Neil Shortland, L Alison, Joseph Moran · 2019
Abstract In many military and critical incident situations, teams operate as part of a coalition or collective of other organizations. Interoperation adds complexity to the decision-making process because it brings together organizations with (potentially) disparate (and competing) values, priorities, and organizational practices. This chapter examines the issues of value congruence between the person and the organization. Specifically, it discusses value congruence at a situation-specific level (i.e., how does organizational/personal value congruence affect least-worst decision-making in operation) and also the factors within the organization that can facilitate or hinder effective decision-making. Finally, value congruence is extrapolated to examine the overall effects of “person–organization” fit, especially as it pertains to moral behavior and issues of retention.
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Arthur D. Little · Gabler Verlag eBooks · 1997
Lernen ist ein Prozeß der Herausbildung von mentalen Modellen, in dessen Verlauf sich Menschen Kenntnisse und Wissensstrukturen aneignen und einprägen. Dies kann bewußt oder unbewußt ablaufen; immer jedoch findet eine aktive Mitwirkung der Betreffenden statt, denn Wissen ist vernetzte, strukturierte und gewichtete Information.
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Sanderson, Irvin S. · BIA (Drake University) · 2010
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Anna Kayes, D. Christopher Kayes · RePEc: Research Papers in Economics
Abstract Leading teams involves building shared beliefs and team-learning behaviors. Team-learning behaviors include three interrelated processes: coordinating, continuously improving, and adapting. To foster team learning, leaders must work to establish an environment that engenders appropriate levels of control and participation. Team-learning processes track the experiential learning cycle and include building a shared purpose, reflective integration, critical conversations, and taking action. Team learning emerges as teams develop through five phases of a developmental process. Achieving the learning advantage requires teamwork. Team learning marks a movement from individual learning to learning across individuals and serves as the basis for moving from individual to organizational learning. Even though team skills are among the top three qualities employers seek in their employees (National Association of Colleges and Employers, 2010), being an effective team member is difficult to master without support from a leader. In this chapter, we outline how leaders can draw on learning principles to build and sustain successful teams. Leaders build team-learning beliefs and behaviors, navigate the learning cycle, recognize and overcome barriers, and facilitate teams through a progression of phases that lead to high-performance learning.
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Sanderson, Irvin S. · BIA (Drake University) · 1970
46 leaves.
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Arthur Tatnall · Encyclopedia of Education and Information Technologies · 2020
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Dorthe Døjbak Håkonsson, Panagiotis Mitkidis, Sebastian Wallot · 2017
We review literature that informs the role of team emotions in team learning. We focus our review on two types of studies: team emotions as end states and team emotions as ongoing interactions. Organizational research has focused mainly on end-state emotions, where team emotions are examined in the end at an aggregate level. Studies on emotions as ongoing interactions (e.g., coevolution in psycho-physiological or behavioral patterns over time) have mostly been conducted in the area of joint action research. For each type of team emotion study, we review literature that informs the four aspects of team learning identified by Argote (2013): sharing, generating, evaluating, and combining knowledge. We discuss how the team emotions literature contains interesting insights about team learning, but also leaves room for more research. Finally, we discuss the potential in the two types of team emotion studies and offer suggestions about how to combine them in future research.
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Stephanie Duffy, Natasha McCormack, David O'Hanlon et al. · Research@THEA · 2022
Introduction The “Fundamentals in Team Based Learning (TBL)” workshop series offered within TUS Midlands in 2019 and again in 2021 provided faculty with formal training in TBL as well as the opportunity to apply the TBL process to their subject area. [Link to TBL Intro] In TUS Midlands, TBL has been implemented by educators within subjects as diverse as pharmacology, research methods, communications, programming, software engineering, consumer psychology, management, health and safety and accounting. The present authors met regularly throughout the academic year as part of the TUS Midlands TBL Community of Practice to share insights from their practice. The following is an overview of how the authors consider that learning about and adopting TBL has impacted their practice. Less absenteeism and more engagement make for a better class dynamic. Overall, we have found that absenteeism from TBL classes is greatly reduced (e.g., Torralba and Doo, 2020). Low stakes inclass quizzes seem to encourage students to turn up to class. We have also found that there is high engagement during the TRAT and application exercise phase of TBL. One explanation for this might be that the TBL approach puts in place conditions where intrinsic motivation can flourish (Jeno et al., 2017). Students take the driving seat during class (autonomy) and work within a team (relatedness) to complete tasks and exercises (competence). The highly structured approach of TBL helps everyone in the classroom feel more confident. As students settle into their in-class teamwork, we observe increases in confidence (Huitt, Killins and Brooks, 2015) and can see students “coming out of their shells” as the weeks go by. This motivates and helps us to be ambitious in terms of what we plan to achieve with our students.
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James Jones, Mike Mezo · 2020
The capstone course in construction engineering and management curricula should provide students with a realistic, challenging simulation of a construction scenario. Within this scenario, students have the opportunity to integrate their prior coursework and internship experiences into a comprehensive demonstration of their learning. This paper provides the capstone process used by one program as a case
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Arthur H. Bell, Dayle M. Smith · 2003
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Journal of Workplace Learning · 1999
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Wiener, Hubert, Plass, Herbert, März, Richard · German Medical Science (German Research Foundation) · 2011
Hintergrund: In der medizinischen Ausbildung gewinnt aktives Lernen in Kleingruppen zunehmend an Bedeutung. Team-based Learning ist eine in den USA entwickelte Lehr- und Lernstrategie, die es einem einzelnen Lehrenden ermöglicht, in einem Hörsaal bis zu 100 Studierende zu betreuen und trot[for full text, please go to the a.m. URL]
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Robert Ubell · Development in Learning Organizations An International Journal · 2011
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David M. Thomas, Rick Sabina · IAMSE manuals · 2021
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Andrew Finn · Innovations in Teaching & Learning Conference Proceedings · 2015
Team-Based Learning (TBL) a comprehensive pedagogy that can be used in any college course. Hundreds of professors use TBL in thousands of courses: undergraduate and graduate; conceptual courses in the liberal arts; and training courses in business, law, engineering, and medical schools.This presentation is designed to present TBL by treating the attendees as members of a TBL class. Teams of 4-5 attendees will be provided materials about the specifics ofTBL and then will be asked to participate in two activities and take one team test.Features of TBL pedagogy include:25% lecture, 75% application of the materialTeams of 4-7 students maintained throughout the courseThe grade is 35-45% team performance, 55-65% individual performance5-6 Assessment Readiness Tests (ARTs) taken first as individuals, then immediately as a team (2 scores per student), graded quickly in class with immediate feedback that dayPeer evaluations within teams, and 10% of the grade to reward "Helping Behavior" mitigates student typical concerns about group work and grades.The emphasis on team learning has parallels in cooperative and collaborative learning models, and the emphasis on the application of the course material has parallels in models of active learning.
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Brandon Cui, Jakob Foerster, Hengyuan Hu et al. · 2022
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The SAGE Encyclopedia of Higher Education · 2020
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2020
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2016
In Isaac Asimov’s robot novel, The Naked Sun, people can’t stand being in the same room with one another. They hate being face-to-face. In the chilling story that takes place on the futuristic planet of Solaris, where actual personal contact creeps everyone out, Solarians much prefer to be in touch virtually, “viewing” one another on wall-to-wall image panels, much like today’s teleprescence screens. While Earthlings are not yet Solarians, in our own sci-fi daily home and work life, we now happily communicate at a distance, even playing Scrabble with strangers on our hand-held devices with delight.
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Michael L. Wilson · American Journal of Clinical Pathology · 2014
In this issue of the Journal , Brandler and colleagues1 describe the use of team-based learning (TBL) in postgraduate pathology training and education, as part of our series on education and training in pathology and laboratory medicine. As noted by the authors, this approach has been around for many years but only recently has begun to make its way into postgraduate medical education in a formal manner. Informal TBL has, of course, been around for hundreds of years; common examples include ward rounds, laboratory rounds, interdisciplinary meetings, tumor boards, and clinical/pathologic case conferences. The questions, then, are why has it taken so long to make TBL a formal method of teaching and …
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