The Effects of Team Personality Awareness Exercises on Team Satisfaction and Performance
The Effects of Team Personality Awareness Exercises on Team Satisfaction and Performance
复制标题
团队个性意识练习对团队满意度和绩效的影响
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
T. Boyd
中科院分区：
文献类型：
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作者：
Matthew P. Lancellotti;T. Boyd
市场营销课程大量利用团队项目，可以提高学生的学习，使学生更可取的招聘人员寻求更大的团队合作技能和经验的学生。不幸的是，团队项目提供了学习和提高这些技能的机会，也可能是教师和学生沮丧和不满的主要来源。这项研究调查了旨在鼓励学生反思自己作为团队成员的行为并与队友进行主动沟通的练习的效果。这些练习是基于一组幽默的性格类型，这些性格类型来自于团队中常见的适应不良的学生行为（例如，《独裁者》（The Dictator），《君主主义者》（The Monarchist）。这些练习在实地研究中进行了测试，结果表明，它们的使用使学生对团队和团队产出更满意。他们还导致增加学生的学习，通过改善团队项目的表现和更好的个人考试和课程成绩相比，谁在同一团队项目，而不参加演习的学生进行测量。详细的个性和如何运行的演习提供了沿着与反思，从8年的使用，他们在课堂上。
Marketing courses heavily utilize team projects that can enhance student learning and make students more desirable to recruiters seeking greater teamwork skills and experience from students. Unfortunately team projects that provide opportunities to learn and improve such skills can also be great sources of frustration and dissatisfaction for instructors and students. This research investigates the effects of exercises designed to encourage student reflection on their behavior as team members and engage in proactive communications with teammates. The exercises are based on a set of humorous personality types derived from common maladaptive student behavior in teams (e.g., “The Dictator,” “The Monarchist”). The exercises are tested in a field study, which shows their use results in greater student satisfaction with the team and team output. They also result in increased student learning as measured by improved team project performance and better individual exam and course grades compared to students who engage in the same team projects without participating in the exercises. Details on the personalities and how to run the exercises are provided along with reflections from 8 years of their use in the classroom.