1
Q
What did Driskell, Sales and Driskell (2018) discover?
A
Table on teamwork processes, dimensions and activities
2
Q
Types of teamwork processes
A
- Transition processes (preparing)
- Action processes (doing)
- Interpersonal processes (maintaining)
3
Q
Teamwork dimensions of transition processes
A
- mission analysis
- formulation
- planning
- goal specification
- strategy formation
4
Q
Teamwork dimensions of action processes
A
- monitoring progress toward goals
- systems monitoring
- team monitoring and backup behaviour
- coordination
5
Q
Teamwork dimensions of interpersonal processes
A
- conflict management
- motivation and confidence building
- affect mangement
6
Q
Representative activities of transition processes
A
- analyzing the task, constraints and resources
- planning
- goal setting
- developing courses of action
7
Q
Representative activities of action processes
A
- tracking progress
- identifying shortfalls
- providing feedback
- monitoring resources and constraints internal and external to the team
- monitoring other team members behaviour
- providing assistance
- coordinating behaviour
- communicating info
8
Q
Representative activities of interpersonal processes
A
- managing conflict
- promoting and maintaining positive interpersonal relations
- regulating team member emotions
9
Q
Teamwork definition (McEwan and Beauchamp 2014)
A
- a dynamic process involving a collaborative effort by team members to effectively carry out the independent and interdependent behaviours that are required to maximize the team’s likelihood os achieving its purposes
10
Q
McEwan and Beauchamp’s Teamwork model
A
- inputs
- mediators
- outcomes
11
Q
Where does teamwork fall under in McEwan and Beauchamp’s framework?
A
- mediators
12
Q
Two features of teamwork behaviours in the framework
A
- Management of team maintenance
- Regulation of team performance
13
Q
Management of team maintenance
A
- Psychological support
- Integrative conflict management
14
Q
Psychological support
A
- assistive behaviours between members
15
Q
Integrative conflict management
A
- resolving disagreements/perspectives
16
Q
What happens when psychological support and integrative conflict management increase?
A
- performance improves
17
Q
Conceptual model of teamwork regulation of team performance steps
A
- Preparation
- Execution
- Evaluation
- Adjustment
18
Q
Preparation
A
- mission analysis (why are we here?)
- goal specification (objectives?)
- action planing (how are we going to succeed?)
19
Q
Execution
A
- communication
- coordinated action
- cooperative behaviours
20
Q
Evaluation
A
- performance monitoring (individual level)
- systems monitoring (processes of group)
21
Q
Adjustments
A
- problem solving (why did the outcome occur?)
- innovation ( making alterations in novel ways)
- backing up
- intrateam coaching (providing performance feedback)
22
Q
How did McEwan and Beauchamp measure teamwork in sport?
A
- multidimensional assessment of teamwork in sport
- 66 item questionnaire that assesses teamwork across the 4 dimensions
23
Q
Findings of questionnaire
A
- with increased perceptions of teamwork on the team there was increased satisfaction
- mediated by cohesion and collective efficacy
24
Q
McEwan and Beauchamp 2020 intervention study- Can teamwork be improved?
A
- 10 week pilot nonrandomized controlled intervention design
- 12 interdependent sports teams
25
When did teamwork training occur in the study?
- week 2 and 6
26
When did teamwork assessment occur in the study?
- week 1, 5 and 10
27
McEwan and Beauchamp study teamwork training strategies
- feedback
- team goal setting
- individual goal setting
- team charter
- briefs
- debriefs
- simulations
28
Description of feedback strategy
- collecting relevant data and discussing results with team/individuals
29
Teamwork dimension targeted with feedback strategy
- any/all dimensions
30
Team goal setting strategy description
- specifying collective objectives, performance goals, and plans of action
31
Teamwork dimension targeted with team goal setting strategy
- mission analysis
- goal specification
- planning
- performance monitoring
- systems monitoring
- problem solving
- innovation
32
Individual goal setting description
- specifying collective objectives as well as individual performance goals (at least 1 specific to a teamwork skill)
33
Teamwork dimension targeted with individual goal setting strategy
- mission analysis
- goal specification
- planning
- intrateam coaching
- backing up
34
Team charter strategy description
- specifying behavioural norms related to managing conflict and providing interpersonal support
35
Teamwork dimension targeted with team charter strategy
- mission analysis
- psychological support
- conflict management
36
Briefs strategy description
- pre-competition team meetings where members reiterate the team's main performance goals and action plans
37
Teamwork dimension targeted with briefs strategy
- goal specification
- planning
38
Debriefs strategy description
- post-competition team meetings where members review the team's performance, including whether/why they achieved their goals
39
Teamwork dimension targeted with debrief strategy
- performance monitoring
- systems monitoring
- problem solving
- innovation
40
Simulations strategy description
- members first describe specific behaviours that maximize teamwork execution and devote specific time during practice to developing these behaviours
41
Teamwork dimension targeted with simulations strategy
- coordination
- cooperation
- communication
42
Results of McEwan and Beauchamp's intervention study
- improvements in perceptions of teamwork from week 1-5
- perceptions remained from week 5-10
43
Summary
- teamwork training led to greater perceptions within a team
- greater perceptions of teamwork are associated with satisfaction and this relationship is explained by improved cohesion and collective efficacy
44
Key takeaways
1. Large body of literature spanning many team contexts
2. McEwan has led research in sport (conceptual model, questionnaire, intervention work)
3. Early accounts suggest purposeful strategies can improve teamwork in sport
45
Group processes
- actual interdependent activities directed toward goal pursuit
46
How are emergent states diff from group processes?
- properties that are typically dynamic in nature and vary as a function of team context, inputs, processes and outcomes
47
Who is a key researcher in cohesion?
- Dr. Albert Carron
48
What are two opposite ways that people have previously thought of cohesion?
1. Forces attracting members to the group
2. Resistance to group disruption
49
Foundational characteristics of cohesion
1. Multidimensional
2. Dynamic
3. Instrumental
4. Affective
50
Multidimensional
- motives vary between members and diff groups
51
Dynamic
- forces and motives change over time
52
Instrumental
- presence of purpose for formation and actions
53
Affective
- emotional experience and ties between members
54
What is the definition of cohesion?
- an emergent state reflected in the tendency of a group to stick together and remain united in the pursuit of its instrumental objectives and the satisfaction of member affective needs
55
Who was the conceptual model of cohesion developed by?
- Carron
56
What does the conceptual model of cohesion include?
- individual aspects (attraction to the group)
- group aspects (group integration)
- task cohesion
- social cohesion
57
Individual aspects of conceptual model of cohesion
- beliefs group members hold about personal benefits
58
Group aspects of conceptual model of cohesion
- beliefs group members hold about the group as a collective
59
Task cohesion
- orientation towards achieving groups objectives
60
Social cohesion
- orientation towards developing and maintaining social relations
61
4 elements of cohesion in the conceptual model
1. Group integration- task (GI-T)
2. Group integration- social (GI-S)
3. Attraction to the group- task (ATG-T)
4. Attraction to the group- social (ATG-S)
62
Group integration- task
- united towards achieving instrumental objectives
ex. our team works together to achieve our goals
63
Group integration- social
- united towards developing relationships and activities
ex. our team likes to spend time together outside of practice
64
Attraction to the group- task
- motivations toward the group instrumental objectives
ex. I want to win and buy into the team
65
Attraction to the group- social
- motivations toward social relationships and activities
ex. my team gives me the chance to develop new friendships and be part of a group- which is very imp to me
66
What are the different types of questionnaires that have been created to measure cohesion?
1. Cohesion in adults (GEQ)
1. Cohesion in youth/children (YSEQ/CSCQ)
67
How do the two questionnaires differ?
- youth and children cant differentiate between group integration and attraction to the group so they just are assessed based on task and social cohesion
68
Correlates of cohesion - why should we care?
1. Situational factors
2. Leadership factors
3. Personal factors
4. Team factors
69
Situational factors that influence cohesion
- contractual status
- social pressures to conform/attend
- geography
- team size
70
What happens to task cohesion when group sizes are greater than 3
- decreases
71
What happens to task cohesion when group sizes are equal to 6
- social cohesion increases
72
What types of leadership increase cohesion?
- democratic & transformational decision-making style
73
Which leader behaviours increase task and social cohesion?
- acceptance of group goals and teamwork
- social support
- training and instruction
- positive feedback
- individual consideration
74
How can coaches improve cohesion on their teams?
- emphasize the importance of cohesion to increase perceptions among players
75
Personal factors: levels of similarity
- surface similarity (observable qualities)
- deep similarity (unobservable qualities)
76
Results of having greater surface similarity of members
- greater social cohesion and attendance
77
Results of having greater deep similarity of members
- greater task cohesion
78
Personal factors: what does increased cohesion lead to?
- satisfaction
- enjoyment
- efficacy
- effort
- social loafing
- sacrifice
- decreased stress
- decreased anxiety
- decreased dropout
79
Carron & Prapavessis (1997) study on work output
- standard warm up prior to practice
- assessed athlete's cohesion via questionnaire (pre)
- HR and blood lactate obtained (post)
80
Results of Carron & Prapavessis study on work output
- athletes that perceived greater levels of cohesion worked harder
- greater O2 consumption
81
Lewin 1943
- national research council to influence food preferences in WWII
- easier to change peoples minds in a group setting than to change them separately
82
Are common goals and friendships necessary for team success?
- not always
- ex. west german men's 8 rowing team
- olympic gold medalists and world champions but had high interpersonal conflict and cliques
83
Performance and cohesion
- better performance = greater cohesion
- greater cohesion = better performance
84
What is cohesion strongest for?
- task cohesion vs social
- real teams
- female teams
- high school and varsity teams vs professional
85
Perceptions of cohesion and status on successful vs less successful teams
- starters rated task cohesion higher than non-starters on less successful teams
- no diff in perception of cohesion btwn starters and non-starters on highly successful teams
86
Wise (2014)- can cohesion lead to problems
- inverse curvilinear relationship btwn cohesion and sales teams' financial performance
87
Wise (2014) - what can too much cohesion lead to?
- reduction in innovation and greater groupthink
88
Hardy et al (2005) disadvantages of high task cohesion
- less enjoyment
- increased pressure
89
Hardy et al (2005) disadvantages of high social cohesion
- difficult to focus on task and constructively criticize
90
Hoigaard et al (2006) - how can cohesion lead to problems?
- high social cohesion combined with low task cohesion = social loafing
91
Rovio et al (2010) - what do high levels cohesion lead to?
- pressure to conform (ie. hazing, doping)
- group think
- decreased performance
92
Next steps in cohesion research (Eys and Brawley 2018)
1. Broadening theoretical scope
2. Exploring temporal dynamics
3. Expanding measurement approaches
4. Looking at new populations
93
Broadening theoretical scope
- move from 1st to 3rd generation research (ie. how do we build, change cohesion)
94
Exploring temoral dynamics
- seeing how cohesion fluctuates and varies over a season
95
Expanding measurement approaches
- move beyond self report
- for example, observation
96
Looking at new populations
- independent sports
- children/youth
- adapted sport
97
Key takeaways
1. Cohesion is a dynamic multidimensional construct involving both task and social dimensions
2. There are various questionnaires designed for its assessment which have allowed for the investigation of many diff correlates
3. Too much cohesion can be problematic
KNPE363
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