1
Q
Levels of inputs that contribute to member attributes and team environment
A
1) Individual
2) Team- interdependence, composition, size
3) Environmental- organizational/cultural
2
Q
Three example factors when considering your context
A
- Team size
- Team composition
- Sport interdependence
3
Q
Team size conditions to consider
A
- can the task be divided?
- is performance measured via qualitative or quantitative standards
- how are individuals inputs combined ?
4
Q
Why can a large team size be good?
A
- Additive: group outcome is a sum
- Compensatory: outcome is the average of members
5
Q
Why can a large team size be bad?
A
- Disjunctive: one member’s actions are enough
- Conjunctive: individuals must all do the same thing (no benefit to large group)
6
Q
Outcomes related to group size
A
As group size increases, process loss increases (performance decreases)
7
Q
Possible reasons for process loss increasing with increasing group size
A
- decreased individual motivation (we want to feel included and competent)
- increased coordination losses
8
Q
What is an advantage of a small group?
A
Increasing playing time
9
Q
What is a disadvantage of a small group?
A
Not enough depth
10
Q
What is an advantage of a large group?
A
Time to rest
11
Q
What is an disadvantage of a large group?
A
Lack of organization
12
Q
Task cohesion
A
Shared perspective that we all have the same objective and we’re all contributing to achieve this objective
13
Q
Correlation between task cohesion and group size
A
Negative association
(as size of team increases, task cohesion decreases)
14
Q
Social cohesion
A
Strength of the bonds between team members and their desire to contribute to the team’s success
15
Q
Correlation between social cohesion and group size
A
Increases from group size of 3-6, then decreases from 6-9
16
Q
Affect
A
Happiness with being involved in something; impacted by group size
17
Q
How is affect impacted by group size
A
Via…
- reduced individual participation
- reduced feelings of responsibility
- lower connectedness
- opportunities for leadership diminish and demands get higher
18
Q
Team composition
A
- Amount of team resources (average)
- Variability in team resources (diversity)
- Compatibility of team resources (fit)
19
Q
Amount of team resources
A
- largely focused on psychosocial attributes
- influence interactions with others, how we act in groups and emergence of leadership
20
Q
Average for member personality - the big five
A
- Openness
- Conscientiousness
- Extraversion
- Agreeableness
- Neuroticism
21
Q
What does increased extraversion correlate with?
A
Greater social cohesion
22
Q
What does increased agreeableness and conscientiousness correlate with?
A
Greater task cohesion
23
Q
Variability in resources (diversity)
A
- more diverse group = longer to reach peak performance
- equally productive and more creative in problem-solving
24
Q
Why do more diverse groups take longer to reach peak performance?
A
- diverse cultures, language diff, interpretation of task to be completed
25
Beneficial processes of diversity
Creativity
26
Detrimental processes of diversity
Conflict
27
Factors to consider when looking at diversity
- sex
- ability
- age
- racial identity/ethnicity
- social psychological characteristics
28
Types of diversity
1. Surface level
2. Deep level
3. Perceived
29
Surface level diversity
- sex
- age
- race
- ability
30
Deep level diversity
- values
- attitudes
- beliefs
31
Perceived diversity
- how the self differs from the group, the degree the group is diverse
32
Perceived self to team dissimilarity
- feel like an outsider, "us vs they"
- negative
33
Perceived group heterogenity
- positive and negative depending on the group
ie. want diff skills on vball team but maybe not cross country
34
Compatibility of resources (fit)
1. Person-role (ie. how happy you are with your role on a team)
2. Person-team (ie. do you get along with team)
3. Person-organization (ie. culture and message of organization)
35
Coach-athlete relationship
High agreeableness (amount), compatibility (fit) in extraversion and openness is a good thing
36
Sport type interdependence
The degree to which actions and goals of one person reciprocally influence another
37
Types of interdependence
1. Task (ie. we need each other for this task)
2. Outcome (ie. what I do and what you do will contribute to the outcome)
38
Sport team interdependence typology- decision tree
a) members must consider themselves to be a group
b) task interdependence refers to whether teammates must interact during the competitive task
c) types of task interdependence include integrated, segregated, and none
d) group outcome interdependence refers to whether group-level outcomes are applicable during comp.
e) individual outcome interdependence refers to whether group members directly compete against one another during competition
39
Sport team interdependence typology- types
1. Integrated
2. Segregated
3. Collective
4. Cooperative
5. Contrient
6. Independent
7. Solitary
40
Integrated examples
- soccer team
- rowing team
*work together to achieve common goal
41
Segregated example
- baseball team whose members compete together but arent always required to interact with one another
42
Collective example
- cross country team with members who all partake in same race in competition with one another and to obtain a team title
43
Cooperative example
- team of collegiate wrestlers who compete in diff weight classes, but contribute to team titles
44
Contrient example
- national team of trampolinists who compete individually, against one another with no group goal
45
Independent example
- training team of triathletes with no group goal and who compete at diff competitive levels
46
Solitary example
- cyclists who at times gather together for long distance rides but wouldn't identify as a group
47
Process of inserting the "I's" into a team
1. Identifying
2. Selecting
3. Integrating
48
Step 1: Identifying
Identifying the relevant human capital
49
Human capital
Member's knowledge, skills and abilities (KSAs)
50
Task specific proficiencies
- skill
- fitness
- creativity
51
Interpersonal skills
- conversation skill
- emotional intelligence
- character
52
Example of identifying relevant human capital
- NHL draft effectiveness
- organizational insiders (coaches, managers) are more accurate in predicting eventual athlete success than outsiders (draft-ranking officials) bc insiders sought more contextual info
53
Step 2: Select the right people
Select people that align with the team's vision/culture
54
Methods of selection
- interviews
- assessment centers
- situational judgement tests
- combinations
55
What has sport research tended to be focused on?
- anthropometric, physiological, or objective performance indices
- not being selected/being deselected
- youth talent identification in junior hockey
56
Desires of youth talent identification in junior hockey players
- work ethic
- passion
- character
- leadership
57
Avoidances of youth talent identification in junior hockey players
- selfishness
- poor body language
- parental issues
58
What sports research is still needed?
Research on the methods of selection in sport
59
Information coaches use to make team selection decisions
- info related to players (skills, injuries, performance data)
- info related to themselves (game plan, intuition)
- other sources (assistant coaches)
- situation (positional demands, rules)
- imp to remember this process is context-specific
60
Step 3: Integrating teammates
The process through which individuals adjust to the demands and responsibilities of a new group
61
What is important when integrating teammates?
- acquire an understanding of their role
- develop appropriate skills and abilities
- adjust to norms and values of the group
62
Two ways we can socialize teammates
1. Institutionalized tactics
2. Individualized tactics
63
Institutionalized tactics
Structured socialization process that aims to reduce uncertainty as a means to encourage compliance with organization's defined expectations and policies
64
Individualized tactics
Reflects a more chaotic and unpredictable learning path which encourages people to explore and redefine their organizational responsibilities
65
What are the different types of institutionalized tactics?
1. Collective tactics
2. Formal tactics
3. Sequential tactics
4. Serial tactics
5. Investiture tactics
66
What are the types of individualized tactics?
1. Individual tactics
2. Informal tactics
3. Random tactics
4. Disjunctive tactics
5. Divestiture tactics
67
Collective tactics
Uniform training/learning experiences
68
Individual tactics
Personalized tactics and instruction
69
Formal tactics
Structured process (ie. tutorial, handbook)
70
Informal tactics
Trial and error
71
Sequential tactics
Set stages of progression
72
Random tactics
Stages of progression unpredictable
73
Serial tactics
Members pass info to newcomers (ie. mentors)
74
Disjunctive tactics
Newcomers receive no guidance
75
Investiture tactics
Newcomer identity reinforced (ie. coming as you are)
76
Divestiture tactics
Newcomer identity disconfirmed (ie. conform or get out)
77
Outcomes of institutionalized tactics
- increased self efficacy
- decreased role ambiguity
- increased perceived fit
- increased job satisfaction
- increased intentions to remain
78
Sport specific example of institutionalized tactics
Interviews with Canadian Usport coaches and athletes
79
Identified themes of importance of sport specific example
1. Establishing congruence in role expectations
2. Balancing need for conformity and individuality for newcomers
3. Having shared group experiences
4. Providing formal learning opportunities
5. Involving veterans in process
80
Sport team socialization tactics questionnaire
Took qualitative data from previous study and used it to examine individual and group-level consequences associated with socialization tactics
81
Three dimensions of the sports specific questionnaire
1. Coach-athlete role communication
2. Serial socialization
3. Social inclusion
82
Canadian forces snowbird demonstration team paper: Selection process phase 1
Candidate interviews
- attention to detail
- team focused approach
83
Canadian snowbirds team focused approach
All members have one red card they can veto any new candidate; all members have a say
84
Canadian forces snowbird demonstration team paper: Selection process phase 2 (onsite process)
Making the most out of the process
- flight briefings
- integrating through mentorship (mentors)
- assessing the learning curve (not about being the best)
- utilizing tradition (party)
85
Flight briefings (brief before flight)
1. Objective
2. Safety scenario
3. Chair flight
4. Eye contact/ready
86
Flight briefings (debrief)
1. Objectives met?
2. Feedback
3. Video replay
87
The snowbird culture
- skill
- professionalism
- teamwork
88
How did the snowbirds ensure professionalism?
- didn't call them rookies, but candidates
- held each other accountable
89
Week 2 summary
1. Purposeful mechanisms to identify ideal athletes for their organization
2. Transparency with normative expectations
3. Beginning candidate integration where possible
90
What is the main interest of athletes?
- opportunities to compete
- any factor that detracts from this is considered a disadvantage
KNPE363
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Decks in class (12)
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