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teams</title> <meta name="description" content="Search results for: teams"> <meta name="keywords" content="teams"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teams"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 575</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teams</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">575</span> The Effect of Leadership Styles on Continuous Improvement Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20W.%20Murray">Paul W. Murray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores the relationship between leadership style and continuous improvement (CI) teams. CI teams have several features that are not always found in other types of teams, including multi-functional members, short time period for performance, positive and actionable results, and exposure to senior leadership. There is not only one best style of leadership for these teams. Instead, it is important to select the best leadership style for the situation. The leader must have the flexibility to change styles and the skill to use the chosen style effectively in order to ensure the team’s success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title="leadership style">leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20manufacturing" title=" lean manufacturing"> lean manufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=teams" title=" teams"> teams</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-functional" title=" cross-functional"> cross-functional</a> </p> <a href="https://publications.waset.org/abstracts/2431/the-effect-of-leadership-styles-on-continuous-improvement-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">574</span> Selection Standards for National Teams: Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexey%20Kulik">Alexey Kulik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with selection standards for national sport teams. The author examines the legal framework for selection criteria and suggests using the most honest criteria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20teams" title="national teams">national teams</a>, <a href="https://publications.waset.org/abstracts/search?q=standards%20of%20forming%20teams" title=" standards of forming teams"> standards of forming teams</a>, <a href="https://publications.waset.org/abstracts/search?q=selection%20standards" title=" selection standards"> selection standards</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20legislations" title=" sport legislations"> sport legislations</a> </p> <a href="https://publications.waset.org/abstracts/6488/selection-standards-for-national-teams-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6488.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">507</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">573</span> Racial Diversity in Founding Ownership Teams and Business Performance in New Firms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cedric%20Herring">Cedric Herring</a>, <a href="https://publications.waset.org/abstracts/search?q=Loren%20Henderson"> Loren Henderson</a>, <a href="https://publications.waset.org/abstracts/search?q=Hayward%20Derrick%20Horton"> Hayward Derrick Horton</a>, <a href="https://publications.waset.org/abstracts/search?q=Melvin%20Thomas"> Melvin Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper asks whether business startups benefit from having racially diverse founding ownership teams. Using nationally representative data from the Kauffman Firm Survey, the analysis examines the relationship between the racial diversity of the founding ownership teams of business startups and their net worth, revenue, debt, and profits. The analysis shows that, net of firm characteristics and human capital characteristics, startups with racially diverse founding teams have higher net worth, lower debt, and greater profits than their non-diverse counterparts. The racial diversity of ownership teams is not, however, related to startup firms’ revenues, net of other factors. The implications of these findings are explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=racial%20diversity" title="racial diversity">racial diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20startups" title=" business startups"> business startups</a>, <a href="https://publications.waset.org/abstracts/search?q=founding%20ownership%20teams" title=" founding ownership teams"> founding ownership teams</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity%20and%20business%20performance" title=" diversity and business performance"> diversity and business performance</a> </p> <a href="https://publications.waset.org/abstracts/23409/racial-diversity-in-founding-ownership-teams-and-business-performance-in-new-firms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23409.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">572</span> Enhancing Nursing Teams' Learning: The Role of Team Accountability and Team Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Rashkovits">Sarit Rashkovits</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Drach-%20Zahavy"> Anat Drach- Zahavy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research considers the unresolved question regarding the link between nursing team accountability and team learning and the resulted team performance in nursing teams. Empirical findings reveal disappointing evidence regarding improvement in healthcare safety and quality. Therefore, there is a need in advancing managerial knowledge regarding the factors that enhance constant healthcare teams' proactive improvement efforts, meaning team learning. We first aim to identify the organizational resources that are needed for team learning in nursing teams; second, to test the moderating role of nursing teams' learning resources in the team accountability-team learning link; and third, to test the moderated mediation model suggesting that nursing teams' accountability affects team performance by enhancing team learning when relevant resources are available to the team. We point on the intervening role of three team learning resources, namely time availability, team autonomy and performance data on the relation between team accountability and team learning and test the proposed moderated mediation model on 44 nursing teams (462 nurses and 44 nursing managers). The results showed that, as was expected, there was a positive significant link between team accountability and team learning and the subsequent team performance when time availability and team autonomy were high rather than low. Nevertheless, the positive team accountability- team learning link was significant when team performance feedback was low rather than high. Accordingly, there was a positive mediated effect of team accountability on team performance via team learning when either time availability or team autonomy were high and the availability of team performance data was low. Nevertheless, this mediated effect was negative when time availability and team autonomy were low and the availability of team performance data was high. We conclude that nurturing team accountability is not enough for achieving nursing teams' learning and the subsequent improved team performance. Rather there is need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nursing teams to repeat routine work strategies rather than explore improved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20accountability" title="nursing teams' accountability">nursing teams' accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20learning" title=" nursing teams' learning"> nursing teams' learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20feedback" title=" performance feedback"> performance feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%27%20autonomy" title=" teams' autonomy "> teams' autonomy </a> </p> <a href="https://publications.waset.org/abstracts/49816/enhancing-nursing-teams-learning-the-role-of-team-accountability-and-team-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">571</span> Analyzing e-Leadership Literature in Applying an e-Leadership Model for Community College Leaders of Hybrid Remote Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lori%20Timmis">Lori Timmis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic precipitated significant organizational change in employee turnover, retirements, and burnout exacerbated by enrollment declines in higher education, especially community colleges. To counter this downturn, community college leaders must thoughtfully examine meaningful work opportunities to retain an engaged and productive workforce. Higher education led fully remote teams during the pandemic, which highlighted the benefits and weaknesses of building and leading remote teams. Hybrid remote teams offer possibility to reimagine community college structures, though leading remote teams requires specific e-leadership competencies. This paper examines the literature of studies on e-leadership conducted during the pandemic and from several higher education studies, pre-pandemic, against an e-leadership competency framework. The e-leadership studies conducted pre-pandemic and from the pandemic complement the e-leadership competency framework, comprising six e-leadership competencies performed via information technology communications, which provides community college (and higher education) leaders to consider hybrid remote team structures and the necessary leadership skills to lead hybrid remote teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20college" title="community college">community college</a>, <a href="https://publications.waset.org/abstracts/search?q=e-leadership" title=" e-leadership"> e-leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=great%20resignation" title=" great resignation"> great resignation</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20remote%20teams" title=" hybrid remote teams"> hybrid remote teams</a> </p> <a href="https://publications.waset.org/abstracts/147544/analyzing-e-leadership-literature-in-applying-an-e-leadership-model-for-community-college-leaders-of-hybrid-remote-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147544.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">570</span> Basketball Game-Related Statistics Discriminating Teams Competing in Basketball Africa League and Euroleague: Comparative Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ng%27etich%20K.%20Stephen">Ng'etich K. Stephen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abstract—Globally analytics in basketball has advanced tremendously in the last decade. Organizations are leveraging the insights to improve team and player performance and, in the long run, generate revenue out of it. Due to limited basketball game-related statistics in African competitions, teams are unaware of how they compete with other continental basketball teams. The purpose of this study is to evaluate the regional difference in basketball game-related statistics between African teams that played in the newly formed league, the basketball African league and the European league. The basketball African league, a competition created through the partnership between NBA and FIBA, offers a good starting point since it has valuable basketball metrics to analyze. This study sought to use multivariate linear discriminant analysis to identify the game-related statistics that discriminate the teams in Euro league and the basketball African league. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basketball%20africa%20league" title="basketball africa league">basketball africa league</a>, <a href="https://publications.waset.org/abstracts/search?q=basketball" title=" basketball"> basketball</a>, <a href="https://publications.waset.org/abstracts/search?q=euroleague" title=" euroleague"> euroleague</a>, <a href="https://publications.waset.org/abstracts/search?q=fiba" title=" fiba"> fiba</a>, <a href="https://publications.waset.org/abstracts/search?q=africa" title=" africa"> africa</a> </p> <a href="https://publications.waset.org/abstracts/164789/basketball-game-related-statistics-discriminating-teams-competing-in-basketball-africa-league-and-euroleague-comparative-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">569</span> Managing High-Performance Virtual Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Rezai">Mehdi Rezai</a>, <a href="https://publications.waset.org/abstracts/search?q=Asghar%20Zamani"> Asghar Zamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual teams are a reality in today’s fast-paced world. With the possibility of commonly using common resources, an increase of inter-organizational projects, cooperation, outsourcing, and the increase in the number of people who work remotely or flexitime, an extensive and active presence of high-performance teams is a must. Virtual teams are a challenge by themselves. Their members remove the barriers of cultures, time regions and organizations, and they often communicate through electronic devices over considerable distances. Firstly, we examine the management of virtual teams by considering different issues such as cultural and personal diversities, communications and arrangement issues. Then we will examine individuals, processes and the existing tools in a team. The main challenge is managing high-performance virtual teams. First of all, we must examine the concept of performance. Then, we must focus on teams and the best methods of managing them. Constant improvement of performance, together with precisely regulating every individual’s method of working, increases the levels of performance in the course of time. High-performance teams exploit every issue as an opportunity for achieving high performance. And we know that doing projects with high performance is among every organization or team’s objectives. Performance could be measured using many criteria, among which carrying out projects in time, the satisfaction of stakeholders, and not exceeding budgets could be named. Elements such as clear objectives, clearly-defined roles and responsibilities, effective communications, and commitment to collaboration are essential to a team’s effectiveness. Finally, we will examine roles, systems, processes and will carry out a cause-and-effect analysis of different criteria in improving a team’s performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20teams" title="virtual teams">virtual teams</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=process" title=" process"> process</a>, <a href="https://publications.waset.org/abstracts/search?q=improvement" title=" improvement"> improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/146003/managing-high-performance-virtual-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">568</span> A Conceptual Analysis of Teams’ Climate Role in the Intrapreneurial Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgia%20C.%20Kosta">Georgia C. Kosta</a>, <a href="https://publications.waset.org/abstracts/search?q=Christos%20S.%20Nicolaidis"> Christos S. Nicolaidis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper discusses the role of teams’ climate in the intrapreneurial process. Intrapreneurship, which corresponds for entrepreneurship in existing organizations, puts special emphasis on climate as an influential factor of the intrapreneurial behavior. Although climate exists at every level and in every subgroup of the organizational structure, research focuses mainly on the study of climate that characterizes organization as a whole. However, the climate of a work team may differ radically from the organizational climate, and in fact it can be far more influential. The paper provides a conceptual analysis of organizational climate from the intrapreneurial point of view, and sheds light upon teams’ climate role in the intrapreneurial posture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=intrapreneurship" title=" intrapreneurship"> intrapreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20climate" title=" organizational climate"> organizational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%E2%80%99%20climate" title=" teams’ climate"> teams’ climate</a> </p> <a href="https://publications.waset.org/abstracts/78834/a-conceptual-analysis-of-teams-climate-role-in-the-intrapreneurial-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">567</span> Four Phase Methodology for Developing Secure Software</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Gonzalez-Flores">Carlos Gonzalez-Flores</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernesto%20Li%C3%B1an-Garc%C3%ADa"> Ernesto Liñan-García</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A simple and robust approach for developing secure software. A Four Phase methodology consists in developing the non-secure software in phase one, and for the next three phases, one phase for each of the secure developing types (i.e. self-protected software, secure code transformation, and the secure shield). Our methodology requires first the determination and understanding of the type of security level needed for the software. The methodology proposes the use of several teams to accomplish this task. One Software Engineering Developing Team, a Compiler Team, a Specification and Requirements Testing Team, and for each of the secure software developing types: three teams of Secure Software Developing, three teams of Code Breakers, and three teams of Intrusion Analysis. These teams will interact among each other and make decisions to provide a secure software code protected against a required level of intruder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secure%20software" title="secure software">secure software</a>, <a href="https://publications.waset.org/abstracts/search?q=four%20phases%20methodology" title=" four phases methodology"> four phases methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=code%20breakers" title=" code breakers"> code breakers</a>, <a href="https://publications.waset.org/abstracts/search?q=intrusion%20analysis" title=" intrusion analysis"> intrusion analysis</a> </p> <a href="https://publications.waset.org/abstracts/38126/four-phase-methodology-for-developing-secure-software" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">399</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">566</span> The Inherent Flaw in the NBA Playoff Structure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larry%20Turkish">Larry Turkish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The NBA is an example of mediocrity and this will be evident in the following paper. The study examines and evaluates the characteristics of the NBA champions. As divisions and playoff teams increase, there is an increase in the probability that the champion originates from the mediocre category. Since it’s inception in 1947, the league has been mediocre and continues to this day. Why does a professional league allow any team with a less than 50% winning percentage into the playoffs? As long as the finances flow into the league, owners will not change the current algorithm. The objective of this paper is to determine if the regular season has meaning in finding an NBA champion. Statistical Analysis: The data originates from the NBA website. The following variables are part of the statistical analysis: Rank, the rank of a team relative to other teams in the league based on the regular season win-loss record; Winning Percentage of a team based on the regular season; Divisions, the number of divisions within the league and Playoff Teams, the number of playoff teams relative to a particular season. The following statistical applications are applied to the data: Pearson Product-Moment Correlation, Analysis of Variance, Factor and Regression analysis. Conclusion: The results indicate that the divisional structure and number of playoff teams results in a negative effect on the winning percentage of playoff teams. It also prevents teams with higher winning percentages from accessing the playoffs. Recommendations: 1. Teams that have a winning percentage greater than 1 standard deviation from the mean from the regular season will have access to playoffs. (Eliminates mediocre teams.) 2. Eliminate Divisions (Eliminates weaker teams from access to playoffs.) 3. Eliminate Conferences (Eliminates weaker teams from access to the playoffs.) 4. Have a balanced regular season schedule, (Reduces the number of regular season games, creates equilibrium, reduces bias) that will reduce the need for load management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alignment" title="alignment">alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=mediocrity" title=" mediocrity"> mediocrity</a>, <a href="https://publications.waset.org/abstracts/search?q=regression" title=" regression"> regression</a>, <a href="https://publications.waset.org/abstracts/search?q=z-score" title=" z-score"> z-score</a> </p> <a href="https://publications.waset.org/abstracts/114162/the-inherent-flaw-in-the-nba-playoff-structure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">565</span> Collaborative Team Work in Higher Education: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Swapna%20Bhargavi%20Gantasala">Swapna Bhargavi Gantasala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If teamwork is the key to organizational learning, productivity, and growth, then, why do some teams succeed in achieving these, while others falter at different stages? Building teams in higher education institutions has been a challenge and an open-ended constructivist approach was considered on an experimental basis for this study to address this challenge. For this research, teams of students from the MBA program were chosen to study the effect of teamwork in learning, the motivation levels among student team members, and the effect of collaboration in achieving team goals. The teams were built on shared vision and goals, cohesion was ensured, positive induction in the form of faculty mentoring was provided for each participating team and the results have been presented with conclusions and suggestions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teamwork" title="teamwork">teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20reinforcement" title=" motivation and reinforcement"> motivation and reinforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/12489/collaborative-team-work-in-higher-education-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">564</span> A Test to Express Diagnostic Cohesion of Football Team </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20O.%20Savinkina">Alexandra O. Savinkina </a> </p> <p class="card-text"><strong>Abstract:</strong></p> We proposed to assess the cohesion of a football team by its subject-goal and subject-value unity according to the A.V. Petrovsky theory. Goal unity was measured by the degree of compliance of the priority targets for various players in the team. Values were estimated by the coincidence of the ideas about a perfect football player. On the basis of the provisional diagnosis of the six teams, we had made the lists of goals and values. The tests were piloted on 35 football teams. The results allowed not only to compare quantitatively the cohesion of the different teams, but also to identify subgroups within the team. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cohesion" title="cohesion">cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=football" title=" football"> football</a>, <a href="https://publications.waset.org/abstracts/search?q=psychodiagnostic" title=" psychodiagnostic"> psychodiagnostic</a>, <a href="https://publications.waset.org/abstracts/search?q=soccer" title=" soccer"> soccer</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20team" title=" sports team"> sports team</a>, <a href="https://publications.waset.org/abstracts/search?q=value-orientation%20unity" title=" value-orientation unity"> value-orientation unity</a> </p> <a href="https://publications.waset.org/abstracts/58994/a-test-to-express-diagnostic-cohesion-of-football-team" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">284</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">563</span> A Software Engineering Methodology for Developing Secure Obfuscated Software</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Gonzalez">Carlos Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernesto%20Linan"> Ernesto Linan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We propose a methodology to conciliate two apparently contradictory processes in the development of secure obfuscated software and good software engineered software. Our methodology consists first in the system designers defining the type of security level required for the software. There are four types of attackers: casual attackers, hackers, institution attack, and government attack. Depending on the level of threat, the methodology we propose uses five or six teams to accomplish this task. One Software Engineer Team and one or two software Obfuscation Teams, and Compiler Team, these four teams will develop and compile the secure obfuscated software, a Code Breakers Team will test the results of the previous teams to see if the software is not broken at the required security level, and an Intrusion Analysis Team will analyze the results of the Code Breakers Team and propose solutions to the development teams to prevent the detected intrusions. We also present an analytical model to prove that our methodology is no only easier to use, but generates an economical way of producing secure obfuscated software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20methodology" title="development methodology">development methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=obfuscated%20software" title=" obfuscated software"> obfuscated software</a>, <a href="https://publications.waset.org/abstracts/search?q=secure%20software%20development" title=" secure software development"> secure software development</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/78465/a-software-engineering-methodology-for-developing-secure-obfuscated-software" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">562</span> Leading Virtual Project Teams in the Post Pandemic Era: Trust and Conflict Management Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vidya%20Badrinarayanan">Vidya Badrinarayanan</a>, <a href="https://publications.waset.org/abstracts/search?q=Appa%20Iyer%20Sivakumar"> Appa Iyer Sivakumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The coronavirus pandemic has sent an important message that future project teams need to be trained to work under virtual conditions, which has already become the new norm in organizations across the world. As organizations increasingly rely on virtual teams to achieve project objectives, it is essential to comprehend how leadership functions in virtual project teams. The purpose of this research is to analyze the leadership behaviors exhibited by project managers for building trust and managing conflicts effectively in virtual project teams. This convergent parallel mixed method research was conducted by surveying 185 virtual leaders and conducting a semi-structured interview with 13 senior virtual leaders involved in managing projects across the industry sectors. The research findings indicate that establishing trust and managing conflicts were ranked as significant challenges in leading virtual project teams in the post-pandemic era. In contrast to earlier findings, our research findings suggest that productivity was not ranked as a significant challenge in leading virtual project teams. This indeed is a positive finding for organizations to consider adopting virtual project teams in the long run. Additionally, the research findings recommend that virtual leaders need to strive to build a high-trust environment and develop effective conflict resolution skills to improve the effectiveness of virtual project teams. As the project management profession struggles with low project success rates, mixed-method research aims to contribute to the knowledge in the growing research area of virtual project leadership. This research contributes to the knowledge by offering first-person accounts from senior virtual leaders on the innovative strategies they had implemented for building trust and resolving conflicts effectively in the virtual project when there were limited opportunities for face-to-face interaction on account of the pandemic. In addition, the leadership framework created as a part of this research for trust development and conflict management in virtual project teams will guide project managers to improve virtual project team effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict%20management" title="conflict management">conflict management</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20building" title=" trust building"> trust building</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20leadership" title=" virtual leadership"> virtual leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teams" title=" virtual teams"> virtual teams</a> </p> <a href="https://publications.waset.org/abstracts/157650/leading-virtual-project-teams-in-the-post-pandemic-era-trust-and-conflict-management-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">561</span> Software Development and Team Diversity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Congalton">J. Congalton</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Logan"> K. Logan</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Crump"> B. Crump</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software is a critical aspect of modern life. However it is costly to develop and industry initiatives have focused on reducing costs and improving the productivity. Increasing, software is being developed in teams, and with greater globalization and migration, the teams are becoming more ethnically diverse. This study investigated whether diversity in terms of ethnicity impacted on the productivity of software development. Project managers of software development teams were interviewed. The study found that while some issues did exist due to language problems, when project managers created an environment of trust and friendliness, diversity made a positive contribution to productivity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20development" title=" software development"> software development</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20work" title=" team work "> team work </a> </p> <a href="https://publications.waset.org/abstracts/6371/software-development-and-team-diversity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">560</span> Managing Virtual Teams in a Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Jafari%20Toosy">M. Jafari Toosy</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Zamani"> A. Zamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article, considering the result of pandemics at the international level and all activities and projects performed virtually and the need for resource management and virtual teams in this period identifies the components of virtual management after searching the available resources. Exploration of virtual management in the pandemic era is explored in 10 international articles. The results of research with this method and according to the tasks and topics related to management knowledge and definition of virtual teams can be divided into topics such as planning, decision making, control, organization, leadership, attention to growth and capability, resources and facilities, Communication, creativity, innovation and security. In order to explain the nature of virtual management, a definition of virtual management was provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management" title="management">management</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual" title=" virtual"> virtual</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20team%20management" title=" virtual team management"> virtual team management</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=team" title=" team"> team</a> </p> <a href="https://publications.waset.org/abstracts/143801/managing-virtual-teams-in-a-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">559</span> Computational Team Dynamics in Student New Product Development Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shankaran%20Sitarama">Shankaran Sitarama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teamwork is an extremely effective pedagogical tool in engineering education. New Product Development (NPD) has been an effective strategy of companies to streamline and bring innovative products and solutions to customers. Thus, Engineering curriculum in many schools, some collaboratively with business schools, have brought NPD into the curriculum at the graduate level. Teamwork is invariably used during instruction, where students work in teams to come up with new products and solutions. There is a significant emphasis of grade on the semester long teamwork for it to be taken seriously by students. As the students work in teams and go through this process to develop the new product prototypes, their effectiveness and learning to a great extent depends on how they function as a team and go through the creative process, come together, and work towards the common goal. A core attribute of a successful NPD team is their creativity and innovation. The team needs to be creative as a group, generating a breadth of ideas and innovative solutions that solve or address the problem they are targeting and meet the user’s needs. They also need to be very efficient in their teamwork as they work through the various stages of the development of these ideas resulting in a POC (proof-of-concept) implementation or a prototype of the product. The simultaneous requirement of teams to be creative and at the same time also converge and work together imposes different types of tensions in their team interactions. These ideational tensions / conflicts and sometimes relational tensions / conflicts are inevitable. Effective teams will have to deal with the Team dynamics and manage it to be resilient enough and yet be creative. This research paper provides a computational analysis of the teams’ communication that is reflective of the team dynamics, and through a superimposition of latent semantic analysis with social network analysis, provides a computational methodology of arriving at patterns of visual interaction. These team interaction patterns have clear correlations to the team dynamics and provide insights into the functioning and thus the effectiveness of the teams. 23 student NPD teams over 2 years of a course on Managing NPD that has a blend of engineering and business school students is considered, and the results are presented. It is also correlated with the teams’ detailed and tailored individual and group feedback and self-reflection and evaluation questionnaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=team%20dynamics" title="team dynamics">team dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20interaction%20patterns" title=" team interaction patterns"> team interaction patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20product%20development%20teamwork" title=" new product development teamwork"> new product development teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=NPD%20teams" title=" NPD teams"> NPD teams</a> </p> <a href="https://publications.waset.org/abstracts/146083/computational-team-dynamics-in-student-new-product-development-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">558</span> Working in Multidisciplinary Care Teams: Perspectives from Health Care and Social Service Providers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lindy%20Van%20Vliet">Lindy Van Vliet</a>, <a href="https://publications.waset.org/abstracts/search?q=Saloni%20Phadke"> Saloni Phadke</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthea%20Nelson"> Anthea Nelson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ann%20Gallant"> Ann Gallant</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Holistic and patient-centred palliative care and support require an integrated system of care that includes health and social service providers working together to ensure that patients and families have access to the care they need. The objective of this study is to further explore and understand the benefits and challenges of mobilizing multidisciplinary care teams for health care professionals and social service providers. Drawing on an interpretivist, exploratory, qualitative design, our multidisciplinary research team (medicine, nursing and social work) conducted interviews with 15 health care and social service providers in the Ottawa region. Interview data was audio-recorded, transcribed, and analyzed using a reflexive thematic analysis approach. The data deepens our understandings of the facilitators and barriers posed by multidisciplinary care teams. Three main findings emerged: First, the data highlighted the benefits of multidisciplinary care teams for both patient outcomes and quality of life and provider mental health; second, the data showed that the lack of a system-wide integrated communication system reduces the quality of patient care and increases provider stress while working in multidisciplinary care teams; finally, the data demonstrated the existence of implicit hierarchies between disciplines, this coupled with different disciplinary perspectives of palliative care provision can lead to friction and challenges within care teams. These findings will have important implications for the future of palliative care as they will help to facilitate and build stronger person-centred/relationship-centred palliative care practices by naming the challenges faced by multidisciplinary palliative care teams and providing examples of best practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20health%20palliative%20care" title="public health palliative care">public health palliative care</a>, <a href="https://publications.waset.org/abstracts/search?q=palliative%20care%20nursing" title=" palliative care nursing"> palliative care nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=care%20networks" title=" care networks"> care networks</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20health%20care" title=" integrated health care"> integrated health care</a>, <a href="https://publications.waset.org/abstracts/search?q=palliative%20care%20approach" title=" palliative care approach"> palliative care approach</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20health" title=" public health"> public health</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20work" title=" multidisciplinary work"> multidisciplinary work</a>, <a href="https://publications.waset.org/abstracts/search?q=care%20teams" title=" care teams"> care teams</a> </p> <a href="https://publications.waset.org/abstracts/160258/working-in-multidisciplinary-care-teams-perspectives-from-health-care-and-social-service-providers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">557</span> 'Systems' and Its Impact on Virtual Teams and Electronic Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shavindrie%20Cooray">Shavindrie Cooray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is vital that students are supported in having balanced conversations about topics that might be controversial. This process is crucial to the development of critical thinking skills. This can be difficult to attain in e-learning environments, with some research finding students report a perceived loss in the quality of knowledge exchange and performance. This research investigated if Systems Theory could be applied to structure the discussion, improve information sharing, and reduce conflicts when students are working in online environments. This research involved 160 participants across four categories of student groups at a college in the Northeastern US. Each group was provided with a shared problem, and each group was expected to make a proposal for a solution. Two groups worked face-to-face; the first face to face group engaged with the problem and each other with no intervention from a facilitator; a second face to face group worked on the problem using Systems tools to facilitate problem structuring, group discussion, and decision-making. There were two types of virtual teams. The first virtual group also used Systems tools to facilitate problem structuring and group discussion. However, all interactions were conducted in a synchronous virtual environment. The second type of virtual team also met in real time but worked with no intervention. Findings from the study demonstrated that the teams (both virtual and face-to-face) using Systems tools shared more information with each other than the other teams; additionally, these teams reported an increased level of disagreement amongst their members, but also expressed more confidence and satisfaction with the experience and resulting decision compared to the other groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teams" title=" virtual teams"> virtual teams</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20approach" title=" systems approach"> systems approach</a>, <a href="https://publications.waset.org/abstracts/search?q=conflicts" title=" conflicts"> conflicts</a> </p> <a href="https://publications.waset.org/abstracts/129939/systems-and-its-impact-on-virtual-teams-and-electronic-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129939.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">556</span> Leadership of People with Physical Disabilities in Virtual Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Jafari%20Hemmat%20Abadi">Fatemeh Jafari Hemmat Abadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through empathy, caring, and nurturing, benevolent leaders can help people with disabilities overcome the stigma of disability and smile at their work environment and work. The main purpose of our research is to examine the performance of people with physical disabilities in virtual teams across geographical, cultural and linguistic barriers around the world. Our results show the relationship between benevolent leadership and the three components of well-being among administrative staff, disability including perceived discrimination, job satisfaction and the need for improvement. The two factors identified for productivity are pervasive team attitudes in the team and proper leadership by the team leader. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benevolent%20leadership" title="benevolent leadership">benevolent leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teams" title=" virtual teams"> virtual teams</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20attitudes%20pervasive" title=" group attitudes pervasive"> group attitudes pervasive</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20including%20disability" title=" climate including disability"> climate including disability</a> </p> <a href="https://publications.waset.org/abstracts/143806/leadership-of-people-with-physical-disabilities-in-virtual-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143806.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">555</span> Structural Balance and Creative Tensions in New Product Development Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shankaran%20Sitarama">Shankaran Sitarama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New Product Development involves team members coming together and working in teams to come up with innovative solutions to problems, resulting in new products. Thus, a core attribute of a successful NPD team is their creativity and innovation. They need to be creative as a group, generating a breadth of ideas and innovative solutions that solve or address the problem they are targeting and meet the user’s needs. They also need to be very efficient in their teamwork as they work through the various stages of the development of these ideas, resulting in a POC (proof-of-concept) implementation or a prototype of the product. There are two distinctive traits that the teams need to have, one is ideational creativity, and the other is effective and efficient teamworking. There are multiple types of tensions that each of these traits cause in the teams, and these tensions reflect in the team dynamics. Ideational conflicts arising out of debates and deliberations increase the collective knowledge and affect the team creativity positively. However, the same trait of challenging each other’s viewpoints might lead the team members to be disruptive, resulting in interpersonal tensions, which in turn lead to less than efficient teamwork. Teams that foster and effectively manage these creative tensions are successful, and teams that are not able to manage these tensions show poor team performance. In this paper, it explore these tensions as they result in the team communication social network and propose a Creative Tension Balance index along the lines of Degree of Balance in social networks that has the potential to highlight the successful (and unsuccessful) NPD teams. Team communication reflects the team dynamics among team members and is the data set for analysis. The emails between the members of the NPD teams are processed through a semantic analysis algorithm (LSA) to analyze the content of communication and a semantic similarity analysis to arrive at a social network graph that depicts the communication amongst team members based on the content of communication. This social network is subjected to traditional social network analysis methods to arrive at some established metrics and structural balance analysis metrics. Traditional structural balance is extended to include team interaction pattern metrics to arrive at a creative tension balance metric that effectively captures the creative tensions and tension balance in teams. This CTB (Creative Tension Balance) metric truly captures the signatures of successful and unsuccessful (dissonant) NPD teams. The dataset for this research study includes 23 NPD teams spread out over multiple semesters and computes this CTB metric and uses it to identify the most successful and unsuccessful teams by classifying these teams into low, high and medium performing teams. The results are correlated to the team reflections (for team dynamics and interaction patterns), the team self-evaluation feedback surveys (for teamwork metrics) and team performance through a comprehensive team grade (for high and low performing team signatures). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=team%20dynamics" title="team dynamics">team dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20product%20development%20teamwork" title=" new product development teamwork"> new product development teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20balance" title=" structural balance"> structural balance</a>, <a href="https://publications.waset.org/abstracts/search?q=NPD%20teams" title=" NPD teams"> NPD teams</a> </p> <a href="https://publications.waset.org/abstracts/175821/structural-balance-and-creative-tensions-in-new-product-development-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">554</span> Daily Stand-up Meetings - Relationships with Psychological Safety and Well-being in Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Rietze">Sarah Rietze</a>, <a href="https://publications.waset.org/abstracts/search?q=Hannes%20Zacher"> Hannes Zacher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Daily stand-up meetings are the most commonly used method in agile teams. In daily stand-ups, team members gather to coordinate and align their efforts, typically for a predefined period of no more than 15 minutes. The primary purpose is to ask and answer the following three questions: What was accomplished yesterday? What will be done today? What obstacles are impeding my progress? Daily stand-ups aim to enhance communication, mutual understanding, and support within the team, as well as promote collective learning from mistakes through daily synchronization and transparency. The use of daily stand-ups is intended to positively influence psychological safety within teams, which is the belief that it is safe to show oneself and take personal risks. Two studies will be presented, which explore the relationships between daily stand-ups, psychological safety, and psychological well-being. In a first study, based on survey results (n = 318), we demonstrated that daily stand-ups have a positive indirect effect on job satisfaction and a negative indirect effect on turnover intention through their impact on psychological safety. In a second study, we investigate, using an experimental design, how the use of daily stand-ups in teams enhances psychological safety and well-being compared to a control group that does not use daily stand-ups. Psychological safety is considered one of the most crucial cultural factors for a sustainable, agile organization. Agile approaches, such as daily stand-ups, are a critical part of the evolving work environment and offer a proactive means to shape and foster psychological safety within teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20wellbeing" title="occupational wellbeing">occupational wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=agile%20work%20practices" title=" agile work practices"> agile work practices</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20safety" title=" psychological safety"> psychological safety</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20stand-ups" title=" daily stand-ups"> daily stand-ups</a> </p> <a href="https://publications.waset.org/abstracts/175856/daily-stand-up-meetings-relationships-with-psychological-safety-and-well-being-in-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">553</span> Assessment of Trust in Virtual Teams of College Students in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bashayer%20Alsana">Bashayer Alsana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emerging technologies present human interaction with new challenges. Individuals are required to interact and collaborate to achieve mutual gain. Accomplishing shared goals requires all parties involved to trust others commitment to fulfill their specified obligations. Trust is harder to establish when groups work virtually and members transcend time, space, and culture. This paper identifies the importance of trust in virtual groups of students at Cairo University by exposing them to electronic projects on which they collaborate.Students respond to a survey to assess their range of trust within their teams and how the outcome is affected. Gender differences and other demographic factors are analyzed to understand results and rates of trust. The paper concludes with summarizing factors influencing trust development and possible implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students" title="students">students</a>, <a href="https://publications.waset.org/abstracts/search?q=teams" title=" teams"> teams</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual" title=" virtual"> virtual</a> </p> <a href="https://publications.waset.org/abstracts/51119/assessment-of-trust-in-virtual-teams-of-college-students-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">552</span> Building an E-Platform for Virtual Research Teams in Educational Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanan%20A.%20Abdulhameed">Hanan A. Abdulhameed</a>, <a href="https://publications.waset.org/abstracts/search?q=Huda%20Y.%20Alyami"> Huda Y. Alyami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study presents a new international direction to conduct collaborative educational research. It follows a qualitative and quantitative methodology in investigating the main requirements to build an e-platform for Virtual Research Teams (VRTs). The e-platform considers three main components: First, the human and cultural structure, second, the institutional/organizational structure, and third, the technological structure. The study mainly focuses on the third component, the technological structure (the e-platform), and studies how to incorporate the other components: The human/cultural structure and the institutional/organizational structure in order to build an effective e-platform. The importance of the study is that it presents a comprehensive study about VRTs in terms of definition, types, structure, and main challenges. In addition, it suggests a practical way that benefits from the information and communication technology to conduct collaborative educational research by building and managing virtual research teams through an effective e-platform. The study draws the main framework to build an e-platform for collaborative educational research teams in Arab World. Thus, it tackles mainly the theoretical aspects, the framework of an effective e-platform. Then, it presents the evaluation of 18 Arab educational experts' to the proposed e-platform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20research" title="collaborative research">collaborative research</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20science" title=" educational science"> educational science</a>, <a href="https://publications.waset.org/abstracts/search?q=E-platform" title=" E-platform"> E-platform</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20research%20networks%20sites%20%28SRNS%29" title=" social research networks sites (SRNS)"> social research networks sites (SRNS)</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20research%20teams%20%28VRTs%29" title=" virtual research teams (VRTs)"> virtual research teams (VRTs)</a> </p> <a href="https://publications.waset.org/abstracts/24183/building-an-e-platform-for-virtual-research-teams-in-educational-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">551</span> A Linear Programming Approach to Assist Roster Construction Under a Salary Cap</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alex%20Contarino">Alex Contarino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professional sports leagues often have a “free agency” period, during which teams may sign players with expiring contracts.To promote parity, many leagues operate under a salary cap that limits the amount teams can spend on player’s salaries in a given year. Similarly, in fantasy sports leagues, salary cap drafts are a popular method for selecting players. In order to sign a free agent in either setting, teams must bid against one another to buy the player’s services while ensuring the sum of their player’s salaries is below the salary cap. This paper models the bidding process for a free agent as a constrained optimization problem that can be solved using linear programming. The objective is to determine the largest bid that a team should offer the player subject to the constraint that the value of signing the player must exceed the value of using the salary cap elsewhere. Iteratively solving this optimization problem for each available free agent provides teams with an effective framework for maximizing the talent on their rosters. The utility of this approach is demonstrated for team sport roster construction and fantasy sport drafts, using recent data sets from both settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linear%20programming" title="linear programming">linear programming</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=roster%20management" title=" roster management"> roster management</a>, <a href="https://publications.waset.org/abstracts/search?q=salary%20cap" title=" salary cap"> salary cap</a> </p> <a href="https://publications.waset.org/abstracts/155702/a-linear-programming-approach-to-assist-roster-construction-under-a-salary-cap" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">550</span> Ubiquitous Collaborative Learning Activities with Virtual Teams Using CPS Processes to Develop Creative Thinking and Collaboration Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitthichai%20Laisema">Sitthichai Laisema</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a research and development which is intended to: 1) design ubiquitous collaborative learning activities with virtual teams using CPS processes to develop creative thinking and collaboration skills, and 2) assess the suitability of the ubiquitous collaborative learning activities. Its methods are divided into 2 phases. Phase 1 is the design of ubiquitous collaborative learning activities with virtual teams using CPS processes, phase 2 is the assessment of the suitability of the learning activities. The samples used in this study are 5 professionals in the field of learning activity design, ubiquitous learning, information technology, creative thinking, and collaboration skills. The results showed that ubiquitous collaborative learning activities with virtual teams using CPS processes to develop creative thinking and collaboration skills consist of 3 main steps which are: 1) preparation before learning, 2) learning activities processing and 3) performance appraisal. The result of the learning activities suitability assessment from the professionals is in the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title="ubiquitous learning">ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20team" title=" virtual team"> virtual team</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20problem%20solving" title=" creative problem solving"> creative problem solving</a> </p> <a href="https://publications.waset.org/abstracts/30649/ubiquitous-collaborative-learning-activities-with-virtual-teams-using-cps-processes-to-develop-creative-thinking-and-collaboration-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30649.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">549</span> A Process to Support Multidisciplinary Teams to Design Serious Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naza%20Djafarova">Naza Djafarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Tony%20Bates"> Tony Bates</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaret%20Verkuyl"> Margaret Verkuyl</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonora%20Zefi"> Leonora Zefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ozgur%20Turetken"> Ozgur Turetken</a>, <a href="https://publications.waset.org/abstracts/search?q=Alex%20Ferworn"> Alex Ferworn</a>, <a href="https://publications.waset.org/abstracts/search?q=Mastrilli%20Paula"> Mastrilli Paula</a>, <a href="https://publications.waset.org/abstracts/search?q=Daria%20Romaniuk"> Daria Romaniuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosha%20Bramesfeld"> Kosha Bramesfeld</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Dimitriadou"> Anastasia Dimitriadou</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheryl%20To"> Cheryl To</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing serious games for education is a challenging and resource-intensive effort. If a well-designed process that balances pedagogical principles with game mechanics is in place, it can help to simplify the design process of serious games and increase efficiency. Multidisciplinary teams involved in designing serious games can benefit tremendously from such a process in their endeavours to develop and implement these games at undergraduate and graduate levels. This paper presentation will outline research results on identified gaps within existing processes and frameworks and present an adapted process that emerged from the research. The research methodology was based on a survey, semi-structured interviews and workshops for testing the adapted process for game design. Based on the findings, the authors propose a simple process for the pre-production stage of serious game design that may help guide multidisciplinary teams in their work. This process was used to facilitate team brainstorming, and is currently being tested to assess if multidisciplinary teams find value in using it in their process of designing serious games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=serious%20game-design" title="serious game-design">serious game-design</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20team" title=" multidisciplinary team"> multidisciplinary team</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design%20framework" title=" game design framework"> game design framework</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20games" title=" learning games"> learning games</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20game%20design%20process" title=" multidisciplinary game design process"> multidisciplinary game design process</a> </p> <a href="https://publications.waset.org/abstracts/89674/a-process-to-support-multidisciplinary-teams-to-design-serious-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">548</span> Knowledge Management Barriers: A Statistical Study of Hardware Development Engineering Teams within Restricted Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20S.%20Norbert%20Jr.">Nicholas S. Norbert Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20E.%20Bischoff"> John E. Bischoff</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20J.%20Willy"> Christopher J. Willy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge Management (KM) is globally recognized as a crucial element in securing competitive advantage through building and maintaining organizational memory, codifying and protecting intellectual capital and business intelligence, and providing mechanisms for collaboration and innovation. KM frameworks and approaches have been developed and defined identifying critical success factors for conducting KM within numerous industries ranging from scientific to business, and for ranges of organization scales from small groups to large enterprises. However, engineering and technical teams operating within restricted environments are subject to unique barriers and KM challenges which cannot be directly treated using the approaches and tools prescribed for other industries. This research identifies barriers in conducting KM within Hardware Development Engineering (HDE) teams and statistically compares significance to barriers upholding the four KM pillars of organization, technology, leadership, and learning for HDE teams. HDE teams suffer from restrictions in knowledge sharing (KS) due to classification of information (national security risks), customer proprietary restrictions (non-disclosure agreement execution for designs), types of knowledge, complexity of knowledge to be shared, and knowledge seeker expertise. As KM evolved leveraging information technology (IT) and web-based tools and approaches from Web 1.0 to Enterprise 2.0, KM may also seek to leverage emergent tools and analytics including expert locators and hybrid recommender systems to enable KS across barriers of the technical teams. The research will test hypothesis statistically evaluating if KM barriers for HDE teams affect the general set of expected benefits of a KM System identified through previous research. If correlations may be identified, then generalizations of success factors and approaches may also be garnered for HDE teams. Expert elicitation will be conducted using a questionnaire hosted on the internet and delivered to a panel of experts including engineering managers, principal and lead engineers, senior systems engineers, and knowledge management experts. The feedback to the questionnaire will be processed using analysis of variance (ANOVA) to identify and rank statistically significant barriers of HDE teams within the four KM pillars. Subsequently, KM approaches will be recommended for upholding the KM pillars within restricted environments of HDE teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20management" title="engineering management">engineering management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20barriers" title=" knowledge barriers"> knowledge barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a> </p> <a href="https://publications.waset.org/abstracts/55802/knowledge-management-barriers-a-statistical-study-of-hardware-development-engineering-teams-within-restricted-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">279</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">547</span> Artificial Neural Network in FIRST Robotics Team-Based Prediction System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cedric%20Leong">Cedric Leong</a>, <a href="https://publications.waset.org/abstracts/search?q=Parth%20Desai"> Parth Desai</a>, <a href="https://publications.waset.org/abstracts/search?q=Parth%20Patel"> Parth Patel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this project was to develop a neural network based on qualitative team data to predict alliance scores to determine winners of matches in the FIRST Robotics Competition (FRC). The game for the competition changes every year with different objectives and game objects, however the idea was to create a prediction system which can be reused year by year using some of the statistics that are constant through different games, making our system adaptable to future games as well. Aerial Assist is the FRC game for 2014, and is played in alliances of 3 teams going against one another, namely the Red and Blue alliances. This application takes any 6 teams paired into 2 alliances of 3 teams and generates the prediction for the final score between them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artifical%20neural%20network" title="artifical neural network">artifical neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction%20system" title=" prediction system"> prediction system</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20team%20data" title=" qualitative team data"> qualitative team data</a>, <a href="https://publications.waset.org/abstracts/search?q=FIRST%20Robotics%20Competition%20%28FRC%29" title=" FIRST Robotics Competition (FRC)"> FIRST Robotics Competition (FRC)</a> </p> <a href="https://publications.waset.org/abstracts/10302/artificial-neural-network-in-first-robotics-team-based-prediction-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">514</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">546</span> An Agile, Intelligent and Scalable Framework for Global Software Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raja%20Asad%20Zaheer">Raja Asad Zaheer</a>, <a href="https://publications.waset.org/abstracts/search?q=Aisha%20Tanveer"> Aisha Tanveer</a>, <a href="https://publications.waset.org/abstracts/search?q=Hafza%20Mehreen%20Fatima"> Hafza Mehreen Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global Software Development (GSD) is becoming a common norm in software industry, despite of the fact that global distribution of the teams presents special issues for effective communication and coordination of the teams. Now trends are changing and project management for distributed teams is no longer in a limbo. GSD can be effectively established using agile and project managers can use different agile techniques/tools for solving the problems associated with distributed teams. Agile methodologies like scrum and XP have been successfully used with distributed teams. We have employed exploratory research method to analyze different recent studies related to challenges of GSD and their proposed solutions. In our study, we had deep insight in six commonly faced challenges: communication and coordination, temporal differences, cultural differences, knowledge sharing/group awareness, speed and communication tools. We have established that each of these challenges cannot be neglected for distributed teams of any kind. They are interlinked and as an aggregated whole can cause the failure of projects. In this paper we have focused on creating a scalable framework for detecting and overcoming these commonly faced challenges. In the proposed solution, our objective is to suggest agile techniques/tools relevant to a particular problem faced by the organizations related to the management of distributed teams. We focused mainly on scrum and XP techniques/tools because they are widely accepted and used in the industry. Our solution identifies the problem and suggests an appropriate technique/tool to help solve the problem based on globally shared knowledgebase. We can establish a cause and effect relationship using a fishbone diagram based on the inputs provided for issues commonly faced by organizations. Based on the identified cause, suitable tool is suggested, our framework suggests a suitable tool. Hence, a scalable, extensible, self-learning, intelligent framework proposed will help implement and assess GSD to achieve maximum out of it. Globally shared knowledgebase will help new organizations to easily adapt best practices set forth by the practicing organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agile%20project%20management" title="agile project management">agile project management</a>, <a href="https://publications.waset.org/abstracts/search?q=agile%20tools%2Ftechniques" title=" agile tools/techniques"> agile tools/techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20teams" title=" distributed teams"> distributed teams</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20software%20development" title=" global software development"> global software development</a> </p> <a href="https://publications.waset.org/abstracts/44534/an-agile-intelligent-and-scalable-framework-for-global-software-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teams&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teams&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teams&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teams&page=5">5</a></li> <li class="page-item"><a class="page-link" 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