We found 27 results that contain "teams"
Posted on: #iteachmsu
Street Teams: Team Resilience on the Street
“I want to learn. I want to help.” We regularly hear this from students. How do we design environments that empower positive failures and spark innovation? We created Street Teams, student-run collaborations. We partner with nonprofits to solve challenges in media communication. Students have real-world learning experiences while giving back to the community.To access a PDF of the "Street Teams: Team Resilience on the Street" poster, click here.Description of the Poster
STREET TEAMS: TEAM RESILIENCE ON THE STREET
solution-based learning and resilience
Street Teams are student-run, creative collaborations. They partner with nonprofits and assist them with media projects. Teams learn while giving back to the community.
COLLABORATION
We are stronger together
Teams consist of students from various majors, backgrounds and skillsets. Their collective diversity amplifies the work of the whole team.
Strategic focus on group culture and dynamics
First semester = team building
Second semester = content creation
In 2020-21, we did this all through Zoom!
Holistic approach to solving challenges
Projects are based on a combination of non-profit requests and student-driven assessment Together, they create sustainable solutions
MULTI-LAYERED MENTORING
Faculty mentor students
Alumni give feedback on student work
Nonprofit partner-related professional development opportunities
Student leaders (Producers) mentor teammates
Street Team Coordinator hosts weekly Producer meetings and trainings
Teammates mentor each other
IMPACT
Throughout our history:
131 students involved*
20 majors represented**
37 nonprofits served
550+ products delivered *At least 1/3 of students return for more than one year **Some are dual majors
QUOTE FROM A PARTICIPANT
"(Street Teams) make me feel like I belong to a place. Thank you ... for the opportunity you give all of us to connect with the community." - Manuel Pérez Salas
STREET TEAMS: TEAM RESILIENCE ON THE STREET
solution-based learning and resilience
Street Teams are student-run, creative collaborations. They partner with nonprofits and assist them with media projects. Teams learn while giving back to the community.
COLLABORATION
We are stronger together
Teams consist of students from various majors, backgrounds and skillsets. Their collective diversity amplifies the work of the whole team.
Strategic focus on group culture and dynamics
First semester = team building
Second semester = content creation
In 2020-21, we did this all through Zoom!
Holistic approach to solving challenges
Projects are based on a combination of non-profit requests and student-driven assessment Together, they create sustainable solutions
MULTI-LAYERED MENTORING
Faculty mentor students
Alumni give feedback on student work
Nonprofit partner-related professional development opportunities
Student leaders (Producers) mentor teammates
Street Team Coordinator hosts weekly Producer meetings and trainings
Teammates mentor each other
IMPACT
Throughout our history:
131 students involved*
20 majors represented**
37 nonprofits served
550+ products delivered *At least 1/3 of students return for more than one year **Some are dual majors
QUOTE FROM A PARTICIPANT
"(Street Teams) make me feel like I belong to a place. Thank you ... for the opportunity you give all of us to connect with the community." - Manuel Pérez Salas
Authored by: Jeana-Dee Allen, Katie Schroeder, Jon Whiting
Pedagogical Design
Posted on: #iteachmsu
The Behavioral Intervention Team
If you are concerned about a student, employee or other individual for any reason, please consider making a BTAT referral — this is the centralized reporting system at MSU.
The Behavioral Intervention Team (BIT) is a multidisciplinary team whose purpose is to identify “students of concern” and to provide them with coordinated early interventions, resources and wrap-around care. “Students of concern” are students who are in distress emotionally and/or whose behavior has been significantly disruptive, problematic or concerning. This includes students about whom you have concerns regarding non-emergency mental health, absenteeism, potential substance abuse, etc. BIT’s goals include:
Provide early, prompt, effective and coordinated intervention regarding students of concern
Deploy resources as necessary and coordinate follow-up with students of concern
Provide a point of communication on behalf of the University for students who left the University in crisis and are returning to University housing
Identify students who are potentially threatening to themselves or others in order to refer those students to the Behavioral Threat Assessment Team (BTAT) and/or provide appropriate intervention
You can make a referral to BTAT, and they will determine whether the referral will be routed to the BIT, or other resource on campus.
You can make a referral by:
Telephone: 517-355-2222
Email: btat@police.msu.edu
Web Form: http://btat.msu.edu/referral-form/
The Behavioral Intervention Team (BIT) is a multidisciplinary team whose purpose is to identify “students of concern” and to provide them with coordinated early interventions, resources and wrap-around care. “Students of concern” are students who are in distress emotionally and/or whose behavior has been significantly disruptive, problematic or concerning. This includes students about whom you have concerns regarding non-emergency mental health, absenteeism, potential substance abuse, etc. BIT’s goals include:
Provide early, prompt, effective and coordinated intervention regarding students of concern
Deploy resources as necessary and coordinate follow-up with students of concern
Provide a point of communication on behalf of the University for students who left the University in crisis and are returning to University housing
Identify students who are potentially threatening to themselves or others in order to refer those students to the Behavioral Threat Assessment Team (BTAT) and/or provide appropriate intervention
You can make a referral to BTAT, and they will determine whether the referral will be routed to the BIT, or other resource on campus.
You can make a referral by:
Telephone: 517-355-2222
Email: btat@police.msu.edu
Web Form: http://btat.msu.edu/referral-form/
Posted by: Kelly Mazurkiewicz
Navigating Context
Posted on: #iteachmsu
Teaching a Class Using Microsoft Teams
Topic Area: Online Teaching & Learning
Presented By: Neil Kane
Abstract:
Microsoft Teams has specific educator features built into it that are not well known. While it is far from perfect, but getting better all the time, in this author's opinion it is superior to D2L in many respects. This semester the author went all-in on MS Teams and stopped using D2L. In this workshop, he will share his experience and give a mini-tutorial on some of the features of MS Teams that he found useful--as well as share tips and tricks.
Presented By: Neil Kane
Abstract:
Microsoft Teams has specific educator features built into it that are not well known. While it is far from perfect, but getting better all the time, in this author's opinion it is superior to D2L in many respects. This semester the author went all-in on MS Teams and stopped using D2L. In this workshop, he will share his experience and give a mini-tutorial on some of the features of MS Teams that he found useful--as well as share tips and tricks.
Authored by: Neil Kane
Posted on: #iteachmsu
The Behavioral Threat Assessment Team
If you are concerned about a student, employee or other individual for any reason, please consider making a BTAT referral — this is the centralized reporting system at MSU.
The Behavioral Threat Assessment Team (BTAT) focuses on individuals who have engaged in behavior indicating a possible threat of harm to self or other members of the campus community. BTAT’s goals include:
Supporting a safe, productive working and learning environment;
Educating the campus community to identify and report potential threats; and
Providing early, prompt, and effective intervention.
The BTAT becomes involved when any member of the MSU community submits a referral to the BTAT case manager. A CARES report is automatically generated and will be routed to the most appropriate resource for a coordinated response.
You can make a referral by:
Telephone: 517-355-2222
Email: btat@police.msu.edu
Web Form: http://btat.msu.edu/referral-form/
The Behavioral Threat Assessment Team (BTAT) focuses on individuals who have engaged in behavior indicating a possible threat of harm to self or other members of the campus community. BTAT’s goals include:
Supporting a safe, productive working and learning environment;
Educating the campus community to identify and report potential threats; and
Providing early, prompt, and effective intervention.
The BTAT becomes involved when any member of the MSU community submits a referral to the BTAT case manager. A CARES report is automatically generated and will be routed to the most appropriate resource for a coordinated response.
You can make a referral by:
Telephone: 517-355-2222
Email: btat@police.msu.edu
Web Form: http://btat.msu.edu/referral-form/
Posted by: Kelly Mazurkiewicz
Navigating Context
Posted on: New Technologies
Teaching with Teams
I will admit. When I came across Microsoft Teams, I wasn't much of a fan. However through the course of a global pandemic, I was able to give it a closer look; and I like it. One of the biggest advantages is how well it integrates into the whole Microsoft Office365 product suite. So many of you have reached out to me and asked, "Can I use this for my class?". Well you can, or at least people do. Since teams wasn't designed for the educational context, some of the user experience isn't very elegant. However, using Teams in an educational context can provide a ton of fucntionality that can help make your learning experience engaging and interactive.
Here are some reasons why you may want to consider Teams for learning:
Shared file space: Each Team has it's own shared file storage tab, which makes it easy to find shared files.
Private groups: Within a Team, private groups can be created where sub-teams can communicate apart from the larger group.
Multiple Channels: Discussion thread can utilized to create focused discussions. Each Channel will have it's own File storage or the ability to integrate other Microsoft apps into the functionality.
Persistent messaging - After Teams Meetings, messaging from the chat remains in the chat. So you don't have to worry about exporting the chat transcript
Teams Meetings: From an Outlook Meeting Invite, you can setup a Teams Meeting by simply clicking on a button. No need to go to an external application and copy and paste a link. Teams also has a some nice features like blurred backgrounds and very swanky minimalist apartment backgrounds for your remote meetings.
These are just a few highlights of the application. For a more detailed review, check out the following tutorial:
Here are some reasons why you may want to consider Teams for learning:
Shared file space: Each Team has it's own shared file storage tab, which makes it easy to find shared files.
Private groups: Within a Team, private groups can be created where sub-teams can communicate apart from the larger group.
Multiple Channels: Discussion thread can utilized to create focused discussions. Each Channel will have it's own File storage or the ability to integrate other Microsoft apps into the functionality.
Persistent messaging - After Teams Meetings, messaging from the chat remains in the chat. So you don't have to worry about exporting the chat transcript
Teams Meetings: From an Outlook Meeting Invite, you can setup a Teams Meeting by simply clicking on a button. No need to go to an external application and copy and paste a link. Teams also has a some nice features like blurred backgrounds and very swanky minimalist apartment backgrounds for your remote meetings.
These are just a few highlights of the application. For a more detailed review, check out the following tutorial:
Authored by: Rashad Muhammad
Posted on: PREP Matrix
Leading an Effective Research Team
This learning module created by the Rice ADVANCE grant provides guidelines for successfully managing a research team in a lab setting.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Fairytale Oral Exam Team Meeting
This team meeting document corresponds to the Fairytale Oral Exam document.
Authored by: Nicola Imbracsio
Assessing Learning
Posted on: #iteachmsu
Instructional Technology and Design Team Manager MSU IT-Instructional Technology & Development Team
Title
Instructional Technology and Design Team Manager MSU IT-Instructional Technology & Development Team
Education
Michigan State University, East Lansing, MichiganMasters of Arts, May 2014 — Major: Education Technology Michigan State University, East Lansing, Michigan Bachelor of Arts, May 2010 — Major: Elementary Education Michigan State University, East Lansing, Michigan Bachelor of Science, May 2002 — Major: Food Industry Management
Work Experience
My years of experience within the public educational system as a teacher of both young and adult learners in combination with my experience as a Technology Coach and trainer within a large-scale school district and finally as an Instructional Designer and trainer in both a corporate setting and a public university setting has given me a solid work history foundation. My Bachelor’s degrees along with a Masters in Educational Technology, rounds out the educational component to my skill set and aligns my skills perfectly.
I am very familiar with designing, facilitating and overseeing learning and development of staff training processes and procedures. In one of my position at Michigan State University I worked on the Student Information Systems (SIS) Project as a Training Program Developer III. My role was to produce training materials for the campus in a variety of formats. I produced training material for end users. To date I have produced self-guided trainings, videos and reference guides for the SIS Project. In another previous position as an Instructional Designer at XPO, I developed, scripted and shot all the training videos for the Less than a Truckload division, in addition to training videos I have also developed and cohosted interactive seminars and a learning summit using Skype, Zoom, Go To Meeting and Adobe Connect for worldwide audiences comprised of Executive Management, Management and Vice Presidents. I also created onboarding e-learning materials and curriculums for both new hires and current employees. This material is comprised of a mixture of webinar, e-learning and on the job training materials that focus on the core subject matters that employees need to become proficient at for their 30, 60 and 90 day evaluations.
Professional Interests
There are several interests that capture my attention, but only a few garner my full dedication. With Mixed Realities and what they can offere, Learning and Development (L&D) can provide the best growth and experience. My goal is to make L&D engaging, entertaining, and rewarding. Because if we increase our potential for success when making L&D easier with technology, we maximize our knowledge which allows use to be more.
Links to Useful Resources/Articles
VR/AR Global Summit
The Third Teacher
Instructional Technology and Design Team Manager MSU IT-Instructional Technology & Development Team
Education
Michigan State University, East Lansing, MichiganMasters of Arts, May 2014 — Major: Education Technology Michigan State University, East Lansing, Michigan Bachelor of Arts, May 2010 — Major: Elementary Education Michigan State University, East Lansing, Michigan Bachelor of Science, May 2002 — Major: Food Industry Management
Work Experience
My years of experience within the public educational system as a teacher of both young and adult learners in combination with my experience as a Technology Coach and trainer within a large-scale school district and finally as an Instructional Designer and trainer in both a corporate setting and a public university setting has given me a solid work history foundation. My Bachelor’s degrees along with a Masters in Educational Technology, rounds out the educational component to my skill set and aligns my skills perfectly.
I am very familiar with designing, facilitating and overseeing learning and development of staff training processes and procedures. In one of my position at Michigan State University I worked on the Student Information Systems (SIS) Project as a Training Program Developer III. My role was to produce training materials for the campus in a variety of formats. I produced training material for end users. To date I have produced self-guided trainings, videos and reference guides for the SIS Project. In another previous position as an Instructional Designer at XPO, I developed, scripted and shot all the training videos for the Less than a Truckload division, in addition to training videos I have also developed and cohosted interactive seminars and a learning summit using Skype, Zoom, Go To Meeting and Adobe Connect for worldwide audiences comprised of Executive Management, Management and Vice Presidents. I also created onboarding e-learning materials and curriculums for both new hires and current employees. This material is comprised of a mixture of webinar, e-learning and on the job training materials that focus on the core subject matters that employees need to become proficient at for their 30, 60 and 90 day evaluations.
Professional Interests
There are several interests that capture my attention, but only a few garner my full dedication. With Mixed Realities and what they can offere, Learning and Development (L&D) can provide the best growth and experience. My goal is to make L&D engaging, entertaining, and rewarding. Because if we increase our potential for success when making L&D easier with technology, we maximize our knowledge which allows use to be more.
Links to Useful Resources/Articles
VR/AR Global Summit
The Third Teacher
Authored by: KJ Downer-Shojgreen
Posted on: #iteachmsu
Setting Team Charters: Assignment Example
After students in ISB202, SS20, were assigned to teams, their first assignment was to create a team charter. The aim of the charter was to provide students with a space to meet and get to know each other; eventually asking them to set common norms or group rules that each team member agreed to follow.
Authored by: Andrea Bierema
Assessing Learning
Posted on: #iteachmsu
What is Microsoft Teams? Microsoft Teams is a communication and collaboration tool which is part of the Microsoft Office365 suite of software applications. In one team workspace, the tool allows for real time collaborative work through chat, as well as file sharing. Other Teams features include calling, asynchronous chat and threaded conversations, meetings, and synchronous video conferencing for up to 250 attendees in a private Teams meeting.
Who might consider using Teams? Microsoft Teams might be ideal for instructors and students interested in having one workspace that allows sharing work, editing content collaboratively, storing and sharing files, instant chatting, setting up meetings, and video conferencing!
Why use Teams? There are several reasons why you could choose to use Microsoft Teams. It is a useful tool for organizing content in a collaborative and engaging workspace for either a few individuals or large groups. Teams can be used across multiple devices. It is a free mobile application which students can communicate with regardless of location, without giving out personal contact details. Teams is a great alternative to other synchronous video conferencing tools which might not be available in some countries.
How to use Teams? For teaching and learning with Teams, instructors can request a class team in D2L, set up a Team for a class and then create channels within the team. Channels can be around groups or specific topics. The online tutorial on how to use Microsoft Teams for remote and online learning is a great resource for learning more about Teams.
Where to access Teams? With an MSU net ID, Teams can be accessed by going to spartan365.msu.edu and logging in with your MSU credentials. To learn more about all the features and functions of the tool, the Microsoft Team homepage is a great resource.
Stories/Feedback? We would love to hear from you about your experiences with Microsoft Teams. How are you using Teams in your class? What are your students’ perceptions of Teams and experiences so far? If you would like to share some of your Teams stories (frustrations, joys, surprises) or need more information about Teams, contact the MSU IT Service Desk at ithelp@msu.edu.
Microsoft Teams: The communication and collaboration tool
What is Microsoft Teams? Microsoft Teams is a communication and collaboration tool which is part of the Microsoft Office365 suite of software applications. In one team workspace, the tool allows for real time collaborative work through chat, as well as file sharing. Other Teams features include calling, asynchronous chat and threaded conversations, meetings, and synchronous video conferencing for up to 250 attendees in a private Teams meeting.
Who might consider using Teams? Microsoft Teams might be ideal for instructors and students interested in having one workspace that allows sharing work, editing content collaboratively, storing and sharing files, instant chatting, setting up meetings, and video conferencing!
Why use Teams? There are several reasons why you could choose to use Microsoft Teams. It is a useful tool for organizing content in a collaborative and engaging workspace for either a few individuals or large groups. Teams can be used across multiple devices. It is a free mobile application which students can communicate with regardless of location, without giving out personal contact details. Teams is a great alternative to other synchronous video conferencing tools which might not be available in some countries.
How to use Teams? For teaching and learning with Teams, instructors can request a class team in D2L, set up a Team for a class and then create channels within the team. Channels can be around groups or specific topics. The online tutorial on how to use Microsoft Teams for remote and online learning is a great resource for learning more about Teams.
Where to access Teams? With an MSU net ID, Teams can be accessed by going to spartan365.msu.edu and logging in with your MSU credentials. To learn more about all the features and functions of the tool, the Microsoft Team homepage is a great resource.
Stories/Feedback? We would love to hear from you about your experiences with Microsoft Teams. How are you using Teams in your class? What are your students’ perceptions of Teams and experiences so far? If you would like to share some of your Teams stories (frustrations, joys, surprises) or need more information about Teams, contact the MSU IT Service Desk at ithelp@msu.edu.
Authored by: Chiwimbo P. Mwika
Posted on: #iteachmsu
Setting the groundwork for working as a team: Assignment Example
CATME is a program that helps students work smarter as teams (read more about CATME here). Before being assigned to teams in ISB202, Spring Semester 2020, Students completed this assignment. For this assignment, students were directed to create a CATME profile, practice rating fictitious team members, and complete a survey (which was ultimately to be used to place students in teams).
Authored by: Andrea Bierema
Assessing Learning
Posted on: #iteachmsu
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Given the COVID-19 pandemic, educators from many fields have looked to representations of pandemics to help students study topics the pandemic has accentuated. In the history of science, educators have explored inequalities in medicine, trust in experts, and responses to uncertainty. To help make these issues digestible, some educators have turned to the cooperative board game, Pandemic Legacy. Small groups work together to avert a global health crisis by managing disease. Teams play the game multiple times, but actions in one game have consequences for the next and rules change and develop as the game progresses. The game's development introduces students to new concepts at a manageable pace while giving them new problems to solve. While the game effectively introduced students to topics in the history of science, this study sought to know whether it promoted cognitive and interpersonal skills. It focused on team adaptive performance, which is linked to problem-solving and communication skills. Data was collected using three surveys. Variation in teams' responses was analyzed using the Median test. The Friedman test was used to analyze each team's adaptive performance at each of the three timesteps. All teams were initially quite confident in their ability to creatively deal with unexpected events and reported that they adapted well to new tasks. As they encountered novel situations, some teams reported that their confidence decreased. They were newly aware that they did not have creative solutions to unexpected problems. Teams aware of their limitations performed better than those who maintained their initial confidence.To access a PDF of the "Studying Team Adaptive Performance using the Board Game Pandemic Legacy" poster, click here.Description of the Poster
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Research Goal
This study examined how team adaptive performance evolves over time. Adaptative performance is understood as a process that more effectively moves a team towards its objectives. The team must recognize deviations from expected action and readjust actions to obtain the best outcome (Salas, Sims, Burke 2005; Priest et al. 2002; Marques-Quinteiro et al. 2015).
While previous studies have examined team adaptive performance in singular events, this study aimed to measure the evolution of team adaptive performance over time. Using a cooperative boardgame that changes as teams play, the study measured how well teams performed in response to three major deviations in game play that necessitated adaptation.
Research Hypothesis
Teams with higher perceived levels of adaptability will have better outcomes (the success measure) over time than teams with lower levels of adaptability
Research Methods
A total of 16 participants were divided into four teams. Each team played the cooperative board game, Pandemic Legacy (Figure 1), nine times throughout the study. Each participant completed a team adaptive performance questionnaire three times during the study, once after each major disruption in the board game. The questionnaire was designed to assess perceptions of team performance, based on Marques Quinteiro et al. 2015. It consisted of control questions about participants’ demographics as well as a 10-item Likert scale team performance questions broken down into categories assessing satisfaction, creativity, adjustability, adaptability, and positivity.
Questions to evaluate adaptability included:
Q7:We update technical and interpersonal competences as a way to better perform the tasks in which we are enrolled.
Q8: We search and develop new competences to deal with difficult situations.
Reliability Analysis showed that Cronbach alpha for Q7 and Q8 is 0.938.
Team outcomes were assessed by a success measure that evaluated each team’s number of wins (where > wins = better outcome) and number of outbreaks (where < outbreaks = better outcome)
Research Results: Success Measure
The success measure results of number of wins are displayed in a bar chart.
The success measure results of number of outbreaks are displayed in a bar chart.
Research Results: Adaptability Measure
Differences in the median score of teams’ responses to each question was calculated using the Median Test. Team 3 responded differently than at least one of the other teams to Q8 after Survey 1. Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, revealing a statistically significant difference between Team 3 and Team 1 (p =.030), and Team 3 and Team 2 (p =.030).
Using the above method revealed no significant results after Survey 2. After Survey 3, there was a significant difference between Team 4 and Team 2 (p=.049) for Q7 and Team 1 and Team 2 (p=.049) for Q8.
A Friedman Test was performed to determine if responses to the questions changed over time. There was a statistically significant difference in Team 3’s response to Q8 (X2(2)= 6.500, p= .039). Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, resulting in a significance difference between Team 3’s first and third survey for Q8.
Research Findings
The initial analysis suggests that teams, such as Team 3, that develop higher perceptions of their adaptability will have better outcomes once the higher perceptions are achieved. Teams, such as Team 1, that begin with high perceived levels of adaptability but did not alter their approach when the success measures indicate adaptation is needed will have poorer outcomes. Teams, such as Team 2, that report high perceptions of adaptability throughout and that correspond with the success measure, will maintain good outcomes.
Analysis of the satisfaction, creativity, adjustability, and positivity data is needed to determine if these affect the success measure or adaptability over time.
Acknowledgments
Funding provided by the MSU SUTL Fellows program, a collaboration between the Lyman Briggs College and the MSU Graduate School.
References
Marques-Quinteiro, P. et al. 2015. “Measuring adaptive performance in individuals and teams.” Team Performance Management 21, 7/8: 339-60.
Priest, H.A. et al. 2002. “Understanding team adaptability: Initial theoretical and practical considerations.” Proceedings of the Human Factors and Ergonomics Society 46: 561-65.
Salas, E. D.E. Sims, C.S. Burke. 2005. “Is there a ‘Big Five’ in Teamwork?” Small Group Research 36, 5: 555-99.
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Research Goal
This study examined how team adaptive performance evolves over time. Adaptative performance is understood as a process that more effectively moves a team towards its objectives. The team must recognize deviations from expected action and readjust actions to obtain the best outcome (Salas, Sims, Burke 2005; Priest et al. 2002; Marques-Quinteiro et al. 2015).
While previous studies have examined team adaptive performance in singular events, this study aimed to measure the evolution of team adaptive performance over time. Using a cooperative boardgame that changes as teams play, the study measured how well teams performed in response to three major deviations in game play that necessitated adaptation.
Research Hypothesis
Teams with higher perceived levels of adaptability will have better outcomes (the success measure) over time than teams with lower levels of adaptability
Research Methods
A total of 16 participants were divided into four teams. Each team played the cooperative board game, Pandemic Legacy (Figure 1), nine times throughout the study. Each participant completed a team adaptive performance questionnaire three times during the study, once after each major disruption in the board game. The questionnaire was designed to assess perceptions of team performance, based on Marques Quinteiro et al. 2015. It consisted of control questions about participants’ demographics as well as a 10-item Likert scale team performance questions broken down into categories assessing satisfaction, creativity, adjustability, adaptability, and positivity.
Questions to evaluate adaptability included:
Q7:We update technical and interpersonal competences as a way to better perform the tasks in which we are enrolled.
Q8: We search and develop new competences to deal with difficult situations.
Reliability Analysis showed that Cronbach alpha for Q7 and Q8 is 0.938.
Team outcomes were assessed by a success measure that evaluated each team’s number of wins (where > wins = better outcome) and number of outbreaks (where < outbreaks = better outcome)
Research Results: Success Measure
The success measure results of number of wins are displayed in a bar chart.
The success measure results of number of outbreaks are displayed in a bar chart.
Research Results: Adaptability Measure
Differences in the median score of teams’ responses to each question was calculated using the Median Test. Team 3 responded differently than at least one of the other teams to Q8 after Survey 1. Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, revealing a statistically significant difference between Team 3 and Team 1 (p =.030), and Team 3 and Team 2 (p =.030).
Using the above method revealed no significant results after Survey 2. After Survey 3, there was a significant difference between Team 4 and Team 2 (p=.049) for Q7 and Team 1 and Team 2 (p=.049) for Q8.
A Friedman Test was performed to determine if responses to the questions changed over time. There was a statistically significant difference in Team 3’s response to Q8 (X2(2)= 6.500, p= .039). Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, resulting in a significance difference between Team 3’s first and third survey for Q8.
Research Findings
The initial analysis suggests that teams, such as Team 3, that develop higher perceptions of their adaptability will have better outcomes once the higher perceptions are achieved. Teams, such as Team 1, that begin with high perceived levels of adaptability but did not alter their approach when the success measures indicate adaptation is needed will have poorer outcomes. Teams, such as Team 2, that report high perceptions of adaptability throughout and that correspond with the success measure, will maintain good outcomes.
Analysis of the satisfaction, creativity, adjustability, and positivity data is needed to determine if these affect the success measure or adaptability over time.
Acknowledgments
Funding provided by the MSU SUTL Fellows program, a collaboration between the Lyman Briggs College and the MSU Graduate School.
References
Marques-Quinteiro, P. et al. 2015. “Measuring adaptive performance in individuals and teams.” Team Performance Management 21, 7/8: 339-60.
Priest, H.A. et al. 2002. “Understanding team adaptability: Initial theoretical and practical considerations.” Proceedings of the Human Factors and Ergonomics Society 46: 561-65.
Salas, E. D.E. Sims, C.S. Burke. 2005. “Is there a ‘Big Five’ in Teamwork?” Small Group Research 36, 5: 555-99.
Authored by: Melissa Charenko
Pedagogical Design