目标满意度及学习团队精神外文翻译.docx
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目标满意度及学习团队精神外文翻译.docx
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目标满意度及学习团队精神外文翻译
本科毕业设计(论文)
外文翻译
原文:
Goalattainment,satisfactionandlearningfromteamwork
Author:
PeterRichardsonandD.KeithDenton,
MissouriStateUniversity,Springfield,Missouri,USA
Magazine:
TeamPerformanceManagement
Abstract
Purpose–Businesseshaveincreasinglyreliedoneducatorstotrainstudentsonteamworkskillsthatarevaluableinahighlycompetitivemarketplace.Butwhatarestudentsactuallygettingfromtheseinitiatives?
Aretheyseeingthelinkagebetweenteamworkskillsandgoalaccomplishment?
Aretheydevelopingpositiveattitudestowardteamwork?
Whatskillsaretheylearningfromtheirteamworkexperiences?
Design/methodology/approach–Thisstudyinvestigatedtherelationshipbetweenstudentteammemberoutcomesandtheteamactivitiesthattheyengageintoachievetheseoutcomes.Studentsweresurveyedusingitemsdevelopedfromataxonomyofteamprocessesfoundinthemanagementliterature,andmeasuresofgoalattainment,satisfactionandlearning.
Findings–Resultsshowthatstudentsderiveddifferentoutcomeswhenpracticingspecificteamprocessactivities.Studentswhoengagedintransitionandactionprocessesperceivedthattheirgoalswereaccomplishedthroughteamwork.Thosewhoengagedintransitionandinterpersonaltasksdevelopedamorepositiveattitudetowardteamworkandfeltthattheylearnedsignificantlyfromtheirteamworkexperience.
Researchlimitations/implications–Thisstudyismeanttohelpeducatorsfine-tunetheirunderstandingofthelinkagesbetweenteamworkskillsandteamperformanceoutcomesinstudentteamprojectssothattheycanstructuretheteamworkexperiencemoreeffectively.Thereader,however,isremindedthatthefindingswereobtainedinthecontextofstudentteamprojects.
Originality/value–Unlikemostofthepastresearchonteamprocessesandoutcomes,thisstudyexaminedwhichteamprocessesarelinkedtoeachofseveralteamperformancedimensions.
Keywords:
LearningStudentsTeamworkingTeamperformance
TeamlearningJobsatisfaction
Inaneraoffast-pacedchangeandhyper-competition,cutting-edgeleadersrecognizetheimportanceofteamwork.Teamscanmagnifytheoutputsofindividualsthroughcollaborationinthepursuitofpersonalandteamgoals.Collegegraduateswhohaveeffectiveteamworkskillsarebecomingthenormforcollegerecruiters.
Inresponsetochangingexpectationsinthebusinessworld,instructorsareassigningmoreclassroomteamprojectstoprovidestudentswithopportunitiestostrengthentheirknowledgeofanddeveloptheirteamworkskills.AccordingtoHartenian(2003),teamtrainingandexperiencespositivelycorrelatewithteamknowledge,skillsandabilities.Whentheseknowledge,skillsandabilitiesareappliedbythestudent,areallaspectsofteamperformancebeingmet?
Briefoverviewofteamprocessresearch
Thereisalargebodyofresearchthatlooksatavarietyoffactorsassociatedwithgroupeffectivenesssuchasgroupdesign,context,groupcompositionandgroupprocessindifferenttypesofgroups.However,itisnotalwaysclearthatwhatworksinonetypeofgroupwillworkinallgroups.
ThedefinitionofteamorworkgroupthatweuseisbasedprimarilyonthatofCohenandBailey(1997)whichinturnbuildsontheworkofAlderfer(1977)andHackman(1987)andissimilartothedefinitionthatGuzzoandDickson(1996)usedintheirreviewofresearchongroupsandteams.Aprojectteamisdefinedasacollectionofindividualswhoareinterdependentinthetaskstheyperformandwhoshareresponsibilityforoutcomes.Thestudentteamswestudiedaremostlikeprojectteamsinthattheyaretime-limited,produceone-timeoutputsandperformworkthatinvolvestheapplicationofknowledge,judgment,andexpertisetothesolutionofauniqueproblem(CohenandBailey,1997).Whilewedonotequatestudentprojectteamswithorganizationalworkteams,wenotethesimilaritiesbetweenthem.
Processdescribesthoseinteractionsamongteammembersthatinfluenceeffectiveness.Thisisincontrasttofactorssuchasautonomy,self-efficacy,teamsize,diversityandsupervisionthatareeitherinputswhichteammembersdealwithoremergentstatesthatariseoutofmemberinteractions.Teammembersengageinawiderangeofactivitiestoaccomplishtheirgoals.Severalconstructshavebeenusedtodefineteamprocessesintheliterature.Marksetal.(2001)groupedtheseprocessesintocategoriesofactivitiesthatcanoccuratanytimeduringtheteam’slife.Specifically,transitionprocessesrefertothoseactivitiesinvolvedinmissionandgoalspecification,andstrategyplanning.Actionprocessesrefertothoseactivitiesdirectlyrelatedtotaskattainmentsuchastrackingtaskprogress,assistingteammatesandcoordinatingwork.Interpersonalprocessesincludethoseactivitiesteamsengageintomanageconflict,buildconfidenceandregulatemembers’emotions.
Teamworkenablesteammemberstoplan,organizeandcoordinatetheactivitiesoftheteamforgoalattainment.Researchonteamprocesseshaveshownthatteamsthatengageintheseactivitiesaremoreeffective.Thefocusinthesestudieshasbeenontherelationshipsbetweencooperationandoutcomes,betweenconflictandteamperformance,betweenteamprocessconstructs,andteameffectiveness,andbetweentaskprocessandefficiency.
Noneofthese,however,havefocusedontheimpactofteamprocessesonallaspectsofteameffectiveness.Theliteratureonteamssuggeststhatteameffectivenessisamulti-dimensionalconstructwhosefacetsreflectwhatmostorganizationsregardasdesirableworkplaceteamgoals.Teameffectivenesshasbeendefinedbroadlytoincludeseveraloutcomemeasures:
anobjectivemeasureoftheoutputofthegroup,asubjectivemeasureofattitudesuchassatisfactionanddevelopmentaloutcomesforteammembers.
Anassessmentofobjectiveoutputamongprojectteamswouldinvolvetheextenttowhichtheteamachievesthegoalsoftheproject–asdeterminedbyanoutsidepartyorbyteammembersthemselves.Goal-settingresearchisbasedonthepremisethatthepresenceofgoalsimprovestaskperformance.Astudyofprojectteamsfromindustry,governmentlaboratories,andnot-for-profitorganizationsshowedthatthepresenceofteamgoalshadapositiveimpactonteamperformance(McCombetal.,1999).Attheindividuallevel,thepreferredoutputcanvaryacrossstudents.Anecdotalevidencesuggeststhatstudentsinteamprojectshavegoalsrangingfromgettingahighgradetomerelyfulfillingtheprojectrequirements.Inthisstudy,weletthestudentdefineherexpectedoutcomebyaskingherwhetherornotsheachievedhergoalsfortheproject.
Studiesonattitudestowardteamworksuggestthatateammember’ssatisfactionwithhisteamcouldleadtogreatercommitment,fewerabsencesandreducedturnoverintheworkplace.Studentswouldoftenreflectontheiremotionalexperienceswhendealingwiththeirteammatesandwouldsometimesresolvethattheywouldneverworkwithparticularstudentsinthefuture.RuizUlloaandAdams(2004)foundthatseveralprocessvariablessuchasmaturecommunication,accountableinterdependenceandroleclarityhadapositiveeffectonanindividual’sattitudetowardteamwork.Learninghowtodealwithotherteammemberscouldserveasavaluabledevelopmentaloutcomeforateammember,especiallyiftheteamhastoworktogetheronarecurringbasis.Continuousimprovementhasbeenaverypopularmantraamongadministratorsandleadersalike.Ourexperiencehasshownthatmoststudentsencountersimilarsituationsacrossteamprojects.Itbegsthequestionofwhetherornottheylearnfromtheirpastsuccessesandmistakes.Accordingtoasurveyofstudiesonprojectteams,CohenandBailey(1997)discoveredthatmanagersandexternalstakeholderswereoftenaskedtoassessobjectiveteamoutputwhileteammemberswereusedtoassessmembersatisfaction.Noneofthosestudiessurveyeduseddevelopmentaloutcomesasaperformancemeasure.
Discussionofresultsandsuggestionsforfutureresearch
Engagingintransitionactivitiessuchasestablishingteamgoals,rulesandguidelines,assessingteammemberskillsandassigningrolesandresponsibilitiesarepositivelyassociatedwithallthreeoutcomes.Thisresultsupportspriorresearchthatemphasizestheimportanceofgoalspecificationandplanning(Bacon,2005;RuizUlloaandAdams,2004)andexpandsonthisinformationbydemonstratingthatnotonlyisgoalspecificationandplanningassociatedwithbetterperformanceintermsofgoalattainment,butisalsoassociatedwithgreatersatisfactiononthepartofteammembersandgreaterknowledgeandlearningaboutteamwork.Thisresultwouldseemtobeespeciallyimportantasfarasstudentsareconcerned.Agoalsharedbymanywhouseteamprojectsintheircoursesistoenhancestudent’slearningabouthowteamsworkandtoleavestudentswithapositivefeelingaboutteamworkandthepotentialbenefitsassociatedwithworkingwithothersonteamprojects.Theabilitytogettheprojectoffontherightfootsotospeakmayalsocontributetofeelingsofsatisfactionandenhancedlearningabouthowteamscanaccomplishtheirgoals.Giventhedesiredoutcomes,itseemsespeciallyimportantforinstructorstobuildopportunitiesforplanningintotheprojectexperienceandperhapstorequirestudentstoengageinsuchactivitiesbothinclassandthroughoutsideactivities.
Withregardtointerpersonalprocesses,whileengagingintheseactivitiesisnotassociatedwithperceivedgoalattainment,itispositivelyassociatedwithsatisfactionandenhancedteamworkskillsandknowledge.Theideaofusingteambuildingactivitieshasoftenbeensuggestedasawaytoincreasetheoverallsuccessofateam.Manyteamworkbuildingactivitie
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- 关 键 词:
- 目标 满意 学习 团队精神 外文 翻译