Week 11 Flashcards
(93 cards)
1
Q
What are the two broad areas focused on in environmental bricolage: segment 5?
A
- Team building
- Condition setting
2
Q
Team building Yogi Berra definition
A
- if you don’t know where you’re going, you’ll end up somewhere else
(ie. if you’re just randomly doing something with no intention, you don’t know the outcome)
3
Q
Overall definition of team building
A
- a deliberate and purposeful attempt at improving any portion of a team’s environment to facilitate functioning and member experiences
4
Q
Does team building work in business? - Neuman 1969
A
Team building is the most effective intervention for:
- satisfaction & other work related attitudes (r=0.66)
- productivity
5
Q
Does team building work in sport? - Martin 2009 outcomes
A
- team building is related to enhanced performance, social cohesion and cognitions
- effective in improving performance, cohesion and role effectiveness
6
Q
Does team building work in sport- Martin 2009 types
A
- adventure
- omnibus
- interrelationship
- goal setting
** all effective
7
Q
Does team building work in sport- Martin 2009 length of delivery
A
- TB is most effective for performance if done for longer than 20 weeks
8
Q
Main problems with team building
A
- It is typically a one-time event, not a long term and sustainable
- Not always intentional
9
Q
What is a main limitation of origins of team building research in sport?
A
- top studies from citation analysis have had a narrow focus of team building in relation to cohesion
10
Q
Approaches to team building
A
- Direct approach
- Indirect approach
11
Q
Direct approach to team building
A
- consultant works directly with athletes implementing team building program
12
Q
Indirect approach to team building
A
- consultant works with coach, then coach implements intervention program to the athletes
13
Q
Which approach is better?
A
- no sig diff
- both are effective depending on the context
14
Q
Indirect approach - team building stages
A
- Introduction
- Conceptual
- Practical
- Intervention
15
Q
Team building stages: introduction
A
- basis for introducing the program
- benefits of desired outcome
16
Q
Team building stages: conceptual
A
- outline conceptual model
- simplify complex process
- draw attention to what specific factors you want to address
17
Q
Team building stages: practical
A
- practical strategies to address specific factors
- both coach and consultant alike are active agents
18
Q
Team building stages: intervention
A
- putting plan into practice
19
Q
Conceptual model of team building inputs
A
- group structure (similar to seg 2 of course map)
- group environment (similar to seg 1 of course map)
20
Q
Conceptual model of team building throughputs
A
- group processes (similar to seg 3 course map)
21
Q
Conceptual model of team building outputs
A
- cohesion
22
Q
Conceptual model of team building: group structure
A
- roles
- norms
- leadership
23
Q
Conceptual model of team building: group structure - roles
A
- ensure roles are clear and accepted
- address discrepancies
- come to a consensus/understanding
24
Q
Conceptual model of team building: group structure- norms
A
- develop list of norms to abide by
25
Conceptual model of team building: group structure - leadership
- ensure leaders foster a positive atmosphere and meet needs of team members
- provide positive feedback and social support
- build sense of reliability and trust
26
Conceptual model of team building: group environment
- distinctiveness
- togetherness
27
Conceptual model of team building: group environment - distinctiveness
- develop a shared group name
- same uniforms
- make a part of uniform distinct to team
28
Conceptual model of team building: group environment- togetherness
- travel to competitions/rotate roommates
- spend time together (dinners, parties)
- try other activities
29
Conceptual model of team building: group processes
- cooperation
- communication
- sacrifice
- team goals
30
Conceptual model of team building: group processes - cooperation
- integration and cooperation during practices
- work together on drills
- foster teamwork with tasks
31
Conceptual model of team building: group processes - communication
- exchange contact info
- social media; facebook group
32
Conceptual model of team building: group processes - team goals
- team goal setting is the most commonly used TB intervention and the most effective
33
Conceptual model of team building: outcomes
- leadership that is coherent, visionary and acceptable
- members understand/accept roles and responsibilities
- members become more committed to group goals
- develops positive, energetic & empowering climate
- group meetings more efficient & effective
- group weakness recognized and reduced
COHESION
34
What is missing from the Conceptual model of team building?
- emergent states
35
Goal setting model: 3 stages (Senecal, Loughead & Bloom 2008)
- Stage 1: goals identified, team consensus
- Stage 2: goals consistently discussed and assessed
- Stage 3: goals revisited after 6 games
36
Goal setting model results from time 1 to time 2
- time 1: no differences in cohesion btwn intervention and control
- time 2: sig diff in cohesion btwn intervention and control
37
What do the goal setting model results mean?
- cohesion did not improve in the intervention, it just decreased in the control group
- goal setting program maintained cohesion
38
Direct approaches to team building
1. Personal-disclosure mutual sharing (PDMS)
2. Adventure/outdoor experience
39
Why was PDMS originally introduced by Dunn and Holt?
- the opportunity to reciprocally share thoughts, feelings and ideas about particular issues or topics
40
What should effective PDMS interventions do?
1. Schedule sessions around important events
2. Ensure that opportunities are presented throughout the season
3. Provide athletes with time to prepare throughout the season
4. Be delivered in a private and safe climate
41
Two examples of PDMS
1. Jungian preference framework (Beauchamp 2008)
2. PDMS intervention with professional soccer academy (Evans, Slater, Turner & Barker 2013)
42
Purpose of Jungian preference framework
- to effectively interact with teammates, you must develop an acute understanding of self and others
43
Results of Jungian preference framework
- increased intra-squad trust
- increased cohesion
- decreased conflict
44
PDMS intervention with professional soccer academy purpose
- disclosing unknown, personal stories/preferences to teammates
45
PDMS intervention with professional soccer results (from baseline to post PDMS)
= team identity
- increased friendship
- = collective efficacy
- increased performance
46
Adventure/outdoor experience purpose
- move their team's off site for a period of time to facilitate team building efforts
47
How much of meta analysis interventions were adventure/outdoor experiences?
- 50%
- demonstrated a moderate effect size
48
Practical implications of team building conceptual framework purpose (Bruner et al 2020)
- to provide practitioners and coaches with a tool to inform targeting of characteristics, structures or processes of greatest need to group
49
Practical application: How to target team building needs of a group (Paradis & Martin 2012)
1. Group structure
2. Group environment
3. Team processes
50
How to target team building needs of a group: group structure
1. Enhancing role clarity
2. Establishment of team norms
3. Fostering effective leadership practices
51
How to target team building needs of a group: group environment
1. Distinctiveness (sense of belonging)
2. Togetherness (bonding and closeness)
52
How to target team building needs of a group: team processes
1. Goal setting
- SMART goals
53
Key takeaways (teambuilding)
1. Team building represents any purposeful attempt at improving the functioning of a group
2. The emphasis was traditionally on cohesion but this is expanding
3. Delivery can be either direct or indirect, depending on the needs of the team
54
Hackman's condition setting approach
- proactive measures are used to improve overall team functioning
- planning and implementation rather than the traditional causal/reactionary approach
55
Planting the seeds example
- make sure soil is prepared to allow for the seed to have the opportunity to grow
- build the environment
56
What is condition setting?
- area of study originating from industrial/organizational psychology
- setting the stage
57
Hackman's conditions for group effectiveness
1. Real team
2. Compelling purpose
3. Clear norms
4. Right people
5. Team-focused leadership
6. Supportive context
58
Criteria for a real team
- common fate/ interdependence
- social structure/ organization
- shared objectives
- identity
59
Compelling purpose
- understanding our why
- not a one time occurrence
60
Compelling purpose: understanding our why
- provides direction
- acts as a framework to monitor and reflect upon your practice
61
Compelling purpose: not a one time occurrence
- ongoing journey that requires frequent reflection and systematic updating
62
Clear norms
- patterns of behaviour/level of performance expected within a group
- group discussions on what members of a group want to start, stop and continue based on the compelling purpose of the team
63
Right people
- role concepts
- transactive memory
64
Right people: role concepts
- set of behaviours expected of a person occupying a specific social context
65
Right people: transactive memory
- knowing who to go for what
66
Team-focused leadership
- are the behaviours leaders engaging in benefiting the group (ie. leader vs managing)
67
Supportive contexts
- environments that promote thriving
- enhanced physical, psychological and social health while also succeeding in relevant life domains
68
What does a thriving environment consist of?
- challenging
- supportive
69
Xerox field research by Wageman 2001 purpose
- contrasted the impact of predetermined service team design choices and hands on coaching
70
Xerox field research by Wageman 2001 results
- predetermined service team design choices (ie. when systems were already in place) led to greater self management and task performance
71
Oldham 1976 study
- having a compelling purpose and supportive environment increased intrinsic motivation and satisfaction
72
Hackman and O'Conner case study
- differentiated between working teams and co-acting groups
- workers discussed importance of leadership group spending most of their time on structuring work environment properly
73
Hackman and O'Conner case study: working teams
- high interdependence and common purpose
74
Hackman and O'Conner case study: co-acting groups
- independent performances among coexisting members
75
How are sports teams "real teams"?
- uniforms
- clear boundaries
- selection processes
- overt competition against out groups
76
Evidence from sport: compelling purpose
- serial winning coaches are successful because they have a clearly articulated vision of what is necessary to win
- coaches expressed necessity of having mechanisms in place to translate vision
77
Evidence from sport: clear norms
- increased norms for social interaction reported better performances
- decrease in social loafing when high performance norms are understood across a team
78
Evidence from sport: right people
- using a socialization approach to the sport context, highlights the importance of aligning new members with organizational needs
- significance of the right athletes above of and beyond skill or talent
79
Evidence from sport: team-focused leadership
- transformational leaders take great care to ensure a positive athletic environment
- importance of considering leaders as cultural architects for the environment
80
Evidence from sport: supportive context
- researchers must understand how macro-organizational processes and concepts in sport influence individual behaviour
81
Condition setting in sport (Staehil 2022) purpose
- analyzing condition setting approaches from elite Canadian university sport programs
82
Condition setting in sport results: coach conditions
1. Create a team vision with clear objectives
2. Opt for athletes of best fit
3. Assign team roles and expectations
4. Confirm and allocate necessary resources and support
5. Have competent and prepared team coaching
83
Coach conditions- Create a team vision with clear objectives description
- use distal outcome goals to shape proximal process goals
84
Coach conditions- Create a team vision with clear objectives strategies
- use momentum from previous seasons
- involve athletes in goal setting
- buy in coach experience
85
Coach conditions- opt for athletes of best fit description
- choose people with characteristics that will contribute ti positive team culture
86
Coach conditions- opt for athletes of best fit strategies
- identify potential athletes based on desired characteristics
- get to know recruits
- be transparent about future involvement
87
Coach conditions- assign team roles and expectations description
- establish a culture of the team using roles and expectations led by coach and upheld by athletes
88
Coach conditions- assign team roles and expectations strategies
- avoid use of rules
- frame expectations positively
- use leadership group to communicate expectations
89
Coach conditions- confirm and allocate necessary resources and support description
- provide team with necessary means to perform to their potential
90
Coach conditions- confirm and allocate necessary resources and support strategies
- determine necessary resources to enable student-athlete success
- develop funding strategies
- secure help from topic experts
91
Coach conditions- have competent and prepared team coaching description
- secure passionate, knowledgeable and experienced leadere with exceptional organizational skills who focuses on the betterment of the team
92
Coach conditions- have competent and prepared team coaching strategies
- prioritize relationships with athletes
- establish open communication
- capitalize on knowledge and experience
- translate plans to practice
- continuously reflect, learn and adapt
93
Key take aways (condition setting)
1. Originating from I/O research
2. Clear relevance to sport
3. Taking preliminary steps to create ideal environment will go a long way in facilitating performance
