普通高校高水平教师团队建设研究

从生物进化论角度看,人类是适宜群居并协同工作的群体.在工业高度发达,在大的知识经济时代里,在社会化分工越来越精细的今天,以团队为基础的工作方式正凸显出它十足的重要性.建设普通高校高水平教师团队,发扬团队协作精神,是普通高校在教师团队建设上普遍而又重要的任务.本文将从三个方面着手,研究普通高校高水平教师团队的建设.     

现代远程开放教育中的机械工程基础课程群虚拟教学团队建设及管理

从管理学角度看影响虚拟教学团队建设的关键因素有团队目标、梯队建设、信任关系、团队文化、管理评价机制、技术支持等。应基于网络进行教学改革和教学研究,突出机械工程的综合性应用性,引入隔合理念进行课程群教学内容融合设计和教学实践,构建多元评价机制和远程协作教学团队,制定科学的内部管理机制。     

浅论基于心理契约的高校教学团队管理

高等教育内涵式发展需要一支高素质的教学团队。从心理契约角度看,高校教学团队具备目标一致、相互信任、权责清晰、兑现承诺等特点。文章提出把好心理契约建立的初始关、做好心理契约的维护与管理、采取有效沟通等构建高校教学团队心理契约的策略,这对加强高校教师队伍管理和建设,提高人才培养质量,具有积极意义。     

试论虚拟团队信任关系的构建

虚拟团队是利用现代信息技术密切协作以完成工作任务的一种新型团队,是人力资源虚拟化管理的代表性模式.团队中的信任是决定虚拟团队成败的关键因素之一,本文立足于虚拟团队不同于传统团队的特性,分析了虚拟团队信任关系构建的重要性,从团队成员的交流、团队成员的素质和领导者的素质与能力等方面提出了相应的构建策略.     

地方高校科研创新团队结构与团队创新力相关性的实证研究

通过对河南省6所不同高校的22个科研团队进行问卷调查,探究地方高校科研创新团队结构与团队创新力的交互关系。独立样本t检验结果显示不同性别研究人员在创新产出上有显著差异,但在创新氛围上无显著差异。单因子方差分析结果表明,团队规模与团队成立年限在创新氛围与创新产出上皆存在着差异。皮尔逊相关分析显示团队领导与创新氛围的相关系数最大,其他从高到低依次为角色分配、个人能力、团队职责,但团队异质结构与创新氛围无显著相关关系;个人能力与创新产出的相关系数最大,其他从高到低依次为团队领导、角色分配、团队职责,但团队异质结构与创新产出无显著相关关系。多元回归分析结果表明,团队领导对创新氛围的预测力度最大,角色分配次之,个人能力最小;个人能力对创新产出的预测力度最大,团队领导次之,团队职责最小。     

创业团队异质性、团队沟通与风险感知关系研究

目前,国内外有关创业团队异质性与风险感知的关系研究还比较缺乏。而创业团队的异质性会影响到团队的沟通,团队沟通又会影响创业团队的风险感知,基于此,采用实证研究方法,以浙江、江苏、上海两省一市的创业团队为主要研究对象,分析创业团队异质性、团队沟通与风险感知三者之间的关系,并对来自浙江、江苏、上海两省一市的269名创业团队成员的调研数据进行多元线性回归分析,结果表明：创业团队异质性与团队沟通对风险感知具有显著正向影响,创业团队异质性对团队沟通也具有显著正向影响,团队沟通在创业团队异质性与风险感知之间具有中介作用。     

团队像家很糟糕

哈佛大学商学院曾做过一项实验,结果显示：在一个团队中,如果有超过1/3的人彼此之间关系亲密得“像家人一样”,那这个团队的工作绩效就会大打折扣,团队成员大多懈怠、懒散,没什么进取心;如果超过一半的人是这种关系,那就更糟了,这个团队被证明是一个短命的团队,成员在享受了短时间的“家庭温暖”后,大部分会迅速离去。     

学校团队学习的要素分析

当前在构建学习型学校中存在一些与团队学习实施不力的情况,究其根源,应该从三个层面上去认清、理解学校团队学习,即从宏观、中观和微观的角度呈现出学校团队学习的三个基本构成:学校文化、学校制度和心智偏爱;三个基本构成和管理理论的发展有着密切的关系,明晰了这三个基本量对团队学习的影响及其关系,为当前在构建学习型学校的背景下的学校提供一种可供操作的、科学化的建议.     

抓内外部培训资源管理 促企业培训师团队建设

从企业培训的角度看,企业培训师团队作为企业的一个职能部门,应该具备三种核心能力：首先是培训管理能力,其次是掌握技术情报和动态的能力,第三是组织和管理外聘技术专家。第一种能力由培训团队内部资源提供;第三种能力由外部资源提供;而第二种能力则由内外部资源共同提供。下面就怎样抓内外部培训资源管理,如何促进企业培训师团队能力建设,谈谈我个人工作中进行的思考和积累的一些想法,发表粗浅的认识,旨在探讨企业培训的规律,提出有效的操作方法,与大家一道交流学习。     

团队管理与团队建设

本文对近年来出现在管理心理领域的团队管理作了系统论述：追溯了团队管理的起源；团队组织的类型；团队与群体的关系和差异；团队兴起的原因和起作用的前提以及团队建设的理论基础。     

产业集群:区域经济发展的重要战略选择

产业集群作为一种新型的区域经济发展形式，有推动技术创新、推动中小企业快速成长、推动市场开拓、推动区域经济规模扩张等功能。它包括基于核心企业的产业集群、基于专业市场的产业集群、基于知识共享的产业集群等。各地应结合区域生产布局的条件，找出适合本地区的发展模式；做好产业集群发展的规划，制定全面的产业集群发展战略；选择正确的发展道路：培植有创新能力的企业家队伍；营造有竞争力的区域环境。     

Interdisciplinary team education promotes innovations in the home care of older people

This article describes a new type of team training that involves undergraduate students of medicine, students from the Aalto University (industrial engineering and management, architecture, information networks, collaborative and industrial design and bioinformation technology) and specialized home care nurses. During the course, the students learned interdisciplinary teamwork and created innovations in the care of older people. The 18 participants formed six microteams (three persons in each team: one specialized nurse, one medical student and one from Aalto University). The course consisted of two seminars and 3 full days of home visits to older people’s homes. Participants were encouraged to make one innovation in each home visit that would improve the older person’s well-being or streamline the processes of home care. During the course, the participants promptly formed tight teams. They valued the know-how of the other team members and learned openly from each other. They also created a number of practical innovations in home care which they presented to executives of older people’s care in a final seminar. The course received very good feedback from the students.

This course is an encouraging example of how gerontological interdisciplinary team training may be successfully applied. The article describes both the learning outcomes and the innovations the students produced during their home visits. It also discusses the learning theories behind effective interdisciplinary team learning.     

高职高专院校足球运动队建设之我见

高职高专院校足球运动队在不同的阶段工作的重点、针对性和要求不一样。运动队建设的形成期重点是搭建运动队、明确运动队目标、运动队成员相互熟悉、加强制度建设。运动队的磨合期重点是尊重每一个队员、严格纪律、正确看待队员成绩的反复、加强运动队建设、保持运动队的纯洁性。运动队的规范期重点是加强规范性建设、加强过程督察、及时调整训练计划和训练内容。运动队出成绩期重点是突出特点、训练及管理创新,做好总结提升工作。     

社会学视野下的职业教育--层次与体系

职业教育作为一种概念，应有自己的本质属性，那就是完成个体的初始职业化，在这个意义上的职业教育同样存在层次与体系。职业教育的层次有两个维度：一个是横向维度，即随着岗位技术含量和复杂程度的提高而形成的职业教育层次；一个是纵向维度，即由岗位从业人员的“成熟度”提高而形成的职业教育层次。职业教育的体系主要由学校教育、培训、产业教育、师徒及团队非正式教育、在岗自我提高等构成。     

基于机辅测试的河北省测试员队伍建设的思路与建议

根据河北省近两年试点工作的实际情况,分析了河北省测试员队伍建设的现状,提出了测试员培养过程中存在的问题,并给出了在计算机辅助测试环境下测试员队伍建设的意见和方法。     

The Promised Leisure: An Illusion

The glue that holds industrial society together, in addition to the helping professions, may very well be the promise of leisure for the modern worker. However, several conditions intrinsic to industrial progress tend to prevent the modern worker from experiencing true leisure. The mandate in industrial society to overconsume, overspend, and rely almost exclusively on machines in both work and leisure serves as an obstacle to the manifestation of true leisure. The attempts to substitute leisure for work and to sever creativity from leisure are two factors examined that make the promise of leisure an illusion.     

Impact of Virtual Work Environment on Traditional Team Domains

An extensive literature review and a phenomenological heuristic case study examined a virtual work team to determine what were salient domains of the team and determine the effect the virtual work environment had upon these domains. The study determined that post‐modern philosophy and postindustrial society are linked to changes in the marketplace and the development of virtual work environments. Seven team domains were identified. The virtual work environment affects the communication domain of teams most strongly. This effect impacts the remaining domains. Decision processes were determined to be narrower and featured conformity. Effectiveness was shown to be diminished by the reduction of social facilitation and increase in social loafing. Leadership was affected by the change in the communication network from an all‐channel network to a wheel network. Relationship and trust were affected by erosion of trust. Roles changed with the team's reduced ability to resolve differences and execute detailed action. Purpose became more task‐oriented. Technology emerged in the study as the new virtual team domain. Factors involved in team members' satisfaction were related to personality, isolation, and team membership.     

Exploring the Impact of Receiving Sender‐Based Negative and Positive Feedback on Team‐Level Process Outcomes Using a Mobile Application

Team‐based projects continue to be important for structuring work in many organizations, and employees are increasingly using mobile applications (apps) for peer evaluations as part of a performance appraisals process. Since a graduating student can expect to work in a team at some point in their career, exposure to class‐related group projects is important. This study explored using a mobile application (app) called DevelapMe (DMe), which allowed for 273 business undergraduates in 54 teams to give and receive real‐time peer‐based feedback during a 5‐week group project. Prior empirical research has shown that technology can improve the group development process, but such research has not used a mobile app. The general goal of this study was to investigate how receiving real‐time feedback through a mobile app (DMe) can affect the team development process over time. Two online surveys, Time 1 (T1) and Time 2 (T2), were administered over a 5‐week period. Results showed that two of the three team‐level process outcomes, team trust and team commitment (but not team value‐goal fit), significantly increased from T1 to T2. Results also showed that receiving T1 sender‐based positive, but not negative, feedback scales had a significant impact on all three team‐level process outcomes.     

构建和谐社会背景下职业教育的功能及发展策略

我国职业教育的困境是未被社会正确认识、投入不足、实力不强。在构建和谐社会的过程中,职业教育的功能,主要体现在促进产业结构调整、解决城镇就业压力及"三农"问题、稳定社会结构、促进教育事业均衡发展等方面。发展职业教育,就必须加强宣传,转变群众观念;完善政策法规,加大经费投入;加强在职教育和创业培训;完善就业准入和职业资格证书制度;加强"双师型"师资队伍建设;不断提高教育质量。     

Understanding the Everyday Practice of Individualized Education Program Team Members

The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about how these members actually accomplish this throughout the school year. This study examined the practice of members on two elementary IEP teams through analysis of data from a yearlong case study using the communities of practice (CoP) framework. Contrary to idealized conceptualizations of IEP team practice as being equitable and occurring in meetings, the practice of members on both teams was controlled by a few team members and occurred during concise exchanges throughout the day. These findings underscore opportunities for innovating the practice of IEP team members to improve services for students with special needs.