KNPE 363 > week 2- team development > Flashcards

week 2- team development Flashcards

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1
Q

“inputs” blended
across three levels

A
  • Individual
  • Team: Interdependence, composition, size
  • Environmental: Organizational / cultural
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2
Q

Three example factors to consider:

A
  1. team size
  2. team composition
  3. sport intercedence
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3
Q

team size

A
  • how many is too many
  • how many is too little
  • what is the ideal team size?

ALL depends on the task

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4
Q

team size : operationalized

A
  • action unit
  • dress roster
  • team roster
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5
Q

team size:: conditions to consider

A
  • Can the task be divided
  • Is performance measured via qualitative or quantitative standards
  • How are individuals input combined
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6
Q

Large team size : good

A

good (e.g.,additive: group output is a sum; compensatory: outcome is the average of members

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7
Q

Compensatory

A

add up of the KSA’s and that’s what makes up the team good

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8
Q

Large team size: bad

A

(e.g.,disjunctive: one members’ actions are enough;
conjunctive: individuals must all do the same thing

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9
Q

Team size: outcomes related to group size

A
  • as group size increases, process loss increases (performance decreases)
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10
Q

possible reasons for as group size increases, process loss increases (performance decreases)

A
  • individual motivation decreases
  • coordination losses increase
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11
Q

team size : research support? cohesion

A

overall negative association; is also more important for small group
- task cohesion best at small size but not for social cohesion

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12
Q

social cohesion is best

A

at medium size teams

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13
Q

why is cohension affected when group is large

A
  • reduced individual participation
  • reduced feelings of responsibility
  • lower connectedness
  • opportunities for leadership diminish and demands gets higher
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14
Q

team composition includes:

A
  1. amount
  2. variability
  3. compatibility
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15
Q

team composition : amount

A

of team resources (average)

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16
Q

team comp : variability

A

in team resources (diversity)

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17
Q

team comp : compatibility

A

of team resources (fit)

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18
Q

Amount of team resources (average) focuses on what

A

psychosocial attributes

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19
Q

what are psychosocial attributes

A

OCEAN
- opennes
- conscientiousness
- neruoticism
- agreeeableness
- extraversion

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20
Q

Amount of team resources (average) : psychosical attributes why?

A

Influence interactions with others, how we act in groups, and emergence of leadership

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21
Q

Average for member personality

A
  • Increase extraversion = greater social cohesion
  • Increased agreeableness and conscientiousness = greater task cohesion
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22
Q

Relationship between individual ability and team success

A

team effectiveness and individual ability/skill were corrlated differently in different sports
0.60 basketball
0.70 men’s tennis
0.80 women’s tennis
0.94 baseball
so some sports are “interaction sports” and some are “individual contribution sports.”

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23
Q

Variability in resources (diversity)
- kyle lowry’s quote

A

Everyone has their own individual personalities, but everyone on this team knows how to come outside their own box and their own bubble to be able to accept others and be in their bubbles, that’s where we’ve got good professionals.

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24
Q

A more diverse group may take longer to reach peak performance due to

A

number of cultures, language differences, and interpretation of the task to be completed

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25
once a group with more diversity reach peak performance
diverse groups are equally productive and may even be more creative in problem-solving because members have access to a broader base of ideas for solutions
26
Usually diversity is good but sometimes being on the same page so less diversity could be
better for a task (depends really on the tasks being completed)
27
Diversity can also hurt performance because it can create
- Conflict - Misunderstandings - Communication problems - Lack of cohesion
28
factors to consider in Variability in resources (diversity)
- sex - ability - age: team tenure - racial identity/ ethnicity - social psychological characteristics
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types of diverity
- surface level - deep level - perceived
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surface level diversity
- sex - race - age - ability
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deep level diversity
- values - attitudes - beliefs
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perceived diversity
How the self differs from the group, the degree the group is diverse - perceived self-to-team dissimilarity - percieved group heterogeneitiy
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Perceived self-to-team dissimilarity =
negative
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Perceived group heterogeneity =
positive and negative depending on the group
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gender diverse teams
- similarity breeds group think whereas variety fules deeper reflection and broadr learning - mixed team could be better?
36
Compatibility of group resources (fit)
- person- role - person-team - person-organization
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coach-athlete relationship
person - team - high agreeableness (amount) is a good thing, and compatibility (fit) in extraversion and openness is a good thing as well
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Sport Type Interdependence
- team vs individual sport
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interdependence
the degree to which actions and goals of one person reciprocally influence another - task , outcome interdpendence
40
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 competition. (e) Individual outcome interdependence refers to whether group members directly compete against one another during competition. (refer to picture in lecture slides)
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overall point of Considering your context
Knowing your context will help you understand what you need in terms of your members
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Inserting the “I’s” into a Team : what are the 3
- Identifying - Selecting - Integrating
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step 1 :
identify relevant human capital
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identify relevant human capital
Some teams do not perform because they do not have the qualities and characteristics required for success
45
Human Capital
Can be thought of as members’ knowledge, skills, and abilities (KSAs)
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task-specific progiciencies
- skill - fitness - creativity
47
interpersonal skills
- coversational skill - emotional intelligence - character
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step 2
select the 'right' people
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Sport researchers advocate the importance of selecting people that
align with a team’s vision/culture
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method of selecting
- interviews - assessment centers - situational judgement tests (SJT) - combinations
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interviews
most used, lack of consistency, what is assessed?
52
assessment centers
activity-based to assess KSAs
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situational judgement tests (SJT)
work related situations, assess suggested responses
54
combinations
combinations of above methods
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Sport research has tended to focus on:
- Selection based on anthropometric, physiological, or objective performance - Not being selected/being deselected - Youth talent identification in junior hockey desire : work ethic, passion, character, leadership avoid: selfishness, poor body language, parental issues
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what is research needed on ?
METHODS of selection in sport
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Information Coaches Use to Make Team Selection Decisions
- Information related to players (e.g., skills, injuries, performance data) - Information related to themselves (e.g., game plan, intuition)- - Other sources (e.g., assistant coaches) - Situation (e.g., positional demands, rules) - Important to remember this process is very context-specific
58
step 3
Integrating teammates (AKA socialization/onboarding)
59
Integrating teammates (AKA socialization/onboarding)
The process through which individuals adjust to the demands and responsibilities of a new group
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how do player adjust and take resonsbilites in team
- acquire an understanding of their role - develop the appropriate skills and abilities - adjust to norms and values of the group
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How can we socialize teammates?
- Institutionalized Tactics - Individualized Tactics
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Institutionalized Tactics what is it
Structured socialization process that aims to reduce uncertainty as a means to encourage compliance with organization’s defined expectations and policies
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Individualized Tactics what is it
Reflects a more chaotic and unpredictable learning path which encourages people to explore and redefine their organizational responsibilities
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examples included in Institutionalized Tactics
- collective tactics - formal tactics - sequential tactics - serial tactics - investiture tactics
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collective tactics
uniform training/learning experience's
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formal tactics
structured process (eg. tutorial handbook)
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sequential tactics
set stages of progression
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examples included in individualized tactics
- individual tactics - informal tactics - random tactics - disjunctive tactics - divestiture tactics
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individual tactics
personalized training and instruction
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informal tactics
trial and error
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random tactics
stages of progression unpredictable
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Disjunctive tactics
Newcomers receive no guidance
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Divestiture tactics
Newcomer identity disconfirmed (i.e., conform or get out)
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Serial tactics
Members pass information to newcomers
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Investiture tactics
Newcomer identity reinforced (i.e., come as you are)
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Institutionalized Tactics: Relevant outcomes: Collective, formal, sequential, serial, and investiture =
- increase in self efficacy - role ambiguity decreases - perceived fit increases - job satisfaction increases - intentions to remain increases
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Interviews with Canadian USport coaches (n=12) and athletes (n=12) Identified themes were importance of:
1. Establishing congruence in role expectations (between coach and athlete) 2. Balancing need for conformity and individuality for newcomers 3. Having shared group experiences 4. Providing formal learning opportunities 5. Involving veterans in the process
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sport-specific measurement
questionnaire development---> sport team socialization tactics questionnaire
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what does sport-spefici measurement enables
researchers to examine individual and group-level consequences associated with socialization tactics.
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three dimension of sport-specific measurement
- coach athlete role communication - serial socialization - social inclusion
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serial socialization
how are they giving the athlete the information and how are they getting what they need
82
social inclusion
your on board but do you feel like a member of the team?
83
need to know _____ kind of person you're looking for Need to know ____ you will find/select them Need to know the ____ for integrating them
- what - how - method
84
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