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This report summarizes findings of a team of U.S. business, labor, and public policy representatives that visited Denmark and Great Britain in Fall 1993 to study innovations in the education and training of young people for work. An executive summary and introduction are followed by two main sections that present findings from the visits. Each section addresses the research questions that guided the study. For each question, the report summarizes the Danish approach, the British approach, and the lessons for the United States. The section on standards and credentials focuses on these questions: how standards for vocational education and training are set and updated; how standards shape what is taught; and what the role of standards is in promoting innovation in teaching. The section on assessment covers how the performance of learners is assessed and documented and how the quality of vocational education programs is monitored and improved. A conclusion extracts from these lessons elements of Danish and British vocational education that could be used in constructing in the United States a viable system for preparing young people to be high performance workers of the future: national standards for workplace skills, employer "buy-in" of standards development and training, national board to oversee the setting and quality control of standards, local assessment of student performance, external quality assurance, and training and support for teachers. Exhibits from the countries are appended. (YLB)

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Situation assessment is the first step in the Command and Control process. In naval tactical teams, it has become more critical even as it has become more difficult. Part of the Navy's attempt to address this issue is the Tactical Decision Making Under Stress (TADMUS) program. Under TADMUS, the Situation Assessment In Naval Teams (SAINT) experiment was run at NPS in December, 1991. This thesis describes the SAINT experiment and uses data collected during the experiment to study the effects of team leader feedback on situation assessment in distributed air defense teams. The emphasis of study is on performance, (error rate and pattern) , subjective workload, and communication rates. Findings include: feedback of the leader's current assessment lowers explicit coordination; feedback does not affect subjective workload; feedback increases error rates, and may affect error patterns. Evidence of feedback causing confirmatory bias was also found, but more research in this area is recommended.

This study will investigate whether and how human-AI teams and human-only teams differ in team performance. Specifically, we will investigate the mediating roles of team identification and information elaboration.

Software agents or robots incorporating AI are increasingly included as parts of our working teams (Seeber et al., 2019). In particular, the launch of ChatGPT as a chatbot, which humans can consult for almost any request, was one big step ahead of including chatbots into our working environment. Organizations and team leaders now face the challenge on how best to include chatbots like ChatGPT as a part into their human teams. Thus, it is important to know how teamwork between humans and chatbots should be designed to achieve high team effectiveness. Research on human teams has shown that due to the interdependence among member, which is one integral aspect of working in a team, additional factors are unique for working in a team. In a team, not only the skills and expertise of employees are crucial to success, but also their integration and coordination. Successful teamwork requires, next to action phases in which teams engage in action processes (e.g., monitoring, task execution) also transition phases in which teams engage in transition processes, such as the explicit communication about managing their dependencies (e.g., roles, responsibilities, task distribution, strategy selection, plan formulation, time management) and team reflection (e.g., about their previous action phase). Both phases are fundamental for and define the rhythm of teamwork and are necessary for team’s success. Research on human-agent teams (HAT) has until now mainly focused on human-agent interaction in action phases, excluding transition phases. Thus, the agent or the chatbot was basically used as a support or replacement in task execution, but neither as a part of the explicit communication about members’ dependencies nor in team reflection. Research on transition phases in which also the agent was involved is rare. The question is whether the findings based purely on action phases in HAT remain the same when also transition phases are included and investigated in HAT. It is important to know whether including the chatbot in the transition phases of a team will lead to a more effective and efficient teamwork. This study, therefore, focus on the effect of (not) including transition phases in HAT on the team’s implicit vs. explicit coordination pattern and the subsequent team performance.

This study seeks to contribute with theoretical and empirical understanding of the interplay between the formalization of the division of labour within the leadership team and internal leadership team environment.

🎥🔊 HERE THEY ARE! Team Israel🇮🇱 marching in the stadium as part of the opening ceremony of the @SpecialOlympics games in #AbuDhabi2019. We wish all teams safe and successful games! (Via Special Olympics Israel) https://t.co/7HNZJQpRBP Source: https://twitter.com/Israel/status/1106574725894078464 Uploader: Israel ישראל

I was the CEO of two major corporations. The board held me accountable. I held my senior team accountable. They held their teams accountable. That's what the real world does. In Washington, the idea of accountability is a foreign language. It's time to change that. #MERITAct https://t.co/hMtcBSOMM4 Source: https://twitter.com/Perduesenate/status/1143507379864186880 Uploader: David Perdue

In this 6th podcast in the winning terms series, we provide builders a method to bring their team together based on healthy conflict.

To implement an action plan developed during an institute on building linkages for at-risk youth and adults through vocational technical education, a team of representatives from the Ohio Departments of Education and Human Services undertook three activities. First, a survey was sent to 832 Ohio educators and human services personnel to identify the status of targeted linkages relevant to serving LEAP (Learning, Earning, and Parenting) and JOBS (Job Opportunities and Basic Skills) participants. A total of 417 usable responses were analyzed. Respondents identified exemplary linkages with other programs serving JOBS and LEAP participants, strategies to link programs, barriers to linkages, types of assistance to strengthen networks, and interest in attending an interagency team workshop. Second, an interagency linkage workshop attended by 15 local teams was conducted. Thirteen teams completed action plans. Technical assistance was provided through roundtable discussion, and a resource notebook was distributed. Third, to identify exemplary local linkages, the team collected information through telephone interviews with selected survey respondents and workshop attendees. Responses were synthesized into a list of tips for developing successful linkages. (Appendixes amounting to over half the report include the action plan, survey instrument, workshop materials, linkage teams' action plans, and interview schedules.) (YLB)

This qualitative study examined how presidents at three medium-sized community colleges build and influence the functioning of their leadership teams. Interviews with the presidents and 12 team members were conducted to assess perceptions of team operations and effectiveness, and were analyzed in terms of a model of team leadership which suggests three basic functions of teams: utilitarian, expressive, and cognitive. Results were organized into the following categories: team composition, cognitive frames of reference, functional domains, team leadership effectiveness, and team cognitive and functional complexity. Findings indicated that: (1) overall, presidents and team members in the three schools had very similar personal characteristics; (2) presidents used multiple cognitive frames of references and that longevity in position was related to both greater cognitive complexity and greater team effectiveness; (3) presidents viewed team activities in the cognitive domain as most valuable, whereas team members viewed activities in the expressive functional domain as most valuable; (4) team effectiveness was rated slightly higher by team members than by presidents; and (5) all teams were functionally complex, performing useful activities in each of the three functional domains. (Contains 9 references.) (DB)

Volunteers who are members of World Community Grid teams...what inspired you to join your team? Tell us in the replies to this tweet. https://t.co/qaad41wihB Source: https://twitter.com/WCGrid/status/1176213292760686594 Uploader: World Community Grid

Purpose and Scope: It is the purpose of this project to optimize adaptability and mitigate teamwork-related threats to patient safety by addressing key methodological and conceptual gaps in healthcare simulation-based team training. The investigators are developing the necessary conceptual framework and team performance assessment mechanisms to support training systems that improve adaptability and performance in trauma teams. Aim 1a. Develop a team training design architecture to support simulation-based training/assessment systems capable of developing adaptive expertise in healthcare teams Aim 1b. Develop evidence-based guidelines and recommendations for the development of embedded, adaptive feedback and performance assessments Aim 2. Develop and refine a predictive model of trauma team performance and outcomes for use in an adaptive guidance system Major Findings: The investigators performed a four-step process to develop a unified team training design architecture and supporting conceptual framework. They identified key training design principles and recommendations for the development and implementation of embedded, adaptive feedback and performance assessment. The investigators designed a prototype of a Bayesian Belief Network (BBN)-based model of trauma team performance and outcomes. The investigators went through several model iterations and settled on one model for final testing. This testing and validation (Aim 2) is the focus of the NCE year. Impact: The provision of emergency care in a combat situation mandates well-developed adaptive expertise, making this work relevant to military healthcare. Our work provides a roadmap and mechanism for future work in a multitude of healthcare teams and settings.

This report presents findings of seven education and business leaders from the United States who visited Denmark, Germany, and Sweden to examine the role of career guidance in these countries. An introduction provides an overview of education and training in the three countries and sets forth lessons learned. The remainder of the report is organized around three career guidance issues and related questions that commonly arise during planning for school-to-work transition opportunities. Each section begins with a brief overview of how the United States approaches the questions to set the stage for a look at how each nation approaches them. The three issues (and related questions) are as follows: (1) policy framework for career guidance (how career development is defined, what institutional systems need to be in place to keep the process alive and well, how to ensure all decisions and services are equitable); (2) information structure for career planning (how to support personal and career awareness as a starting point, ways to help people explore their options and interests directly, what kinds of information everyone needs); and (3) transition from school to work (how to help each person set a tentative career goal, whether there are clear avenues for gaining the necessary skills, what human support systems are available along the way). The appendixes include short profiles of the 32 sites visited by the team, brief descriptions of individual study team members, and a glossary of terms. (YLB)

This report presents findings of seven education and business leaders from the United States who visited Denmark, Germany, and Sweden to examine the role of career guidance in these countries. An introduction provides an overview of education and training in the three countries and sets forth lessons learned. The remainder of the report is organized around three career guidance issues and related questions that commonly arise during planning for school-to-work transition opportunities. Each section begins with a brief overview of how the United States approaches the questions to set the stage for a look at how each nation approaches them. The three issues (and related questions) are as follows: (1) policy framework for career guidance (how career development is defined, what institutional systems need to be in place to keep the process alive and well, how to ensure all decisions and services are equitable); (2) information structure for career planning (how to support personal and career awareness as a starting point, ways to help people explore their options and interests directly, what kinds of information everyone needs); and (3) transition from school to work (how to help each person set a tentative career goal, whether there are clear avenues for gaining the necessary skills, what human support systems are available along the way). The appendixes include short profiles of the 32 sites visited by the team, brief descriptions of individual study team members, and a glossary of terms. (YLB)

This project aims to explore the relationships between coaches’ technical and interpersonal skills and team cohesion and performance (individual and team). The anticipated findings will provide future research with an appreciation for the balance needed (coach technical and interpersonal skills) for teams to have high levels of (task and social) cohesion and high levels of (individual and team) performance.

This project aims to explore the relationships between coaches’ technical and interpersonal skills and team cohesion and performance (individual and team). The anticipated findings will provide future research with an appreciation for the balance needed (coach technical and interpersonal skills) for teams to have high levels of (task and social) cohesion and high levels of (individual and team) performance.

Retired U.S. Army General Stanley McChrystal talks about the challenges faced in the war with Iraq and how the strategies used in that war are relevant to businesses and organizations

Retired U.S. Army General Stanley McChrystal talks about the challenges faced in the war with Iraq and how the strategies used in that war are relevant to businesses and organizations

Retired U.S. Army General Stanley McChrystal talks about the challenges faced in the war with Iraq and how the strategies used in that war are relevant to businesses and organizations

This study aims to investigate the dispersion patterns of emergent team states, including psychological safety climate, distributive justice, team trust, and illegitimate tasks, as well as team performance. Additionally, it examines whether dispersion measures relevant to these patterns—such as variance and skewness—significantly influence the relationships between emergent team states and team performance. To address these questions, teams across various industries will be surveyed using an online questionnaire that includes demographic information and validated scales for the study variables. By employing hierarchical clustering/latent class analysis and multilevel structural equation modeling, different dispersion patterns will be tested, along with the significance of dispersion measures in explaining relationships between team variables. Ultimately, the findings will contribute to advancing research on dispersion measures by analyzing real working teams. Based on the results, both theoretical and practical implications for team composition and collaboration can be derived.

Retired U.S. Army Gen. Stanley McChrystal discusses the challenges faced in the war with Iraq and how the strategies used in that war are relevant to businesses and organizations.

This article is from BMC Health Services Research , volume 11 . Abstract Background: The establishment of crisis resolution teams (CRTs) is part of the national mental health policy in several Western countries. The purpose of the present study is to describe characteristics of CRTs and their patients, explore the differences between CRTs, and examine whether the CRTs in Norway are organized according to the international CRT model. Methods: The study was a naturalistic study of eight CRTs and 680 patients referred to these teams in Norway. Mental health problems were assessed using the Health of the Nation Outcome Scales (HoNOS), Global Assessment of Functioning Scales (GAF) and the International Statistical Classification of Diseases and Related Health Problems, 10th Revision (ICD-10). Results: None of the CRTs operated 24 hours a day, seven days a week (24/7 availability) or had gate-keeping functions for acute wards. The CRTs also treated patients who were not considered for hospital admission. Forty per cent of patients waited more than 24 hours for treatment. Fourteen per cent had psychotic symptoms, and 69% had affective symptoms. There were significant variations between teams in patients' total severity of symptoms and social problems, but no variations between teams with respect to patients' aggressive behaviour, non-accidental self-injury, substance abuse or psychotic symptoms. There was a tendency for teams operating extended hours to treat patients with more severe mental illnesses. Conclusions: The CRT model has been implemented in Norway without a rapid response, gate-keeping function and 24/7 availability. These findings indicate that the CRTs do not completely fulfil their intended role in the mental health system.

176 pages : 23 cm

In planning and decision making tasks in which a lot of information has to be exchanged among team members under time pressure, it is of importance that team members are aware of each other's tasks and information needs and processing, because in that case team members can provide each other with the right information in time and without being explicitly asked for it. When well-coordinated teams anticipate on each other's information needs, this is taken as evidence that members of the team have developed a 'shared mental model'. In this report an experiment is described that has used a paradigm for team decision making with which shared mental models can be manipulated experimentally and their effects can be measured objectively. The task is carried out by two team members who are dependent on each other's information. By means of cross-training in each other's tasks, a shared mental model has been established by team members in the experimental group. The control group only received information about the team member's task on paper and was not cross-trained. The results showed that cross-training contributes to efficient communication by volunteering information without the other team member having to explicitly request it.

This article is from Emerging Health Threats Journal , volume 5 . Abstract Background: Calls for disaster medical assistance teams (DMATs) are likely to continue in response to international disasters. As part of a national survey, this study was designed to evaluate Australian DMAT experience in relation to the human resources issues associated with deployment. Methods: Data was collected via an anonymous mailed survey distributed via State and Territory representatives on the Australian Health Protection Committee, who identified team members associated with Australian DMAT deployments from the 2004 South East Asian Tsunami disaster. Results: The response rate for this survey was 50% (59/118). Most personnel had deployed to the Asian Tsunami affected areas with DMAT members having significant clinical and international experience. While all except one respondent stated they received a full orientation prior to deployment, only 34% of respondents (20/59) felt their role was clearly defined pre deployment. Approximately 56% (33/59) felt their actual role matched their intended role and that their clinical background was well suited to their tasks. Most respondents were prepared to be available for deployment for 1 month (34%, 20/59). The most common period of notice needed to deploy was 6–12 hours for 29% (17/59) followed by 12–24 hours for 24% (14/59). The preferred period of overseas deployment was 14–21 days (46%, 27/59) followed by 1 month (25%, 15/59) and the optimum shift period was felt to be 12 hours by 66% (39/59). The majority felt that there was both adequate pay (71%, 42/59) and adequate indemnity (66%, 39/59). Almost half (49%, 29/59) stated it was better to work with people from the same hospital and, while most felt their deployment could be easily covered by staff from their workplace (56%, 33/59) and caused an inconvenience to their colleagues (51%, 30/59), it was less likely to interrupt service delivery in their workplace (10%, 6/59) or cause an inconvenience to patients (9%, 5/59). Deployment was felt to benefit the affected community by nearly all (95%, 56/59) while less (42%, 25/59) felt that there was a benefit for their own local community. Nearly all felt their role was recognised on return (93%, 55/59) and an identical number (93%, 55/59) enjoyed the experience. All stated they would volunteer again, with 88% strongly agreeing with this statement. Conclusions: This study of Australian DMAT members provides significant insights into a number of human resources issues and should help guide future deployments. The preferred ‘on call’ arrangements, notice to deploy, period of overseas deployment and shift length are all identified. This extended period of operations needs to be supported by planning and provision of rest cycles, food, temporary accommodation and rest areas for staff. The study also suggests that more emphasis should be placed on team selection and clarification of roles. While the majority felt that there was both adequate pay and adequate indemnity, further work clarifying this, based on national conditions of service should be, and are, being explored currently by the state based teams in Australia. Importantly, the deployment was viewed positively by team members who all stated they would volunteer again, which allows the development of an experienced cohort of team members.

This article is from Emerging Health Threats Journal , volume 5 . Abstract Background: Calls for disaster medical assistance teams (DMATs) are likely to continue in response to international disasters. As part of a national survey, this study was designed to evaluate Australian DMAT experience in relation to the human resources issues associated with deployment. Methods: Data was collected via an anonymous mailed survey distributed via State and Territory representatives on the Australian Health Protection Committee, who identified team members associated with Australian DMAT deployments from the 2004 South East Asian Tsunami disaster. Results: The response rate for this survey was 50% (59/118). Most personnel had deployed to the Asian Tsunami affected areas with DMAT members having significant clinical and international experience. While all except one respondent stated they received a full orientation prior to deployment, only 34% of respondents (20/59) felt their role was clearly defined pre deployment. Approximately 56% (33/59) felt their actual role matched their intended role and that their clinical background was well suited to their tasks. Most respondents were prepared to be available for deployment for 1 month (34%, 20/59). The most common period of notice needed to deploy was 6–12 hours for 29% (17/59) followed by 12–24 hours for 24% (14/59). The preferred period of overseas deployment was 14–21 days (46%, 27/59) followed by 1 month (25%, 15/59) and the optimum shift period was felt to be 12 hours by 66% (39/59). The majority felt that there was both adequate pay (71%, 42/59) and adequate indemnity (66%, 39/59). Almost half (49%, 29/59) stated it was better to work with people from the same hospital and, while most felt their deployment could be easily covered by staff from their workplace (56%, 33/59) and caused an inconvenience to their colleagues (51%, 30/59), it was less likely to interrupt service delivery in their workplace (10%, 6/59) or cause an inconvenience to patients (9%, 5/59). Deployment was felt to benefit the affected community by nearly all (95%, 56/59) while less (42%, 25/59) felt that there was a benefit for their own local community. Nearly all felt their role was recognised on return (93%, 55/59) and an identical number (93%, 55/59) enjoyed the experience. All stated they would volunteer again, with 88% strongly agreeing with this statement. Conclusions: This study of Australian DMAT members provides significant insights into a number of human resources issues and should help guide future deployments. The preferred ‘on call’ arrangements, notice to deploy, period of overseas deployment and shift length are all identified. This extended period of operations needs to be supported by planning and provision of rest cycles, food, temporary accommodation and rest areas for staff. The study also suggests that more emphasis should be placed on team selection and clarification of roles. While the majority felt that there was both adequate pay and adequate indemnity, further work clarifying this, based on national conditions of service should be, and are, being explored currently by the state based teams in Australia. Importantly, the deployment was viewed positively by team members who all stated they would volunteer again, which allows the development of an experienced cohort of team members.

Leaders of higher education institutions can create top management teams of academic administrators to guide and improve their organizations. This study illustrates how the leadership of top management teams can be accomplished successfully through a combination of goal setting (Doran, 1981; Locke & Latham, 1990), understanding of team roles (Belbin, 1999), and managing team life cycles (Tuckman, 1965; Tuckman & Jensen, 1977). Using team goals, roles, and lifecycles, a model of higher education top management team leadership is derived. That model is compared to an actual case in which these concepts were successfully used to lead a group of academic administrators to the successful conclusion of jointly drafting a report that describes improvements in student academic and career advising.

This study seeks to contribute with theoretical and empirical understanding of the interplay between the formalization of the division of labour within the leadership team and internal leadership team environment.

⛱⚽️ Yesterday #BeachSoccerWC kicked off in #Moscow with one of the most notorious sporting rivalries - Team #Russia beat Team #USA in extra time! What a tough and dramatic game, with two teams showing spectacular play! Final score 🇷🇺5:4 🇺🇸 🥳 Congrats! Way to go! #GoRussia https://t.co/BDIx216Ww0 Source: https://twitter.com/Russia/status/1428649108143759365 Uploader: Russia 🇷🇺

To build and maintain great products now and in the future, we need to work smarter: to be more efficient, inclusive, considered and collaborative. And to do this, we need to build and maintain team health. As former VP of Engineering at Kickstarter and Engineering Director at Etsy, and now coach, consultant and trainer for managers and leaders across the tech industry, Lara Hogan has spent over a decade growing emerging leaders and developing healthy teams. In this talk, Lara will draw on her experiences to explore the powerful, but all-too-often overlooked tools we have available to us as we work with and support our teammates, those who report to us, and those we report to. Whether you’re feeling some friction with your co-workers, wrestling with some feedback you need to give, or you’re just trying to weather a season of change within your organisation, this talk will help you feel more equipped to navigate whatever you’re facing when you get back to work, to help you and your team succeed, and your users reap the benefits. Source: http://vimeo.com/345618792 Uploader: Webstock

Retired U.S. Army General Stanley McChrystal talks about the challenges faced in the war with Iraq and how the strategies used in that war are relevant to businesses and organizations

🚨 The Palestine Red Crescent ambulance teams transported a martyr received at the entrance of Al-Nusairat, Salah al-Din Street, in the central #Gaza Strip, from the United Nations Office for the Coordination of Humanitarian Affairs (OCHA) team, after being evacuated by the… https://t.co/EvE7NimXE8

Relational energy has emerged as a key variable in the organizational literature. However, extant research has solely focused on its antecedents and effects at the dyadic level, such as between a leader and a subordinate. Complementing these studies, we conceptualize and operationalize the notion of team relational energy, defined as the team property that results from the distribution of relational energy ties across multiple team members. Further, based on the energizing function of humility, social learning theory and social contagion theories, we argue that leader humility can enhance team relational energy via behavioral modeling and energy transfering and that this effect is contingent on leader group prototypicality—the degree to which a leader is perceived to embody their team’s shared identity. Furthermore, we predict that team relational energy is positively associated with team performance.

Team coordination plays a central and critical role in the health care domain (Kolbe et al., 2013). Health care teams operate under stressful conditions, during which sudden changes in workload and complexity can arise, and decisions need to be made with high stakes (Salas et al., 2007). It is crucial that these teams coordinate effectively, to maintain patient safety and reduce medical errors (Helmreich & Schaefer, 1994). Traditionally, team coordination has been described as the process of “orchestrating the sequence and timing of interdependent actions” (p. 363, Marks et al., 2001). Team coordination research working with this definition has been mostly focused on the higher level of team coordination (e.g., explicit or implicit coordination; Chang et al., 2017; Rico et al., 2008). However, over the last years, a growing number of studies have incorporated another layer of team coordination in their research, low-level team coordination. This low-level team coordination refers to the covariation of signals (e.g., physiological, neural, movement) among team members, as they collaborate to address changes in their shared working environment (Demir et al., 2018; Gorman & Amazeen, 2010; Kelso, 1994). Coordination based on these signals is considered “low-level” because it often occurs at smaller scales of analysis relative to the entire team (Fusaroli et al., 2016), and occurs unintentionally between team members (Knoblich et al., 2011). A variety of signals and methods can be used to measure low-level coordination, several of which have been found to capture unique high-level coordination processes and states (see Hałgas et al., 2022). For example, team coordination between electrodermal activity of team members was related to monitoring of collaborative learning processes (Dindar et al., 2019; Haataja et al., 2018), and coordination in movement was found to indicate collaborative problem solving performance (Wiltshire et al., 2019). Given that effective team coordination is crucial for teams in health care, there is a need for better insight regarding whether and how different low-level signals and coordination measure combinations correspond to high-level processes and states. This would enable us to capture team coordination in a less labor-intensive way (i.e., computationally) than would be the case with human observers (i.e., manually), which are unlikely to be present in real-life teamwork scenarios. Subsequently, we can further examine the processes involved in effective and ineffective team coordination. With such knowledge, and if we can computationally distinguish high-level team coordination from processes and states unrelated to team coordination, we would be able to provide relevant feedback to teams in real time. A specific aspect of ineffective team coordination, for which feedback can provide great support, is when team coordination breaks down. Changes at the lower level of team coordination can reflect such specific instances of ineffective team functioning, during which teams lack coordination (Bearman et al., 2010). Previous studies have explored the identification of breakdowns in team coordination (Bearman et al., 2015; Xiao et al., 1998). Bearman et al. (2015) suggested that to assess breakdowns in high-level team coordination, the underlying disconnects should be identified. Disconnects represent singular occurrences of disparity within a team, that are observed at a more fine-grained level as compared to team coordination breakdowns. The occurrence of a single or multiple disconnects between team members can constitute a breakdown. For example, a health care team member providing the wrong medical treatment would constitute a breakdown, which may in fact involve several misunderstanding between team members regarding the patient's health status (i.e., disconnects). Only a few studies have aimed to identify disconnects and breakdowns in high-level team coordination based on low-level team coordination (c.f., Tolston et al., 2022; van Eijndhoven et al., 2023). While disconnects are key components of coordination breakdowns, the relationship between them remains unclear. To get a better understanding of this relationship, and therefore a better understanding of ineffective team functioning, more research needs to be conducted to identify the underlying disconnects as well as breakdowns. Moreover, disconnects should be studied in relation to high-level team coordination, to gain more knowledge into how teams coordinate, or fail to coordinate, after disconnects occur. Such research would contribute to the development of a real-time system, that can provide feedback on ineffective team coordination, without the need for human observers (Wiltshire et al., 2022). This feedback system can provide crucial support to teams during critical situations, when effective team coordination is of great importance. To provide relevant feedback regarding disconnects in team coordination, the extent to which changes in low-level team coordination correspond to disconnects in high-level team coordination should be explored. Consequently, the goals of our current exploratory study are three-fold. We aim to assess how low-level team coordination, based on signals that can be captured in real time (i.e., with wearable devices), and measured with multidimensional recurrence quantification analysis (MdRQA; Wallot et al., 2016), corresponds to annotations of (explicit/implicit-action/information) high-level team coordination and periods of no annotated coordination, based on video observations. In addition, we will examine the extent to which we can identify disconnects in observed high-level team coordination by locating changes in the different types of low-level team coordination. Moreover, we aim to study how teams respond to disconnects in terms of high-level coordination. Consequently, we address the following research questions (RQs) and sub questions (SQs) in our research: RQ1: How does low-level team coordination correspond to high-level team coordination? SQ1.1: How does low-level team coordination based on HR and MdRQA relate to and differ between different types of high-level team coordination and periods of no annotated coordination? SQ1.2: How does low-level team coordination based on EDA and MdRQA relate to and differ between different types of high-level team coordination and periods of no annotated coordination? SQ1.3: How does low-level team coordination based on arm movement and MdRQA relate to and differ between different types of high-level team coordination and periods of no annotated coordination? RQ2: To what extent do changes in low-level team coordination correspond to disconnects in high-level team coordination? SQ2.1: To what extent do changes in low-level team coordination based on HR and MdRQA correspond to disconnects in high-level team coordination? SQ2.2: To what extent do changes in low-level team coordination based on EDA and MdRQA correspond to disconnects in high-level team coordination? SQ2.3: To what extent do changes in low-level team coordination based on arm movement and MdRQA correspond to disconnects in high-level team coordination? RQ3: What patterns of high-level team coordination tend to occur after disconnects in coordination? SQ3.1: Is there a greater than chance probability that a type of high-level team coordination occurs immediately after disconnects as compared to no high-level team coordination occurring immediately after disconnects? SQ3.2: If no high-level team coordination tends to occur immediately after disconnects, what is the first type of high-level team coordination that teams tend to engage in after disconnects? SQ3.2: If no high-level team coordination tends to occur immediately after disconnects, how long does it take teams to engage in high-level team coordination again after disconnects? In examining these questions, we contribute theoretically and methodologically to the research on team coordination. In turn, we narrow the gap towards providing real-time support to health care teams, to assist them in their work during critical situations.

Team Initiated Problem Solving (TIPS) is a problem-solving framework with standardized training and coaching protocols that has demonstrated positive impacts on problem-solving of school level PBIS teams. Improved problem solving positively affected student outcomes in a previous randomized controlled trial (RCT) funded by the Institute of Education Sciences (IES). This five-year project intends to replicate and extend the findings from the previous IES-funded RCT, which demonstrated, under ideal conditions, the initial efficacy of a professional development and coaching package for school teams using universal behavioral data for decision-making. The need for this replication project arises from (a) the rapid growth in data available to school teams, (b) repeated findings that under-prepared teams are not effective in their use of data, (c) documentation that the IES-funded Team Initiated Problem Solving (TIPS) framework delivered through training and coaching can improve team decision-making and student outcomes, and (d) the wide-spread use of Positive Behavioral Interventions and Supports (PBIS) currently being used by over 25,000 schools across the United States. This replication will be conducted under routine conditions. Specifically, this project will accomplish the following objectives in each phase: Effectiveness & Replication Aim: Conduct a randomized controlled effectiveness trial to assess the impact of TIPS training on (a) evidence-based problem-solving procedures and (b) student behavioral and academic outcomes. Investigators will conduct a replication analysis that compares the impacts of the current routine-conditions study, using typical school and district resources, to those of the original ideal-conditions study, which provided more intensive research support. Implementation Aim: Monitor the implementation process and conduct focus groups with treatment teams after one year of TIPS implementation to document implementation facilitators and barriers. Economic Evaluation Aim: Conduct a comprehensive estimate of the resources needed to implement the TIPS training and coaching with the ingredients method and assess the program costs relative to its effectiveness. Dissemination Aim: Disseminate the findings in a multimodal approach tailored to stakeholders including participants, partnering state agencies, national technical assistance center partners, district and school administrators, teachers and other relevant school staff members.

Retired U.S. Army Gen. Stanley McChrystal discusses the challenges faced in the war with Iraq and how the strategies used in that war are relevant to businesses and organizations.

The general approach is to use Cross-Recurrent Quantification Analysis (CRQA) for gaze data to assess team dynamics. This research explores challenges of resource dilemmas (DeCaro et al., 2021) faced in airport collaborative decisionmaking (ACDM; Le Bris et al., 2021). Building upon evidence with triadic teams (Schulze Kissing & Bruder, 2023), interactions between human dyads and an autonomous agent (HAT) are compared to those with another human (HUM). We hypothesize that fairness (Tomasello 2019) is less emphasized in HATs, potentially leading to AI exploitation, and that ego-option choices have lower negative impact on team adaptability when an AI perceived as rational is involved. A sequential game embedded in a dynamic coordination scenario is used to model the resource dilemma, where players balance individual gains against team penalties for selfish choices. Each session includes three sequential games. In each round, two players can defect without team penalty. The third agent is simulated in a Wizard-of-Oz setting and always starts the first game, with turns balanced across the three games. Dyads can communicate after each game, aiding self-governance during transitions. A 2x2 design is employed, varying the third teammate (human or AI) and their initial decision (team-oriented or egoistic but then team-oriented). We expect less discussion on social-norm violations and more emphasis on rational intentions when an AI is the third agent. Egoistic initial choices by humans are predicted to be appraised as such and so more negatively impact cooperation. Team-oriented initial choices by the third agent are expected to lead to more defections against an AI compared to a human.

What are the rules for leadership? Kelly Salter ( previous podcast with Kelly)  and John Ciecko have read the book:  Team of Teams: New Rules of Engagement for a Complex World In this episode of Leadership in Athletic Training John and Kelly discuss the book and how it applies to Athletic Training. They cover practical ways it has applied to their practice and changes they have made from taking ownership of the responsibility to lead. Want to read Team of Teams? Click through my affiliate link to buy a copy off Amazon. Want More? The following are the interviews in the Leadership in Athletic Training Series. Extreme Ownership Director of Sports Medicine Kurt Andrews Goal Setting in Athletic Training with Brandy Currie Athletic Director Ross Cooper Manger of Athletic Training with Christina Eyers Kansas City Chief with Rick Burkholder Dichotomy of Leadership   I would love your feedback Tweet John: @JohnCiecko Message Kelly:  @ kellysaltsgc1 Complain to me: @MrJeremyJackson

The objective of the scoping review is to explore and identify what has been published about different approaches to communicate effectively within healthcare teams; how these methods have impacted on patient care and who communicates within the different teams. From the mechanisms of communication from different teams and different approaches, I aim to develop a framework of mechanisms of communications that contribute to effect team dynamics and patient outcomes and that could be tailored to context for antibiotic stewardship teams.

Caption below photo: AlamedaTaiiku Kai (ATK) vs. Mainichi Japanese Baseball Team Alameda, CA (Size of original: Unknown) For more information, visit Densho

This is part of the Wakefield High School Education Foundation alumni archive.  The physical archive is located at Wakefield and made up of items that have been donated, gathered and found from various sources.  All archive items were scanned or photographed by volunteers to provide them here in digital format.  For more information about the Foundation or the archive visit wakefieldalumni.org or contact the Foundation at [email protected] .

This is part of the Wakefield High School Education Foundation alumni archive.  The physical archive is located at Wakefield and made up of items that have been donated, gathered and found from various sources.  All archive items were scanned or photographed by volunteers to provide them here in digital format.  For more information about the Foundation or the archive visit wakefieldalumni.org or contact the Foundation at [email protected] .

This report presents findings of an investigation of the design of programs and systems that prepare young people for work in Denmark, Germany, and Sweden. An introduction and overview of investigating programs and options for youth employment preparation are followed by a discussion of indicators embodied in a high quality program in school-to-work transitions: program completers experience high levels of success; quality inputs and up-to-date content and instruction ensure programs meet needs of youth and employers; flexible designs, diverse ways of organizing learning, and program supports ensure the greatest success for the maximum number; the program is structured to provide multiple options and decision points to accommodate changes in plans and emphasis, ensure development of broad-based skills, and provide access to higher education and further training; mechanisms exist for informed decision making by all partners; instruction reflects best practice and knowledge; and mechanisms are in place for ensuring accountability. The next three sections describe the essential elements of systems that support a high quality learning program of career preparation in Denmark, Germany, and Sweden. Each section discusses content and structure of the learning experience and strategies to ensure success and motivation of all youth (Denmark and Sweden) or challenges for the vocational system (Germany). Finally, conclusions and implications for practice and program design in the United States are drawn. (YLB)

Auburn University Profiles was a weekly radio program produced by Auburn University's Office of University Relations. Each daily program covered a topic of university, local, or national interest. Programs were about 4 1/2 minutes long and featured students, faculty, administrators, visiting scholars and celebrities.

U.S. business, labor, and public policy representatives visited Denmark, Sweden, and Switzerland to study the roles of their counterparts in school-to-work systems. They identified these common strengths: education viewed as an economic investment tool by all partners; strong partnerships of business, labor, and government; voluntary national, industry-driven systems of standards, curricular frameworks, assessments, and credentials; school-to-work transition as part of a broader integrated education and training system; decentralized systems and flexibility; broad and specific skill development; common knowledge, skills, and abilities in the workplace as the basis of common elements or course modules in curricula; consolidation of jobs and industries for defining course curricula; combination of classroom and work-based learning; and compulsory, high quality primary school with technical training available by age 16. Common philosophies also resulted in common concerns: integration of academic/classroom and work component; staff development; communication between educators and industry; tension between broad and specific skill development; inflexibilities in changing national standards and curricular frameworks; and training without jobs. Each country had distinctive differences: role of labor; mix of classroom and work-based components; importance of work-based pay; employer commitments to hire; use of contracts between employers and youth; and employer incentives. Next steps for the U.S. Government, employers, and labor were identified. (YLB)

A study was conducted of presidents and management team members at three Midwestern community colleges to gather information on the effect of presidential style and the effectiveness of leadership teams. In-depth interviews were held with the three presidents and a total of 12 team members; data were collected on the colleges, the participants, and their jobs; and team meetings were observed. The study sought to classify the teams with respect to three basic functions: utilitarian, helping achieve a sense of rationality and maintain control; expressive, reinforcing a sense of connectedness; and cognitive, enlarging the intelligence of individual members to enable the team to act as a creative system. Information was also gathered on the presidents' cognitive frame of reference in terms of four types: bureaucratic, focusing on structure and organization; collegial, focusing on collective action and consensus; political, focusing on mobilizing resource and developing coalitions; and symbolic, focusing on interpreting institutional history and culture. The study found that all three teams were effective in that they performed activities in all three team functions, despite the fact that community colleges are generally bureaucratic and their presidents tend to be externally focused. The study also found that the presidents all used collegial frames of reference, which helps explain the effectiveness of the teams. Contains 74 references. Appendixes provide interview consent forms, forms for collecting demographic data, interview questions, a team observation checklist, and study coding schemes. (BCY)

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Situation assignment is the first step in the command and Control Process. In naval tactical teams, it has become more critical even as it has become more difficult. Part of the Navy's attempt to address this issue is the Tactical Decision Making Under Stress (TADMUS) program. Under TADMUS, the Situation Assessment In Naval Teams(SAINT) experiment was run at NPS in December, 1991. This thesis describes the SAINT experiment and uses data collected during the experiment to study the effects of team leader feedback on situation assessment in distributed air defense teams. The emphasis of study is on performance, (error rate and pattern), subjective workload, and communication rates. Findings include: feedback of the leader's current assessment lowers explicit coordination; feedback does not affect subjective workload; feedback increases error rates, and may affect error patterns. Evidence of feedback causing confirmatory bias was also found, but more research in this area is recommended.

In this study a model of team functioning was developed for the use in the simulation software SCOPE. This software is developed for predicting operational effectiveness of dismounted soldiers using various physical, biological and cognitive models. Based on scientific literature on teams, five factors were identified as most important to team functioning. The relations between these factors and effectiveness of dismounted soldiers were quantified by presenting vignettes to military participants and asking them to judge the expected efficiency of the groups described in the vignettes. The results show that leadership, cohesion, and diversity are most related to effectiveness. It is concluded that the developed model is a useful description of team functioning and can be used to improve the general validity of the SCOPE predictions.