Social intelligence and top management team: an exploratory study of external knowledge acquisition for strategic change in global IT service providers in India

This paper focuses on the processes by which firms, particularly knowledge intensive firms, can augment their overall knowledge stock by tapping into external sources of knowledge. It is argued that Top Management Teams' (TMTs') social intelligence is a critical learning capability in acquiring external knowledge that leads to strategic change. Social intelligence involves social awareness, social understanding and social skills. The study draws from the experience of 11 of the largest Information Technology Service Providers (ITSPs) in India and based on in-depth interviews. The findings show that TMTs' learning capability in the context of social intelligence to interact with external stakeholders is important to ITSPs in facilitating external knowledge acquisition and allowing new knowledge emerge within and across networks. The findings provide significant insights into ITSPs emerging in other developing countries such as in China. Research limitation and future research direction are also provided.

Optimal communication amongst team members

We present a formal framework based on the theory of game with incomplete information [5] for modelling the coordination and communication problem among team of collaborative agents, and define what it means by optimal communication in this setting. Although computing an optimal communication strategy for the team is hard in general, we illustrate with an example of collaborative negotiation and meeting scheduling that computation can be substantially reduced when domain dependent assumptions are introduced.

Player movement patterns in an elite junior Australian Rules Football team : an exploratory study

This study explored the physical movement patterns associated with an elite Under 18 Australian Football (AF) team. Five field positions were selected with observations recording the number and relative per cent of "working" efforts (jogging, running, and sprinting), "resting" efforts (walking) and the total distances associated with "working" or "resting" efforts. Intra-observer reliability, using test- retest method, showed correlations were r = 0.98 or greater. The Wing position covered 11,877 m, the greatest total distance during an entire game, whilst the HBF and Centre positions both recorded 11,545 m and 11,537 m respectively and the Ruck position covered 9,203 m. The HBF recorded the greatest frequency of 'working' and 'resting' efforts (180 and 182 respectively), whilst the Wing (166 and 158), Centre (162 and 149) and Ruck (161 and 166) showed similarities in their results. The Wing position recorded the longest average distance per 'working' effort (58 m) whilst the Centre position recorded the longest average distance per 'resting' effort (17 m). Results also show the completion of less total efforts and smaller total distances, in Under 18 players, recorded compared to professional senior AF data. The results from this study suggest that further in-depth research is required into movement patterns and game activity demands in this AF playing group.

Performance and anthropometric characteristics of prospective elite junior Australian footballers : a case study in one junior team

The aim of the study was to compare anthropometric and physical performance data of players who were selected for a Victorian elite junior U18 Australian rules football squad. Prior to the selection of the final training squad, 54 players were assessed using a battery of standard anthropometric and physical performance tests. Multivariate analysis (MANOVA) showed significant (p < 0.05) differences between selected and non-selected players when height, mass, 20-m sprint, agility and vertical jump height were considered collectively. Univariate analysis revealed that the vertical jump was the only significant (p < 0.05) individual test and a near significant trend (p = 0.07) for height differentiating between selected and non-selected players with medium effect sizes for all other tests except endurance. In this elite junior football squad, physical characteristics can be observed that discriminate between players selected and non-selected, and demonstrates the value of physical fitness testing within the talent identification process of junior (16–18 years) players for squad and/or team selection. Based on MANOVA results, the findings from this study suggest team selection appeared to be related to a generally higher performance across the range of tests. Further, age was not a confounding variable as players selected tended to be younger than those non-selected. These findings reflect the general consensus that, in state-based junior competition, there is evidence of promoting overall player development, selecting those who are generally able to fulfil a range of positions and selecting players on their potential.

When is a team a team? 'Teamworking' and the reorganisation of work in commercial cleaning

Purpose – The article seeks to analyse and explore the contradictions and variations in the concepts “team” and “teamwork” and their use in the NSW, Australia, commercial cleaning industry.

Design/methodology/approach – The article utilises an ethnographic study of a large Australian cleaning firm. Data were collected using participant observation, field notes, and interviews with managers.

Findings – The study provides evidence for the limited uptake of the idealised form of teamwork in commercial cleaning and suggests that teamworking is another means of coordinating groups of workers. Furthermore, the findings support previous research into the paradox of teams without teamwork.

Originality/value – The research provides an insight into the largely neglected area of the reorganisation of work in commercial cleaning. It also provides a critique of the concept of teams and teamworking.

An approach to assign individual marks from a team mark : the case of Australian grading system at universities

This study uses a new approach to assign individual marks from a team mark using individual contributions to a teamwork product. A team member’s contribution to a teamwork product, in the form of an individual weighting factor, is calculated using team members’ co‐assessment. A comparison of the proposed approach with existing methods has been discussed with the help of a typical teamwork example. The approach has been refined to make it applicable for the Australian grading system at universities. It has been implemented in a large undergraduate engineering course to observe its effectiveness in practice. The results show that the method encourages teamwork, penalises below‐average contributions and rewards above‐average contributions. An analysis of a students’ perception survey shows that students prefer the approach over alternative approaches.

Collaboration Down Under : investigating team learning in Australia in architecture and related design contexts

This position paper reports on an Australian Learning Teaching Council (ALTC) funded project – “Enhancing and Assessing Group and Team Learning in Architecture and Related Design Contexts.” This is a two-year project, commencing in November 2011, which is investigating best practice in Australian higher education for the teaching of teamwork in the design disciplines, with a focus on Architecture. At the time of the conference presentation, data on current practices will be reported on that has been collected and analysed from four universities in Australia. The project aims to: highlight and develop innovative approaches to collaborative studio-based learning; structure team learning within curricula; develop graduate attributes for teamwork; and inform assessment of team design that supports team-working skills and increased learner confidence.

The influence of job, team and organizational level resources on employee well-being, engagement, commitment and extra-role performance : test of a model

Purpose – Worker well-being continues to be fundamental to the study of work and a primary consideration for how organizations can achieve competitive advantage and sustainable and ethical work practices (Cartwright and Holmes; Harter, Schmidt and Keyes; Wright and Cropanzano). The science and practice of employee engagement, a key indicator of employee well-being, continues to evolve with ongoing incremental refinements to existing models and measures. This study aims to elaborate the Job Demands-Resources model of work engagement (Bakker and Demerouti) by examining how organizational, team and job level factors interrelate to influence engagement and well-being and downstream outcome variables such as affective commitment and extra-role behaviour.

Design/methodology/approach – Structural equations modelling of survey data obtained from 3,437 employees of a large multi-national mining company was used to test the important direct and indirect influence of organizational focused resources (a culture of fairness and support), team focused resources (team climate) and job level resources (career development, autonomy, supervisor support, and role clarity) on employee well-being, engagement, extra-role behaviour and organizational commitment.

Findings – The fit of the proposed measurement and structural models met criterion levels and the structural model accounted for sizable proportions of the variance in engagement/wellbeing (66 percent), extra-role-behaviour (52 percent) and commitment (69 percent).

Research limitations/implications – Study limitations (e.g. cross-sectional research design) and future opportunities are outlined.

Originality/value – The study demonstrates important extensions to the Job Demands-Resources model and provides researchers and practitioners with a simple but powerful motivational framework, a suite of measures, and a map of their inter-relationships which can be used to help understand, develop and manage employee well-being and engagement and their outcomes.

A review of mathematical equations to assign individual marks from a team mark

BACKGROUND : Team-based learning is an integral part of engineering education today. Development of team skills is now a part of the curriculum at universities as employers demand these skills on graduates. Higher education institutions enforce academic staff to teach, practise and assess team skills, and at the same time, they ask academic staff to supply individual marks and/or grades. Allocating individual marks from a team mark is a very complex and sensitive task that may adversely affect both individual and team performance. A number of both qualitative and quantitative methods are available to address this issue. Quantitative mathematical methods are favoured over qualitative subjective methods as they are more straightforward to explain to the students and they may help minimise conflicts between assessors and students. PURPOSE : This study presents a review of commonly used mathematical equations to allocate individual marks from a team mark. Quantitative analytical equations are favoured over qualitative subjective methods because they are more straightforward to explain to the students and if explained to the students in advance, they may help minimise conflicts between assessors and students. Some of these analytical equations focus primarily on the assessment of the quality of teamwork product (product assessment) while the others put greater emphasis on the assessment of teamwork performance (process assessment). The remaining equations try to strike a balance between product assessment and process assessment. The primary purpose of this study is to discuss the qualitative aspects of quantitative equations. DESIGN/METHOD : This study simulates a set of scenarios of team marks and individual contributions that collectively cover all possible teamwork assessment environments. The available analytical equations are then applied to each case to examine their relative merits with respect to a set of evaluation criteria with exhaustive graphical plots. RESULTS : Although each analytical equations discussed and analysed in this study has its own merits for a particular application scenario, the recent methods such as knee formula in SPARKPLUS and cap formula, are relatively better in terms of a number of evaluation criteria such as fairness, teamwork attitude, balance between process and product assessments etc. In addition to having all favourable properties of knee formula, cap formula explicitly considers the quality of teamwork (i.e., team mark) while allocating individual marks. Cap formula may, however, be difficult to explain to the students due to relatively complex mathematical equations involved. CONCLUSIONS : Not all existing analytical equations that allocate individual marks from a team mark have similar characteristics. Recent methods, knee formula and cap formula, are advantageous in terms of a number of evaluation criteria and are recommended to apply in practice. However, it is important to examine these equations with respect to enhancing students’ learning achievements rather than the students and academic staff’s preferences.

Activity profiles of the Australian female netball team players during international competition: implications for training practice

In elite sport, to remain competitive at the international level, it is critical to understand the game demands on players to ensure sport specific training programmes are designed for optimal athlete preparation and conditioning. In netball, recent research examining the activity patterns of players at the elite level is lacking, with only one study undertaken on this level of competition in the past 30 years. Therefore, the aim of this study was to provide coaches with up to date knowledge of player activity patterns as a basis for the design of optimal sport specific training programmes. The Australian female netball team were analysed using video footage of three international test matches. Player activity was categorised into five movement and eight game-based activities; and further classified as work or rest. Results suggest that differences in the current game exist when compared to the previous analysis. Positional differences were also found with regard to player activity confirming the need for an individualised component of training based on player position.

The Role of TAFE as an Equity Pathway to Social Inclusion, Employment, and to University : a submission from The Deakin University Social Work/Gordon TAFE Community Services Work, Geelong Based Project Team

Executive Summary

The Deakin University Social Work/Gordon TAFE Community Services Work Geelong Based Project Team (the Project Team) was assisted by Higher Education Partnership and Participation funding made available through Deakin University Participation and Partnerships Program (DUPPP) to carry out research and project work in 2012/13.

In the following submission to the House of Representatives Inquiry into the role of Technical and Further Education (TAFE) system and its operation, this Project Team seeks to establish a case for:

1. Funding to enable TAFE to continue as:

a) an equity pathway to social inclusion, employment, and to university, particularly in regional areas.
b) an integral complement to the University education sector to deliver on the ambitious objectives of the Federal Government’s widening participation agenda, as a mechanism to deliver the skills, knowledge and workforce needed now, and in the future, in the Australian economy.
2. Increased resources for separate and joint sector development
a) Publicly funded TAFEs need funding to be restored and increased to enable them to maintain the high quality education they provide and to maintain their successful work in supporting communities, regions and disadvantaged individuals to gain skills, training and employment.
b) Universities need increased funding to increase staffing levels and therefore free up teaching staff to spend the necessary time to develop relationships with and provide support to students. This is important for the achieving the goals of the widening participation agenda of increasing access without increasing attrition at the same time.
c) TAFEs and Universities need funding to do the work required to further develop and formalise diploma-degree pathways so that disadvantaged individuals can exit into employment at the diploma level or be supported in an efficient and seamless way to undertake further study.
3. Active use of localised and nuanced partnership approaches by education institutions. This includes:
• Cross teaching by TAFEs and Universities in courses that can be articulated, such as professional practice diplomas and degrees
• Programs negotiated and designed according to the needs of students in each location. TAFEs and Universities need resources in order to do this work
• Focus on regional centres where there is a particular opportunity for government to make an impact on TAFE pathways to employment and/or further education
• Workforce development in regional areas due to new industries is a particular area of need
4. Recognise and capitalise on the complementary and symbiotic nature of each sector’s skills, strengths and capacities.
The submission responds to the second, third and fifth points of the Terms of Reference of the Inquiry and is based on the research work carried out by the Project Team in 2012/13.

We provide evidence of Gordon TAFE in Geelong working as an equity mechanism in the particular case of the welfare/ community services diploma to social work degree pathway. The project team considers that there is a strong case for additional resourcing of TAFE to enable it to continue what it does well. TAFE is the key training and education sectorthe ‘education and social hub’that can successfully attract, retain, and graduate people who may not otherwise access education due to one or more combinations of:

1. having a low SES current or past background;
2. living in regional areas;
3. receiving interrupted primary and secondary education;
4. having disabilities;
5. being sole parents;
6. being from refugee backgrounds;
7. having English as an additional language/culture;
8. retrenchment from employment in dying industries;
9. short, medium and long term unemployment;
10. past and/or current caring roles;
11. marriage/relationship breakdowns;
12. domestic violence;
13. gender, class, age, race/ethnicity and dis/ability discriminations; and
14. socialised expectations and fears.

The recommendations in this submission are based on research findings about important similarities and differences between Gordon TAFE welfare and Deakin University social work students in Geelong, and their respective institutional organisations and contexts. The two institutions employ a repertoire of diverse administrative, teaching, learning and support approaches to meet different mission goals, requirements and needs.