thesis on team work

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The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions

Desmond mcewan.

1 School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada

Geralyn R. Ruissen

Mark a. eys.

2 Departments of Kinesiology/Physical Education and Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada

Bruno D. Zumbo

3 Department of Educational and Counseling Psychology, Faculty of Education, University of British Columbia, Vancouver, British Columbia, Canada

Mark R. Beauchamp

• Conceptualization: DM ME BZ MB.
• Data curation: DM.
• Formal analysis: DM.
• Investigation: DM GR.
• Methodology: DM MB.
• Project administration: DM MB.
• Resources: DM MB.
• Supervision: MB.
• Validation: DM GR MB.
• Visualization: DM GR ME BZ MB.
• Writing – original draft: DM MB.
• Writing – review & editing: DM GR ME BZ MB.

Associated Data

All relevant data are within the paper and its Supporting Information files. Raw data (taken from the studies in our meta-analysis) are available upon request from the corresponding author.

The objective of this study was to conduct a systematic review and meta-analysis of teamwork interventions that were carried out with the purpose of improving teamwork and team performance, using controlled experimental designs. A literature search returned 16,849 unique articles. The meta-analysis was ultimately conducted on 51 articles, comprising 72 ( k ) unique interventions, 194 effect sizes, and 8439 participants, using a random effects model. Positive and significant medium-sized effects were found for teamwork interventions on both teamwork and team performance. Moderator analyses were also conducted, which generally revealed positive and significant effects with respect to several sample, intervention, and measurement characteristics. Implications for effective teamwork interventions as well as considerations for future research are discussed.

Introduction

From road construction crews and professional soccer squads to political parties and special operations corps, teams have become a ubiquitous part of today’s world. Bringing a group of highly-skilled individuals together is not sufficient for teams to be effective. Rather, team members need to be able to work well together in order for the team to successfully achieve its purposes [ 1 , 2 ]. As a result, there has been a proliferation of research assessing whether, and how, teams can be improved through teamwork training. A wide range of studies have shown positive effects of teamwork interventions for improving team effectiveness across several contexts such as health care (e.g., [ 3 ]), military (e.g., [ 4 ]), aviation (e.g., [ 5 ]), and academic (e.g., [ 6 ]) settings. Similarly, improvements in teamwork have been observed as a result of training with a variety of team types including new teams (e.g., [ 7 ]), intact teams (e.g., [ 8 ]), and those created for laboratory-based experiments (e.g., [ 9 ]). In sum, the extant empirical evidence to date appears to suggest that teams can be improved via teamwork training.

What is Teamwork?

Within teams, members’ behaviors can be categorized in terms of both taskwork and teamwork processes [ 2 ]. Marks et al. [ 10 ] differentiated between the two by suggesting that “taskwork represents what it is that teams are doing, whereas teamwork describes how they are doing it with each other” (p. 357). Specifically, while taskwork involves the execution of core technical competencies within a given domain, teamwork refers to the range of interactive and interdependent behavioral processes among team members that convert team inputs (e.g., member characteristics, organizational funding, team member composition) into outcomes (e.g., team performance, team member satisfaction) [ 2 , 10 ]. Some examples of teamwork (and respective comparisons to taskwork) include: the seamless communication between a surgeon, nurse, and anaesthesiologist, rather than the technical competencies of these practitioners; the synergy between a quarterback and receiver to complete a passing play, rather than their respective skill sets related to throwing or catching a football; the collaborative adjustments a flight crew makes in response to adverse weather or system problems, rather than each individual’s aviation skills; and so forth. Research from an assortment of studies indicates that teamwork—the focus of the current paper—is positively related to important team effectiveness variables, including team performance, group cohesion, collective efficacy, and member satisfaction [ 1 ].

Teamwork has been conceptualized within several theoretical models. For example, in their review, Rousseau et al. [ 2 ] reported that 29 frameworks related to teamwork have been published. Although there is much overlap across these models, there are also some notable differences. These relate to the number of dimensions of teamwork being conceptualized as well as the specific labelling of these dimensions. One thing that is generally agreed upon, however, is that teamwork is comprised of multiple observable and measurable behaviors . For instance, two highly cited frameworks by Marks et al. [ 10 ] and Rousseau et al. [ 2 ] consist of 10 and 14 dimensions of teamwork, respectively. In general, teamwork models focus on behaviors that function to (a) regulate a team’s performance and/or (b) keep the team together. These two components coincide with the two respective processes that Kurt Lewin, the widely recognized father of group dynamics, originally proposed all groups to be involved in: locomotion and maintenance [ 11 ].

With regard to regulating team performance (i.e., locomotion), teamwork behaviors include those that occur (a) before/in preparation for team task performance, (b) during the execution of team performance, and (c) after completing the team task [ 2 ]. First, with regard to teamwork behaviors that occur before/in preparation for team task performance, these include the active process of defining the team’s overall purpose/mission, setting team goals, and formulating action plans/strategies for how goals and broader purposes will be achieved. These behaviors help ensure that all team members are clear in terms of what is required of them in order for the team to function effectively. Second, teamwork behaviors that occur during the execution of team tasks include actions that correspond to members’ communication, coordination, and cooperation with each other. At this stage, team members translate what they have previously planned (during the preparation phase) into action. Third, in terms of teamwork behaviors that occur after completing the team task (i.e., reflection), these include monitoring important situations and conducting post-task appraisals of the team’s performance and system variables (e.g., internal team resources, broader environmental conditions), solving problems that are precluding team goal attainment, making innovative adjustments to the team’s strategy, and providing/receiving verbal and behavioral assistance to/from teammates. Hence, team members determine whether their actions have moved them closer towards accomplishing the team goals and objectives, and whether any modifications are required in order to facilitate future success. In addition to these three dimensions concerned with the regulation of team performance, a fourth dimension of teamwork involves behaviors that function to keep the team together (i.e., maintenance). These behaviors focus on the team’s interpersonal dynamics , and include the management of interpersonal conflict between members and the provision of social support for members experiencing personal difficulties. Managing interpersonal dynamics is critical as it is theorized that teams cannot operate effectively when these issues are present [ 2 ].

How Can Teamwork Be Trained?

Teamwork interventions have utilized a number of training methods in order to target the regulation of team performance (i.e., preparation, execution, reflection) and management of team maintenance (i.e., interpersonal dynamics) dimensions. These intervention strategies generally fall under one of four categories. First, the most basic approach to training and developing teamwork involves providing didactic education to team members in a classroom-type setting, such as lecturing about the importance of providing social support within the team or promoting ways to manage interpersonal conflict among teammates. This type of training has been found to be useful for enhancing team effectiveness (e.g., [ 12 ]). A second category of team training involves utilizing a more interactive workshop-style format, wherein team members take part in various group activities, such as having discussions about the team’s purposes and goals (e.g., [ 13 ]) or working through case studies together (e.g. [ 14 ]). The third broad category of team training involves simulation training, wherein teams experientially enact various teamwork skills, such as interpersonal communication and coordination, in an environment that mimics upcoming team tasks (e.g., airline simulators or medical patient manikins). Although often used as a means of fostering taskwork competencies (e.g., teaching new surgeons how to perform the technical skills of a medical operation), simulation training has been found to be an efficacious approach to teamwork intervention (e.g., [ 15 ]). In addition to these three training approaches that occur outside of the team task environment (i.e., training within classroom and simulation settings), teamwork can also be fostered by incorporating team reviews in-situ (i.e., where the team actually performs its tasks), which allows teams to monitor/review their quality of teamwork on an ongoing basis. These team reviews involve some form of team briefs before (e.g., creating action plans), during (e.g., monitoring team members’ actions), and/or after (e.g., assessing the team’s performance) team task execution, and have also been shown to be efficacious in previous studies (e.g., [ 16 ]).

The effectiveness of teamwork interventions can be determined with an assortment of criteria, including team- and individually-based behaviors, cognitions, and affective states. Hackman and Katz 2010 [ 17 ] posit that team effectiveness can be determined by examining the extent to which the team has achieved its a priori objectives. Since the broad purpose of forming a team is to produce something of value, it is perhaps unsurprising that the most widely tested criterion of team effectiveness has been team performance [ 18 – 20 ]. Thus, although teams come from an array of settings and are idiosyncratic in their own ways, one question that essentially all teams address at some point during their tenure is whether they are performing well. For example, is that road construction crew fixing potholes adequately? Does the local soccer squad have a respectable winning percentage? Has an elected political party successfully completed the tasks for which they campaigned? Did a special operations corps achieve the mission it set out to accomplish? When taken in concert, questions related to team performance are often of central interest when characterizing a team’s effectiveness.

In addition to assessing the outcome variable of team performance, researchers have also been interested in whether teamwork training actually improves teamwork itself. The efficacy of these interventions can be determined with a number of objective (e.g., products produced by an industry team), self-report (e.g., questionnaires regarding perceived social support amongst team members), and third-party assessments (e.g., expert ratings of team behaviors). Both general/omnibus measures of teamwork (e.g., [ 21 ]) as well as those assessing specific dimensions of teamwork (e.g., communication [ 22 ]) have been operationalized to examine the effectiveness of these interventions. For example, do team goal setting activities actually result in members creating and pursuing effective team goals? Does simulation training improve the requisite coordination processes among aviation cockpit crews? Has a didactic lecture contributed to improved conflict management among team members? Answering these types of questions is important for determining whether an intervention is actually efficacious in changing the variable that is targeted for improvement (i.e., teamwork behaviors).

The Current Review

Prior to outlining the purposes of this systematic review, it is important to recognize that previous quantitative reviews have been conducted that addressed—to some degree—teamwork training. In preparation for this systematic review, we conducted a scoping review which revealed that eight previous meta-analyses have assessed teamwork intervention studies in some way. However, these reviews were delimited based on various sample and/or intervention characteristics. For example, some reviews included studies that were only conducted with certain team types (e.g., intact teams [ 23 ]) or within a particular context (e.g., sports [ 24 ]; medical teams [ 25 ]). Others were delimited to specific training programs/strategies that were restricted to a narrow range of teamwork strategies (e.g., [ 23 , 25 – 29 ]). Finally, studies that used a combination of teamwork and taskwork intervention components have been systematically reviewed [ 30 ]; however, these types of interventions result in a limited ability to determine the extent to which the resulting effects were due to teamwork training versus taskwork training.

It should also be noted that all but one [ 23 ] of these previous reviews pooled together studies that included a control condition (i.e., wherein teams do not receive any type of teamwork training) and those that did not (as mentioned above, that study only analyzed the effects of certain teamwork strategies). This is an important consideration, as it has been suggested that controlled and uncontrolled studies should not be combined into the same meta-analysis due to differences in study quality (which is a major source of heterogeneity) and since stronger conclusions can be derived from controlled interventions compared to uncontrolled interventions (e.g., [ 31 ]). Therefore, while previous systematic reviews have provided valuable contributions to the teamwork literature, a systematic review that assesses the effects of controlled teamwork interventions across a range of contexts, team types, and involving those that targeted diverse dimensions of teamwork appears warranted. In doing so, a more comprehensive assessment of the efficacy of these teamwork interventions is provided, while also having the capacity to look at the potential moderating effects of various sample, intervention, and measurement characteristics. Moreover, by including only controlled studies, one is able to make stronger conclusions regarding the observed effects.

The overall purpose of this study was to better understand the utility of teamwork training for enhancing team effectiveness. Specifically, a meta-analysis was conducted on controlled studies (i.e., comparing teams who have received teamwork training with those who have not) that have examined the effects of teamwork interventions on teamwork processes and/or team performance. To better disentangle the effectiveness of these studies, we also sought to assess potential moderators of these main effects; that is, to determine whether there are certain conditions under which the independent variable of teamwork training more strongly (or weakly) causally influences the dependent variables of teamwork behaviors or team performance [ 32 ]. The specific moderators that we assessed included: (a) the team context/field of study, (b) the type of teams that were trained, (c) the primary type of intervention method employed, (d) the dimensions of teamwork that were targeted in the intervention, (e) the number of dimensions targeted, (f) the types of measures used to quantify the training effects, and (g) in studies where teamwork was assessed as an outcome variable, the dimensions of teamwork that were measured. It was hypothesized that teamwork training would have a positive and significant effect on both teamwork and team performance and that these effects would be evident across a range of the aforementioned sample, intervention, and measurement characteristics/conditions.

Literature Search

Searches for potential articles were conducted in the following databases: PsycInfo , Medline , Cochrane Central Register of Controlled Trials , SportDiscus , and ProQuest Dissertations and Theses . Hand searches were also conducted across thirteen journals that typically publish articles on group dynamics (e.g., Group Dynamics : Theory , Research , and Practice ; Small Group Research , Journal of Applied Psychology ; Personnel Psychology , Human Factors ; Academy of Management Journal , Journal of Sport & Exercise Psychology ). In each database and journal search, the following combination of search terms were used: ( team OR interprofessional OR interdisciplinary ) AND ( intervention OR training OR building OR simulation ) AND ( teamwork OR mission analysis OR goal specification OR goal setting OR planning OR strategy OR coordination OR cooperation OR communication OR information exchange OR information sharing OR monitoring OR problem solving OR backing up OR coaching OR innovation OR adaptability OR feedback OR support OR conflict management OR situation awareness OR confidence building OR affect management ). These terms were based on various models of teamwork that exist within the literature (see Rousseau et al. [ 2 ] for an overview of these models). An additional search was conducted within these databases and journals using the search terms ( TeamSTEPPS OR Crew Resource Management OR SBAR [Situation-Background-Assessment-Recommendation]), as several articles in the initial search used these specific training programs. We also searched the reference sections of the articles from past teamwork training review papers as well as from articles that initially met inclusion criteria to determine if any additional articles could be retrieved. The searches were conducted in September 2015 and no time limits were placed on the search strategy. Each article was first subjected to title elimination, then abstract elimination, and finally full-text elimination.

Eligibility Criteria

To be included in the meta-analysis, a study needed to examine the effects of teamwork training by comparing teams in an experimental condition (i.e., those who received teamwork training) with those in a control condition (i.e., where teams did not receive teamwork training). Cross-sectional/non-experimental studies were excluded, as were intervention studies that did not include a control condition. As this review was only concerned with teamwork interventions, studies that focused on training taskwork—whether independent of, or in addition to, a teamwork intervention—were excluded. For example, as previously mentioned, simulation-based training (SBT) has been used as a means of training individuals to perform technical skills and also to enhance teamwork. In order for a SBT intervention to be included in this meta-analysis, it had to be clear that only teamwork (not technical skills) was being targeted during training. In order to address our primary research question, the study had to provide data on at least one teamwork dimension and/or team performance. The study also needed to provide sufficient statistics to compute an effect size. In cases of insufficient data, corresponding authors were contacted for this information. The articles were delimited to those published in the English language.

Data Analysis

Articles that met the aforementioned eligibility criteria were extracted for effect sizes and coded independently with respect to seven moderators by two of the authors (DM and GR). Interrater reliability for the coding of these moderators was over 90%, kappa (SE) = 0.80 (0.01). The moderators examined were based on a scoping review (the purpose of which included identifying pertinent characteristics that were commonly reported in previous teamwork intervention research), which was conducted in preparation for this systematic review. The moderators that were examined in this review included (1) the context within which an intervention was conducted ( health care , aviation , military , academia , industry , or laboratory experiment) , (2) the type of team targeted ( intact or new ), (3) the primary training method applied to conduct the intervention ( didactic education , workshop , simulation , or team reviews ), (4) the dimension(s) of teamwork ( preparation , execution , reflection , and/or interpersonal dynamics ) targeted in the intervention as well as (5) the number of dimensions targeted (between one and four), (6) the type of measure used to derive effect sizes ( self-report , third party , or objective measures ), and—when teamwork was assessed as the criterion variable—(7) the specific dimension(s) of teamwork that were measured ( general , preparation , execution , reflection , and interpersonal dynamics ).

Once coded, data were entered into the software Comprehensive Meta-Analysis , Version 2 [ 33 ] and analyzed as a random-effects model (DerSimonian and Laird approach). This type of model assumes that there is heterogeneity in the effect sizes across the included studies and is the appropriate model to use in social science research, as opposed to a fixed-effects model (which assumes that effect sizes do not vary from study to study) [ 34 , 35 ]. Where possible, effect sizes for each study were derived from means, standard deviations, and sample sizes at baseline and post-intervention [ 34 , 36 ]. If these statistics were not fully provided, they were supplemented with F -statistics, t scores, correlations, and p -values to compute the effect size. Each study was given a relative weight based on its precision, which is determined by the study’s sample size, standard error, and confidence interval (i.e., the more precise the data, the larger the relative study weight) [ 34 ].

In instances where a study provided data to calculate multiple effect sizes (such as when several measures of the criterion variable—teamwork or team performance—were examined), these effects were combined into one overall effect size statistic (i.e., a weighted average) for that study. This was done to ensure that those studies that had multiple measures of teamwork or team performance were not given greater weight compared to studies that only provided one effect size (i.e., only had one measure of performance or teamwork), which could potentially skew the overall results [ 34 ]. The exception to this was when articles reported the effects of more than one intervention (i.e., had multiple experimental conditions), each of which had a unique teamwork training protocol. In these cases, an effect size from each intervention was computed. Thus, these articles would contribute multiple effect sizes to the total number of comparisons within the meta-analysis. To correct for potential unit-of-analysis errors in these particular articles, the sample size of the control condition was divided by the number of within-study comparisons [ 31 ]. For example, if three different types of teamwork interventions were compared to one control condition (e.g., which had a sample size of 30 participants), the n of the control condition was divided by 3 (i.e., 30/3 = 10) when calculating the effect sizes of those interventions. Cohen’s d was used as the effect size metric to represent the standardized effect (i.e., the average magnitude of effectiveness) of teamwork interventions on teamwork and team performance [ 37 ]. Standard errors and 95% confidence intervals were computed to test for the accuracy of the standardized effects obtained.

To reduce heterogeneity and improve the interpretability of the results, we pooled studies into those that measured teamwork as its criterion variable and those that measured team performance. Pooling studies in this manner not only reduces heterogeneity but also allowed us to identify the extent to which teamwork interventions impact team performance and, separately, the extent to which they affect teamwork processes. Heterogeneity within the meta-analysis was also assessed by computing a Q value—which estimates the variability in the observed effect sizes across studies—and an I 2 statistic—which estimates the ratio of the true heterogeneity to the total observed variation across studies. High Q and I 2 statistics can be problematic for interpreting the results of a meta-analysis and can also indicate that the meta-analysis includes outlier studies. We also planned to identify and exclude outliers from subsequent moderator analyses in two ways. First, sensitivity analyses were carried out by removing a single intervention from the meta-analysis and noting the resulting effect size—this estimates the impact that each individual intervention has on the overall effect size of teamwork or team performance. If the resulting effect size with an intervention removed (i.e., K– 1) is substantially different than the effect size with that intervention present, this may suggest that it is an outlier and needs to be removed [ 34 ]. Second, we noted any studies that had abnormally high effect sizes and standardized residuals (above 3.0), especially when these values were accompanied by narrow confidence intervals. If heterogeneity ( Q and I 2 ) is substantially reduced upon removal of a study, this further confirms that the study is an outlier and should be omitted from subsequent subgroup/moderator analyses.

Once the two pools of studies were produced, bias within each pool was assessed. First, publication bias was examined by calculating a fail-safe N statistic, which estimates the number of unpublished studies with null findings that would have to exist to reduce the obtained effect size to zero [ 38 ]. If this number is sufficiently large—Rosenberg [ 39 ] recommends a critical value of 5 N +10—then the probability of such a number of studies existing is considered to be low. For example, if 20 studies were included in a meta-analysis, then the resulting fail-safe N should be larger than 110 (i.e., 5*20 + 10); if this value was not larger than 110, then publication bias is likely within this pool of studies. We also obtained two funnel plots (one for studies where teamwork was the outcome variable and one for team performance as the outcome) to provide a visual depiction of potential publication bias. We then conducted an Egger’s test as a measure of symmetry for these two funnel plots. If this test statistic is significant ( p < 0.05), this denotes that the distribution around the effect size is asymmetric and publication bias is likely present [ 34 ].

The literature search from the five databases returned 22,066 articles, while the hand searches of the 13 journals returned 3797 articles, vetting of studies from previous team training reviews returned 191 articles, and the ancestry search of reference lists returned 471 articles (see Fig 1 ). After removing duplicates, 16,849 articles were subject to title and abstract screening, where they were dichotomously coded as ‘potentially relevant’ or ‘clearly not relevant’. 1517 potentially relevant articles were then full-text reviewed and coded as meeting eligibility criteria or as ineligible for the following reasons: (1) not a teamwork intervention; (2) teamwork-plus-taskwork intervention; (3) insufficient statistics to compute an effect size; (4) not including a measure of teamwork or team performance; or (5) not including a control group. As a result of this eligibility coding, 51 articles were included in the meta-analysis. 13 of these studies reported results on two or more interventions, bringing the total number of comparisons ( k ) to 72 with 8439 participants (4966 experimental, 3473 control). See S1 Table for descriptions of each study with regard to study context, type of team and participants, targeted teamwork dimensions of the intervention, number of effect sizes, the criteria measured, and an overview of the intervention.

Summary Statistics

Results of the overall effect of teamwork interventions on teamwork processes along with summary statistics and sensitivity analyses (i.e., the final column marked ‘ES with study removed’) for this pool of studies are presented in Table 1 . This pool included a total of 39 interventions from 33 studies. The results revealed that teamwork interventions had a significant, medium-to-large effect on teamwork, d ( SE ) = 0.683 (0.13), 95% CI = 0.43–0.94, Z = 5.23, p < 0.001; Q ( df ) = 660.7 (38), I 2 = 94.2. The funnel plot for this pool of studies is shown in Fig 2 . The fail-safe N was 3598, which is sufficiently large, as it exceeds the critical value of 205 (5*39+10). The funnel plot for this pool of studies is presented in Fig 2 . Egger’s value for this funnel plot was not significant ( B = 0.364, SE = 1.30, 95% CI = -2.26–2.99, t = 0.28, p = 0.78), which also suggests that bias was not present. Two studies were identified as outliers within this pool of studies: Morey et al. [ 3 ] and Marshall et al. [ 22 ]. The resulting effect size when these studies were excluded was d (SE) = 0.550 (0.08), 95% CI = 0.39–0.71, Z = 6.73, p < 0.001; Q ( df ) = 187.53 (36), I 2 = 80.8. Subsequent moderator analyses were conducted with these two outlier studies being omitted.

Circles filled with black indicate outlier studies.

Note . a, b, c = intervention groups within study; SE = standard error; CI = confidence interval; ES = effect size.

* = Study identified as an outlier and removed from subsequent moderator analyses.

The final column marked ‘ES with study removed’ indicates the results of the sensitivity analysis for each respective intervention.

Results of the overall effect of teamwork interventions on team performance as well as summary statistics and sensitivity analyses (i.e., the final column marked ‘ES with intervention removed’) for this pool of studies are presented in Table 2 . This pool of studies included a total of 50 interventions from 32 studies. It was shown that teamwork interventions had a significant, large effect on team performance— d ( SE ) = 0.919 (0.14), 95% CI = 0.65–1.19, Z = 6.72, p < 0.001; Q ( df ) = 851.3 (49), I 2 = 94.2. The funnel plot for this pool of studies is shown in Fig 3 . The fail-safe N was 6692, which is sufficiently large, as it exceeds the critical value of 260 (5*50+10). The funnel plot for this pool of studies is presented in Fig 3 . Egger’s value for this funnel plot was not significant ( B = 0.131, SE = 1.19, 95% CI = -2.26–2.54, t = 0.11, p = 0.91), which also implies that bias was not present. There were five outlier interventions (from four studies) in this pool of studies that assessed team performance: Morey et al. [ 3 ], Smith-Jentsch et al. [ 4 ], one of the interventions from Buller and Bell [ 63 ]; teambuilding condition), and both interventions from Bushe and Coetzer [ 43 ]. When these outliers were removed, the resulting effect size was d ( SE ) = 0.582 (0.06), 95% CI = 0.47–0.69, Z = 10.30, p < 0.001; Q ( df ) = 101.1 (44), I 2 = 56.5. Subsequent moderator analyses were conducted with these five interventions omitted.

Note . a, b, c, d = intervention groups within study; SE = standard error; CI = confidence interval; ES = effect size.

Moderator Analyses

The results of the moderator analyses are shown in Table 3 (for teamwork behaviors) and Table 4 (for team performance). With respect to sample characteristics, significant positive effects of teamwork interventions were found for enhancing teamwork across all contexts ( d s = 0.46–1.23) except for the single effect size from an industry setting ( d = 0.50). In terms of team performance, significant effects were evident across all settings ( d s = 0.40–1.76). In addition, interventions were effective for enhancing teamwork with intact teams ( d = 0.33) and newly-formed teams ( d = 0.67), with the effect size for new teams being significantly larger ( Q = 4.04, p = 0.004) than that for existing teams. Teamwork training was also effective at fostering team performance for both team types; however, in contrast to the findings on teamwork, the effect size for intact teams ( d = 0.99) was significantly larger ( Q = 6.04, p = 0.02) than that for new teams ( d = 0.54).

Note . The df of the Q-value represents the total number of combinations of the targeted dimensions minus 1.

a : The total k of this moderator is greater than 37 as many interventions targeted more than one dimension of teamwork. Because of this, each category within this moderator was analyzed independently (i.e., whether each teamwork dimension was targeted or not targeted in the intervention); as a result, it was not possible to calculate a Q value for this moderator.

b : The total k of this moderator is less than 37 as seven interventions were unclear in terms of the exact teamwork dimensions targeted.

c : The total k of this moderator is greater than 37 as many studies used more than one type of criterion measure of teamwork. Because of this, each category within this moderator was analyzed independently.

a : The total k of this moderator is greater than 45 as many interventions targeted more than one dimension of teamwork. Because of this, each category within this moderator was analyzed independently (i.e., whether each teamwork dimension was targeted or not targeted in the intervention); as a result, it was not possible to calculate a Q value for this moderator.

b : The total k of this moderator is less than 45 as one intervention was unclear in terms of the exact teamwork dimensions targeted.

c : The total k of this moderator is greater than 45 as many studies used more than one type of criterion measure of team performance. Because of this, each category within this moderator was analyzed independently.

Three intervention characteristics were analyzed as potential moderators. First, with regard to the intervention method utilized, significant effects on teamwork were found for workshop training ( d = 0.50), simulation-based teamwork training ( d = 0.78), and team reviews ( d = 0.64) but not for didactic education ( d = 0.19). All training methods were effective for enhancing team performance ( d s = 0.41–0.69). Second, significant effects of training on teamwork were evident when two or more dimensions of teamwork were targeted ( d s = 0.65–0.98) but not when only one dimension was targeted ( d = 0.05). Team performance, however, improved significantly as a result of teamwork training regardless of the number of teamwork dimensions that were targeted ( d s = 0.46–0.67). Third, significant effects were shown regardless of which dimension (i.e., preparation, execution, reflection, interpersonal dynamics) was targeted for both teamwork ( d s = 0.64–0.75) and team performance ( d s = 0.52–0.60).

With regard to measurement characteristics, significant improvements on teamwork emerged when either third-party ( d = 0.80) or self-report ( d = 0.38) measures of teamwork were utilized; the effect size for third-party measures was significantly larger ( Q = 6.02, p = 0.014) than the effect size for self-report measures. For team performance outcomes, significant effects were shown for both objective ( d = 0.61) and third-party measures ( d = 0.56). Finally, significant effects on teamwork were found when general/omnibus measures of teamwork were taken ( d = 0.71), as well as when a specific dimension of teamwork was measured ( d s = 0.45–0.70).

The purpose of this systematic review and meta-analysis was to quantify the effects of the extant controlled experimental research of teamwork training interventions on teamwork and team performance. We found positive and significant medium-to-large sized effects for these interventions on teamwork and large effects on team performance. When outlier studies were removed, medium-sized effects were found for both criteria. Additional subgroup/moderator analyses also revealed several notable findings, each of which will be discussed in turn. The paper concludes with a discussion of the limitations associated with this meta-analysis as well as considerations for future teamwork training research.

Who Can Benefit From Teamwork Training?

With regard to sample characteristics, teamwork interventions were shown to be effective at enhancing both teamwork and team performance across a variety of team contexts, including laboratory settings as well as real-world contexts of health care, aviation, military, and academia. This highlights the efficacy of teamwork training as a means of improving teams; this is an important finding as effective teams (i.e., those that work well together and perform at a high level) are vital in many of the aforementioned contexts. For example, it has been estimated that approximately 70% of adverse events in medical settings are not due to individuals’ technical errors but, rather, as a result of breakdowns in teamwork [ 78 ]. Thus, there is a critical need to ensure that teams are effective across these settings, as these teams greatly impact (among other things) the welfare of others. The results of this meta-analysis suggest that teamwork training can indeed be a useful way of enhancing team effectiveness within these contexts.

We also examined whether there were differential effects of teamwork training for new teams compared to intact teams. It was shown that these interventions were effective for both team types. The effects of teamwork training on teamwork outcomes were significantly larger for new teams (who showed a medium-to-large effect size) compared to existing teams (who had a small-to-medium effect size). Interestingly, when we examined team performance as the criterion variable, the training effects were significantly larger for intact teams (who showed a large effect size) compared to newly-formed teams (who again showed a medium-to-large effect size). It should be noted that there were many more studies conducted with new teams compared to intact teams—thus, caution should be exercised in directly comparing these findings. Nonetheless, at this point, the existing research seems to suggest that teamwork interventions work particularly well at enhancing teamwork processes for newly established teams—and also work with existing teams—but not the same extent. It is possible that teamwork processes might be more malleable and display greater potential for improvement with new teams compared to more established teams whose teamwork processes may be more entrenched. On the other hand, it is notable that the effects of teamwork training on team performance were stronger for established teams. In line with this, it is plausible that, while intact teams may show less pronounced changes in teamwork, they might be better able to translate their teamwork training into improved team performance outcomes.

What Type of Training Works?

Three moderator variables were assessed with regard to intervention characteristics. First, with regard to the training method utilized, it was shown that all four training methods were effective for enhancing team performance. These included the provision of didactic lectures/presentations, workshops, simulation training, and review-type activities conducted in situ. Although significant effects were shown for the latter three training methods for teamwork outcomes, those interventions that targeted didactic instruction did not result in significant improvements in teamwork itself. This suggests that simply providing educational lectures wherein team members passively learn about teamwork is not an effective way of improving teamwork. When taken together these findings suggest that teamwork training should incorporate experiential activities that provide participants with more active ways of learning and practising teamwork. These may include various workshop-style exercises that involve all team members, such as working through case studies of how teams can improve teamwork, watching and critiquing video vignettes of teams displaying optimal versus suboptimal teamwork, discussing and setting teamwork-related goals and action plans, or other activities that help stimulate critical thinking and active learning of effective teamwork. Teams may also find it useful to conduct simulations of specific team tasks that the group is likely to encounter in-situ, such as aviation teams using an airplane simulator, surgical teams conducting mock-surgeries on medical manikins, military teams practising various field missions, and so on. Teamwork can be also fostered by having team members participate in team reviews/briefings before, during, and/or after the execution of team tasks that occur in-situ. In summary, simply lecturing about the importance of teamwork is not sufficient to create meaningful improvements in teamwork; rather, substantive positive effects can be derived by having team members engage in activities that require them to actively learn about and practise teamwork.

We also sought to assess how comprehensive an intervention should be—specifically, the number of teamwork dimensions that need to be targeted—in order to be effective. With regard to improving team performance, there were significant effects when one or more dimensions were targeted. However, in terms of improving teamwork behaviors, significant effects only emerged when two or more dimensions were targeted. From an applied perspective, individuals concerned with intervention (e.g., team consultants, coaches, managers, team leaders) can utilize these findings by targeting more than one dimension of teamwork within their training protocol. For instance, if the purpose of an intervention is to improve a health care team’s communication, greater effects may be derived by not merely targeting communication during the execution phase alone (e.g., with a structured communication tool), but by also incorporating strategies that target other dimensions of teamwork, such as setting goals and action plans for how communication will be improved (i.e., the preparation dimension of teamwork) as well as monitoring progress towards those goals, resolving any communication-related problems that arise, and making adjustments to action plans as necessary (i.e., the reflection dimension).

Relatedly, we sought to address whether there were differential effects of teamwork interventions on teamwork and team performance based on the dimensions of teamwork that were targeted. It was found that interventions had a significant effect on both teamwork behaviors and team performance when any dimension of teamwork was targeted. This is important as it means that if those concerned with intervention target any one of the four dimensions of teamwork, this will likely result in improvements in team functioning. While the preparation (i.e., behaviors occurring before team task performance such as setting goals and action plans), execution (i.e., intra-task behaviors such as communication and coordination), and reflection (i.e., behaviors occurring following task performance such as performance monitoring and problem solving) dimensions have each been theorized to be implicated in fostering team performance [ 2 , 79 ], is particularly noteworthy that interventions targeting the interpersonal dynamics of a team (i.e., managing interpersonal conflict and the provision of social support between members) also displayed significant effects in relation to team performance. Specifically, efforts to enhance interpersonal processes have generally been theorized to be related to supporting team maintenance more so than supporting team performance [ 2 , 79 ]. However, the results from the current review provide evidence that training teams with regard to social support and interpersonal conflict management processes may actually be a useful way to enhance team performance. While the exact reason for this effect is not immediately clear from this review, it may be that improving interpersonal dynamics has an indirect relationship with team performance. That is, teamwork training focused on improving social support and conflict management may improve the functioning of a team, which, in turn, improves the team’s performance. As Marks et al. [ 10 ] contend, these interpersonal processes “lay the foundation for the effectiveness of other processes” (p. 368). Relatedly, Rousseau et al. [ 2 ] suggest that problems related to social support and conflict management “may prevent team members from fully contributing to task accomplishment or from effectively regulating team performance” (p. 557). Further research examining this potential relationship is required as this would have implications in both research and applied teamwork settings.

Does It Matter How Criterion Variables Are Measured?

Two measurement characteristics were examined as moderators within this meta-analysis. First, significant, large- and small-to-medium sized effects were found for third party and self-report measures of teamwork, respectively. Significant medium effects were also evident for third party and objective measures of team performance. It is worth noting that significantly larger effect sizes emerged for third party assessments of teamwork compared to self-report measures. Taken together, these findings suggest that the positive effects that were found for teamwork interventions are not merely perceptive and/or due to individuals’ self-report biases (i.e., social desirability). Rather, these results indicate that the effects of these interventions on both teamwork and team performance are clearly observable with measures beyond self-report indices.

Finally, we sought to assess whether the effects of teamwork training varied based on which teamwork dimension(s) were measured. Medium-to-large effects emerged when general/omnibus measures of teamwork—that is, those that provided an overall score of teamwork as opposed to examining individual dimensions of teamwork—were taken. Measures that tapped into the specific dimensions of teamwork (e.g., those that provided individual scores on preparation, execution, reflection, and interpersonal dynamics) also yielded comparable effect sizes. Hence, teamwork interventions appear to have a somewhat similar effect on each of the components of teamwork. In summary, the results of the above two moderators (i.e., type of measure and dimension of teamwork examined) suggest that teamwork training has a positive impact on teamwork and team performance regardless of the way in which these variables are assessed.

Limitations

Despite the contributions of this meta-analytic review, it is not without limitations. First, there were additional variables that we had planned to analyze as moderators a priori including team size and length of/contact time within the intervention. However, there was an insufficient amount of reliable data across the studies on these variables to conduct these subgroup analyses appropriately. For instance, although many studies noted the total number of participants within an organization (e.g., a hospital) that took part in an intervention, information on the size of the teams within the organization (e.g., various units within the hospital) was often missing. Team composition variables such as this have been noted as important factors to take into account when examining teams (e.g., [ 30 , 80 ]). Similarly, although some studies were explicit about the total length of the intervention and the contact time between interventionists and participating teams, this information was not provided consistently. This too would have been a valuable feature to analyze in order to provide more specific recommendations about how teamwork training programs should be designed—that is, how long an intervention should last? Unfortunately, due to the paucity of information available in the included manuscripts, we were unable to determine whether these variables moderated the observed effects of teamwork training on teamwork and team performance in the current meta-analysis.

Furthermore, there was a considerable amount of variability within some of the moderator categories that were coded. For instance, with regard to intervention methods, ‘workshops’ consisted of many different types of activities including team charter sessions, strategy planning meetings, case study activities, and so on. Combining these activities into one category was done for the sake of being adequately powered to conduct moderator analyses (i.e., include a sufficient number of studies within each of the resulting categories). However, while the above examples are indeed activities that teams do together, they are of course each different in their own ways. Hence, although it is evident that workshop-type activities are effective overall, it is unclear if specific workshop activities are more effective than others. This example underscores the difficulty that can occur when trying to balance statistical power with accuracy for each moderator category when conducting subgroup analyses in a meta-analysis.

Relatedly, effect sizes were only computed with the statistics that were provided from baseline and post-intervention, even if studies provided additional data on teamwork and/or performance at some other point in between or at a follow-up point in time (although it is worth noting that relatively few studies actually did this). This was done in order to minimize heterogeneity within the meta-analysis and improve the interpretability of the results (i.e., determining the effects of teamwork training from pre- to post-intervention). However, by not taking these measurement time-points into consideration, two questions in particular are raised. First, do certain dimensions of teamwork and team performance evolve differently over time and, if so, how? For instance, do improvements in teamwork occur immediately in response to training and then plateau; or do they improve in a slower, more linear fashion from the onset of training? Second, what are the long-term implications of teamwork training? That is, does teamwork training result in sustained improvements in teamwork and team performance beyond the intervention period or do these effects eventually wane? Answers to these types of research questions would certainly be of interest to teamwork researchers and applied practitioners.

Future Directions

In addition to summarizing the previous research on teamwork interventions for improving teamwork and team performance, the findings from this systematic review also highlight several potential avenues of future research. First, with regard to sample characteristics, the majority of studies that examined the effects of teamwork interventions on team performance were conducted within laboratory settings, with relatively fewer controlled studies having been conducted in real-world settings. Thus, although significant effects on team performance (and teamwork) were found in health care, aviation, military, and academic settings, the extant literature would be strengthened by conducting further controlled intervention research within these contexts. It was also shown that teamwork training was less effective for improving teamwork for intact teams compared to new teams. Since many teams seeking teamwork training are likely to be intact, it is important that future research continue to test various training strategies that can be utilized with these types of teams. In addition, there are other contexts in which controlled interventions have not yet been conducted such as with police squads, firefighting crews, sports teams, political parties, and so on. Research in these areas is clearly ripe for future inquiry.

Further research on the ideal combination of teamwork dimensions (i.e., preparation and/or execution and/or reflection and/or interpersonal dynamics) targeted in an intervention would also enhance our current knowledge in terms of how to train teamwork most effectively and efficiently. We had originally planned to further assess this moderator by conducting a method co-occurrence analysis [ 81 ]. Specifically, since there would likely be a variety of combinations of dimensions that were targeted in the teamwork interventions (e.g., preparation only; preparation and execution; preparation, execution, reflection, and interpersonal dynamics; etc), we had hoped to examine if there would be differential effects of these combinations with regard to intervention effectiveness. Unfortunately, since there were such a large number of combinations of dimensions targeted in the included studies, there was an insufficient number of interventions that fell into each category. We were, therefore, unable to pursue this method co-occurrence analysis [ 81 ] of the various combinations of dimensions. Thus, although our findings suggest that interventions are more effective when two or more dimensions are targeted, further research that examines the effects of the ideal combinations of these dimensions would certainly enhance our current knowledge of teamwork training. For example, if the objective of teamwork training is to improve the coordination and cooperation of the team, should the training also target (in addition to targeting these execution behaviors) both the preparation and reflection dimensions of training (or simply one or the other)? Answering such complex questions will help to advance our understanding of what makes for an effective teamwork training program.

Balanced against the contributions and insights provided by the various moderator analyses conducted in this study, the overall take-home message is that teamwork training is an effective way to foster teamwork and team performance. These effects appear to be evident across a range of samples, utilizing numerous intervention methods, and when considering various measurement characteristics. Interventions appear to be particularly effective when they target multiple dimensions of teamwork and include experiential activities for team members to actively learn about, practise, and continually develop teamwork.

Supporting Information

Summaries of each study and intervention included in the meta-analysis is provided in the S1 Table.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Checklist [ 82 ] for this review is presented in the S1 File.

Funding Statement

The authors received no specific funding for this work.

Data Availability

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THE RELATIONSHIP BETWEEN TEAMWORK AND ORGANIZATIONAL PERFORMANCE: EXPERIENCE FROM COMMUNITY BASE SECONDARY SCHOOLS IN DAR-ES-SALAAM

2019, HASSAN ISSA KHAMIS

ABSTRACT The objective of this study was to examine the relationship between teamwork and organizational performance. Specifically the study aimed at measuring the extent to which communication, trust and effective leadership in team influence organizational performance. This study was conducted in five community-based secondary schools in Dar es salaam namely Kawe Ukwamani, Makongo Juu, Kigogo, Twiga and Mtakuja Beach secondary school. The population of the study included teachers, heads of departments and schools heads. The study employed a descriptive research design. Stratified sampling and random sampling technique were used to get a sample size of 110 respondents from the population of the study. 110 questionnaires were distributed to respondents and only 102 were returned. The questionnaires were then coded and analyzed using descriptive and statistical methods of data analysis and in ensuring validity and reliability, Cronbach’s alpha and KMO were used. The study revealed that the positive relationship exists between teamwork and organizational performance. The R was 0.981 which means 98.1% relationship exists between the independent and dependent variables. R2 was 0.962 which means 96.2% of the variation in organizational performance is explained by communication, trust and effective leadership. The correlation analysis between communication and organizational performance was 0.852, trust and organizational performance was 0.862 and effective leadership and organizational performance was 0.927 which indicate a positive and significant relationship between the independent and dependent variables. The study concludes teamwork and aspects of teamwork (Communication, trust and effective leadership) to have a significant relationship with organizational performance. The study further recommended to managers to design task and activities based in teams for better results, also to enhance communication, increase the level of trust and promote participation of every member in the decision-making process. The limitation of the study included shortage of time, long distance from organization to another, shortage of funds and failure of some respondents to return the questionnaires.

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169 Teamwork Topics & Essay Examples

You’re better to check a teamwork essay example or two if you want to write a good paper on this subject. Good thing that here you will find great topics and samples collected by our experts.

✨ Top 12 Teamwork Topics to Explore

🏆 best teamwork topic ideas & essay examples, 👍 good topics on teamwork, 📌 most interesting teamwork topics to write about, ❓ teamwork discussion questions.

• Leadership.
• Workplace Family.
• Team Games.
• Collaboration.
• Team-Building Activities.
• Personnel Selection.
• Importance of Individuality.
• Safety Training.
• Group Management.
• Teamwork Skills.
• Teamwork as Dream Work.
• An Analysis of the Experience of Teamwork I was also worried as I was not sure that I could be an effective member of the team for I had not had any experience in accreditation.
• Teamwork and Leadership From diversity to team hierarchy, many factors influence the eventual output of the team, affecting the leader, team members’ performance, and client’s satisfaction.
• Group Project Management and Teamwork Reflection The success of our group depended on the effectiveness of contribution to the project by each member of the group. The only mistake that the group made was it did not elect an interim leadership […]
• Teamwork and Individual Work in Various Situations The challenges in the contemporary environment and the various situations that individuals have to encounter push people to think about how it is better and more effective to handle them.
• Team-Building Strategies of Apple The most judicious way to cultivate the Five Cs is by recruiting applicants that are team players and compatible with the company culture. Employees should be incentivized to participate through financial compensation and the offer […]
• Southwest Airlines: Organizational Behavior and Teamwork The company encourages self-actualization by motivating employees to be creative and innovative to be all they can, to improve effectiveness. Positive reinforcement is also used when employees contribute to increasing productivity and profit margins for […]
• Proctor & Gamble Company’s Effective Team Building The purpose of this study was to examine the major strategies used by companies to build effective teams. The main purpose of the study was to identify evidence-based strategies that can be used to develop […]
• Groupthink as the Curse of Teamwork Instead of members individually evaluating project alternatives, they just second ideas of group leaders or group members so as not to be seen to derail the team.
• Nursing Leadership and Team Building Strategies A Doctor of Nursing Practice leader has a number of responsibilities, and one of them is to motivate a team and increase engagement toward a vision and goals.
• Organizational Behavior: Teamwork and Leadership The attributes of a strong and successful group encompass effective communication, facilitated morale, excellent leadership, and the ability of the members to perceive themselves as valuable players.
• Team Building Activity The team building activity included identifying the purpose of the team, the needs of the team, composition of team members, the time the team was likely to last, and the benefits to the designate individuals […]
• Teamwork, Decision-Making, and Strategy It is with the same intent that the manager intended to use the help of his team to launch a new division that manufactures liquid soap brands for the market by using the potential of […]
• Teamwork and Communication Errors in Healthcare This paper states that medical errors have a number of underlying causes, including the fallibility of medical personnel, uncertainty of medical knowledge and imperfection of organizational systems, and pays special attention to the negative outcomes […]
• 1996 Mount Everest Disaster and Teamwork Factor The Everest case study illustrates some key problems that need to be addressed to avert the recurrence of errors or omissions that may have occasioned the deaths of the climbers.
• Team Building Issues The process of team building is not as easy as it may seem since there are factors to be considered if the goals of developing the team are to be achieved.
• Teamwork and Critical Thinking The analyst role is essential to team thinking in nursing practice because it enables the nurses to realize all the aspects of the situation, providing a wider view.
• Proposal Preparation and Effective Teamwork One of the pillars of effective proposal preparation is the interaction with team members as it can ensure the effective functioning of the team.
• Teamwork in organizations The practice of team work has been established in several workplaces and has proved to be not only effective in managing organisations but also a prudent measure of assessing the performance of employees and growth […]
• Leadership and Teambuilding The author classified important stages in the process of becoming a team as the following; Emergent themes The themes of “Speaking to” and “getting to know” were introduced at the beginning of project, a strategy […]
• Teamwork’s Achievements and Challenges This difference can be attributed to the competence of the team members. These researchers found that poor communication is one of the major causes of misunderstanding and conflicts in a team.
• Importance of Teamwork Skills One of the strategies I can utilize to improve my teamwork skills is to understand and contextualize my role within the group.
• Communication and Teamwork in the Healthcare Facilities After picking the sample and identifying the patient by the bar code, I perform the test and report the results to the doctor.
• Significance of Teamwork in Schools However, teamwork in schools is initiated by the administration and embraced by teachers in their respective departments. Teamwork is important in ensuring the success of schools.
• Teamwork: Aspects of Problems and Solutions In this report, we present our findings on a group project in Team building with real-world simulation of soft skills necessary to build a high performance winning team. Learning about team building values which aid […]
• Teamwork Issues Effects in Japanese Organisations The reason is that employees and management are in good terms and able to agree informally on various procedures and practices without compromising the quality of the organisational practices and objectives.
• Personal Development Plans: Teamwork and Culture Shock In an effort to achieve the desired level of personal development, it is important for one to take into account the concept of culture. The resultant effect is that the students are able to fit […]
• Watson Engine Company Organization Structure and Teamwork The organization structure of the company is old fashioned and hierarchical in nature that minimizes the influence of the employees in the running of the organization.
• Motivational Strategies for Teamwork When members of a team desire to advance their skills and the team leader cannot offer the opportunities, the team members are likely to be less motivated and therefore perform poorly.
• The Discussion Feedback: Teamwork In the above reasoning, it is indicated that the team director is always nearby, but this is not the most effective way to save the team management. Perhaps his constant presence and dedication are not […]
• Teamwork in Business: Role and Impact on Work Environment In order to ensure and achieve a sufficient level of team cooperation, cohesiveness, and unity, the most critical qualities include trust, ownership, creativity, risk tolerance, effective conflict management, competence, open communication, and inclusiveness.
• Teamwork Experience and Recommendations Teamwork is a process in which each participant has equal rights and responsibilities, which are adjusted depending on the goals and objectives of the company.
• Teamwork Safety and Efficiency in Medical Emergencies: Rogers’s Theory In the third phase, the individual will consider the innovation’s pros and cons and weight change. The researcher will implement the innovation in the fourth stage and adjust the novelty to the state.
• Team Building: Understanding the Project’s Goals Being a supervisor of any project is a challenging task, requiring a creative and intelligent team and a lot of time and effort.
• Teamwork in Ireland’s Healthcare Organizations The team members understand that they have unique roles and positions in the group and do their best to support their teammates.
• Business Simulation Exercise’s Effect on Teamwork The aim of this paper is to describe the effects of the use of simulation exercises on teamwork. This section will undertake a detailed study of effective training in team building and contribution of simulation […]
• Teamwork Concept in Nursing and Its Consequences Working in teams is crucial for nurses, and the concept of teamwork becomes central to the nursing practice. Teamwork is a positive concept, the occurrence of which results in desirable outcomes for all members and […]
• Teamwork in the Nursing Healthcare Environment The impact of organizational change is dependent on three factors; the stage of organizational development, the degree of flexibility, and the history of response to change.
• Biblical Foundation of Teamwork Teamwork and the team ministry started before the birth of Christ, and the bible encouraged people to work as a team.
• Communication and Teamwork in Providing Quality Healthcare In the quest for addressing the challenges of communication and teamwork at Quality Hospital’s ICU, this paper provides a breakdown of the formation of a task force that will help the ICU to address the […]
• The Importance of Teamwork With Limited Resources The aviation industry on the other hand has been shown as one that has been facing teamwork problems since the beginning of the 21st century due to downsizing of the workers, resulting in a breach […]
• Emotional Intelligence’s Support for Teamwork and Teambuilding in Nursing In instances where a nurse lacks the luxury to pick a team with which to work, understanding others allows the individual to conduct amicable relations for the sake of proper execution of tasks, the health […]
• Team Building and Teamwork Principles to the Areas of Health Care The literature shows that self-reflection and peer ratings are fantastic ways for small groups to gauge their level of functioning, cooperation and how to overcome interpersonal conflicts that may affect the outcome of group goals.
• The Teamwork in Nursing Similarly, if the nurse manager or the physician blame the nurse for the error, it could affect trust within the team and create obstacles to teamwork in the future.
• Teamwork Dynamics, Motivation, Conflict Resolution, and Leadership In this scenario, such an approach is crucial, since the team is experiencing difficulties of the unclear origin and they can be identified and analyzed by engaging in the workflow.
• Teamwork Is Essential, but Impossible The challenge is the creation of real working teams, in a business situation where individuality is rewarded and team work ignored.
• Impact of Race, Age or Gender on Teamwork This is based on the difficulty of ascertaining in what way productivity is affected by a change in the age composition of the workforce.
• The Importance of Team Building in Companies In order to analyze the nature of the problem, it is necessary to inquire on whether the manager did everything possible to make the work knowledge and councils available.
• The Win-Win Approach: The Advantages and the Challenges of Teamwork The piece of the teamwork which we have fulfilled in a group of three has precisely demonstrated the advantages and challenges of any team activity described in numerous sources devoted to the team work.
• Teamwork Impact Within the TMC In this case, executives allow the employees to make decisions on what is to be manufactured; the intended quality and marketing procedures of the manufactured product; based on their talents and skills.
• Calling a Team: Successful Teamwork In particular, the authors emphasize that frequent meetings are necessary to set realistic goals and discuss the objectives of the teamwork.
• Lions Share Inc.’s Virtual Teamwork The team’s vision is to create a company that will provide new and unique products to the world, influence technology, and ensures that products’ quality is incomparable to that of other products, which will not […]
• Conflict Management: Teambuilding and Dynamics Each team has to perform the assigned task and in addition it must coordinate with other teams to ensure smooth progress in operations.
• Role of Communication and Teamwork in Improving Patient Safety In fact, research suggests the existence of communication difficulties between several departments and levels of hospital and healthcare settings including doctors, doctors and nurses, between nurses and between nurses and doctors, which have often resulted […]
• Organizational Behaviour: Teamwork in a Canadian Pub The main issues in the case are as follows: In the case, during the Brainiac game, a regular player Hannah suggested the other regulars to play cooperatively to improve the answering.
• Teamwork, Team Dynamics and Communication However, the success or otherwise of group dynamics is determined by many factors such as the large context of a country and its geographic features, the organization in which the group operates, the nature of […]
• Team Building and Role Assignment in Nursing When nurses engage their colleagues who have the requisite skills in community service and team building, they increase the scale of knowledge held by the new professionals in the team.
• Empowering People and Fostering Teamwork The strategy that I prefer to use to empower people in my team is different from the previous one when it comes to all-or-none situations that require taking well-considered decisions.
• The Secrets of Great Teamwork When all individuals in the team know the direction of the team and how they support the objective and target of the team, productivity improves.
• Mighty Tech Company’s Leadership and Teamwork For instance, Ben and Beatrice disagreed on the approach to follow in order to complete the job in time. Facilitation of the audit process also is constituted in the throughput since it is the organization […]
• Teamwork and Teambuilding The cons of this team are that work progress is hard to track and only depends on the honesty of team members, it is difficult to create a team culture since members are not close […]
• Group Conversations About Teamwork You have not provided the things that should be avoided when using your approaches to solve the conflict in the scenario.
• FireArts Company Teamwork Management Issues The key individuals in this case study are Erick Holt, FireArts new director of strategy, charged with the responsibility of putting together a team of top individuals within the organization, and Randy Louderback, the sales, […]
• Dysfunctional vs. Highly-Effective Teamwork The current essay aims to examine the experiences of the writer with a dysfunctional team and the factors that might have contributed to this.
• Team Building in the United Arab Emirates In this instance, volunteering not only contributes to the improvement of the team dynamics within the organization but also to the integration with the community and development of the positive brand image by taking responsibilities […]
• Team-Building Lessons from Chinese Restaurant Anina Blecher demonstrates many qualities that the Protagonist is expected to have. Her employees are friendly; everybody knows and promotes the values of the restaurant.
• Teamwork and Self-Awareness In order for a group of people to effectively collaborate and ensure long-term teamwork on a project, there must be a sense of self-awareness in each member.
• Effective Teambuilding for Childcare Center After pairing the teachers, the third stage will be used to guide and mentor the team. The fifth stage is to celebrate the functions and successes of the team.
• Healthcare: Collaborative Teamwork Evaluation The development of a stable leadership structure in the team is important because it can significantly lower the number of possible miscommunications and misunderstandings of the final goal.
• Hewlett Packard’s and Chartered Management Institute’s Teamwork At CMI, the idea of teamwork is taken seriously in an attempt to deliver positive results. Leaders should also be appointed and encouraged to meet the needs of different team members.
• Non-Profit Organisations and Team Building The authors of the article introduce the notion of feedback interventions, or FI, as a tool for managing the organizational performance, and provide a historical review and meta-analysis of the evidence for its efficiency and […]
• Motivational Aspects of Teamwork in Schools The problem that this paper is going to dwell on relates to the diverse impact of motivation on the eminence of teamwork in a school environment.
• Interdisciplinary Teamwork and Group Communication All group members should treat one another with respect, avoiding discrimination and conflicts; All group members should attend each meeting; In case of an emergency, the member should notify the rest of the group […]
• Fundamentals of Management: Leadership and Teambuilding They are also responsible for keeping the team on focus and functioning as a single unit. Interpersonal and communication are the life of a team.
• Teamwork for Organizational Efficiency In order to improve the efficiency of teams, it is important to enhance the effectiveness of teams. In Ruth Wageman, Heidi Garner, and Mark Mortensen’s article entitled Teams Have Changed: Catching Up to the Future, […]
• Teamwork Leads in Labor Force Improvement Teamwork plays an important role in the achievement of the positive results of the organization and promotes the maintenance of the competitive strengths of the company.
• Managerial Duties, Teamwork and Corporate Culture One of the most important duties of the contemporaneous manager is to assist the group affiliates in receiving new material, to give grounding in the best-known practice apprehensions, and to interfere in the work procedure […]
• Group Dynamics, Effective Teamwork and Technology Effective teams in an organisation are characterised by commitment between the members of the team. Understanding and support among team members are also important in determining the effectiveness of the team.
• Interprofessional Healthcare Teamwork By the end of the six-month period, the physical state of Carla will improve as cases of pneumonia will decrease by about 25%, as a result of the physical therapy, medication therapy, and changes in […]
• CMA Company’s Team-Building and Communication The focus on improving communication and promoting teamwork is crucial because of the lack of trust by which the relationships between the company members can be characterized. Therefore, it will be reasonable to focus on […]
• Teamwork Role in Patient Safety Promotion According to Manser, some of the most important considerations that either promote or hinder patient safety include the perceived quality of teamwork between professional groups, the quality of relational coordination and communication between team members, […]
• Multicultural Teamwork Approaches This was done to provide the team with the essential elements of the presentation in a shorter period and show an adequate level of collaboration.
• ABC Hospital’s Effective Team Building Building an effective team within a micro-system requires one to understand the mission of the micro-system and organization, and the goals that should be achieved by the team.
• Managers, Team Building and Results Orientation If a manager is in charge of a department, he or she should not try to win the false authority by being good.
• Diversity Consciousness in Team Rapport Building In regards to online communal, the designers’ key concentration is to generate the expertise that abide by the welfares, and the societal and basic requirements, of the online communal.
• Cognition and Emotions, Teamwork and Management The concepts of power and approach are used to organize the management process most efficiently. In any organization, power is the prerogative of the executive management and the managers of the middle level.
• Teamwork Management: Roles Identification and Ideas Transformation It is not only necessary to define the roles; it is more important to prove the importance of the identification process and the essence of each role in a team.
• Teamwork and Motivation Importance The motivation plan should outline steps that employees should take in order to guarantee realization of their mandate within the organization.
• DHL & Qantas Flight 32: Teamwork and Creative Approaches One of the most important aspects that need to be noted is that the crew that the issue that it was an uncontained failure of the engine at first, but smoke was noticed.
• Teamwork: Theory, Research and Practice Teamwork is one of the most imperative considerations not only in school but also in the current working environment because of the benefits acquired in the process of mixing and sharing with other people in […]
• Teamwork and Leadership: Overcoming Challenges Knowlton was the leader of the group, as he was arguably the one with the best leadership skills and had the best experience and knowledge regarding the project.
• The Company’s Teamwork Training Program One of the strategies that the manager intends to apply in achieving this goal is training employees on the significance of teamwork.
• Technology Support Team Building In a well orchestrated team the operation is so smooth it is difficult to recognize the role of the team leader. This can be taken to signify the absence of egocentric motives and personalities in […]
• Team Building: Good Planning of Participants Interaction Developing a team and being part of a team require first to understand the team dynamics and purpose of the group.
• Teamwork Behavior: Concept and Aspects An issue of immediate concern to these people is to understand the dynamics of team behavior and the factors that influence them.
• The Efficiency of the Teamwork The efficiency of the teamwork has to be profoundly analyzed since it defines the quality of the performance of the organization.
• WooWoo Company Management: Teamwork and Motivation The motivation plan of the company that manufactures ‘WooWoo’ would offer rewards to many employees of the company. The rewards would strive to meet the specific needs of the employees.
• Strategic Role of Human Resources and Promoting Effective Teamwork in the Workplace As the team leader, I had to ensure teamwork and cooperation among the players in order to enhance the team’s performance.
• Teams and Communication in Healthcare: Importance of Good Teamwork The article, titled “Importance of Good Teamwork in Urgent Care Services”, makes reference to a case study to investigate the topics of teamwork and communication in a London emergency department resuscitation unit, and also to […]
• Leadership, Teambuilding and Communication The task of building and managing diverse teams in an organization is similarly critical to the process of organizational leadership. Such barriers to communication affect the performance of the group and work teams in a […]
• Personal Skills Development in the Teamwork In the team, the management ensured that organizational goals are achieved by modifying the tasks of individuals and the organization structure.
• Teamwork and Motivation: Woowooo Inc. With the entry of new workers, the next part of the motivation plan is to create a working schedule that will see the workers give the best output throughout the production and marketing process.
• The Concept of Organization Structure and Teamwork The amount of time team members commits to team assignment relates to team efforts and success of the team. The team members become more committed and extend their effort in ensuring a proactive achievement in […]
• Emotional Intelligence in Teamwork and Mutual Cooperation From this argument it is right to claim that the virtues of emotional intelligence contribute greatly to the aspects of personality and other individualistic provisions.
• Virtual Teams as Teamwork Efforts In this article the maturity and efficiency of virtual team is measured by a Virtual Team Operation Survey tool that assesses the indicators of virtual team performance.
• Conflict Resolution in a Team Building This would then be followed by drawing a scene in the office and each member of the team participating in the role that they had read in the card. In this activity, members of the […]
• The Role of Teamwork in Management Gupta is of the opinion that working as a team motivates individuals to be more risk taking in order to attain their goals.
• Effective Team Building in Bell ExpressVu To organize an effective team-building event, the theme of the event should be exciting and inspiring to the employees. Such a theme helps to motivate and communicate effectively with the participants of team building.
• Team Building and Facilitation It further discusses group work in detail by focusing on concepts of team buildings, the life cycles of teams, types of teams, advantages of team focus in an organization, how to build effective teams and […]
• Importance of teamwork, cohesiveness, consensus decision Teamwork is an initiative established by employers and employees to ensure people work together to achieve the objectives of their organizations.
• Project Success and Team Building Overall, the development of these indicators is one of the first steps that managers should take prior to the start of any project.
• Effects of Generational Differences on Teamwork in Organisations in the UK However, in the UK, employees in most organisations belong to the Baby boomers generation, Generation X and Y. According to Lyons, Baby boomers prefer to work in teams because they are keen on learning new […]
• Teamwork Spirit Improvement The eventual beneficiaries of the project done by the group are the consumers of the company. This is a clear indication that the employees will find it unbearable to work one another and this will […]
• Corporate Team Building Strategies The choice of team designs range from self-directed teams, problem-solving teams, cross-functional teams and virtual teams. The type of design that firms adopt impact on the effectiveness of the teams and thus team building must […]
• Five Approaches to the Successful Team Building A team leader should consider explaining the mission of the team to the members because if he/she assumes that they understand it, he/she will be surprised later on because people understand things differently and this […]
• Teamwork and Collaboration First of all, one should speak about the role of “most responsible nurses” who had to care about a set of patients. The authors demonstrate that the partnership of nurses is critical for improving the […]
• Thinking Problem Solving and Team Building First and foremost, as a person endowed with the knowledge and a little bit of experience in offering engineering services for a range of pharmaceutical machines and equipments, it was my obligation to ensure that […]
• Challenges in Virtual Team Building On the other hand, a team is a group of individuals in the same region working together to achieve a common goal.
• When Collaboration Enhances Team Performance In addition, the background information on the nature and role of collaboration contributes positively towards the development of a logical argument.
• Teamwork as the Primary Determinant of Success Regardless of the size of an entity or the nature of activity which a group of individuals are involved in, teamwork is one of the primary determinant s of a group’s level of success.
• Teamwork and as an Important Part of Effective Performance The doubling of the number of calls at the call center is indicative of deterioration of customer service due to the above reasons.
• Teamwork Survey by Tuckman’s Model These scores show that the team is in the Performing stage, since the highest score is 38 and the highest possible points are 40.
• Team Building and Team Development The team has to attain the next stage of the development life cycle, which is the performing stage. At the initial stages of development, a team is expected to engage members to pursue goals or […]
• How Does Feedback Help Teamwork?
• How Does Effective Teamwork Look?
• How Do Teens Learn Teamwork: Agentic and Constructive Peer Processes?
• What Is the Power of Teamwork?
• How Idea Generators Juggle Between the Pros and Cons of Teamwork?
• Why Is Teamwork Essential in Life?
• What Are the Advantages and Disadvantages of Teamwork?
• What Skills Are Necessary for Teamwork?
• How Could Teamwork Leaders Cope With the Acceleration of Internationalization?
• Does Effective Teamwork Need Leadership and a Formal Structure This?
• How Can Teamwork Be Effective?
• What Makes Teamwork Efficient?
• Why Team and Teamwork Come Up With Better Solutions?
• What Are Three Essential Skills for Teamwork and Collaboration?
• What Does Teamwork Mean?
• What Is Teamwork Short Note?
• How Can Teamwork Damage Productivity?
• What Makes a Team Successful?
• What Are the Qualities of Good Teamwork?
• How Diversity and Teamwork of a Company?
• Can Teamwork Overcome the Negative Aspects Associated With Scientific Management Workplace Practices?
• What Are the Benefits of Teamwork?
• Why Is Teamwork Important in Life?
• Why Is Teamwork Essential in Research?
• How Do Teams and Teamwork Affect Individual Satisfaction?
• How Can Teamwork Improve Organizational Performance?
• Does Poor Supervisability Undermine Teamwork?
• Why Is Teamwork the Key to Success?
• What Does the Research Say About Teamwork?
• How Does Communication Affect Teamwork?
• Workplace Diversity Research Ideas
• Self-Reflection Research Topics
• Work-Life Balance Essay Titles
• Virtual Team Ideas
• Work Environment Research Topics
• Employee Engagement Essay Topics
• Talent Management Questions
• Mentorship Topics
• Chicago (A-D)
• Chicago (N-B)

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IvyPanda . "169 Teamwork Topics & Essay Examples." March 1, 2024. https://ivypanda.com/essays/topic/teamwork-essay-topics/.