Dissertations / Theses: 'Team building'

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Evanshen, Pamela. "Team Building." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4422.

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Bernstein, Catherine P. "Building Team Belay." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/43877.

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Disaster responders are exposed to continuous periods of intense stress, and as a consequence, some suffer mental or emotional adverse effects. In recognition of critical stress as a valid concern, many emergency service providers have attempted, organizationally, to provide their responders with access to traditional critical stress interventions. But when a catastrophic event occurs and mutual aid is invoked, disaster workers and volunteers will respond from diverse jurisdictions, frequently without immediate access to the psychosocial assistance provided by their home agencies. It is incumbent upon incident commanders to be accountable for the psychosocial well-being of the disaster responders, just as it is their duty to ensure the physical safety of the responders under their command. However, our uniform organizational structure for disaster response, the National Incident Management System (NIMS), does not speak directly to the mental/emotional well-being of disaster responders. This thesis proposes interpreting NIMS and its supporting training modules so as to require a component to address disaster responder psychosocial resources. It further suggests that by leveraging precepts of social identity theory and concepts of swift trust, emergency operational team leaders may prime multi-jurisdictional responders to informal exchanges, fostering peer social support, and enhancing responder resiliency to critical stress.

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Herzog, Valerie Lynne. "Building collaborating team trust." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ55261.pdf.

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Garner, Charles Larry. "Team building and organizational effectiveness /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Michael, Gary E. "Team Building and Performance Improvement." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6430.

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Modolin, Sarah, and Sekwao Grace. "Virtual Reality Games for Team Building Interventions : Comparison of team building interventions for university students." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40733.

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Teams are essential in today’s organisations. Thus, it is important to enable students early in the education process to work in teams. Moreover, we have new technologies emerging such as virtual reality (VR), that have the possibility to influence processes such as team building interventions. In addition, many researchers claim the importance of games in teaching as it leads to high engagement. Even though, there is much research available in the areas of VR, team building and games, no research connecting all three topics can be found. Nevertheless, it can be observed that VR and games have been used in teaching before, however not at the same time to enhance teamwork skills. This research provides a thorough literature review on the current possibilities and applications of VR in teaching and defines effective team building. Moreover, games in teaching and their possibilities and advantages are described. Eventually, the purpose of this study is to find out if team building interventions with the help of VR are more effective in comparison to non-VR based methods. We add to existing research by enhancing current team building techniques through VR technology. Being aware of the nature of this research we combine a qualitative and quantitative approach, namely content analysis and A/B testing, to research this topic. To support the content analysis, we apply a teamwork framework defined by Rosseau, Aubé and Savoie (2006). To validate our experiment results from A/B testing we triangulate by conducting an additional experiment. The analysis of this study shows that VR based team building interventions trigger more team processes than team building interventions without VR. Furthermore, the research points out possible future directions of studies since VR for team building is a rather new topic and thus needs to be further researched. Finally, the study can be used to encourage students and teachers at University level to apply VR technology when the opportunity is given

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Dunahoo, Charles H. "Team building key to church growth /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Edmonds, Nanci Autumne. "Improving Teacher Morale with Team Building." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1853.

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The purpose of this study is to build a conceptual framework to explain the influence of team building among elementary school teachers to improve teacher morale. This framework is intended as the foundation for a team building model to provide principals and teachers with a guide for implementing sound team-building activities into inservice training and throughout the school year. What are the best practices for implementing team building and how can these practices encourage teachers to have a more positive outlook on their profession? The variables include school environment, school climate, different principals, principal changes, years of teaching experience, teaching and planning time, school populations, and types of student programs at the school. This qualitative case study was conducted using interviews of administrators and teachers from 7 public elementary schools located in Southern Appalachia to discover how teambuilding activities influenced their perceptions of teacher morale. School observations captured the climate of the schools and each school's School Improvement Plan (SIP) and Staff Development Plan were examined. The researcher coded transcripts into themes, patterns, and the following conceptual constructs: (a) communication, (b) change, (c) building community, (d) acknowledgement, (e) work morale, (f) time, (g) team building, and (h) teamwork. Findings confirmed that administrators and a majority of the teachers showed evidence of high morale. The administrators reported that team-building activities at their school promoted open communication and a positive working environment. Ninety percent of the teachers discussed that team building brought the faculty together and improved communication and the overall climate of the school. Ten percent of the teachers interviewed came from 2 schools that had vertical team meetings during their planning time. They complained that vertical team meetings were a waste of time. For the most part team-building activities incorporated in the schools influenced keeping teacher morale high. Many teachers welcomed opportunities to work with their coworkers on school decision-making teams as well as in off-campus socializing.

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Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова, and Iryna Anatoliivna Morozova. "A new model of team building." Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/16281.

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Bornemann, Rebeccah Anne. "Uncovering the team building process in sport." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ28887.pdf.

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Stubbers, Jason J. "Drum circles as a team-building intervention." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1566781.

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The purpose of conducting this research was to compare the effectiveness of drum circles and appreciative inquiry as team-building interventions. The researcher conducted two team-building inventions in the same organization—one intervention used a drum circle design; the other used an appreciative inquiry design. Both interventions measured the following aspects of team effectiveness: collaboration, trust, authenticity, communication, creativity, commitment, interrelatedness, and recognition. Data was collected from the two teams through pre-, immediate post-, and four-week post-workshop surveys. There were no significant differences in immediate post-workshop perceptions of their teams. The two teams did not differ significantly in their four-week post-workshop perceptions of their teams, contrasted with earlier findings from pre-workshop independent samples findings. Four main conclusions were drawn. First, based on the survey results, it appears that drum circles and appreciative inquiry are equally useful team-building interventions. Second, it can be suggested that appreciative inquiry has an effective use for team building in the areas of communication, trust, teamwork, and strategy. Third, it can be suggested that drum circles have an effective use for team building in the areas of teamwork, communication, and trust. Fourth, both drum circles and appreciative inquiry can be suggested as team-building interventions in the areas of teamwork, communication, and trust.

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Whyte, Andrew. "Building design team communication : practice and education." Thesis, Robert Gordon University, 1996. http://hdl.handle.net/10059/575.

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This study examined three propositions: - (i) there are problems in the building design team created by difficulties of communication between different professional disciplines, (ii) communication difficulties are primarily a function of cultural differences instilled by vocational education, and (iii) communication gaps require educational initiatives able to bridge cultural differences instilled by vocational traditions in the educational process. To achieve the most efficient process and ultimately a more effective product, building design team professionals must maximise their capacity for integrated activity and inter-professional communication. The nature of inter-professional relationships, and their development through the group formation process, is presented as a central consideration in the analysis of building design team communication. The rationale and methodological development of the study seeks to understand whether differences in inter-professional interaction are largely a matter of values and attitudes, and whether these can be modified by training to improve communication in the building design team. Research examines whether influencing positively professional attitudes at the formative stage addresses inter-disciplinary dissonance. This study establishes a link between education for the construction industry, and the adverse affects of perceived professional discord. This study goes beyond current conflictual opinion regarding the structure of specialised education for construction, and presents evidence that, handled correctly, future tertiary education can provide the most suitable antecedent for a more efficiently integrated building industry.

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Ballard, Paul H. "Team building practices employed by senior pastors to build healthy ministry teams." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Chapman-Blair, Sharon. "Talking about teams within a team building context: a discourse analytic study." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1002456.

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This research initiative responds to some of the issues raised by theoretical challenges leveled at Industrial Psychology (postmodernism), and practical challenges in the workplace (the use of teams) by investigating notions of what a team is via the postmodern methodology of discourse analysis. The research explores “team talk” – repertoires of speech employed by individuals to construct particular versions of “the team” for specific effects, of importance given emphasis placed on shared understanding, expectations and goals in a “team”. A Rhodes University Industrial Psychology Honours class required to work as a team (having participated in a team building exercise), as well as their lecturers who facilitated the team building process were interviewed to obtain “talk” to analyse. This uncovered a multiplicity of meaning, namely four ways of speaking about (constructing) the team. These repertoires are explored in terms of how they are constructed, how they differ across context and speakers, how they interrelate and what they function to achieve. The educational team repertoire constructs academic hierarchy, justifies individualism, positions members as experts and maintains distance from interpersonal processes. The machine repertoire divides work and interpersonal issues, regulates productivity and constructs team roles (defining individual activity and “team fit”), but is inflexible to change. The family repertoire voices emotive aspects to maintain cohesion via conformity, leaderlessness, group identity and shared achievement, but cannot accommodate conflict or workpersonal boundaries. The psychologised team repertoire constructs the team primarily as a therapeutic entity legitimately creating individual identities (and expertise) and facilitating personal growth, but this flounders when support in the “team” fails. Given that each repertoire has a different emphasis (reflective learning versus work processes versus building relationships versus personal growth), there are slippages / clashes between repertoires. This postmodern look at “the team” thus assists in recognizing and problematising these multiple meanings and identifying practical implications.

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Kwaye, Alphonse Shefa. "Effective Strategies for Building Trust in Virtual Teams." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5740.

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Virtual teams often fail to achieve their objectives because virtual team leaders lack strategies for nurturing trust among dispersed team members. The purpose of this single case study was to explore strategies virtual team leaders in large corporate banks use to build trust among virtual team members. The population of this study included 6 virtual team leaders from a large corporate bank located in the northeast region of the United States. The interpersonal trust theory was the conceptual framework of this study. Data were collected via semistructured telephone interviews and review of company documents. The data analysis process included content analysis and thematic analysis for theme identification. Data analysis revealed four themes related to strategies that leaders of virtual teams can use to build trust among team members: reliable technology, effective communication, teamwork and participation, and respect for people and culture. A fifth theme emerged related to barriers to trust strategies. The implications for positive social change include the potential to improve work environments for virtual team members isolated because of the absence of a social context.

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Roberts, Alan. "Team role balance : investigating knowledge-building in a CSCL environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16466/.

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Computer Supported Collaborative Learning (CSCL) is one approach that seemingly maps neatly to the notion of equipping learners for emergent knowledge-age work practice currently exemplified by Computer Supported Cooperative Work (CSCW) or Virtual Teams. However, the difficulty of achieving peer interaction in Computer Supported Collaborative Learning (CSCL) environments has proved to be a recurrent problem. Seemingly collaborative settings have been interpreted too narrowly referring only to positive phenomenon. There has been a tendency to focus on technology rather than social scaffolds. Little is known about the influence of students' personalities on online collaborative interaction and knowledge-building activity. Within collaborative team based contexts individuals demonstrate preferences towards certain activities. Such preferences and combinations of preferences may affect team knowledge-building activity both in terms of quality and efficiency. This thesis reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of teams balanced by Team Role Preference.

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Wong, Daphne S. L. "Exploring the impact of team building on group cohesion of a multicultural team." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1602057.

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This research explored the topic of team building for a multicultural team and investigated the impact on group cohesion. The participants were members of a work group, each of a different nationality. Review of existing literature revealed a list of team building elements most suited for the multicultural context. A team building program incorporating those elements and customized for the participant group was designed and implemented. Pre and post survey data showed no significant difference in group cohesion, although there was a slight increase in the score for task cohesion. Qualitative interview data, however, suggested a positive impact on group cohesion, with the impact perceived to be greater on task cohesion than social cohesion. Elements of the team building program that were found to be the most impactful were: it provided an opportunity to generate a deeper awareness of others, it provided an opportunity to generate deeper self-awareness, it provided a platform for team collaboration, and it contained fun and interesting activities.

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Rosen, Michael. "COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2727.

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This dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on teamwork to date has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for developing interventions to support collaborative problem solving, or knowledge-based performance, in teams. Sixty nine three person teams participated in a strategic planning simulation using a collaborative map. Content analysis was applied to team communications and the external representations team members created using the collaborative tool. Regression and multi-way frequency analyses were used to test hypotheses about the relationship between the amount and sequence of team process behaviors respectively and team performance outcomes. Additionally, the moderating effects of external representation quality were evaluated. All five team knowledge building processes were significantly related to outcomes, but only one (i.e., knowledge sharing) in the simple, positive, and linear way hypothesized. Information exchange was negatively related to outcomes after controlling for the amount of acknowledgements team members made. Option generation and evaluation interacted to predict outcomes such that higher levels of evaluation were more beneficial to teams with higher levels of option generation. Regulation processes exhibited a negative curvilinear relationship with outcomes such that high and low performing teams engaged in less regulation than did moderately performing teams. External representation quality moderated a composite team knowledge building process variable such that better external representations were more beneficial for teams with poorer quality processes than for teams with high quality process. Additionally, there were significant differences in the sequence of team knowledge building processes between high and low performing teams as well as between groups based on high and low levels of external representation quality. The team knowledge building process framework is useful for understanding complex collaborative problem solving. However, these processes predict performance outcomes in complex and inter-related ways. Further implications for theories of team performance and applications for training, designing performance support tools, and team performance measurement are discussed.
Ph.D.
Department of Psychology
Sciences
Psychology PhD

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Guiney, Andrew, and aguiney@smsmt com. "Information Technology Project Management Team Building for Project Success." RMIT University. Graduate School of Business, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100122.121228.

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More than ninety per cent of projects are run by project teams and the stronger the team the more likely the project will succeed. Team building activities are performed to both increase team performance and to enhance the likelihood of project success. For the purpose of this study, information technology (IT) business projects were chosen as IT is a major driving force in business today and there is widespread dissatisfaction with the performance of IT business projects. In analysing the causes of dissatisfaction, increasingly researchers are recognising that technology is a secondary issue behind the human side of project team management. Business projects were chosen because increasingly IT is being used in the business environment to solve problems in the post-industrial era characterised by the service industry, while the manufacturing industry, from which much of the project literature has emerged, reduces. The importance of the project team in developing IT business projects is well recognised and managers are concerned about their ability to transform an ad-hoc collection of people assigned to a particular project into a coherent, integrated project team. In most cases the activities recommended to build a successful IT business project team have been theoretically based, rather than empirically founded. The goal of this research was to investigate the team building activities used on successful projects. To achieve this goal, the research defines the key measures of project success and establishes their relative importance; determines the most important team building activities for project success with experienced project managers; enhances the understanding of implementation of team building activities on successful projects; and provides suggestions on how to increase the likelihood of project success through focusing on team building activities. The research used the analytic hierarchy process (AHP) to develop a hierarchical model linking project success measures with team building activities. Confirmation of the AHP results and additional understanding of team building activities implementation was achieved by interviewing experienced project managers. The research found that customer satisfaction, although seldom used, was significantly more important as a project success measure than the three measures most often used - time, budget and scope. As identified by project managers, the most important team building activities for achieving customer satisfaction are team leadership; ensuring senior management support; staffing the team properly; planning the project with the team and empowering team members; building commitment among team members; developing strong communication channels and developing appropriate organisational interfaces. The research found successful projects focused on relationships in addition to the task focus of many project methodologies. The research findings on team building activities will enable project leaders on IT business projects to develop empowered project teams with stronger affiliations and support throughout the organisation. By empowering project teams to create effective internal and external relationships there will be fewer project failures, increased customer satisfaction and improved achievement of project success.

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Huggler, Ronald R. "Team building for army chaplains at the installation level." Due West, SC : Erskine Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.064-0131.

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Schultz, Jon William Sigurdsson Steinn. "Building a winning soccer team analysis of soccer statistics." [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-40/index.html.

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Young, Robert J. "Building cohesion in church leadership a cohesion enhancement-empowerment-training model for leadership team building /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Holleran, David J. "Team building in an Elementary School: A Descriptive Case Study." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30752.

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The purpose of this study was to examine the team-building process implemented in an elementary school. Research questions were developed on what team-building activities took place, when the activities took place, what expenses were involved, what the outcomes were, and what the reactions of the staff were towards team building activities implemented at the school. Twenty-five members of the staff including the principal, several teachers, a secretary, several custodial workers, and several cafeteria workers were interviewed to answer the questions above. The responses were categorized and organized into data matrices by question. School documents were reviewed to corroborate responses. A list of these documents was compiled. Information from the data matrices and document review were used to develop findings which formed the basis for the conclusions of this study. Several conclusions were drawn. The study indicated that team-building was an on-going process. Major activities took place at all-day team-building sessions with follow-up sessions during the year. Team building required a commitment of time. Most team-building activities took place outside of regular school hours. The principal facilitated the team-building process. The problems of expenses and meeting locations for team-building activities were handled by the principal. The team-building methods and outcomes in this study were similar to those found in current literature. The majority of the staff in this study reacted positively to the team-building process. Many staff members noted that it was a worthwhile experience.
Ed. D.

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Murphy, Jill Marie. "EFFECT OF A ONE-TIME TEAM BUILDING EXERCISE ON TEAM COHESION WHEN WORKING WITH A NCAA DIVISION I WOMEN'S BASKETBALL TEAM." NCSU, 2001. http://www.lib.ncsu.edu/theses/available/etd-20010415-202839.

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MURPHY, JILL MARIE. The Effect of a One-Time Team Building Exercise on Team Cohesion when working with a NCAA Division I Women?s Basketball Team. Dr. Aram Attarian, Committee Chair. The purpose of this preliminary study was to measure the effects on a one-time team building exercise on team cohesion. A NCAA Division I women?s basketball team participated in this study. The team building exercise used was a rescue simulation. The instrument used to measure team cohesion was the Group Environment Questionnaire (GEQ). The GEQ was administered one week prior and one week after the rescue simulation. The data was analyzed using Microsoft Excel with StatPlus. After analyzing the data, no significant changes were found between the pretest and posttest.

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Barbone, Roberto. "Virtual team building through serious games: the Scrumble case study." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21742/.

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Alla luce dell'espansione delle tecnologie di virtualizzazione dei meeting, ancora più propagata in questo periodo di pandemia, nascono nuove occasioni per verificare e studiare la validità di un processo di apprendimento effettuato da remoto. Inserita in un contesto di sviluppo software agile, questa tesi si pone lo scopo di misurare come le capacità di team building di un gruppo di giovani studenti possano migliorare attraverso la ludicizzazione, propriamente detta Gamification, del modello di sviluppo agile Scrum. Scrumble, strumento della tesi da me impiegato, è un serious game che percorre e simula ogni fase seguita da uno Scrum team per soddisfare i requisiti implementativi necessari al rilascio di un prodotto. Vertendo quindi sulla ricerca della misurazione di quanto effettivamente lo svolgimento di un processo che coinvolga lo studente su un piano "giocoso" possa influenzare le sue capacità collaborative di gruppo, mi sono avvalso dell'utilizzo dell'approccio Goal-Question-Metric, riempiendo una tabella di valutazione nel corso delle tre sessioni di gioco effettuate. Ciò che ne risulta dimostra come delle sedute di gioco di Scrumble effettuate da remoto possono ritenersi un valore aggiunto nell'apprendimento e nel rafforzamento delle skills di un team di sviluppo, anche se appena formato, con componenti quindi sconosciuti tra loro e che giocano da remoto.

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Kriek, Hendrik Sebastiaan. "A description of an adventure-based team development intervention." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52631.

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Thesis (MBA)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: The past decade saw increasing prominence put on teams in the workplace and concurrently a proliferation in the use of adventure-based programmes to develop teams. The study provides a description of an adventure-based team development intervention into the executive team of the Health and Racquet Club's Gauteng region. The team consisted of fourteen executives that all took part in a three-day team development programme. As a qualitative study it refers to the nature of the intervention as characterised by the participants through their experience thereof and as a descriptive study it learns about the who, what, when, where, and how of the adventure-based team development intervention. The study is done from a phenomenologicalconstructionist perspective and therefore focuses on the meaning attached to the experience by the participants while it recognises the involvement of the researcher. The study is accomplished by describing: • the principles underscoring the intervention and illustrating how the intervention is based on recent literature applying the principles to adventure-based team development; • intervention (and research) context by recounting the activities that were used; and • meaning attached to the intervention with regards to the impact thereof on individuals and team development. In Chapter One an overview of the study, the scope thereof and a formulation of the research problem are given. Chapter Two presents an overview of the team within its context and explains the process of contracting, the team's needs and the fit between the intervention and the strategic aims of the organisation. "The following Chapter provides the principles that were applied in the design and construction of the intervention and gives the theoretical underpinnings of the programme as stemming from recent literature. In Chapter Four a description of the course design as well as the activities that were used is given. This is followed by a description of the impact of the intervention on the individual members and on the team respectively. An overview of the phenomenological method of analysis of Georgi is given and it is used to analyse partlcipant's presentation of the most memorable moments they experienced during the course. The study is concluded by presenting the research outcomes, suggestions on future research and final comments.
AFRIKAANSE OPSOMMING: Gedurende die afgelope dekade is aansienlik meer prominensie aan spanne in die werkplek toegeken. Daarmee saam is daar ook 'n toename in die gebruik van avontuur-gebaseerde ontwikkelingsprogramme vir spanne. Hierdie studie verskaf 'n beskrywing van 'n avontuur-gebaseerde spanontwikkelingsintervensie waaraan die uitvoerende span van die Health and Racquet Club se Gautengstreek onderwerp is. Die span het bestaan uit veertien bestuurders wat almal aan 'n drie-dag spanontwikkelingsprogram deelgeneem het. Die studie is kwalitatief van aard in die wyse waarop die aard van die intervensie deur die deelnemers gekenmerk word deur hul belewenis daarvan. As 'n beskrywende studie beskryf dit die wie, wat, waar en hoe van die avontuur-gebaseerde spanontwikkelingsintervensie. Die studie word vanaf 'n fenomenologies-konstruksionistiese perspektief aangepak. Dit behels dat daar op die betekenis wat aan die ervaring deur die deelnemers geheg word, gefokus word. Die betrokkenheid van die navorser word terselfdertyd erken. Die studie is voltooi deur 'n beskrywing aan te bied van: - die beginsels wat die intervensie onderlê en hoe die intervensie gebaseer is op 'n toepassing van resente onwikkelings in navorsing rakende avontuur-gebaseerde spanontwikkeling; - die intervensie- (en navorsings-) konteks deur die aktiwiteite wat gebruik is te skets; - die betekenis wat aan die intervensie geheg is met betrekking tot die impak daarvan op individue en spanontwikkeling onderskeidelik. In Hoofstuk Een word 'n oorsig van die studie, die omvang daarvan en 'n formulering van die navorsingsprobleem verskaf. Hoofstuk Twee bied 'n oorsig van die span binne sy konteks aan en verduidelik die proses van kontraktering, die span se behoeftes en die belyning van die intervensie met die strategiese doelwitte van die organisasie. Die volgende Hoofstuk bied die beginsels wat toegepas is in die ontwerp en daarstelling van die intervensie en gee die teoretiese onderbou van die program soos dit put uit resente literatuur. In Hoofstuk Vier word 'n beskrywing van die kursusontwerp asook die aktiwiteite wat gebruik is verskaf. Dit word gevolg deur 'n beskrywing van die impak van die intervensie op individuele deelnemers en die span onderskeidelik. 'n Oorsig van die fenomenologiese metode van Georgi word verskaf en dit word aangewend om 'n analise van die deelnemers se weergawe van die mees betekenisvolle oomblikke wat hulle gedurende die program ervaar het, te doen. Die studie word afgesluit met die navorsingsresultate, aanbevelings oor toekomstige navorsing en finale opmerkings.

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Westmoreland, Kierra M. "Improving Team Performance in Age-Diverse Teams Using Lean Simulations." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1430755355.

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Hesse, Josefine, and Sara Irfan. "Trust in Agile teams : a study about how trust is built and what challenges team members in agile teams face when building trust." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354449.

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When it comes to how the team members build trust three themes were found; knowledge sharing, expectations and shared values and relationship building. Further on when it comes to the challenges five bigger themes were found which are; distance, culture decisions from above, knowledge and other challenges. Furthermore, the study also explored how difficult it is to build trust due to its complexity as several challenges were identified. Some suggestions have been made on how to face these challenges and it has been concluded that you need to take into account many different aspects when it comes to building trust in agile teams.

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Andersson, Lisa, and Sarah Samuelsson. "Lagsammanhållning hos handbollsspelare : Herr- och damlags uppfattning om sammanhållning samt ledarens uppfattning om team buildning." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14999.

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Syftet med föreliggande studie är främst att studera sammanhållning hos herr- respektive damlag samt undersöka eventuella skillnader/likheter. Författarna avser vidare att undersöka ledares uppfattningar om sin egen roll för sammanhållningen i ett lag samt deras uppfattningar om hur sammanhållning skapas och bibehålls. Totalt deltog 96 manliga och kvinnliga handbollsspelare, från division 1 och 2, i åldrarna 16-34 i den kvantitativa undersökningen och 4 tränare deltog i den kvalitativa undersökningen. Resultatet visade att det fanns en signifikant skillnad mellan sammanhållningen i dam- respektive herrlagen då kvinnor upplevde en högre grad av sammanhållning. Resultaten visade vidare att tränarna ansåg att sammanhållningsarbetet bör se olika ut för kvinnor och män då kvinnor lägger större vikt vid att känslan i gruppen var bra och män fokuserar mer på prestation. Slutligen visade resultatet att sammanhållning ständigt bör underhållas för att uppnå bästa resultat. Resultaten diskuteras i relation till olika teoretiska perspektiv.
The purpose of this study is mainly to study the cohesion of the men's and women's teams and investigate any differences / similarities. The authors also intend to explore coaches perceptions about their own role in the cohesion of a team, and their perceptions of how cohesion is created and maintained. A total of 96 male and female handball players, in division 1 and 2, from age 16 to 34 participated in the quantitative study, and four coaches participated in the qualitative survey. The results showed that there was a significant difference between the cohesion of the men and women, as the female handball players experienced a higher level of cohesion then the male handball players. Further, the results showed that the coaches felt that the cohesion is different in men's and women's teams,as women attach higher value to how well the members of the group get along and men tend to focus on their own performance. Finally, the results showed that cohesion should be constantly maintained in order to achieve success. The results were discussed in relation to different theoretical perspectives.

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Schumacher, Marinita. "Proposition of a Tool to Build Virtual Teams : Virtual Team Building Support System : Considerations of Virtual Project Management, Competence Management and Virtual Team Interaction." Phd thesis, Ecole Centrale Paris, 2011. http://tel.archives-ouvertes.fr/tel-00997402.

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Virtual teams become more and more courant in today's organisations for New Product Development (NPD) of a new product, service, system or organisational process. As potential partners of those projects are spread out over countries, organisations need access to a dynamic communication to increase de-centralisation and globalisation of work processes. Many organisations have responded to this dynamic environment by introducing virtual teams. These virtual teams have specific characteristics including distance of geography or time and cultural or organisational differences. In this PhD thesis we provide a preliminary design of a tool of support to build virtual teams, named Virtual Team Building Support System (VTB Support System). The VTB Support System functions as tool of analysis, communication and planning for virtual team building in the domain of NPD. This tool is a support that facilitates the constitution of a virtual team not only in organisations but also in projects without a real organisational structure. The VTB Support System identifies requirements and provides recommendations and adaptable technical solutions that permit to build a virtual team. In a virtual environment, project members can change frequently, which necessitates to identify the requirements of a VTB Support System to build those virtual teams. The process of virtual team building is not just limited to team development under the aspect of human resources or human interactions but takes also the organisation of working processes into account. The recommendations for virtual team building take into consideration three domains that are precisely presented in this work as Virtual Project Management (VPM), Competence Management (CM) and Virtual Team Interaction (VTI). In order to provide the VTB Support System, we choose the holistic approach of the functional analysis. This allows us to identify all the functions of the VTB Support System that describe the requirements of such a system. Then, we use the tool of Quality Function Deployment (QFD), especially the "house of quality", to deduce substantiated recommendations of the most important functions that are detected by the functional analysis. The house of quality allows representing the recommendations or technical solutions and the functions (issues of a functional analysis) in a matrix and to evaluate if a recommendation or a technical solution satisfies the demand of one or multiple functions. The VTB Support System is applied in three different cases, which underlines the generic aspect of the model.

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Kim, Bo Young. "Building a design team management model for effective corporate design management." Thesis, Brunel University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479438.

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Ranade, Rachana. "Effectiveness of team-building and teamwork in real and virtual worlds." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263409673/.

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Carter, Nicole. "Examining School Building-Level Implementation of an MTSS Problem-Solving Team." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/958.

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ABSTRACT This cross-case study of building and district administrators was designed to describe and explain the experience of elementary school administrators implementing a Problem-Solving Team (PST), the core feature of a Multi-Tiered System of Supports (MTSS) framework. The Multi-Tiered System of Support Problem-Solving Team (MTSS-PST) organizes the review of student learning data to identify problems, apply solutions, and evaluate progress towards grade level learning outcomes (Cook, Burns, Browning-Wright, & Gresham, 2010; Eagle et al., 2015; Gamm et al., 2012; Tilly, 2008). Outside of the MTSS framework, the PST is recognized as a best practice approach to identifying and implementing academic and social emotional interventions to improve learning outcomes (Algozzine et al., 2014; Burns & Symington, 2002; Doll et al., 2005; Shinn, 2005). Contemporary policy implementation research frames MTSS-PST as complex educational policy whose implementation is contingent upon, and situated by, interactions between the people implementing it, the policy itself, and the place where implementation occurs (Honig, 2006). There is little research, however, on MTSS-PST implementation. This study was designed to add to scholarly understanding of the MTSS-PST implementation process by examining how and why school building-level administrators were thinking about and planning for it. Analysis of the data revealed the following: (a) MTSS-PST implementation is understood by building-level administrators as an essential component in fulfilling the school district’s K-12 directive to reduce special education referrals with a Multi-Tiered System of Support framework; (b) Building-level administrative thinking and planning for MTSS-PST implementation is focused on reorganizing and improving how the school’s support team sorts students for support services; (c) Building administrator’s implementation decision-making is influenced by the simultaneous feeling of relief and burden brought on by the early success of implementation and the significant challenges it faces due to limited planning and resources. Analysis also showed that implementation is rooted in a transactional approach to change focused entirely on meeting districtwide objectives to increase the efficiency and efficacy of the school’s teaching and learning services with no reference to the transformative potential cited in the research literature. Lastly, analysis of the findings revealed that more than 70 different interactions that occurred between people, policy, and place shaped the MTSS-PST implementation process demonstrating that implementation of this policy is both situated and contextual.

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Alves, Joana Cristina Correia. "A importância da comunicação interna e das atividades de Team Building." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/5131.

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Tese de Mestrado em Comunicação Social na especialização de Comunicação Estratégia
A presente dissertação de Mestrado analisou a estratégica de comunicação interna adotada pela Vodafone Portugal, assim como o nível de importância dado às atividades de Team Building na respetiva organização. As atividades de Team Building estão a obter cada vez mais importância no seio das organizações, por alegadamente assegurarem a melhoria do ambiente de trabalho e conduzirem a uma maior produtividade dos seus colaboradores. Por sua vez, a comunicação interna é uma das variáveis que promove o compromisso dos funcionários e serve ainda para dar a conhecer os objetivos, visão e missão da empresa. Em termos metodológicos, recorreu-se ao método do estudo de caso, à técnica de inquérito por questionário e à pesquisa bibliográfica.
This research aims to analyze the process strategic communication in Vodafone Portugal, as well the importance of team building in this organization. Team Building activities are gaining increasing importance within organizations for allegedly ensure the improvement of the working environment and hence lead to higher productivity of their employees. In turn, internal communication is one of the variables that promotes commitment of staff and further serves to inform about the goals, vision and mission of the company. A case study, a questionnaire survey and documentary research were used to accomplish this objective.

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Shaikh, Ishrat. "Virtual Team Management in Construction Projects and the role of BIM : A study of challenges faced by construction projects in managing virtual teams distributed globally." Thesis, KTH, Byggnadsteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-235695.

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Carvalho, Catarina Azeiteiro de. "Team building e equipas de sucesso? Estudo exploratório através de uma empresa especialista." Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/11247.

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Mestrado em Gestão de Recursos Humanos
Para que as empresas da atualidade atinjam os seus objetivos num mundo em constante mudança, necessitam de equipas de trabalho dotadas de eficácia, eficiência e de motivação. Neste sentido, o team building consiste numa ferramenta que visa tornar as equipas mais sinérgicas e produtivas. O presente estudo analisa de forma exploratória uma empresa especialista neste ramo - a Catalyst Portugal. Mais especificamente, o impacto dos programas desenvolvidos no sucesso das equipas de trabalho, tendo por base as perspetivas dos diferentes protagonistas envolvidos: o responsável pela área de serviços ao cliente nesta empresa especializada, que contacta diretamente com as empresas que procuram implementar um programa deste tipo; os facilitadores destas atividades (formadores); os gestores de recursos humanos das empresas-clientes; e, ainda, os colaboradores que tenham vivenciado estes programas. Dos principais métodos de recolha de dados fazem parte a pesquisa documental, a observação e as entrevistas a diversos atores implicados no processo de team building. Concluiu-se que os programas de team building são uma ferramenta ao alcance das empresas que permite coordenar atitudes, aumentar as sinergias e, sobretudo, aumentar a eficácia das equipas de trabalho.
For today's companies being able to achieve their goals in a continuous changing world, they need work teams filled with effectiveness, efficiency and motivation. In this sense, team building is a tool that aims to make teams more productive and synergistic. This study examines in a exploratory way a company specialized in this area - the Catalyst Portugal. More specifically, the impact of the programs developed in the success of the work teams, based on the perspectives of the different actors involved: the person in charge of customer service in this specialized company, which directly contacts with companies looking to implement such a program; the facilitators of these activities (trainers); the human resource managers of client companies; and, also, employees who have experienced these programs. The main methods of data collection are part documentary research, observation and interviews with various actors involved in the process of team building. It was concluded that the team building programs are a tool within reach of companies that allows to coordinate attitudes, increase synergies and, above all, increase the effectiveness of work teams.

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Vaughn, Garland Thomas. "Building ministry team skills through the development of a Biblical counseling program." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Masingue, Antoine. "Recherche-intervention en management et team building : apports d'outils heuristiques et transformatifs." Paris 2, 2008. http://www.theses.fr/2008PA020065.

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La recherche-intervention en management a une triple finalité : transformer (répondre à une demande managériale à visée transformative), découvrir et comprendre (produire des connaissances). Cette triple finalité est elle-même au service d’un dessein cardinal : améliorer la performance du management de l’organisation étudiée. Le team building désigne l’ensemble des actions visant à agir sur les processus permettant de produire de la cohésion au sein d’une équipe. Cette recherche vise à proposer, et à articuler de façon cohérente sur le plan épistémologique, un ensemble d’outils susceptibles d’aider le chercheur-intervenant en management confronté à une problématique de team building. L’instrumentation proposée (et centrée sur l’usage conjoint de l’inventaire typologique de développement de Golden, de l’approche communicationnelle et systémique de l’école de Palo Alto, du méta-modèle linguistique, des principes de décodages des schémas cognitifs de Robert Dilts et des drivers de Taïbi Kahler) est évaluée tant au regard de la théorie que de la pratique, au travers d’une étude de cas portant sur plusieurs équipes de marketing direct d’un grand groupe international de V. A. D. Coté au C. A. C. 40. Les résultats sont fructueux et font l’objet d’une discussion critique. Ils font apparaître le caractère fondamental et premier, dans une démarche de team building, de la « qualité » de la relation managériale, déjà souligné par THEVENET (2000) dans ses recherches sur l’implication au travail.

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Zlatkovic, Samireh Jalali and Branislav. "Success Factors in Building and Maintaining Trust Among Globally Distributed Team Members." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2084.

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Globalization trends have affected many software organizations in the past years. They are turning towards global software development (GSD) market in search for quality with a lower price and shorter development times. It turns out that certain management methods used for in-house development are not applicable in GSD, often resulting in a failed project. It is believed that trust is one of the key factors for success or failure of such projects. In the first part, this thesis studies the causes of lacking or losing trust in globally distributed teams though a literature review and systematic review of current research. The second part of this thesis studies the practices which have been applied in industry to prevent or minimize the impact of trust related issues. Finally these practices are mapped to the identified issues, resulting in a set of recommendations for managers involved in GSD.

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Brown, Kyle A. "Incorporating Green-Building Design Principles into Campus Facilities Planning: Obstacles and Opportunities." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1149880857.

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Ballangrud, Randi. "Building patient safety in intensive care nursing : Patient safety culture, team performance and simulation-based training." Doctoral thesis, Karlstads universitet, Institutionen för hälsovetenskaper, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29870.

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Aim: The overall aim of the thesis was to investigate patient safety culture, team performance and the use of simulation-based team training for building patient safety in intensive care nursing. Methods: Quantitative and qualitative methods were used. In Study I, 220 RNs from ten ICUs responded to a patient safety culture questionnaire analysed with statistics. Studies II-IV were based on an evaluation of a simulation-based team training programme. Studies II-III included 53 RNs from seven ICUs and ten RNs from a post-graduate programme (II). The data were collected with questionnaires (II) and measurement scales (III), and analysed with statistics. In Study IV, 18 RNs were interviewed and the data were analysed with a qualitative content analysis. Main findings: The RNs had positive perceptions of the overall patient safety culture in the ICUs. Hence, a potential for improvements was identified at both the unit and hospital level. Differences between types of ICUs and between hospitals were found. The dimensions at the unit level were predictors for the outcome dimensions (I). The RNs evaluated the simulation-based team training programme in a positive way. Differences with regard to scenario roles, prior simulation experience and area of intensive care practice were found (II). The expert raters assessed the teams’ performance as advanced novice or competent. There were differences between the expert raters’ assessments and the RNs’ self-assessments (III). One main category emerged to illuminate the RNs’ perceptions of simulation-based team training for building patient safety: Regular training increases the awareness of clinical practice and acknowledges the importance of structured work in teams (IV). Conclusions: Patient safety culture measurements have the potential to identify areas in need of improvement, and simulation-based team training is appropriate to create a common understanding of structured work in teams with regard to patient safety.
Baksidestext Intensive care represents potential patient safety challenges for critically ill patients. Human errors are the most common cause of incidents, and failures in team performance are identified as contributory factors. The measurements of patient safety culture and simulation-based team training are recommended initiatives to improve patient safety. The aim of the thesis was to investigate patient safety culture, team performance and the use of simulation-based team training for building patient safety in intensive care nursing. The nurses had a positive perception of the overall patient safety culture. A potential for improvements were found in incident reporting, feedback and communication about errors and organizational learning. The RNs evaluated the simulation-based team training programme in a positive way. The assessments of nurses’ team performance with respect to communication, leadership and decision-making in a simulation-based emergency situation showed a variation in competencies from advanced novice to competent. There were differences between expert raters’ assessments and nurses’ self-assessments. The nurses perceived that simulation-based team training on a regular basis increases the awareness of clinical practice and acknowledges the importance of structured teamwork.

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Lee, Michelle L., April Stidham, Sarah Melton, Christine Mullins, and Sheila Smith. "Interprofessional Team Development in Student Led Clinics in Rural Northeast Tennessee." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss1/4.

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Background/Rationale - East Tennessee State University developed four interprofessional (IP) team-based education and practice clinics from within an already established network of nine nurse-managed clinics. The purpose of these IP clinic teams is to build capacity for interprofessional practice (IPP) and deliver effective health management to patients with multiple chronic conditions (MCC) through evidence-based practice to improve health outcomes in underserved populations. Description of Innovative Approach - This project took the innovative approach of acknowledging the specialized knowledge, skills, and contributions of nursing, pharmacy, and nutrition specialties, empowering each discipline to be an active decision-maker in the healthcare team. The IP team embedded themselves in existing nurse managed clinics, conducting “student led” clinics at the various sites. A Clinical Fellows Model was utilized to enhance the students learning experience and to promote IPP upon graduation. Challenges and Strategies of IP Team Development - During the first year of the project, the IP team overcame barriers with purposeful strategy which has created unique opportunities for the remaining grant period. Challenges and barriers were overcome with attention to building team collaboration through education and familiarity with working in the interprofessional setting. Discussion – The Clinical Fellows Model was derived from four IP competencies: roles and responsibilities, values and ethics, teamwork, and communication. The student led IP clinics have grown in the number of sites and disciplines supporting East Tennessee State University’s vision of true interprofessional education and practice for managing patients with MCC.

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Vallée, Chantal N. "Building a successful program : perspectives of expert Canadian female coaches of team sports." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29524.

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The purpose of this study was to assess the perceptions of expert coaches on the key elements for building their successful programs. Five female expert Canadian university coaches of team sports were individually interviewed with an open-ended approach. Data were analysed inductively, following the guidelines of Cote, Salmela, Baria, and Russell (1993) and of Cote, Salmela, and Russell (1995). The results of the analysis identified four key elements for the building of a successful program. First, coaches possessed a variety of personal attributes that enabled them to display appropriate leadership. Second, coaches possessed thorough organisational skills from which they set goals, planned the season, and prepared their team for games. Third, coaches had a personal desire to foster their players' individual growth, by empowering them and teaching them life skills. Finally, the aforementioned elements were interrelated and linked together by the coaches' vision, without which success was unlikely. Data also showed the correspondence of these four elements with a transformational leadership style that has been successfully used in business, military, industry, and educational settings.

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Rosen, Michael A. "Collaborative problem solving the role of team knowledge building processes and external representations /." Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003109.

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Pascoe, Aguilar Daniel. "Effects of personality type on the consensus-building performance of a leadership team." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386710.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2009.
Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4543. Adviser: Charles M. Reigleuth.

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黃錦娟 and Kam-kuen Doris Wong. "Team building in an established primary school in Hong Kong: an action research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B30256835.

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Wong, Kam-kuen Doris. "Team building in an established primary school in Hong Kong : an action research /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24606212.

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Hipp, Guy L. "A strategy for team building with a large staff in a large church." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Wesner, Marilyn Sawyer. "A journey of change : the history of team building in organizations, 1900-1989 /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-162112/.

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Wan, Ngai-teck Alice, and 溫艾狄. "Collaborative interactions in knowledge building process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256697.

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Dissertations / Theses on the topic 'Team building'

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