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Assertive outreach teams are working with a significant proportion of people with complex needs, including dual diagnosis. Government policy has highlighted the role of assertive outreach in engaging and intervening with this group. This paper reports on the development and evaluation of a specific team‐focused training package and its trial in the Eastern and West Midlands regions.

Highlights some of the new techniques being implemented across the USA in the area of team training. Some are revolutionary but some are just fine tuning on already successful methods. Gives suggestions for trainers on how to deal with resistant, reluctant or resentful trainees. Reviews the methods used at one firm to train its trainers, and at another where a company‐wide policy was adopted to create a new value‐added training system. Concludes that some of the most effective training techniques are not new ‐ merely the application of old‐fashioned common sense to training problems.

Technology for training military teams has evolved through a convergence of advances in simulation technology for individual and collective training, methods for analyzing teamwork and designing training solutions, and intelligent tutoring technologies that adapt training to the student, to accelerate learning. A number of factors have slowed this evolution toward intelligent team tutoring systems (ITTS), including the challenges of processing communications data, which are the currency of teamwork, and the paucity of automated and generalizable measures of team work. Several systems fulfill a subset of the features required of an ITTS, namely the use of team training objectives, teamwork models, measures of teamwork, diagnostic capability, instructional strategies, and adaptation of training to team needs. We describe these systems: the Advanced Embedded Training System (AETS), Synthetic Cognition for Operational Team Training (SCOTT), the AWO Trainer, the Benchmarked Experiential System for Training (BEST), and the Cross-Platform Mission Visualization Tool. We close this chapter with recommendations for future research.

Long-duration spaceflight missions require many hours of pre-mission and inflight training to develop and maintain team skills. Current training flows rely heavily on expert instructors, while current inflight mission operations are supported by a complex series of support teams at Mission Control. However, future exploration space missions will not have real-time communications with ground-based experts at Mission Control. Portable intelligent tutoring systems may help streamline future training, reducing the burden on expert instructors and crew training time, and allowing for inflight support to mitigate negative effects of the loss of real-time communications. In this chapter, we discuss the challenges of long-duration exploration missions, and outline the myriad possibilities in which intelligent tutoring systems will enhance the crew performance and functioning.

A key challenge for cost-effective Intelligent Tutoring Systems (ITSs) is the ability to create generalizable domain, learner, and pedagogical models so they can be re-used many times over. Investment in this technology will be needed to succeed in developing ITSs for team training. The purpose of this chapter is to propose an instructional framework for guiding team ITS researchers in their development of these models for reuse. We establish a foundation for the framework with three propositions. First, we propose that understanding how teams develop is needed to establish a science-based foundation for modeling. Toward this end, we conduct a detailed exploration of the Kozlowski, Watola, Jensen, Kim, and Botero (2009) theory of team development and leadership, and describe a use case example to demonstrate how team training was developed for a specific stage in their model. Next, we propose that understanding measures of learning and performance will inform learner modeling requirements for each stage of team development. We describe measures developed for the use case and how they were used to understand teamwork skill development. We then discuss effective team training strategies and explain how they were implemented in the use case to understand their implications for pedagogical modeling. From this exploration, we describe a generic instructional framework recommending effective training strategies for each stage of team development. To inform the development of reusable models, we recommend selecting different team task domains and varying team size to begin researching commonalities and differences in the instructional framework.

This chapter discusses the miners’ informal working strategy of making a plan (planisa) in context of the relationship between teamwork training that was provided to the mining teams above the ground and its implementation in the underground mining workplace. The training programme was essentially about empowering and transforming frontline mining teams to self-directed work teams (SDWT) to understand the gold-mining business through the eyes of management. Its aim was to create new kinds of mineworkers who understood the what, how and why of the twenty-first-century mining business. AfricaGold sought to restructure the underground workplace through SDWT training in order to create a congenial, humane, democratic and more meaningful form of work processes, which permitted the mining teams to have greater flexibility in the production tasks they performed. The chapter reveals that the SDWT training seemed to have motivated the mining teams. Interestingly enough, this motivation tended to prevail even in situations of production bottlenecks. At the heart of this motivation was the miners’ organisational practice of making a plan. It is arguable that the SDWT training enhanced the desire of the mining work teams to make a plan in response to production blockages and managerial inefficiencies. This is essentially what the training aimed to do – to create new kinds of frontline mineworkers who are committed to achieving the productivity goals of a modern mining workplace. Ironically, the management of production did not seem to complement the inspiration and energy that the training instilled in the minds and hearts of the mining teams.

Team-based projects are being used at work in various industries and in education. This paper aims to share a training strategy that integrates training with casual games to effectively prepare individuals to perform better in team-based settings due to their acquisition of team skills combined with their knowledge of tools including a team charter, communication plan and conflict resolution plan.

A training module was developed, deployed and tested in a virtual classroom of an upper-level undergraduate business class to emulate real-world team experiences. In the study, 342 of the 631 participants enrolled chose to complete the optional training module, which included pre- and posttests followed by a perception survey. A quasi-experimental design was used to evaluate the impact of the training upon team skills including communication, conflict resolution and feelings of belonging.

The pre- and posttest results for trainees indicated a significant increase in team process and development knowledge, which included concepts such as communication, conflict resolution methods, roles, goal-setting and expectation-setting. Survey results indicated a correlation between completing the team training module and improved communication within teams, particularly for teams developing a communication plan in addition to a team charter and conflict resolution strategies.

This research contributes to the literature on preparing individuals for success in teams through training and education using interactive games, while equipping them with tools to contribute to favorable team dynamics and outcomes. The results are applicable to business, organizations and training settings that incorporate team-based projects in online, hybrid and face-to-face settings.

This study seeks to: involve team members in part of the actual design of training for their own team leaders; improve team leader knowledge and skills; and demonstrate the use of skill charting (SC) for learning and performance improvement.

Using focus groups of team members and q‐sort methodology we were able to have team members identify practical performance elements regarding the behavior of their team leaders. Integrating these performance elements into the training design for team leaders and using SC as a training tool, we were able to compare two groups of team leaders: one group (the study group) whose training focused, specifically, on the team‐generated performance elements and another group (the traditional group) whose training was focused on general, team leader performance elements.

In the perceptions of the team members, the S group team leaders, following training, performed more effectively regarding: response time, positive reinforcement, and focus on desired behavior of team members, than did the T group team leaders. Mean scores of ratings of performance were higher for S group team leaders than T group team leaders on all variables save one.

Owing to the nature of SC training, sample sizes could not be large; that is, sample sizes could not exceed 35 participants per each condition. Statistical tests are thus influenced. Other limitations involve the obvious time gap between actual training and the subsequent changes in behavior and performance. The study does offer considerable support to other research that makes use of SC training tools.

The activities undertaken in the study serve to involve team members, recognize their knowledge and skill, and empower them via decision making and personal recognition.

This study points to ways to involve team members directly in performance improvement and learning.

This paper aims to investigate the mediating effect of an individual’s satisfaction with the team between conflict and training motivation. This study provides understanding regarding how the type of conflict within a team can influence an individual’s team experience which can, in turn, influence that individual’s training motivation and impact future teams.

Data were collected from 498 upper-level business students engaged in a team project. Structural equation modeling examined the serial mediation relationship between perceived diversity, conflict (affective and cognitive), individual satisfaction with the team and training motivation (learning and transfer).

Individual satisfaction with the team partially mediates the relationship between affective conflict and both training motivation dimensions, and fully mediates the relationship between cognitive conflict and both training motivation dimensions.

To encourage future participation in teams, managers should explore ways to increase an individual’s satisfaction, such as increasing the cognitive conflict by incorporating diversity within teams and reducing the affective conflict within teams. Likewise, by increasing an individual’s satisfaction with the team, managers can increase both the motivation to learn and transfer new knowledge.

This paper illuminates the role that an individual’s satisfaction with the team has between conflict and training motivation. Moreover, this paper demonstrates that more research on an individual’s satisfaction with the team is needed.

Presents the findings of research that aimed to develop a better understanding of the skills required in teamwork in British university libraries and the best ways of developing these skills. The fieldwork for the project used a qualitative approach and interviews were conducted with members of a sample of teams from four “new” university libraries. The teams studied were found to be leader focused and the most frequently cited examples of good teamwork tended to depend on attitudes rather than skills. Communication was seen as a key skill, but task centred skills such as decision making were more important in working parties than in permanent teams. Suggested areas for attention include leadership training, staff selection, communication with part‐timers and the skills of open communication. Three of the four libraries had provided training in teamwork. Participants’ reactions to this are considered and tentative comment is offered on such matters as the relevance and objectives of training and the value of training for individual teams.