Improving team dynamics for project based learning in pharmacy: A multimodal approach.

BACKGROUND AND PURPOSE: Students taking a research elective with project-based course components have shown aversion to group activities. We aimed to minimize group participation hesitancy and give students autonomy in choice of team formation approach in order to examine the effects of team formation approaches on successful team dynamics. EDUCATIONAL ACTIVITY AND SETTING: Learners chose either a student self-selected (SS) or an instructor randomized (IR) team formation approach for two activities (a brief intervention role-play and a review of reviews research symposia presentation). Group development for the different team approaches was studied using the Tuckman model. Using this model, team dynamics was evaluated over five stages of group development: forming, norming, storming, performing, and adjourning. Student reports for each of the phases were evaluated using a project evaluation rubric. For the adjourning phase we used an open-ended survey embedded in the course learning management system. Free text answers from open-ended questions were analyzed for themes related to team dynamics concepts. FINDINGS: Students rated their satisfaction with team performance higher for SS than for IR teams. In terms of individual learning and satisfaction with individual's roles and tasks, they indicated greater satisfaction with the IR approach. SUMMARY: Team formation methods impacted group dynamics and individual attitudes with favorable team dynamics leading to better individual task and overall team performance. Higher team performance corresponds to higher grades for group projects and for courses with group projects, favorable team dynamics could impact students' evaluation of the course.

A "Collective Effort to Make Yourself Feel Better": The Group Process in Mindfulness-Based Interventions.

There is growing interest in mindfulness-based interventions (MBIs) in the management of multiple physical and mental health issues. Although MBIs utilize a group format, research on how this format impacts teaching and learning mindfulness is lacking. This study aimed to develop a detailed theory of MBI group processes utilizing a grounded theory methodology. This article presents our subsequent model, developed from semistructured interviews conducted with MBI students, teachers, and trainers ( N = 12). A core category, the group as a vessel on a shared journey, and three higher-order categories emerged from the data. They illustrate how MBI group processes navigate a characteristic path. Teachers build and steer the group "vessel" in a way that fosters a specific culture and sense of safety. The group is facilitated to share communal experiences that augment learning and enrich mindfulness practice. Limitations and implications for clinicians and researchers are discussed.

How Knowledge Worker Teams Deal Effectively with Task Uncertainty: The Impact of Transformational Leadership and Group Development.

The purpose of this paper is to clarify how leadership is able to improve team effectiveness, by means of its influence on group processes (i.e., increasing group development) and on the group task (i.e., decreasing task uncertainty). Four hundred and eight members of 107 teams in a German research and development (R&D) organization completed a web-based survey; they provided measures of transformational leadership, group development, 2 aspects of task uncertainty, task interdependence, and team effectiveness. In 54 of these teams, the leaders answered a web-based survey on team effectiveness. We tested the model with the data from team members, using structural equations modeling. Group development and a task uncertainty measurement that refers to unstable demands from outside the team partially mediate the effect of transformational leadership on team effectiveness in R&D organizations (p < 0.05). Although transformational leaders reduce unclarity of goals (p < 0.05), this seems not to contribute to team effectiveness. The data provided by the leaders was used to assess common source bias, which did not affect the interpretability of the results. Limitations include cross-sectional data and a lower than expected variance of task uncertainty across different job types. This paper contributes to understanding how knowledge worker teams deal effectively with task uncertainty and confirms the importance of group development in this context. This is the first study to examine the effects of transformational leadership and team processes on team effectiveness considering the task characteristics uncertainty and interdependence.

The Knowledge Management Processes at Different Stages of Group Development / Os Processos de Gestão do Conhecimento nas Diferentes Fases do Desenvolvimento Grupal

ABSTRACT Based on a developmental approach, this study intended to analyze the extent to which the different stages of group development differ regarding the use of knowledge management processes. The sample comprised 211 teams belonging to a Portuguese military organization. In order to test the hypotheses a multivariate analysis of variance was conducted. The results showed that more mature and cooperative groups (Restructuring/Realization phase) apply to a greater degree the processes of knowledge management, while groups in which there is high intragroup competition and in which members try to "gain power" among themselves (Reframing phase), apply these processes to a lesser degree.

RESUMO Com base em uma perspetiva desenvolvimental, este estudo analisou em que medida os diferentes estágios de desenvolvimento de um grupo diferem no que diz respeito à utilização dos processos de gestão do conhecimento. O estudo incidiu em uma amostra composta por 211 equipes pertencentes a uma organização militar portuguesa. Para testar as hipóteses formuladas, foi utilizada a análise multivariada da variância. Os resultados revelaram que grupos mais maduros e cooperativos (fase Reestruturação/Realização) aplicam em maior grau os processos de gestão do conhecimento, enquanto grupos em que existe elevada competição intragrupo e em que os membros procuram "ganhar poder" entre si (fase Reenquadramento), aplicam esses processos em menor grau.

Desenvolvendo competências em colaboradores da área da saúde / Building competencies in healthcare employees

A sociedade passa por grandes mudanças que se refletem diretamente nas organizações, gerando a necessidade de adaptação de seus colaboradores, inclusive nas organizações de saúde. O objetivo deste trabalho é apresentar uma experiência de estágio do último ano de Psicologia, a respeito de intervenções realizadas em um Centro de Saúde de Campinas. Os participantes foram os Agentes Comunitários de Saúde. Entrevistas de coleta de dados foram realizadas para identificar os aspectos a serem aperfeiçoados e, a partir disso, foi possível traçar um plano de ação para desenvolver as competências dos colaboradores. A intervenção foi colocada em prática em encontros grupais semanais, totalizando dez horas. No transcorrer do trabalho foi possível verificar um engajamento por parte dos participantes, que se mostraram dispostos e abertos às propostas de intervenção, estabelecendo um movimento de reflexão, aprendizado e de mudanças a nível individual. Em contrapartida, enquanto grupo, esses progressos não aconteceram como esperado.

The society goes through major changes with consequences over all organizations, creating the need for adaptation of its employees, including in health organizations. The object of this paper is present a senior Psychology internship experience regarding interventions that took place in a public health center in Campinas. The participants were the Community Health Agents. Data collection interviews were conducted to identify the aspects to be improved, and from this it was possible to draw an action plan to develop the employees competences. The intervention took place in weekly group meetings, totalizing 10 hours. During these interventions, it was possible to identify the group commitment and openness to intervention proposals, establishing a movement of reflection, learning and change at individual level. In contrast, as a group, progress did not occur as expected.

Group Psychotherapy: Group Dynamics / 신경정신의학

This article on 'group dynamics' is the last part following the 'history and prospect' and the 'theory and practice', series composed of three parts to understand the group psychotherapy. To explain the core theme concerning the group dynamics, we compared the therapeutic group in clinical scope with the work group in social scope for convenience. And this article principally was for the therapeutic group. We can discover many similarities between groups and organizations when we observe the details although they appear quite different with different goals. Therefore, if the leader of a group in the clinical and social setup has a full knowledge in group dynamics, he would be effective in functional roles with increased sensitivity and understanding of group process. This article was written in order of the history of group dynamics, the theory of group dynamics, group development, and leadership. The group psychotherapy derives from individual psychotherapy. To lead group psychotherapy successfully, Therapists have to be knowledgeable not only of the concept of psychotherapy but also the concept of group dynamics.