Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

More documents

Recommendations

Info

Volume 3, Number 3, Winter 2008Article 080303RR001“Team Building: Proven Strategies for ImprovingTeam Performance, 4th Edition”Greg HomanWright State University Lake CampusJason HedrickOhio State University ExtensionAbstract: Team Building is an important issue for Youth Developmentprofessionals. We utilize team-focused work to achieve our objectives ineducating youth. The team building skills we integrate intoprogramming serve to prepare youth for the dynamic, highlyinterpersonal work environment of today. “Team Building: ProvenStrategies for Improving Team Performance, 4th Edition,” by W. Dyer,W.G. Dyer, and J. Dyer (2007), provides a practical theoreticalframework for those interested in team building application, training,and practice in everyday work.IntroductionWorking in teams is an essential component of professionals in the youth development field.Not only do we work closely with other youth workers in program planning in delivery, but wetrain youth and adult volunteers and staff members to work more effectively in groupsituations. A strong foundation in team building is not only a valuable practical skill to besuccessful in youth development, but also a life skill that should be a strong component in awell-balanced youth training program. When working in a group or team, the ability torecognize group member strengths and draw upon them to meet common goals is an asset intoday’s job market.The authors prepare the readers to not only evaluate their existing organizational teams, butallow them to evaluate their leadership roles in leading teams. The reader is prepared by thetext to proactively prepare their teams to work effectively together and educate others using avaluable framework of “4 C’s of Teambuilding: Context, Composition, Competencies and
Change.” Overall, consider “Team Building, Proven Strategies for Improving TeamPerformance, a valuable resource for all youth development professionals.“Team Building: Proven Strategies for Improving Team Performance, 4th Edition,” outlines thefour C’s in the initial chapters, then proceeds to expand on them in the chapters that follow.Content• The Search for The High-Performance Team• Context: Laying the Foundation for Team Success• Composition: Getting the Right People on the Bus• Competencies: Developing Team Skills for High Performance• Change: Devising More Effective Ways of Working Together• Bringing the Four C’s Together: Designing a Team-Building Program• Managing Conflict in the Team• Overcoming Unhealthy Agreement• Reducing Conflict Between Teams• Managing the Temporary Team• High Performance Virtual Teams• Managing Inter-organizational (Alliance) Teams• Challenges for Building Effective TeamsApplicationThe text is a valuable foundation for anyone working in team-focused field such as youthdevelopment. Many youth educators build youth programs concentrated on developing theskills in youth to aid them in working effectively with others. The resource’s designed activitiesare valuable in and of themselves, but the reflection of the experience should not beoverlooked. In fact, processing the experience with group team members should be consideredthe most important part of the activity. The authors provide valuable perspective and analysisof team building basics, real-world examples, and methods for dealing with problem situationsthat give way to laying the ground work for team leaders and facilitators. Personal andorganizational assessments are interwoven in the text to provide an opportunity for the readerto evaluate the effectiveness of teams.ReferenceDyer, W.G., Dyer, W.G. Jr., & Dyer, J.H. (2007). Team Building: Proven Strategies forImproving Team Performance, 4th Edition, San Francisco: Jossey-Bass.© Copyright of Journal of Youth Development ~ Bridging Research and Practice. Content may not becopied or emailed to multiple sites or posted to a listserv without copyright holder’s express writtenpermission. However, users may print, download or email articles for individual use.
Page 2 and 3:
Winter 2008Volume 3 Number 3Editor
Page 5:
Examining the Potential Unintended
Page 8 and 9:
centered, multidisciplinary approac
Page 10 and 11:
Volume 3, Number 3, Winter 2008Arti
Page 12 and 13:
fostering skill learning and positi
Page 14 and 15:
Table 1Participation in out-of-scho
Page 16 and 17:
ResultsOur analyses were conducted
Page 18 and 19:
watching TV, playing video games or
Page 20 and 21:
Accordingly, this research augments
Page 22 and 23:
Dotterer, A.M., McHale, S.M., & Cro
Page 24 and 25:
A Descriptive View of the 4-H Club
Page 26 and 27:
In this paper, the results of a cro
Page 28 and 29:
section is a set of statements that
Page 30 and 31:
Table 3Experience in the 4-H clubNo
Page 32 and 33:
significantly higher than Caucasian
Page 34 and 35:
p
Page 36 and 37:
This study focused only on the 4-H
Page 38 and 39:
Theokas, C., Lerner, J.V., Phelps,
Page 40 and 41:
Page 42 and 43:
potential for reaching audiences, d
Page 44 and 45:
Putting Marketing Concepts into Pra
Page 46 and 47:
2. Find out what others think about
Page 48 and 49:
Diem, K.G. (1994). What do youth li
Page 50 and 51:
Promoting Supportive Relationships
Page 52 and 53:
focused on youth-adult relationship
Page 54 and 55:
Conversely, more modern educational
Page 56 and 57:
perhaps most importantly, the effic
Page 58 and 59:
Organized youth programs, when stru
Page 60 and 61:
likely to internalize the positive
Page 62 and 63:
Ellis, J.M., & Caldwell, L.L. (2005
Page 64 and 65:
Schweinle, A., Meyer, D.K., & Turne
Page 66 and 67:
Page 68 and 69:
This study uses the “5 Cs” mode
Page 70 and 71:
ResultsIn this analysis 48 codes we
Page 72 and 73:
Table 3Inductive Codes Classified b
Page 74 and 75:
CompetenceCompetence in organized s
Page 76 and 77:
ecause of him (the coach)…. You d
Page 78 and 79:
practices and competitions, the gir
Page 80 and 81:
Eccles, J.S., & Gootmann, J.A. (Eds
Page 82 and 83:
Smoll, F.L., & Smith, R.E. (2002).
Page 84 and 85:
Page 86 and 87:
The present work builds upon that o
Page 88 and 89:
MethodSample and Data CollectionAs
Page 90 and 91:
(scores ranging from 0 to 8) and a
Page 92 and 93:
Table 2Paired Sample T-tests Compar
Page 94 and 95:
Hypotheses 5 and 6 were tested by c
Page 96 and 97:
De Coverly Veale, D.M.W. (1987). Ex
Page 98 and 99:
Story, M., Neumark-Sztainer, D., Sh
Page 100 and 101:
Page 102 and 103:
Cronbach’s Alpha Score For Youth
Page 104 and 105:
12 to 18 years old. Fourteen of the
Page 106 and 107:
Therefore, there was a mixed relati
Page 108 and 109:
Youth respondents identified two ob
Page 110 and 111:
are developed through working in a
Page 112 and 113:
Seevers, B.S., & Dormody, T.J. (199
Page 114 and 115:
Page 116 and 117:
With the many opportunities that yo
Page 118 and 119:
meaningfully reduced involving dedu
Page 120 and 121:
StaffingXTime/Schedule X X XTrainin
Page 122 and 123:
“Involving adults that will allow
Page 124 and 125:
“They can't drive or do not have
Page 126 and 127:
page in understanding why youth voi
Page 128 and 129:
Parker, L. (1999). If all youth ser
Page 130 and 131:
Page 132 and 133:
However, the literature is mixed in
Page 134 and 135:
group was the quality of the progra
Page 136 and 137:
Table 1Reasons for Non-Attendance:
Page 138 and 139:
easons given was six. Sixty-three p
Page 140 and 141:
The non-family-related activities t
Page 142 and 143:
“Catch ‘Em Being Good:”An Ext
Page 144 and 145:
In 2001, the WVUES received a schoo
Page 146 and 147:
to leverage the resources of the co
Page 148 and 149:
4. Most primary behavior incidents
Page 150 and 151:
Recommendations for developing prog
Page 152 and 153:
Cross-Cultural UnderstandingThrough
Page 154 and 155:
that plague these nations such as p
Page 156 and 157: 2003). Youth leadership training in
Page 158 and 159: • enable these young people to pa
Page 160 and 161: We believe that the USPORT program
Page 162 and 163: West Virginia’s Response to theRo
Page 164 and 165: Ensuring good oral health requires
Page 166 and 167: Table 1Correlations between Planner
Page 168 and 169: problems in this rural state…This
Page 170 and 171: Volume 3, Number 3, Winter 2008Arti
Page 172 and 173: vacuum. Determination of factors, a
Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
Page 176 and 177: Volume 3, Number 3, Winter 2008Arti
Page 178 and 179: Purpose of StudyThe purpose of this
Page 180 and 181: Students in the High computer gamin
Page 182 and 183: Do Higher Levels of 4-H LeadershipA
Page 184 and 185: IntroductionEmotional Intelligence
Page 186 and 187: second section examined demographic
Page 188 and 189: a constructive manner. The group is
Page 190 and 191: differences in the scores for the 1
Page 192 and 193: Adaptability include “Reality Tes
Page 194 and 195: ReferencesAmerican Academy of Pedia
Page 196 and 197: Healthy Kids, Healthy Families:A Co
Page 198 and 199: and a half million U.S. youth (ages
Page 200 and 201: Families. In partnering counties, p
Page 202 and 203: Healthy Families was then offered a
Page 204 and 205: Kamberelis, G., & Dimitriadis, G. (
Page 208 and 209: Change It Up!What Girls Say About R
Page 210: In addition, the study summarizes t
show all

Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?