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The impact of coaching and reflective learning journals on team functionality and task performance.

机译：辅导和反思性学习日记对团队功能和任务绩效的影响。

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摘要

The purpose of this study was to contribute to a better understanding of how teams evolve over time in two different ways: internally, in their team functionality; and externally, in their task performance and outcomes. The researcher was particularly interested in studying how interventions in teams, like coaching and reflective learning journaling, could affect team functionality and team task performance. At the beginning of the study, the researcher believed that giving working teams feedback on their functionality could improve their functionality, as well as their task performance; and that teams who received feedback and worked with an external coach to improve their functionality would improve their task performance and functionality compared to the teams who only received feedback about its functionality and worked alone to improve it (journaling). At the end of the study and based on the findings, it was determined that teams reduced their dysfunctions as a function of time, despite the type of intervention (journaling or journaling plus coaching) that they received. Thus, the interventions given during the semester did not have any effect on team functionality or team task performance. It was determined that there was no correlation between task performance and the level of team functionality, but that there was a correlation between different team dysfunctions over time. As students worked in teams throughout the semester, their team functionality increased for all three groups (with and without intervention). From these results it can be inferred that teams do become more functional with teamwork experience. In the sixteen-week course, teams greatly improved on four of the dysfunctions as a function of time. Therefore, if students are given more teamwork experience, it will improve the way they work and perform as team members and ultimately improve overall team function.
机译：这项研究的目的是通过两种不同的方式更好地理解团队如何随着时间发展：内部，团队功能；在外部，他们的任务绩效和成果。研究人员对研究团队干预（例如教练和反思性学习日记）如何影响团队功能和团队任务绩效特别感兴趣。在研究开始时，研究人员认为，向工作团队提供有关其功能的反馈可以改善其功能以及任务绩效。与仅收到有关其功能反馈并单独进行改进（新闻）的团队相比，获得反馈并与外部教练合作以改善其功能的团队将改善其任务绩效和功能。在研究结束时，根据调查结果，尽管团队接受了干预（日记或日记加教练），但他们还是根据时间减少了功能障碍。因此，本学期的干预措施对团队功能或团队任务绩效没有任何影响。已确定任务绩效与团队功能水平之间不存在关联，但是随着时间的推移，不同团队功能障碍之间存在关联。在整个学期中，随着学生们在团队中的工作，这三个小组的团队功能都增加了（有和没有干预）。从这些结果可以推断出，团队协作经验确实使团队变得更有功能。在十六周的课程中，团队随着时间的推移极大地改善了四个功能障碍。因此，如果给学生更多的团队合作经验，它将改善他们作为团队成员的工作方式和表现，并最终改善团队的整体功能。

著录项

  • 作者

    Tazzer-Rodriguez, Angel.;

  • 作者单位

    Purdue University.;

  • 授予单位 Purdue University.;
  • 学科 Education Business.;Business Administration Management.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 147 p.
  • 总页数 147
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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