目标满意度及学习团队精神外文翻译Word格式.docx

目标满意度及学习团队精神外文翻译Word格式.docx

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原文：

Goalattainment,satisfactionandlearningfromteamwork

Author:

PeterRichardsonandD.KeithDenton,

MissouriStateUniversity,Springfield,Missouri,USA

Magazine:

TeamPerformanceManagement

Abstract

Purpose–Businesseshaveincreasinglyreliedoneducatorstotrainstudentsonteamworkskillsthatarevaluableinahighlycompetitivemarketplace.Butwhatarestudentsactuallygettingfromtheseinitiatives?

Aretheyseeingthelinkagebetweenteamworkskillsandgoalaccomplishment?

Aretheydevelopingpositiveattitudestowardteamwork?

Whatskillsaretheylearningfromtheirteamworkexperiences?

Design/methodology/approach–Thisstudyinvestigatedtherelationshipbetweenstudentteammemberoutcomesandtheteamactivitiesthattheyengageintoachievetheseoutcomes.Studentsweresurveyedusingitemsdevelopedfromataxonomyofteamprocessesfoundinthemanagementliterature,andmeasuresofgoalattainment,satisfactionandlearning.

Findings–Resultsshowthatstudentsderiveddifferentoutcomeswhenpracticingspecificteamprocessactivities.Studentswhoengagedintransitionandactionprocessesperceivedthattheirgoalswereaccomplishedthroughteamwork.Thosewhoengagedintransitionandinterpersonaltasksdevelopedamorepositiveattitudetowardteamworkandfeltthattheylearnedsignificantlyfromtheirteamworkexperience.

Researchlimitations/implications–Thisstudyismeanttohelpeducatorsfine-tunetheirunderstandingofthelinkagesbetweenteamworkskillsandteamperformanceoutcomesinstudentteamprojectssothattheycanstructuretheteamworkexperiencemoreeffectively.Thereader,however,isremindedthatthefindingswereobtainedinthecontextofstudentteamprojects.

Originality/value–Unlikemostofthepastresearchonteamprocessesandoutcomes,thisstudyexaminedwhichteamprocessesarelinkedtoeachofseveralteamperformancedimensions.

Keywords:

LearningStudentsTeamworkingTeamperformance

TeamlearningJobsatisfaction

Inaneraoffast-pacedchangeandhyper-competition,cutting-edgeleadersrecognizetheimportanceofteamwork.Teamscanmagnifytheoutputsofindividualsthroughcollaborationinthepursuitofpersonalandteamgoals.Collegegraduateswhohaveeffectiveteamworkskillsarebecomingthenormforcollegerecruiters.

Inresponsetochangingexpectationsinthebusinessworld,instructorsareassigningmoreclassroomteamprojectstoprovidestudentswithopportunitiestostrengthentheirknowledgeofanddeveloptheirteamworkskills.AccordingtoHartenian（2003）,teamtrainingandexperiencespositivelycorrelatewithteamknowledge,skillsandabilities.Whentheseknowledge,skillsandabilitiesareappliedbythestudent,areallaspectsofteamperformancebeingmet?

Briefoverviewofteamprocessresearch

Thereisalargebodyofresearchthatlooksatavarietyoffactorsassociatedwithgroupeffectivenesssuchasgroupdesign,context,groupcompositionandgroupprocessindifferenttypesofgroups.However,itisnotalwaysclearthatwhatworksinonetypeofgroupwillworkinallgroups.

ThedefinitionofteamorworkgroupthatweuseisbasedprimarilyonthatofCohenandBailey（1997）whichinturnbuildsontheworkofAlderfer（1977）andHackman（1987）andissimilartothedefinitionthatGuzzoandDickson（1996）usedintheirreviewofresearchongroupsandteams.Aprojectteamisdefinedasacollectionofindividualswhoareinterdependentinthetaskstheyperformandwhoshareresponsibilityforoutcomes.Thestudentteamswestudiedaremostlikeprojectteamsinthattheyaretime-limited,produceone-timeoutputsandperformworkthatinvolvestheapplicationofknowledge,judgment,andexpertisetothesolutionofauniqueproblem（CohenandBailey,1997）.Whilewedonotequatestudentprojectteamswithorganizationalworkteams,wenotethesimilaritiesbetweenthem.

Processdescribesthoseinteractionsamongteammembersthatinfluenceeffectiveness.Thisisincontrasttofactorssuchasautonomy,self-efficacy,teamsize,diversityandsupervisionthatareeitherinputswhichteammembersdealwithoremergentstatesthatariseoutofmemberinteractions.Teammembersengageinawiderangeofactivitiestoaccomplishtheirgoals.Severalconstructshavebeenusedtodefineteamprocessesintheliterature.Marksetal.（2001）groupedtheseprocessesintocategoriesofactivitiesthatcanoccuratanytimeduringtheteam’slife.Specifically,transitionprocessesrefertothoseactivitiesinvolvedinmissionandgoalspecification,andstrategyplanning.Actionprocessesrefertothoseactivitiesdirectlyrelatedtotaskattainmentsuchastrackingtaskprogress,assistingteammatesandcoordinatingwork.Interpersonalprocessesincludethoseactivitiesteamsengageintomanageconflict,buildconfidenceandregulatemembers’emotions.

Teamworkenablesteammemberstoplan,organizeandcoordinatetheactivitiesoftheteamforgoalattainment.Researchonteamprocesseshaveshownthatteamsthatengageintheseactivitiesaremoreeffective.Thefocusinthesestudieshasbeenontherelationshipsbetweencooperationandoutcomes,betweenconflictandteamperformance,betweenteamprocessconstructs,andteameffectiveness,andbetweentaskprocessandefficiency.

Noneofthese,however,havefocusedontheimpactofteamprocessesonallaspectsofteameffectiveness.Theliteratureonteamssuggeststhatteameffectivenessisamulti-dimensionalconstructwhosefacetsreflectwhatmostorganizationsregardasdesirableworkplaceteamgoals.Teameffectivenesshasbeendefinedbroadlytoincludeseveraloutcomemeasures:

anobjectivemeasureoftheoutputofthegroup,asubjectivemeasureofattitudesuchassatisfactionanddevelopmentaloutcomesforteammembers.

Anassessmentofobjectiveoutputamongprojectteamswouldinvolvetheextenttowhichtheteamachievesthegoalsoftheproject–asdeterminedbyanoutsidepartyorbyteammembersthemselves.Goal-settingresearchisbasedonthepremisethatthepresenceofgoalsimprovestaskperformance.Astudyofprojectteamsfromindustry,governmentlaboratories,andnot-for-profitorganizationsshowedthatthepresenceofteamgoalshadapositiveimpactonteamperformance（McCombetal.,1999）.Attheindividuallevel,thepreferredoutputcanvaryacrossstudents.Anecdotalevidencesuggeststhatstudentsinteamprojectshavegoalsrangingfromgettingahighgradetomerelyfulfillingtheprojectrequirements.Inthisstudy,weletthestudentdefineherexpectedoutcomebyaskingherwhetherornotsheachievedhergoalsfortheproject.

Studiesonattitudestowardteamworksuggestthatateammember’ssatisfactionwithhisteamcouldleadtogreatercommitment,fewerabsencesandreducedturnoverintheworkplace.Studentswouldoftenreflectontheiremotionalexperienceswhendealingwiththeirteammatesandwouldsometimesresolvethattheywouldneverworkwithparticularstudentsinthefuture.RuizUlloaandAdams（2004）foundthatseveralprocessvariablessuchasmaturecommunication,accountableinterdependenceandroleclarityhadapositiveeffectonanindividual’sattitudetowardteamwork.Learninghowtodealwithotherteammemberscouldserveasavaluabledevelopmentaloutcomeforateammember,especiallyiftheteamhastoworktogetheronarecurringbasis.Continuousimprovementhasbeenaverypopularmantraamongadministratorsandleadersalike.Ourexperiencehasshownthatmoststudentsencountersimilarsituationsacrossteamprojects.Itbegsthequestionofwhetherornottheylearnfromtheirpastsuccessesandmistakes.Accordingtoasurveyofstudiesonprojectteams,CohenandBailey（1997）discoveredthatmanagersandexternalstakeholderswereoftenaskedtoassessobjectiveteamoutputwhileteammemberswereusedtoassessmembersatisfaction.Noneofthosestudiessurveyeduseddevelopmentaloutcomesasaperformancemeasure.

Discussionofresultsandsuggestionsforfutureresearch

Engagingintransitionactivitiessuchasestablishingteamgoals,rulesandguidelines,assessingteammemberskillsandassigningrolesandresponsibilitiesarepositivelyassociatedwithallthreeoutcomes.Thisresultsupportspriorresearchthatemphasizestheimportanceofgoalspecificationandplanning（Bacon,2005;

RuizUlloaandAdams,2004）andexpandsonthisinformationbydemonstratingthatnotonlyisgoalspecificationandplanningassociatedwithbetterperformanceintermsofgoalattainment,butisalsoassociatedwithgreatersatisfactiononthepartofteammembersandgreaterknowledgeandlearningaboutteamwork.Thisresultwouldseemtobeespeciallyimportantasfarasstudentsareconcerned.Agoalsharedbymanywhouseteamprojectsintheircoursesistoenhancestudent’slearningabouthowteamsworkandtoleavestudentswithapositivefeelingaboutteamworkandthepotentialbenefitsassociatedwithworkingwithothersonteamprojects.Theabilitytogettheprojectoffontherightfootsotospeakmayalsocontributetofeelingsofsatisfactionandenhancedlearningabouthowteamscanaccomplishtheirgoals.Giventhedesiredoutcomes,itseemsespeciallyimportantforinstructorstobuildopportunitiesforplanningintotheprojectexperienceandperhapstorequirestudentstoengageinsuchactivitiesbothinclassandthroughoutsideactivities.

Withregardtointerpersonalprocesses,whileengagingintheseactivitiesisnotassociatedwithperceivedgoalattainment,itispositivelyassociatedwithsatisfactionandenhancedteamworkskillsandknowledge.Theideaofusingteambuildingactivitieshasoftenbeensuggestedasawaytoincreasetheoverallsuccessofateam.Manyteamworkbuildingactivitie