Although the work environment has changed, business schools are not preparing graduates for leadership and team building. One reason may be that schools do not know how to train, which requires doing activities more than learning theories. (SK)

Teams can boost creativity, morale, and communication, but they can also unleash disharmony, create tension, and waste time. To maximize teaming benefits, administrators must share authority, cultivate teacher leadership, train all team members, use situational leadership, model effective team leader behaviors, provide incentives, support each…

To support concepts such as teacher empowerment, school improvement plans, and site-based decision making, principals must learn how to lead or work with small groups. Each project team must have a champion (usually the principal), assigned members, a name, a district goal, desired outcomes, critical parameters, a time frame, resources, processes,…

Suggestions are provided for mental retardation service providers interested in closer cooperation with the self-advocacy movement. Tips emphasize sharing information, establishing local self-advocacy groups, encouraging convention participation, encouraging staff involvement, listening to consumers, and listening to the voices of the…

Presents an activity that demonstrates a crude method of mapping the sea floor and helps students appreciate some basic considerations that scientists face in working with a project of this type. Demonstrates the logistics of teamwork and the effects of time and cost limitations on science projects. (JRH)

Responses from 306 business students displayed very positive perceptions of teamwork. Both genders believe that teamwork in the classroom is an important part of their education. Both genders want the instructor to provide direction, but more females want students to chose their own team members. (Author/JOW)

Uses the metaphor of music to explore the dynamics of team-based learning. Suggests creative ways to diagnose team problems using melody, harmony, dynamics, tempo, and rhythm. Appendices provide a diagnostic instrument and interventions for various attributes. (SK)

In-depth interviews with 14 and survey responses from 194 of 225 occupational therapists in health-care teams identified the following highest-ranked continuing education needs: advanced communication skills, negotiation, conflict resolution, and assertiveness. Quality assurance was the highest-ranked noncommunication skill. (SK)

Effective interteam work for health care teams must consider the following: each team's distinct model of reality, teams' culture, boundary-crossing functions that link teams with others, systems perspective, and expectations of equitable resource allocation and work burdens. (SK)

Assesses the effectiveness of the Team Management Index and raises questions about measurement techniques. Argues that data collection can never provide complete proof of a link between interventions and organizational change. Suggests that evaluators study a team's change process. (SK)

Seven undergraduates participated in teamwork based on Belbin's team role theory, which enabled identification of strengths/weaknesses and appropriate task assignment. Peer assessment of roles filled by team members differed from the roles suggested by results of Belbin's psychometric test. (SK)

During the 1995-96 school year, the Savannah-Chatham County (Georgia) Public Schools averaged 800 daily telephone complaints about transportation. Applying total-quality-management principles improved client satisfaction via a Pareto problem analysis chart, a customer response data-collection team, and driver teams who strategized ways to reduce…

The coprincipals of a California elementary school share their ideas for building a successful job-sharing partnership. They suggest it is important to find the right partner, develop and present a job-sharing proposal, establish systems of communication with each other, evaluate one's progress, focus on the principalship, and provide leadership…

The experience of the International Centre for Research in Agriculture shows that successful interdisciplinary research requires (1) appreciation of systems concepts; (2) common understanding of goals and objectives; and (3) effective communication and management procedures. (SK)

A simulated learning exercise based on genograms was used with professionals in multidisciplinary primary health-care teams. Evaluation supported the importance of a positive learning environment, constructive use of personal and professional experiences, learner control, intellectual challenge and relevance, and reflection and debriefing. (SK)