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KNPE 363 > Week 11 > Flashcards

Week 11 Flashcards

1
Q

What is the quote by Yogi Berra about team building

A

-if you don’t know where you’re going, you’ll end up somewhere else

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2
Q

What is the overall definition of team building

A

-its a deliberate and purposeful attempt at improving any portion of a teams environment, meant to facilitate functioning and/or member experiences

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3
Q

What is the finding of Neuman et al meta-analysis for team building

A

-team building was most effective intervention for satisfaction and other work-related attitudes
-team building was most effective intervention for productivity

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4
Q

What was team building effective in according to Martin et al meta analysis

A

-performance
-cohesion
-role effectiveness

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5
Q

What types of team building were most effective according to Martin et al meta analysis

A

-adventure
-omnibus
-interrelationship
-goal setting

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6
Q

What is the most effective length of delivery for team building according to Martin et al meta analysis

A

-greater than 20 weeks

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7
Q

What is the problem with origins of team building research in sport

A

-man studies site main 6 studies which are actually about cohesion
-old

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8
Q

What are the different approaches of team building

A

-direct approach
-indirect approach

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9
Q

Direct approach

A

-consultant works directly with athletes implementing team building program

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10
Q

Indirect approach

A

-consultant works with coach, then coach implements intervention program to the athletes

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11
Q

Are indirect or direct approaches better

A

-no significant difference

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12
Q

Indirect approach team building stages

A

-introduction
-conceptual
-practical
-intervention

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13
Q

Introduction

A

-basis for introducing the program
-benefits of desired outcome

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14
Q

Conceptual

A

-outline conceptual model
-simplify complex process, draw attention to what specific factors you want to address

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15
Q

Practical

A

-practical strategies to address specific factors
-both coach and consultant alike are active agents

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16
Q

Intervention

A

-putting plan into practice

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17
Q

What is included in the conceptual model of team building

A

-group structure
-group environment
-group processes
-cohesion

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18
Q

What are the inputs of the conceptual model

A

-group structure
-group environment

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19
Q

What are the throughputs of the conceptual model

A

-group processes

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20
Q

What are the outputs of the conceptual model

A

-cohesion

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21
Q

What is included under group structure

A

-roles
-norms
-leadership

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22
Q

Roles

A

-ensure roles are clear and accepted
-address discrepancies
-come to a consensus/understanding

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23
Q

Norms

A

-develop list of norms to abide by

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24
Q

Leadership

A

-ensure leaders are fostering a positive atmosphere and meeting needs of team members
-provide positive feedback, and social support
-build a sense of reliability and trust

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25
What is included under group environment
-distinctiveness -togetherness
26
Distinctiveness
-develop a shared group name -same uniforms, where only members of the team can have it -make a part of the uniform distinct to the team
27
Togetherness
-travel to competitions/rotate roommates -spend time together -try other activities
28
What is included under group processes
-cooperation -communication -team goals
29
Cooperation
-integration and cooperation during practices -work together on drills -foster teamwork with tasks
30
Communication
-exchange contact information -social media
31
Team goals
-team goal setting -most commonly used TB intervention and most effective
32
Cohesion
-leadership is coherent, visionary, and acceptable -members understand/accept roles and responsibilities -members become more committed to group goals -develops positive, energetic, and empowering climate -group meetings more efficient and effective -group weaknesses recognized and reduced
33
What was the intervention by Senecal et al
-season long TB intervention -8 female teams -3 stage goal setting protocol
34
What was stage 1 in the 3 stage goal setting protocol by Senecal et al
-goals identified -team consensus
35
What was stage 2 in the 3 stage goal setting protocol by Senecal et al
-goals consistently discussed and assessed
36
What was stage 3 in the 3 stage goal setting protocol by Senecal et al
-goals revistited after about 6 games
37
Results over time in Senecal team building intervention
-significant differences in cohesion between intervention and control
38
What happened with cohesion in Senecal team building intervention
-did not improve in intervention group -decreased in control group
39
What is condition setting
-area of study originating from industrial/organizational psychology
40
What are Hackmans 6 conditions for group effectiveness
-real team -compelling purpose -clear norms -right people -team-focused leadership -supportive context
41
What is considered as a real team
-common fate/interdependence -social structure/organization -shared objectives -identity
42
What does it mean to have a compelling purpose
-understanding our why -provides direction in the complex and dynamic world -acts as a framework to monitor and reflect upon your practice -ongoing journey that requires frequent reflection and systematic updating
43
What are clear norms
-patterns of behaviour/levels of performance expected within a group
44
What do clear norms group discussions include
-what members want to start, stop, and continue
45
What is included under right people
-role concepts -transactive memory
46
Role concepts
-set of behaviours expected of a person occupying a specific context
47
Transactive memory
-knowing who to go to for what
48
What is team focused leadership
-are the behaviours leaders engaging in benefiting the group
49
What are supportive contexts
-environments that promote thriving
50
What does "environments that support thriving mean"
-experiencing enhanced physical, psychological, and social health, while also succeeding in relevant life domains
51
What did the xerox study by wageman contrast the impact of
-predetermined service team design choices -hands on coaching
52
Predetermined service team design choices
-structures/systems put in place that determine the operations or functions of a team
53
Hands on coaching
-direct interaction of a leader to shape processes that produce the desired outcome
54
Which construct led to increased self-management and task performance
-predetermined service team design choices
55
What 2 conditions did the Oldham look at
-compelling purpose -supportive environment
56
What was the outcome of the Oldham study
-increased intrinsic motivation -satisfaction
57
What did the study by Hackman look at
-case study with united states intelligence community
58
What was the finding of the Hackman study
-workers discussed the importance of leadership group spending most of their time on structuring the work environment properly
59
What is an example of what makes a real team from sport
-uniforms -clear boundaries -selection proceses -overt competition against 'out-groups'
60
What are examples of compelling purpose from sport
-winning coaches said "a clearly articulated vision of what is necessary to win was central to success" -coaches expressed necessity of having mechanisms in place to translate vision to athletes and support staff
61
What are examples of clear norms from sport
-increased norms for social interaction reported better performances -decreased social loafing when high performance norms are understood across a team
62
What are examples of right people from sport
-using a socialization approach to the sport context, highlights the importance of aligning new members with organizational needs -notes significance of the "right athletes" above a beyond skill or talent for sport
63
What are examples of team-focused leadership from sport
-transformational leaders take great care to ensure a positive athletic environment -importance of considering leaders as "cultural architects" for the environment
64
What are examples of supportive context from sport
-researchers must "understand how macro- organizational processes and concepts in sport influence individual behaviour"
65
What were the 5 COACH conditions from the Staehli study
-create a team vision with clear objectives -opt for athletes of best fit -assign team roles and expectations -confirm and allocate necessary resources and support -have competent and prepared team coaching
66
Direct approaches to team building
-personal disclosure mutual sharing -adventure/outdoor experience
67
Personal disclosure mutual sharing (PDMS)
-opportunity to reciprocally share thoughts, feelings and ideas
68
What should effective PDMS interventions do
-schedule sessions around important events -ensure opportunities are presented in session -provide athletes with time to prepare and time manage -deliver in a private and safe climate
69
What must you understand to effectively interact with teammates
-acute understanding of self and others -need to find out how you interact and like to be interacted with
70
What did evans PDMS intervention include
-PDMS intervention with professional soccer academy
71
What improved in evans PDMS intervention
-friendship -performance
72
What stayed the same in evans PDMS intervention
-team identity -collective efficacy
73
Purpose of Bruner et al study
-to provide a tool to inform targeting of characteristics, structures, or processes of greatest need to group
74
Purpose of Paradis and Martin study
-how to target team building needs of group
75
How to enhance environment: distinctiveness
-team motto -team clothing
76
How to enhance environment: togetherness
-spend time together outside of sport -proximity of lockers
77
How to enhance structure: roles
-coach athlete interview -teammate feedback
78
How to enhance structure: norms
-create sense of ownership -clarify expectations -implement sanctions and rewards
79
How to enhance structure: leadership
-shared athlete leadership -self monitoring
80
How to enhance processes: goal setting
-SMART goals
81
What is another PDMS study by Beauchamp
-international track and field team -produced result that to effectively interact with teammates you must develop acute understanding of self and others
82
Results of PDMS track and field study by Beauchamp
-increased intra-squad trust and cohesion -decreased conflict
83
What is the definition of condition setting
-planning and implementation rather than the traditional casual/reactionary approach

KNPE 363 (10 decks)

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