesion
39
Direct approaches to team building
1. Personal-disclosure mutual sharing (PDMS)
2. Adventure/outdoor experience
40
Why was PDMS originally introduced by Dunn and Holt?
To gives athletes the opportunity to reciprocally share thoughts, feelings and ideas about particular issues or topics
- should be used before finals
- used to motivate
41
What should effective PDMS interventions do?
1. Schedule sessions around important events
2. Ensure that opportunities are presented throughout the season
3. Provide athletes with time to prepare throughout the season
4. Be delivered in a private and safe climate
42
Two examples of PDMS
1. Jungian preference framework (Beauchamp 2008)
2. PDMS intervention with professional soccer academy (Evans, Slater, Turner & Barker 2013)
43
Results of Jungian preference framework
- increased intra-squad trust
- increased cohesion
- decreased conflict
44
PDMS intervention with professional soccer results (from baseline to post PDMS)
- team identity stayed the same
- increased friendship
- collective efficacy stayed the same
- increased performance
45
Adventure/outdoor experience purpose
Move their team’s off site for a period of time to facilitate team building efforts
46
Are adventure/outdoor experiences effective?
Moderate
- not the best
- depends on how long you are gone, travel time, and are you sharing meals together or not
47
Practical implications of team building conceptual framework purpose (Bruner et al 2020)
To provide practitioners and coaches with a tool to inform targeting of characteristics, structures or processes of greatest need to group
48
Practical application: How to target team building needs of a group (Paradis & Martin 2012)
1. Group structure
2. Group environment
3. Team processes
49
How to target team building needs of a group: group structure
1. Enhancing role clarity (teammate feedback)
2. Establishment of team norms (clarify expectations and implement sanctions and rewards)
3. Fostering effective leadership practices (shared leadership)
50
How to target team building needs of a group: group environment
1. Distinctiveness (sense of belonging - team motto, uniform)
2. Togetherness (bonding and closeness - close proximity, time together outside of sport)
51
How to target team building needs of a group: team processes
Goal setting
- SMART goals
- combination of processes (show up early) and performance (80% free throw) and outcome (win)
52
Key takeaways of the team building lecture
1. Team building represents any purposeful attempt at improving the functioning of a group
2. The emphasis was traditionally on cohesion but this is expanding
3. Delivery can be either direct or indirect, depending on the needs of the team
***Need to be an intentional process
53
What is condition setting?
- area of study from I/O psychology
- setting the stage
54
Hackman’s condition setting approach
- proactive measures are used to improve overall team functioning
- planning and implementation rather than the traditional causal/reactionary approach
55
Planting the seeds example
- make sure soil is prepared to allow for the seed to have the opportunity to grow
- build the environment
***slow-burn - what is something we can do overtime to increase performance
56
Hackman’s conditions for group effectiveness
1. Real team
2. Compelling purpose
3. Clear norms
4. Right people
5. Team-focused leadership
6. Supportive context
57
Criteria for a real team
- common fate/ interdependence
- social structure/ organization
- shared objectives
- identity (physical more than social, such as team name or matching)
58
Compelling purpose
1. Understanding our why
2. Not a one time occurrence
59
Compelling purpose: understanding our why
- provides direction
- acts as a framework to monitor and reflect upon your practice
- why do we have these people together and what are we trying to acheive
60
Compelling purpose: not a one time occurrence
Ongoing journey that requires frequent reflection and systematic updating
61
Clear norms
- patterns of behaviour/level of performance expected within a group
- group discussions on what members of a group want to start, stop and continue based on the compelling purpose of the team
62
Right people
1. Role concepts
2. Transactive memory
63
Right people: role concepts
Set of behaviours expected of a person occupying a specific social context
64
Right people: transactive memory
Knowing who to go for what
65
Team-focused leadership
Are the behaviours leaders engaging in benefiting the group (ie. leader vs managing)
-making sure leaders are acting in team-focused way
66
Supportive contexts
- environments that promote thriving
- enhanced physical, psychological and social health while also succeeding in relevant life domains
67
What does a thriving environment consist of?
1. challenging
2. supportive
- need challenge and support in the environment to thrive
68
Xerox field research by Wageman 2001 purpose
Contrasted the impact of predetermined service team design choices and hands on coaching
69
Predetermines service team design choices
Structures/systems already put in place that determine the operations of a team
70
Hands-on coaching
Direct interaction of a leader to shape processes that produce the desired outcome
71
Xerox field research by Wageman 2001 results
- Predetermined service team design choices led to greater self management and task performance
- Hands-on coaching did not have an effect on task performance
72
Oldham 1976 study
Having a compelling purpose and supportive environment increased intrinsic motivation and satisfaction
73
Hackman and O’Conner case study
- differentiated between working teams and co-acting groups
workers
- discussed importance of leadership group spending most of their time on structuring work environment properly
74
Hackman and O’Conner case study: working teams
High interdependence and common purpose
75
How are sports teams “real teams”?
- uniforms
- clear boundaries
- selection processes
- overt competition against out groups
76
Hackman and O’Conner case study: co-acting groups
Independent performances among coexisting members
77
Evidence from sport: compelling purpose
- serial winning coaches are successful because they have a clearly articulated vision of what is necessary to win (need to shape the vision for your ream and organization)
- coaches expressed necessity of having mechanisms in place to translate vision
***need to haveee vision, and know how to put it into practice
78
Evidence from sport: clear norms
- increased norms for social interaction reported better performances
- decrease in social loafing when high performance norms are understood across a team
79
Evidence from sport: right people
- using a socialization approach to the sport context, highlights the importance of aligning new members with organizational needs
- significance of the right athletes above of and beyond skill or talent
***Blackhawks
80
Evidence from sport: team-focused leadership
- transformational leaders take great care to ensure a positive athletic environment
- importance of considering leaders as cultural architects for the environment (shape cultural norms and drive the environment too)
81
Evidence from sport: supportive context
Researchers must understand how macro-organizational processes and concepts in sport influence individual behaviour
82
Condition setting in sport results: coach conditions
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
83
Coach conditions- Create a team vision with clear objectives - description
Use distal outcome goals to shape proximal process goals
84
Coach conditions- Create a team vision with clear objectives - strategies
- use momentum from previous seasons
- involve athletes in goal setting
- buy in coach experience
85
Coach conditions- opt for athletes of best fit - description
Choose people with characteristics that will contribute to positive team culture
86
Coach conditions- opt for athletes of best fit - strategies
- identify potential athletes based on desired characteristics
- get to know recruits
- be transparent about future involvement
87
Coach conditions- assign team roles and expectations - description
Establish a culture of the team using roles and expectations led by coach and upheld by athletes
88
Coach conditions- assign team roles and expectations - strategies
- avoid use of rules
- frame expectations positively
- use leadership group to communicate expectations
***don't want strict rules, just norms cause everyone will break rules some time
89
Coach conditions- confirm and allocate necessary resources and support - description
Provide team with necessary means to perform to their potential
90
Coach conditions- confirm and allocate necessary resources and support - strategies
- determine necessary resources to enable student-athlete success
- develop funding strategies
- secure help from topic experts
91
Coach conditions- have competent and prepared team coaching - description
Secure passionate, knowledgeable and experienced leaders with exceptional organizational skills who focuses on the betterment of the team
92
Coach conditions- have competent and prepared team coaching - strategies
- prioritize relationships with athletes
- establish open communication
- capitalize on knowledge and experience
- translate plans to practice
- continuously reflect, learn and adapt
matthew leaver
93
Key take aways of the condition setting lecture
1. Originating from I/O research
2. Clear relevance to sport
3. Taking preliminary steps to create ideal environment will go a long way in facilitating performance
KNPE 363
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