1
Q
Levels of input that contribute to member attributes and team environment
A
inputs blended across 3 levels
1. individual (attributes, KSA’s)
2. team (interdependence, composition, size)
3. environmental (organizational/cultural)
2
Q
3 factors when considering context
A
- team size
- team composition
- sport interdependence
3
Q
Team size
A
depends on the task
4
Q
Team size conditions to consider
A
- can the task be divided?
- is performance measured via qualitative (gymnastics) or quantitative (hockey) standards
- how are individuals inputs combined ?
5
Q
Why can a large team size be good?
A
- Additive: group outcome is a sum
- Compensatory: outcome is the average of members
6
Q
Why can a large team size be bad?
A
- Disjunctive: one member’s actions are enough
- Conjunctive: individuals must all do the same thing (no benefit to large group)
***one person represents the team, best members performance
7
Q
parts of a team to consider with team size
A
- action unit (people actually performing)
- dress roster (those on the bench and anticipating playing)
- team roster (those on the team)
8
Q
Outcomes related to group size
A
As group size increases, process loss increases (performance decreases)
9
Q
Possible reasons for process loss increasing with increasing group size
A
- decreased individual motivation (we want to feel included and competent - social loathing)
- increased coordination losses (more people = more likely things will break down)
10
Q
What is an advantage of a small group?
A
Increasing playing time
11
Q
What is a disadvantage of a small group?
A
Not enough depth to fulfill task requirements
12
Q
What is an advantage of a large group?
A
Time to rest
13
Q
What is a disadvantage of a large group?
A
Lack of organization
- any factor that detracts from the possibility of competing is considered a disadvantage
14
Q
Task cohesion
A
Shared perspective that we all have the same objective and we’re all contributing to achieve this objective
- how well a group works together to compete tasks
15
Q
Correlation between task cohesion and group size
A
Negative association
- as size of team increases, task cohesion decreases
- task cohesion is negatively impacted by large team size (more people there are, the less likely to reach task objectives)
16
Q
Social cohesion
A
Strength of the bonds between team members and their desire to contribute to the team’s success
- how well the group likes each other to complete the task
17
Q
Correlation between social cohesion and group size
A
Increases from group size of 3-6, then decreases from 6-9
18
Q
Affect
A
Happiness with being involved in something; impacted by group size
19
Q
How is affect impacted by group size
A
Via…
- reduced individual participation
- reduced feelings of responsibility
- lower connectedness
- opportunities for leadership diminish and demands get higher
20
Q
Team composition
A
- Amount of team resources (average)
- Variability in team resources (diversity)
- Compatibility of team resources (fit)
21
Q
Amount of team resources
A
- largely focused on psychosocial attributes
- influence interactions with others, how we act in groups and emergence of leadership
22
Q
Average for member personality - the big five
A
- Openness
- Conscientiousness
- Extraversion
- Agreeableness
- Neuroticism
***OCEAN = 5 characteristics for team success (these become more important for a smaller group)
23
Q
What does increased extraversion correlate with?
A
Greater social cohesion
24
Q
What does increased agreeableness and conscientiousness correlate with?
A
Greater task cohesion
25
Relationship between individual ability and team success
Team effectiveness and individual ability/skill were correlated with...
- 0.60 basketball
- 0.70 men's tennis
- 0.80 women's tennis
- 0.94 baseball
***less correlation in basketball = individual skill and ability is less likely to impact performance than it is in baseball
26
Variability in resources (diversity)
- as a team they have collective goals, but recognize each person has their own skills and abilities
- a more diverse group may take longer to reach peak performance
- diverse groups are equally productive and more creative in problem-solving
27
Why do more diverse groups take longer to reach peak performance?
- diverse cultures
- language differences
- interpretation of task to be completed
28
Beneficial processes of diversity
Creativity
- diversity is generally a good facilitator for most tasks
29
Detrimental processes of diversity
Conflict
30
Factors to consider when looking at diversity
- sex
- ability
- age
- racial identity/ethnicity
- social psychological characteristics
31
Types of diversity
1. Surface level (easy to see)
2. Deep level (come about later, as the season goes on)
3. Perceived
32
Surface level diversity
- sex
- age
- race
- ability
33
Deep level diversity
- values
- attitudes
- beliefs
34
Perceived diversity
- how the self differs from the group
- the degree the group is diverse
35
Perceived self to team dissimilarity
feel like an outsider, “us vs they”
negative
36
Perceived group heterogenity
positive and negative depending on the group
ie. want diff skills on vball team but maybe not cross country
37
Compatibility of resources (fit)
1. Person-role (ie. how happy you are with your role on a team)
2. Person-team (ie. how well do you get along with team)
3. Person-organization (ie. culture and how well do I align with the organization)
38
Coach-athlete relationship
- High agreeableness (amount)
- Compatibility (fit) in extraversion
- Openness
***All good things
39
Sport type interdependence
The degree to which actions and goals of one person reciprocally influence another
40
Types of interdependence
1. Task (ie. we need each other for this task, interaction amongst teammates)
2. Outcome (ie. what I do and what you do will contribute to the outcome - extent to which the team is dependent on each other)
41
Sport interdependence examples
Soccer has high outcome interdependence (group outcome) whereas gymnastics can have personal and interpersonal outcomes
42
Sport team interdependence typology- decision tree
a) members must consider themselves to be a group
b) task interdependence refers to whether teammates must interact during the competitive task
c) types of task interdependence include integrated, segregated, and none
d) group outcome interdependence refers to whether group-level outcomes are applicable during comp.
e) individual outcome interdependence refers to whether group members directly compete against one another during competition
43
Sport team interdependence typology- types
1. Integrated
2. Segregated
3. Collective
4. Cooperative
5. Contrient
6. Independent
7. Solitary
44
Integrated examples
soccer team
rowing team
*required to work together to achieve common goal
*high levels of interaction/interdependence
45
Segregated example
baseball team whose members compete together but aren't always required to interact with one another
- segregated on the playing field
46
Collective example
cross country team with members who all partake in same race in competition with one another and to obtain a team title
47
Cooperative example
team of collegiate wrestlers who compete in diff weight classes (not individual outcome interdependent), but contribute to team titles
48
Contrient example
national team of trampolinists who compete individually, against one another with no group goal
49
Independent example
training team of triathletes with no group goal and who compete at diff competitive levels
50
Solitary example
cyclists who at times gather together for long distance rides but wouldn’t identify as a group
51
Process of inserting the “I’s” into a team
1. Identifying
2. Selecting
3. Integrating
52
Step 1: Identifying
Identifying the relevant human capital
- some teams do not perform because they do not have the qualities and characteristics required for success
53
Human capital
Member’s knowledge, skills and abilities (KSAs)
54
Task specific proficiencies
- skill
- fitness
- creativity
***completing what they need to complete
55
Interpersonal skills
- conversation skill
- emotional intelligence
- character
***soft skills
56
Example of identifying relevant human capital
- NHL draft effectiveness
- Organizational insiders (coaches, managers) are more accurate in predicting eventual athlete success than outsiders (draft-ranking officials) bc insiders sought more contextual information (soft skills)
57
Step 2: Select the right people
Select people that align with the team’s vision/culture
- get to know the person, what do they value and not value
58
Methods of selection
- interviews (most used)
- assessment centers (activity-based to assess KSA's)
- situational judgement tests (work-related situations)
- combinations (of above methods)
59
What has sport research tended to be focused on?
- anthropometric (size of body), physiological, or objective performance indices
- not being selected/being deselected
youth talent identification in junior hockey
60
Desires of youth talent identification in junior hockey players
- work ethic
- passion
- character
- leadership
61
Avoidances of youth talent identification in junior hockey players
- selfishness
- poor body language
- parental issues
62
What sports research is still needed?
Research on the methods of selection in sport
63
Step 3: Integrating teammates (socialization/onboarding)
The process through which individuals adjust to the demands and responsibilities of a new group
63
Information coaches use to make team selection decisions
- info related to players (skills, injuries, performance data)
- info related to themselves (game plan, intuition)
- other sources (assistant coaches)
- situation (positional demands, rules)
- important to remember this process is context-specific
64
What is important when integrating teammates?
1. acquire an understanding of their role
2. develop appropriate skills and abilities
3. adjust to norms and values of the group
***KSA's get you on the team, then team contributes to those development of those KSA's further
65
Two ways we can socialize teammates
1. Institutionalized tactics
2. Individualized tactics
66
Institutionalized tactics
Structured socialization process that aims to reduce uncertainty as a means to encourage compliance with organization’s defined expectations and policies
***formal (orientation, handbook)
67
Individualized tactics
Reflects a more chaotic and unpredictable learning path which encourages people to explore and redefine their organizational responsibilities
***chaotic (not formal, anti-organization)
68
What are the different types of institutionalized tactics?
1. Collective tactics
2. Formal tactics
3. Sequential tactics
4. Serial tactics
5. Investiture tactics
69
What are the types of individualized tactics?
1. Individual tactics
2. Informal tactics
3. Random tactics
4. Disjunctive tactics
5. Divestiture tactics
70
Collective tactics
Uniform training/learning experiences
- getting trained in the same group
71
Individual tactics
Personalized tactics and instruction
- getting trained individually
72
Formal tactics
Structured process (ie. tutorial, handbook)
73
Informal tactics
Trial and error
- ask around other people to figure things out (may be formal, but requires you to reach out)
74
Sequential tactics
Set stages of progression
- are things presented to you in a logical order?
75
Random tactics
Stages of progression unpredictable
- doesn't make sense the way you are learning things
76
Serial tactics
Members pass info to newcomers (ie. mentors)
- mentors pass down information in an informal manner
77
Disjunctive tactics
Newcomers receive no guidance
- nobody concrete you can reach out to
- maybe there are mentors, but don't feel comfortable asking
78
Investiture tactics
Newcomer identity reinforced (ie. coming as you are)
- we chose you for a reason
79
Divestiture tactics
Newcomer identity disconfirmed (ie. conform or get out)
- hazing, conform strictly to the team values
80
Outcomes of institutionalized tactics
- increased self efficacy
- decreased role ambiguity
- increased perceived fit
- increased job satisfaction
- increased intentions to remain
81
Sport specific example of institutionalized tactics
Interviews with Canadian Usport coaches and athletes
- asked what they value when onboarding athletes
82
Identified themes of importance of sport specific example
1. Establishing congruence in role expectations (sequential)
2. Balancing need for conformity and individuality for newcomers (investiture vs divestiture)
3. Having shared group experiences (collective, team-building activities)
4. Providing formal learning opportunities (formal, logical learning)
5. Involving veterans in process (serial)
83
Sport team socialization tactics questionnaire
Took qualitative data from previous study and used it to examine individual and group-level consequences associated with socialization tactics
84
Three dimensions of the sports specific questionnaire
1. Coach-athlete role communication
2. Serial socialization (How are those mentors providing the information?)
3. Social inclusion (Do you feel like a member of the team or not?)
85
Canadian forces snowbird demonstration team paper: Selection process phase 1
Candidate interviews
- attention to detail
- team focused approach
86
Canadian snowbirds team focused approach
All members have one red card they can veto any new candidate; all members have a say
- give pilots trust and autonomy in the selection process (group focused)
87
Canadian forces snowbird demonstration team paper: Selection process phase 2 (onsite process)
Making the most out of the process
- flight briefings
- integrating through mentorship (mentors)
- assessing the learning curve (not about being the best)
- utilizing tradition (party)
88
Flight briefings (brief before flight)
1. Objective
2. Safety scenario
3. Chair flight
4. Eye contact/ready
89
Flight briefings (debrief)
1. Objectives met?
2. Feedback
3. Video replay
90
The snowbird culture
- skill
- professionalism
- teamwork
***what the snowbirds were looking for (something special happening and sense of collective identity, makes you want to perform well for the team)
91
How did the snowbirds ensure professionalism?
- didn’t call them rookies, but candidates
- held each other accountable
- focus on professionalism rather than socialization
92
Week 2 summary
1. Purposeful mechanisms to identify ideal athletes for their organization
2. Transparency with normative expectations
3. Beginning candidate integration where possible
93
Important part of the snowbirds
INTENTIONAL PROCESS
- institutionalized tactics and individualized tactics in how they select their teams too
KNPE 363
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