AbstractThe work was prompted by this question: Given the recognised importance of effective teams as a key facto in successful outcomes in management learning and practice, what inputs, if any, can be used to optimally facilitate team performance for individuals, groups, and organisations. This dissertation develops a hypothesis concerning the inputs to sustained effective teamwork. The hypothesis is: "Effective teamwork requires teamwork competence in individual, group, and organisational dimensions; experience is the context within which this competence is attained." The hypothesis is supported throughout the paper. First the key terms are defined. These key terms are: "effective teamwork" and "teamwork competence." There is discussion of how the terms impact across the relevant dimensions, that is the individual dimension, the group dimension and the organisational dimension. The influence of "experience" is discussed in detail, also in respect of the three dimensions. The experiential learning model is discussed. There is also an extensive look at what inputs, against the background of experience, will drive the attainment of teamwork competence. A model to aid the visualisation of these concepts is developed. The conceptual framework as developed in the readings was put to a practical test. The writer describes original casework experience that was undertaken to provide a concrete experience. The writer uses this experience as a basis for reflection leading to modification of the model.
Note: Please note: Abstract -- "facto" was a typographical error from original text.
|Date of Award||Aug 1998|
|Supervisor||Rodney Dean Salzman (Supervisor)|