Teamwork

We use a laboratory experiment to study how perceptions of skill influence teamwork. Our design is based on Gervais and Goldstein (2007) theory of teams. Team output is increasing in skill and in effort, skill and effort are complements, and workers' effort choices are complements. An overconfident agent thinks that his skill is higher than it actually is. We find that the presence of overconfident workers in teams is beneficial for firms since it raises effort provision and team output. We also find that overconfidence leads to a Pareto improvement in workers' payoffs. In contrast, underconfidence is detrimental to firms as well as workers. JEL Codes: D81; C91.

The design and implementation of even the simplest architectural projects are almost exclusively collaborative endeavors, often requiring individuals of diverse experience and background, working together to achieve a singular goal. Each highly trained in their respective areas, yet few (if any) are formally trained authorities in the skills of collaboration. This includes architects, individuals who are often put at the lead of design projects which include people of varied backgrounds, working styles and areas of expertise.
Historically, the education of an architect has been a highly individualized pursuit, focused on the development of an individual skill set that seldom includes collaboration beyond that of student and professor. While this individualized hand’s on approach to education has been highly revered by many, it often falls short of its potential and fails to recognize that the greatest design accomplishments of humankind have been the undertaking of collaborative enterprise. Furthermore, architecture students are being prepared in a manner that is contrary to the highly collaborative nature of the architectural practice they will enter.
As Collaborative methods begin to see increased popularity in the design studios, the next generations of architects will have a greater capacity to work within the growing range of complexities of architectural practice. It is no longer possible for an architect to build anything substantial without the help of multiple sources, whether it is within their own team or from outside contributors. This paper begins by exploring the need for collaborative design pedagogy by looking at what goals this methodology seeks to achieve and the methods by which it has been and currently is being implemented. After making a case for the use of collaborative design pedagogy the paper concludes by examining the anatomy of a collaborative design studio recently conducted with a group of first years graduate students in architecture.

This article describes the need for, and the structure and contents of, a reading program to help support children disadvantaged by reading difficulties. The program, delivered by trained and supported volunteers, lasts for 15 weeks. It uses a novel dual approach which aims to improve students' reading skills and simultaneously enhance their reading-related self-concepts. As there is scant literature available on how to implement such a program, this article aims to address that limitation by demonstrating to educators how such a dual approach to enhancing reading skills and reading self-concept can be operationalized. As noted in the 2013 report of the Organization for Economic Cooperation and Development (OECD; Thomson, De Bortoli, & Buckley, 2013), that evaluated the reading performance of teenagers from 65 countries, Australia is falling behind other industrialized countries in terms of the ever increasing gap in reading attainments between their most advantaged and disadvantaged children. Moreover, the Australian Curriculum, Assessment, and Reporting Authority (ACARA, 2010) report that reading difficulties affect up to 30% of Australian primary school children. Such a large percentage of children with reading difficulties constitutes a significant problem as the effects of reading failure are devastating for individual children, Australian society, and the international community. Reading failure has been linked to poor academic performance (

1 Objective: To determine the accuracy of paper cardiopulmonary resuscitation records. Design: Case series. Setting: Twenty-six-bed video-monitored pediatric cardiac ICU. Patients: All patients who had a resuscitation event with available video and electronically stored vital sign and waveform data from May 2012 to February 2013. Interventions: None. Measurements and Main Results: There were 41 cardiopulmo-nary resuscitation events during the study period. Fifteen had complete and valid data from the paper cardiopulmonary resuscitation forms, the retrieved monitor data, and the continuous bedside video monitoring. These 15 events occurred in 12 individual patients, and there was 100% agreement of data in the documentation of interventions in place (ventilation, arterial catheter, pulse oximetry, and vascular access) and in the presence of a witness at the onset of the arrest. All events were witnessed. Of the 15 events, video and monitor review revealed that 14 used waveform and numeric capnometry to confirm endotracheal tube/ tracheostomy placement, but this section was only completed on the paper cardiopulmonary resuscitation record in three of the 14 cases. All records showed no discrepancies in the time of return of spontaneous circulation. The video and monitor review revealed delay in initiating cardiopulmonary resuscitation (mode, 2 min; two cases ≥ 7 min) and shockable rhythms (ventricular arrhythmia) in two cases. A sign of pulseless state was discovered in seven cases classified on the paper record as " always with a pulse. " Those include sudden loss of consciousness, flat arterial line tracing , and abrupt drop in the partial pressure of exhaled carbon dioxide tracing (< 10 mm Hg). Conclusions: Eyewitness accounts of cardiopulmonary resuscitation are often inaccurate and incomplete. Review of information from video and electronically stored vital sign and waveform data provides more accurate information than review of paper-based cardiopulmonary resuscitation records and may provide the insight necessary to improving cardiopulmonary resuscitation. (Pediatr Crit Care Med 2015; XX:00–00)

Cultural dimensions theory provides a framework for cross-cultural understanding and communication. Geert Hofstede&#39;s work in this area offers a foundational appreciation of how a society&#39;s culture can shape values and behaviors encountered in an international business setting. This paper presents an experiential learning project, based on Kolb&#39;s model, designed to introduce cultural dimensions theory, as well as engage students in a first-hand international experience. This model places students in the position of exploring cultural differences by being a member of an international working team so they experience the challenges of working remotely. Students encounter what it is like to work in a global team and face both cultural differences and communication difficulties. This experiential learning design creates an environment that challenges students to apply and test the theory, discover practical applications and reflect on their own culture to bring greater meaning...

Internationalization of higher education has influenced the learning environment at many top ranked universities, especially in Western Europe. One of the important marks of internationalization is an increase in international student enrollment, which makes it essential to focus on the learning experiences of international students in such intercultural learning environments. This paper explores the learning experiences of international students at Aalborg University Denmark, which is having a learning environment that is practicing Problem-Oriented and Project Based Learning (POPBL) in all of its engineering programs.

To review the literature on the use of simulation in the development of non-technical skills in nursing The potential risks to patients associated with learning &#39;at the bedside&#39; are becoming increasingly unacceptable, and the search for innovative education and training methods that do not expose the patient to preventable errors continues. All the evidence shows that a significant proportion of adverse events in health care is caused by problems relating to the application of the &#39;non-technical&#39; skills of communication, teamwork, leadership and decision-making. Simulation is positively associated with significantly improved interpersonal communication skills at patient handover, and it has also been clearly shown to improve team behaviours in a wide variety of clinical contexts and clinical personnel, associated with improved team performance in the management of crisis situations. It also enables the effective development of transferable, transformational leadershi...

The relationship between afterschool staff and students is very important for encouraging and promoting longevity in school. The primary goal of this study was to examine the connection between perceptions of staff-student relationships and the educational values, future aspirations, and engagement of LA's BEST students. To this end, we developed a set of research questions which would help us examine the association between strong staff-student relationships-characterized by mutual trust, bonding, and support-and student variables such as academic engagement and future aspirations. To address these evaluation questions, staff and student surveys were piloted and developed by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and widely administered to both afterschool staff and students. Descriptive statistics were computed for the survey data; HLM analyses and structural equation models were fitted to examine the variables. Afterschool programs have become much more than childcare providers for working parents or safe havens within violent communities. They have blossomed into powerful learning centers for students with lasting and far-reaching effects. These programs possess an asset that gives them the ability and opportunity to influence students to develop a belief system that will ultimately impact their academic and social futures-that asset is social capital.

BACKGROUND: The purpose of this study was to examine which factors at a medical team training learning session predict future success in the implementation of preoperative briefings and postoperative debriefings at health care facilities. METHODS: A Likert score rating for physician involvement, leadership support, and composition of the implementation team was recorded for 64 VHA facilities at the time of a learning session by 3 medical team training educators. At a mean follow-up period of 8.2 months (standard error, .4 mo), a briefing score was established from quarterly semistructured interviews with the facility's implementation team. RESULTS: In a multivariable regression, leadership involvement at the time of the learning session was the best predictor of future briefing/debriefing success (R ϭ .34, P ϭ .03). CONCLUSIONS: Full implementation of the patient safety tool preoperative briefings and postoperative debriefings is dependent on facility leadership support. Published by Elsevier Inc.

In their paper ‘Are we at
risk of groupthink in our approach
to teamwork interventions in
health care?’, Kaba et al.1 critique
team training specifically and collaboration
in general, which we
view as overly critical and simplistic.
Based on empirical evidence,
we seek to clarify that the crucial
question is not about whether collaboration
is effective, but, rather,
concerns how teams can effectively
work together to provide quality
health care

If one accepts that engineering design is the business of a collective or team and that different participants, with different competencies, responsibilities and interest 'see' the object of design differently, then the question arises: how do they harmonize their claims and proposals throughout the course of design? For that matter, how does any one participant, working alone, exercising his or her expertise, transform ideas of function into plans which ultimately fix the form and structure of the product? We explore the possibility of extending the scope of language to include artifacts of process -sketches, bits and pieces of hardware -to see how they might serve to bridge thought and object. k c

Purpose – This paper aims to review the application of integrated design strategies in several cases of
housing in south-central Chile in search of ways to significantly reduce energy loss and demand.
Design/methodology/approach – First, seven main design features of energy-efficient buildings in
developed countries were identified. Second, these features were reviewed in two professional case studies from
architectural practices and two academic exercises on residential design in south-central Chile. In all cases reviewed,
characteristics of integrated design were verified to reductions in energy loss and demand. Finally, the procedure
implementedwas evaluated through surveys of those practitioners responsible for each experience studied.
Findings – This process made it possible to highlight four main features of integrated design, namely, preestablished
performance goals, interdisciplinary collaboration, regular broad-ranging meetings and the use of
performance assessment tools. With these techniques, reductions of more than 50 per cent in the energy
requirements of the housing designs were achieved, while safeguarding the functional, aesthetic and
economic aspects of the projects.
Research limitations/implications – However, professionals currently working in this field did
express their concern regarding responsibility for the design and the time needed to complete the process.

The present study makes a literature review of groups working under adverse conditions on Antarctic research stations. It is explained why is conducting research on isolated groups in Antarctica valuable and some findings of previous research are presented, showing the traits the right candidate should have, as well as other evidence on team dynamics. It examines the research methods used in previous studies, comparing quantitative vs. qualitative approaches. Then it is suggested a qualitative approach for a future investigation, using the participant observation technique, based on the premise that it is the less used approach, which could possibly add valuable knowledge in literature. It is asserted that participant observation, even biased and subjective, may yield new and important information. Piling up knowledge, by using the specific technique, would eventually provide us with converging conclusions, standing for objective results.

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Alle erforderlichen Methoden und Techniken werden hier komprimiert besprochen. Erwarten Sie unzählige Beispiele aus der Praxis und kreative Ideen für bessere Meetings, dazu 9 anschauliche Fallbesprechungen. Nehmen Sie 17 nützliche Tipps für sich mit und 15 praxisbewährte Checklisten und Arbeitshilfen, die Sie situativ, individuell und unternehmensbezogen anpassen können.

The authors demarcated mental efficacy and physical efficacy at the team level, and they explored these 2 factors as outcomes of 4 potential inputs and as predictors of 3 outcomes among 110 newly formed action teams in a military setting. Both types of team efficacy benefited from greater team size and an initial experience of enactive mastery, but they were not influenced by teams' female representation or knowledge pool. In terms of predictive contributions, both mental and physical efficacy facilitated internal social cohesion, yet only mental efficacy promoted problem solving and observed teamwork effectiveness.

The purpose of this paper was to examine how pedagogical documentation and collaborative dialogue served as tools of inquiry for a group of undergraduate Early Childhood Education pre-service teachers at a Midwestern university. The research was a collaborative effort of several faculty members who formed a Scholarship of Teaching and Learning group. A reflective, inquiry approach to this research uncovered several potential themes. This article, specifically, examined the relationships that occurred with collaborative dialogue and pedagogical documentation and how it enabled the pre-service teachers to understand the learning processes more fully, the benefits to utilizing collaborative dialogue and pedagogical documentation, and the misconceptions that emerged.

Triple Impact Coaching: Use-of-Self in the Coaching Process (Patwell, Whitfield Seashore 2006) is in its 11th year of publication. In celebration of this milestone, we will hear from the author and 24 multi-generational Canadian leaders about Edie's impact in Canada and their thoughts about what remains relevant, what has changed and what we need to consider in the next phase of Triple Impact Coaching going forward. We will also learn about their favorite Use-of-Self concepts and exercises that are timeless and continue to be relevant and critical in their personal and professional quest for mastering Use-of-Self.

Virtual teamwork is increasingly becoming a characteristic way of working within and between organisations in the digital economy, bringing both opportunities and drawbacks. This article considers communication in virtual teams and ways in which information and communication technologies (ICTs) can enhance or impede it. It is recognised that the richness of face-to-face communication cannot be captured fully by the tools on offer, although important steps to create team belonging in virtual presence have already been taken. While the tools go some way to permitting distributed team members to interact informally, they cannot go all the way to building and maintaining the personal side of relationships, nor provide stress-relief in many instances. Information overload is highlighted as an example of this failure, and ways to address the problems inherent in ICT-mediated communication and its usage should be sought via inter-disciplinary approaches. On the other hand, the virtual paradigm leads to new organisational forms and organisational culture that tend to strengthen the individual's role in the organisational grapevine.

Project Catalyst is a NSF-funded initiative to promote systemic change in engineering education by integrating instructional design techniques, transforming the classroom into a cooperative learning environment, and incorporating the use of information technology in the teaching/learning process. A conceptual framework is described to aid in shifting and supporting student's and instructor's activities in a transition from a traditional mode to a collaborative mode of instruction. In the first year of Project Catalyst, a core group of engineering faculty has begun implementing this focused shift by introducing a greater emphasis on team building, teamwork, cooperative learning, problem-based learning, and information technology. This paper discusses our enhanced instructional model and the Supplementary Skills Modules that we will develop and use to implement this model. It concludes with the future work for the remaining two years of the NSF-funded project.

This research is a descriptive study that aims to examine coach communication skills perceived by athletes according to branches. A total of 767 active athletes (517 male, 250 female) in Gaziantep were chosen as the study group on a volunteer basis. Quantitative data were collected using “Coach Communication Scale in Football” developed by Abakay and Kuru (2009) (in order to obtain research data). Data collected from the study group were analyzed and reported according to the athletes’ demographics and other variables discussed in the research. The data obtained from the scale were first transferred to the electronic environment and then calculated using SPSS 22.0 package program. Arithmetic mean, One-Way ANOVA, Spearman’s rho (rs) correlation test and t-test were used for analyzing the data, for comparing the mean scores in the unrelated measures, for examining the relationship between the variables, and for Independent samples, respectively. In conclusion, in this study we conducted to determine the coach communication skills perceived by the team – and individual athletes and to reveal the differences in terms of various variables, it was found that this ratio differed significantly between individual athletes while the coach communication skills perceived by two athlete groups were high. Our findings showed that the perceived coach communication skills tended to decline in situations where the sporting history of individual athletes increased. It has been established that their communication skills improved in the situations where educational background enhanced although there was also no gender difference in both sports groups. It has been concluded that the perceived coach communication skills also improved in the situations where it would tend to increase in some variables such as athlete’s age, coach’s age and duration of training with the same coach.

This study analyzes how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education After interviewing 32 high-achieving students and surveying 1,022 additional students at a South Korean university, we found that four factors were particularly relevant to the challenges of high-achieving students' TPBL: initiative, goal orientation, social relationships, and preference for TPBL. The results showed that high achievers believed that they worked with greater initiative than their teammates throughout the team project – although mostly alone – and were distressed by collaboration and prone to abandon collaborative work to ensure higher grades. These findings indicate that high-achieving students, despite their high grades, might not successfully learn the competency for the high level of teamwork and collaboration expected in TPBL, perhaps because they persist in approaching team learning as individual-oriented rather than collaborative.

Professor Peyton Wilde has an enviable life teaching sociology at an idyllic liberal arts college—yet she is troubled by a sense of fading inspiration. One day an invitation arrives. Peyton has been selected to attend a luxurious all-expense-paid seminar in Iceland, where participants, billed as some of the greatest thinkers in the world, will be charged with answering one perplexing question. Meeting her diverse teammates—two neuroscientists, a philosopher, a dance teacher, a collage artist, and a farmer—Peyton wonders what she could ever have to contribute. The ensuing journey of discovery will transform the characters' work, their biases, and themselves. This suspenseful novel shows that the answers you seek can be found in the most unlikely places. It can be read for pleasure, is a great choice for book clubs, and can be used as unique and inspiring reading in qualitative research and other courses in education, sociology, social work, psychology, and communication.

With their increased popularity, games open up possibilities for simultaneous learning on multiple levels; players may learn from contextual information embedded in the narrative of the game and through the risks, benefits, costs, outcomes, and rewards of the alternative strategies that result from fast-paced decision making. Such dynamics also contribute to building relationships and sharing/delegating authority with others, in other words, acquiring leadership skills. Games and simulations have long histories as tools to facilitate learning and training, especially in formats such as board games, role-playing games, and real-life simulations. However, multiplayer online games are rarely used outside military training for leadership development. With its emphasis on transformational leadership skills in distributed teams (DTs), this study presents several findings on leadership in multiplayer online environments, such as INFINITEAMS and EVE ONLINE. To cope with globalization, techn...

Nowadays, a lot of educational and research objectives can be achieved through the use of configurable, small, low-cost mobile robot kits. Using these systems, students must deal with topics like teamwork, real-world issues, integrated systems building, multidiscipline information, etc. This paper will present a mobile robot laboratory. The laboratory is based on the LEGO Mindstorms programmed with LegOS. With this environment a wide variety of robot activities can be developed due to its flexibility, power, and simple use.

Purpose -The purpose of this research is to focus on the role of trust in knowledge sharing. Social capital researchers have put forward trust as an important force behind the sharing of knowledge. This study aims to investigate whether trust indeed explains knowledge sharing relationships, or whether there are in fact much more important drivers of the sharing of knowledge in new product development projects. Design/methodology/approach -A survey study was carried out in large new product development projects, including 23 teams and 91 individuals. Findings -The main finding is that trust is a poor explanatory of knowledge sharing. Team membership, on the other hand, has the largest effect on the density of knowledge sharing relationships. Social capital thus does not reside in trust but in team membership, especially for longer-lived teams. Research limitations/implications -There should be more attention for other aspects affecting knowledge sharing, including team characteristics. Originality/value -This article will be of use to organizations conducting new product development, wishing to manage knowledge sharing as social capital. Moreover, this article provides more insight on the value of the trust in knowledge sharing and offers directions for future theory development.

Purpose -Two of the most sought after properties in today's dynamic and competitive manufacturing environment are labour flexibility and effective teamworking. This is due in no small part to the growth of modern manufacturing philosophies which strongly advocate the need for both teamwork and flexibility. This paper aims to explore the impact of two labour flexibility strategies (functional flexibility and intra-cell flexibility) on teamwork in a cellular manufacturing environment. Design/methodology/approach -Using a revised input/process/output (IPO) team effectiveness model a questionnaire was designed and a case study undertaken at a large Australian manufacturer. The knowledge, skills, and ability (KSAs) gained from job rotation (flexibility) was quantitatively tested against team processes and team performance. Findings -It was found that functional flexibility had an overall stronger, significant effect on the five team processes tested (communication, conflict resolution, problem solving, goals and performance, tasks and planning) than did intra-cell flexibility. In regards to output (team performance) functional flexibility performed better in areas such as customer delivery, inventory holdings and quality, while intra-cell flexibility performed better in the area of absenteeism. An inconclusive result was obtained for the fifth output measure, efficiency rate. Research limitations/implications -The study was conducted at a single organisation, which limits the generalisation of the outcomes, therefore broader research on the area is recommended. Practical implications -The study provides evidence that the individual benefits of both functional flexibility and teamworking may be enhanced while being practised concurrently. With labour flexibility and teamwork being key factors in most modern organisations, the practical implications are much wider than the field of manufacturing. Originality/value -Individually, the literature offers much on teamworking and flexibility but studies exploring the combined effects of these two important elements are rare, especially in the field of manufacturing. The present paper fills some of the gaps

Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building, learning and interest through highly structured group work. Currently, POGIL has only been implemented in traditional classroom settings where all participants are physically present. However, advances in online learning technologies have prompted increases in the popularity of flexible delivery and distance education courses. Therefore, teaching methodologies need to reflect the changing student demographic. This paper describes a preliminary approach for adapting POGIL techniques for use in tertiary courses delivered online. We discuss the current technologies that can be used for teaching online and contrast their suitability for POGIL. A teaching format is presented using Web 2.0 technologies (a wiki, blogs, and social networking) as a starting point for POGIL. We describe how an online third year Information Technology subject adopted these technologies for a condensed implementation of POGIL.

This is a draft case study based exercise for executive education programs to develop resilience and proactive crisis management. The exercise may be done individually or in teams and there are two supplementary sets of materials to accompany the exercise. One for self-evaluation and self-perception and the other describing some possible team roles that may be adopted based upon R.M. Belbin´s ideal types

The paper offers a social science perspective on some of the assumptions and abstractions implicit in the semantic web vision in one bio-medical domain. The focus here is on the more persistent semantic and systemic alignment issues in the context of neuro-psychiatric disease, as experienced by Grid projects working in this domain in the UK, EU and US, where the opportunities and the challenges of integration have been particularly evident.

Optimal team performance in the operating room (OR) requires a combination of interactions among OR professionals and adherence to clinical guidelines. Theoretically, it is possible that OR teams could communicate very well but fail to follow acceptable standards of patient care and vice versa. OR simulations offer an ideal research environment to study this relationship. The goal of this study was to determine the relationship between ratings of OR teamwork and communication with adherence to patient care guidelines in a simulated scenarios of malignant hyperthermia (MH). An interprofessional research team (2 anesthesiologists, 1 surgeon, an OR nurse, and a social scientist) reviewed videos of 5 intraoperative teams managing a simulated patient who manifested MH while undergoing general anesthesia for an epigastric herniorraphy in a high-fidelity, in situ OR. Participant teams consisted of 2 residents from anesthesiology, 1 from surgery, 1 OR nurse, and 1 certified surgical technician. Teamwork and communication were assessed with 4 published tools: Anesthesiologists&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; Non-Technical Skills (ANTS), Scrub Practitioners List of Intra-operative Non-Technical Skills (SPLINTS), Non-Technical Skills for Surgeons (NOTSS), and Objective Teamwork Assessment System (OTAS). We developed an evidence-based MH checklist to assess overall patient care. Interrater agreement for teamwork tools was moderate. Average rater agreement was 0.51 For ANTS, 0.67 for SPLINTS, 0.51 for NOTSS, and 0.70 for OTAS. Observer agreement for the MH checklist was high (0.88). Correlations between teamwork and MH checklist were not significant. Teams were different in percent of the MH actions taken (range, 50-91%; P = .006). In this pilot study, intraoperative teamwork and communication were not related to overall patient care management. Separating nontechnical and technical skills when teaching OR teamwork is artificial and may even be damaging, because such an approach could produce teams with excellent communication skills as they unsuccessfully manage the patient. OR simulations offer a unique opportunity to research how to best integrate both of these domains to improve patient care.

This document presents key findings about the team evaluation process used in seven workplace basic skills programs in 1993 and 1994. An introduction summarizes the methodology used to develop the case studies and key findings about the team evaluation process. These key findings present the strengths and challenges of using evaluation teams, along with recommendations for those interested in trying this approach. Recommendations include the following: evaluation teams need to create time, interest, expertise, a supportive context, a code of confidentiality, and an ethic of Primary funding for this project was provided by the National Institute for Literacy in Washington, D.C. Additional support for the Canadian field-site was provided by ABC CANADA, a national workplace education service based in Toronto. 4 13 3 math classes 3 language classes 2 blueprint reading classes 1 introduction to measurement class 1 machliie maintenance class 5 14 STATE UNIVERSITY OF N.Y. (at Albany, NY) Educational institution (state university) Custodial workers on state university campus 10-week basic reading and LESSONS LEARNED: KEY FINDINGS ABOUT TEAM EVALUATION This section summarizes what the researchers learned about the team evaluation process. These findings draw directly from the project's seven test sites, as well as from prior work done by the researchers in other workplace education evaluations-"team-based" and otherwise. This summary presents the strengths and challenges of using evaluation teams, along with recommendations for those interested in trying this approach. 9

Coauteure: Michelle Deschenes
Apprendre ensemble, c’est engager un processus dans lequel les apprenants sont appelés à partager ce qu’ils connaissent, à échanger sur leurs différentes conceptions des nouveaux éléments, à construire ensemble des connaissances et à maîtriser des compétences qui seront le fruit de leurs interactions. Les
apprentissages en profondeur (Bélanger, Auger, 1996) gagnent du terrain sur les apprentissages en surface : les étudiants ne se contentent plus de répondre à la demande pour réussir l’examen, ils tiennent à comprendre, à saisir les faits et les phénomènes qui leur sont présentés. Proposer d’apprendre ensemble, c’est aussi cadrer l’approche sur les étudiants et les interactions possibles entre eux menant vers la maîtrise des compétences.
Cette approche centrée sur les étudiants relève du constructivisme et surtout du socioconstructivisme, une des assises du nouveau programme de formation de l’école québécoise (le renouveau pédagogique).
Dans une perspective socioconstructiviste de l’apprentissage, il importe de distinguer l’approche coopérative de l’approche collaborative et de reconnaître les avantages et les limites de chacune. Afin de tirer profit des deux approches, l’enseignant pourrait les utiliser conjointement afin d’amalgamer les bénéfices de la distribution de l’expertise aux bénéfices de la négociation. Quelle que soit l’approche choisie, le travail d’équipe est
doublement exigeant : on doit considérer l’évaluation des apprentissages liés à l’objet d’étude ainsi que celle de ceux liés à la méthodologie employée.

This paper explores the question “how is good practice for managing the transition of students into university institutionalised in a large university? ” by describing the implementation of two elements of our Blueprint for transition success. These elements are a staff-focused teamwork resource which asks “can a teamwork protocol for academic staff improve the design of teamwork units and improve the learning experience for first year students?”; and a project to implement good practice for monitoring student engagement which asks “how do we prevent, identify and manage students who are at risk of disengagement, to improve opportunities for student persistence and to minimise unexplained attrition?”. Because we know that the mere existence of these resources or conduct of the projects alone will not improve practice or the outcomes for students, these projects have been selected as vehicles for the Blueprint’s implementation because they engender high levels of staff participation ...

Creativity is essential for research and development efforts.
Unfortunately, little is known about how the role of team leaders determines the team’s creativity. Based on a sample of 39 engineering design teams in the space industry, this study examines the effects of leader position within different flows of communication on team creativity. The results indicate that the balance between holding a central or a peripheral position indeed determines the creativity of such teams. Specifically, very central and very peripheral positions of team leaders within the work-flow and awareness network hamper team creativity, whereas peripheral situated team leaders within the information network propel the creativity. In addition, team leaders stimulate creativity when they stay central in the external information network. In managerial terms, the analyses implicate that stimulating engineering design team creativity requires team leaders to smartly limit their involvement in communication and mainly act as gatekeepers to external sources of information.

Care pathways are often said to promote interprofessional teamwork. As no systematic review on pathway effectiveness has ever focused on how care pathways promote teamwork, the objective of this review was to study this relationship. We performed an extensive search of electronic databases and identified 26 relevant studies. In our analysis of these studies we identified 20 team indicators and found that care pathways positively affected 17 of these indicators. Most frequently positive effects were found on staff knowledge, interprofessional documentation, team communication and team relations. However, the level of evidence was rather low. We found Level II evidence for improved interprofessional documentation. We also found Level II evidence for increased workload; improved actual versus planned team size; and improved continuity of care. The studies most frequently mentioned the need for a multidisciplinary approach and educational training sessions in order for pathways to be successful. The systematic review revealed that care pathways have the potential to support interprofessional teams in enhancing teamwork. Necessary conditions are a context that supports teamwork and including appropriate active pathway components that can mediate an effect on team processes. To achieve this, each care pathway requires a clearly defined team approach customized to the individual teams' needs.