Courtesy and Idleness: Gender Differences in Team Work and Team Competition

Does gender play a role in the context of team work? Our results based on a real-effort experiment suggest that performance depends on the composition of the team. We find that female and male performance differ most in mixed teams with revenue sharing between the team members, as men put in significantly more effort than women. The data also indicate that women perform best when competing in pure female teams against male teams whereas men perform best when women are present or in a competitive environment

Courtesy and Idleness: Gender Differences in Team Work and Team Competition

Does gender play a role in the context of team work? Our results based on a real-effort experiment suggest that performance depends on the composition of the team. We find that female and male performance differ most in mixed teams with revenue sharing between the team members, as men put in significantly more effort than women. The data also indicate that women perform best when competing in pure female teams against male teams whereas men perform best when women are present or in a competitive environment.team incentives; gender; tournaments

Therapists’ experiences and perceptions of teamwork in neurological rehabilitation: Critical happenings in effective and ineffective teamwork

This article reports the second part of an exploratory study into occupational therapists` and physiotherapists` perceptions and experiences of team-work in neurological rehabilitation: the factors that were thought to influence effective and ineffective team-work, and the meaning behind effective and ineffective team work in neurological rehabilitation. The study was undertaken through semi-structured interviews of 10 therapists from three different neurological rehabilitation teams based in the United Kingdom, and used the critical incident technique. Through analysis of the data, several main themes emerged regarding the perceived critical happenings in effective and ineffective team work. These were: team events and characteristics, team members` characteristics, shared and collaborative working practices, communication, specific organisational structures, environmental, external, and patient and family related factors. Effective and ineffective team-work was perceived to impact on a number of levels: having implications for the team, the patient, individual team members, and the neurological rehabilitation service. The study supported the perceived value of team work within neurological rehabilitation. It also indicated the extensive and variable factors that may influence the team working process as well as the complex and diverse nature of the process

Team work: A problem for Ergonomics?

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Enhancing Team Dynamics in an Online Learning Environment

The corporate world considers the ability of employees to work well within a team environment as a critical factor in success and expects potential employees to gain experience of team work during their university education. Although team projects have been well-incorporated into the traditional curriculum in higher education, the advent of online learning has created challenges in ensuring effective team dynamics. This research presents a case study implementing an online team learning approach designed to create a positive learning environment at St. Petersburg College. In the original online environment, both staff and students encountered a variety of concerns and ineffective team dynamics. These issues were addressed by the course team using a variety of formalized rocedures, best practices and team documents. This led to improved student interactions, better quality of assignments, as well as lecturers spending less time on team management issues

The influence of randomly allocated group membership when developing student task work and team work capabilities

This study explores whether randomly assigning group membership enhances the student learning experience. The paper starts with a critical analysis of the approaches to student learning within Higher Education and how these approaches conflict with findings from applied psychology on group behaviour. The study adopts a serendipitous qualitative methodology to explore how changes to assessment requirements can result in a more holistic learning experience. The findings suggest that students perceive the adoption of randomly allocated as an unnecessary risk to their performance within assessment as opposed to an opportunity to enhance their learning. This raises questions regarding the conflict that can exist within education between assessment and learning. The results suggest students operate in a ‘comfort zone’ which can be detrimental to their overall learning experience. Getting students to leave the comfort zone is a particularly stressful situation for both student and educator. Once students leave the comfort zone competencies that have been dormant surface and they are able to utilise and acquire a wider range of skills. Leaving the comfort zone also results in the creation of a critical incidence which can assist the student in developing their reflective capabilities. The results suggest that randomly allocated groups enhance both an individual’s task capabilities and their teamwork capabilities. The paper concludes that the findings have significant implications for those involved in the design of assessment. The paper also provides an interesting commentary on the issues educators face when undertaking education research within a higher educational context