1、本科毕业设计（论文）外文翻译原文GOALATTAINMENT,SATISFACTIONANDLEARNINGFROMTEAMWORKAUTHORPETERRICHARDSONANDDKEITHDENTON,MISSOURISTATEUNIVERSITY,SPRINGFIELD,MISSOURI,USAMAGAZINETEAMPERFORMANCEMANAGEMENTABSTRACTPURPOSEBUSINESSESHAVEINCREASINGLYRELIEDONEDUCATORSTOTRAINSTUDENTSONTEAMWORKSKILLSTHATAREVALUABLEINAHIGHLYCOM
2、PETITIVEMARKETPLACEBUTWHATARESTUDENTSACTUALLYGETTINGFROMTHESEINITIATIVESARETHEYSEEINGTHELINKAGEBETWEENTEAMWORKSKILLSANDGOALACCOMPLISHMENTARETHEYDEVELOPINGPOSITIVEATTITUDESTOWARDTEAMWORKWHATSKILLSARETHEYLEARNINGFROMTHEIRTEAMWORKEXPERIENCESDESIGN/METHODOLOGY/APPROACHTHISSTUDYINVESTIGATEDTHERELATIONSHI
3、PBETWEENSTUDENTTEAMMEMBEROUTCOMESANDTHETEAMACTIVITIESTHATTHEYENGAGEINTOACHIEVETHESEOUTCOMESSTUDENTSWERESURVEYEDUSINGITEMSDEVELOPEDFROMATAXONOMYOFTEAMPROCESSESFOUNDINTHEMANAGEMENTLITERATURE,ANDMEASURESOFGOALATTAINMENT,SATISFACTIONANDLEARNINGFINDINGSRESULTSSHOWTHATSTUDENTSDERIVEDDIFFERENTOUTCOMESWHENP
4、RACTICINGSPECICTEAMPROCESSACTIVITIESSTUDENTSWHOENGAGEDINTRANSITIONANDACTIONPROCESSESPERCEIVEDTHATTHEIRGOALSWEREACCOMPLISHEDTHROUGHTEAMWORKTHOSEWHOENGAGEDINTRANSITIONANDINTERPERSONALTASKSDEVELOPEDAMOREPOSITIVEATTITUDETOWARDTEAMWORKANDFELTTHATTHEYLEARNEDSIGNICANTLYFROMTHEIRTEAMWORKEXPERIENCERESEARCHLI
5、MITATIONS/IMPLICATIONSTHISSTUDYISMEANTTOHELPEDUCATORSNETUNETHEIRUNDERSTANDINGOFTHELINKAGESBETWEENTEAMWORKSKILLSANDTEAMPERFORMANCEOUTCOMESINSTUDENTTEAMPROJECTSSOTHATTHEYCANSTRUCTURETHETEAMWORKEXPERIENCEMOREEFFECTIVELYTHEREADER,HOWEVER,ISREMINDEDTHATTHENDINGSWEREOBTAINEDINTHECONTEXTOFSTUDENTTEAMPROJEC
6、TSORIGINALITY/VALUEUNLIKEMOSTOFTHEPASTRESEARCHONTEAMPROCESSESANDOUTCOMES,THISSTUDYEXAMINEDWHICHTEAMPROCESSESARELINKEDTOEACHOFSEVERALTEAMPERFORMANCEDIMENSIONSKEYWORDSLEARNINGSTUDENTSTEAMWORKINGTEAMPERFORMANCETEAMLEARNINGJOBSATISFACTIONINANERAOFFASTPACEDCHANGEANDHYPERCOMPETITION,CUTTINGEDGELEADERSRECO
7、GNIZETHEIMPORTANCEOFTEAMWORKTEAMSCANMAGNIFYTHEOUTPUTSOFINDIVIDUALSTHROUGHCOLLABORATIONINTHEPURSUITOFPERSONALANDTEAMGOALSCOLLEGEGRADUATESWHOHAVEEFFECTIVETEAMWORKSKILLSAREBECOMINGTHENORMFORCOLLEGERECRUITERSINRESPONSETOCHANGINGEXPECTATIONSINTHEBUSINESSWORLD,INSTRUCTORSAREASSIGNINGMORECLASSROOMTEAMPROJE
8、CTSTOPROVIDESTUDENTSWITHOPPORTUNITIESTOSTRENGTHENTHEIRKNOWLEDGEOFANDDEVELOPTHEIRTEAMWORKSKILLSACCORDINGTOHARTENIAN2003,TEAMTRAININGANDEXPERIENCESPOSITIVELYCORRELATEWITHTEAMKNOWLEDGE,SKILLSANDABILITIESWHENTHESEKNOWLEDGE,SKILLSANDABILITIESAREAPPLIEDBYTHESTUDENT,AREALLASPECTSOFTEAMPERFORMANCEBEINGMETBR
9、IEFOVERVIEWOFTEAMPROCESSRESEARCHTHEREISALARGEBODYOFRESEARCHTHATLOOKSATAVARIETYOFFACTORSASSOCIATEDWITHGROUPEFFECTIVENESSSUCHASGROUPDESIGN,CONTEXT,GROUPCOMPOSITIONANDGROUPPROCESSINDIFFERENTTYPESOFGROUPSHOWEVER,ITISNOTALWAYSCLEARTHATWHATWORKSINONETYPEOFGROUPWILLWORKINALLGROUPSTHEDENITIONOFTEAMORWORKGRO
10、UPTHATWEUSEISBASEDPRIMARILYONTHATOFCOHENANDBAILEY1997WHICHINTURNBUILDSONTHEWORKOFALDERFER1977ANDHACKMAN1987ANDISSIMILARTOTHEDENITIONTHATGUZZOANDDICKSON1996USEDINTHEIRREVIEWOFRESEARCHONGROUPSANDTEAMSAPROJECTTEAMISDENEDASACOLLECTIONOFINDIVIDUALSWHOAREINTERDEPENDENTINTHETASKSTHEYPERFORMANDWHOSHARERESPO
11、NSIBILITYFOROUTCOMESTHESTUDENTTEAMSWESTUDIEDAREMOSTLIKEPROJECTTEAMSINTHATTHEYARETIMELIMITED,PRODUCEONETIMEOUTPUTSANDPERFORMWORKTHATINVOLVESTHEAPPLICATIONOFKNOWLEDGE,JUDGMENT,ANDEXPERTISETOTHESOLUTIONOFAUNIQUEPROBLEMCOHENANDBAILEY,1997WHILEWEDONOTEQUATESTUDENTPROJECTTEAMSWITHORGANIZATIONALWORKTEAMS,W
12、ENOTETHESIMILARITIESBETWEENTHEMPROCESSDESCRIBESTHOSEINTERACTIONSAMONGTEAMMEMBERSTHATINUENCEEFFECTIVENESSTHISISINCONTRASTTOFACTORSSUCHASAUTONOMY,SELFEFCACY,TEAMSIZE,DIVERSITYANDSUPERVISIONTHATAREEITHERINPUTSWHICHTEAMMEMBERSDEALWITHOREMERGENTSTATESTHATARISEOUTOFMEMBERINTERACTIONSTEAMMEMBERSENGAGEINAWI
13、DERANGEOFACTIVITIESTOACCOMPLISHTHEIRGOALSSEVERALCONSTRUCTSHAVEBEENUSEDTODENETEAMPROCESSESINTHELITERATUREMARKSETAL2001GROUPEDTHESEPROCESSESINTOCATEGORIESOFACTIVITIESTHATCANOCCURATANYTIMEDURINGTHETEAMSLIFESPECICALLY,TRANSITIONPROCESSESREFERTOTHOSEACTIVITIESINVOLVEDINMISSIONANDGOALSPECICATION,ANDSTRATE
14、GYPLANNINGACTIONPROCESSESREFERTOTHOSEACTIVITIESDIRECTLYRELATEDTOTASKATTAINMENTSUCHASTRACKINGTASKPROGRESS,ASSISTINGTEAMMATESANDCOORDINATINGWORKINTERPERSONALPROCESSESINCLUDETHOSEACTIVITIESTEAMSENGAGEINTOMANAGECONICT,BUILDCONDENCEANDREGULATEMEMBERSEMOTIONSTEAMWORKENABLESTEAMMEMBERSTOPLAN,ORGANIZEANDCOO
15、RDINATETHEACTIVITIESOFTHETEAMFORGOALATTAINMENTRESEARCHONTEAMPROCESSESHAVESHOWNTHATTEAMSTHATENGAGEINTHESEACTIVITIESAREMOREEFFECTIVETHEFOCUSINTHESESTUDIESHASBEENONTHERELATIONSHIPSBETWEENCOOPERATIONANDOUTCOMES,BETWEENCONICTANDTEAMPERFORMANCE,BETWEENTEAMPROCESSCONSTRUCTS,ANDTEAMEFFECTIVENESS,ANDBETWEENT
16、ASKPROCESSANDEFCIENCYNONEOFTHESE,HOWEVER,HAVEFOCUSEDONTHEIMPACTOFTEAMPROCESSESONALLASPECTSOFTEAMEFFECTIVENESSTHELITERATUREONTEAMSSUGGESTSTHATTEAMEFFECTIVENESSISAMULTIDIMENSIONALCONSTRUCTWHOSEFACETSREECTWHATMOSTORGANIZATIONSREGARDASDESIRABLEWORKPLACETEAMGOALSTEAMEFFECTIVENESSHASBEENDENEDBROADLYTOINCL
17、UDESEVERALOUTCOMEMEASURESANOBJECTIVEMEASUREOFTHEOUTPUTOFTHEGROUP,ASUBJECTIVEMEASUREOFATTITUDESUCHASSATISFACTIONANDDEVELOPMENTALOUTCOMESFORTEAMMEMBERSANASSESSMENTOFOBJECTIVEOUTPUTAMONGPROJECTTEAMSWOULDINVOLVETHEEXTENTTOWHICHTHETEAMACHIEVESTHEGOALSOFTHEPROJECTASDETERMINEDBYANOUTSIDEPARTYORBYTEAMMEMBER
18、STHEMSELVESGOALSETTINGRESEARCHISBASEDONTHEPREMISETHATTHEPRESENCEOFGOALSIMPROVESTASKPERFORMANCEASTUDYOFPROJECTTEAMSFROMINDUSTRY,GOVERNMENTLABORATORIES,ANDNOTFORPROTORGANIZATIONSSHOWEDTHATTHEPRESENCEOFTEAMGOALSHADAPOSITIVEIMPACTONTEAMPERFORMANCEMCCOMBETAL,1999ATTHEINDIVIDUALLEVEL,THEPREFERREDOUTPUTCAN
19、VARYACROSSSTUDENTSANECDOTALEVIDENCESUGGESTSTHATSTUDENTSINTEAMPROJECTSHAVEGOALSRANGINGFROMGETTINGAHIGHGRADETOMERELYFULLLINGTHEPROJECTREQUIREMENTSINTHISSTUDY,WELETTHESTUDENTDENEHEREXPECTEDOUTCOMEBYASKINGHERWHETHERORNOTSHEACHIEVEDHERGOALSFORTHEPROJECTSTUDIESONATTITUDESTOWARDTEAMWORKSUGGESTTHATATEAMMEMB
20、ERSSATISFACTIONWITHHISTEAMCOULDLEADTOGREATERCOMMITMENT,FEWERABSENCESANDREDUCEDTURNOVERINTHEWORKPLACESTUDENTSWOULDOFTENREECTONTHEIREMOTIONALEXPERIENCESWHENDEALINGWITHTHEIRTEAMMATESANDWOULDSOMETIMESRESOLVETHATTHEYWOULDNEVERWORKWITHPARTICULARSTUDENTSINTHEFUTURERUIZULLOAANDADAMS2004FOUNDTHATSEVERALPROCE
21、SSVARIABLESSUCHASMATURECOMMUNICATION,ACCOUNTABLEINTERDEPENDENCEANDROLECLARITYHADAPOSITIVEEFFECTONANINDIVIDUALSATTITUDETOWARDTEAMWORKLEARNINGHOWTODEALWITHOTHERTEAMMEMBERSCOULDSERVEASAVALUABLEDEVELOPMENTALOUTCOMEFORATEAMMEMBER,ESPECIALLYIFTHETEAMHASTOWORKTOGETHERONARECURRINGBASISCONTINUOUSIMPROVEMENTH
22、ASBEENAVERYPOPULARMANTRAAMONGADMINISTRATORSANDLEADERSALIKEOUREXPERIENCEHASSHOWNTHATMOSTSTUDENTSENCOUNTERSIMILARSITUATIONSACROSSTEAMPROJECTSITBEGSTHEQUESTIONOFWHETHERORNOTTHEYLEARNFROMTHEIRPASTSUCCESSESANDMISTAKESACCORDINGTOASURVEYOFSTUDIESONPROJECTTEAMS,COHENANDBAILEY1997DISCOVEREDTHATMANAGERSANDEXT
23、ERNALSTAKEHOLDERSWEREOFTENASKEDTOASSESSOBJECTIVETEAMOUTPUTWHILETEAMMEMBERSWEREUSEDTOASSESSMEMBERSATISFACTIONNONEOFTHOSESTUDIESSURVEYEDUSEDDEVELOPMENTALOUTCOMESASAPERFORMANCEMEASUREDISCUSSIONOFRESULTSANDSUGGESTIONSFORFUTURERESEARCHENGAGINGINTRANSITIONACTIVITIESSUCHASESTABLISHINGTEAMGOALS,RULESANDGUID
24、ELINES,ASSESSINGTEAMMEMBERSKILLSANDASSIGNINGROLESANDRESPONSIBILITIESAREPOSITIVELYASSOCIATEDWITHALLTHREEOUTCOMESTHISRESULTSUPPORTSPRIORRESEARCHTHATEMPHASIZESTHEIMPORTANCEOFGOALSPECICATIONANDPLANNINGBACON,2005RUIZULLOAANDADAMS,2004ANDEXPANDSONTHISINFORMATIONBYDEMONSTRATINGTHATNOTONLYISGOALSPECICATIONA
25、NDPLANNINGASSOCIATEDWITHBETTERPERFORMANCEINTERMSOFGOALATTAINMENT,BUTISALSOASSOCIATEDWITHGREATERSATISFACTIONONTHEPARTOFTEAMMEMBERSANDGREATERKNOWLEDGEANDLEARNINGABOUTTEAMWORKTHISRESULTWOULDSEEMTOBEESPECIALLYIMPORTANTASFARASSTUDENTSARECONCERNEDAGOALSHAREDBYMANYWHOUSETEAMPROJECTSINTHEIRCOURSESISTOENHANC
26、ESTUDENTSLEARNINGABOUTHOWTEAMSWORKANDTOLEAVESTUDENTSWITHAPOSITIVEFEELINGABOUTTEAMWORKANDTHEPOTENTIALBENETSASSOCIATEDWITHWORKINGWITHOTHERSONTEAMPROJECTSTHEABILITYTOGETTHEPROJECTOFFONTHERIGHTFOOTSOTOSPEAKMAYALSOCONTRIBUTETOFEELINGSOFSATISFACTIONANDENHANCEDLEARNINGABOUTHOWTEAMSCANACCOMPLISHTHEIRGOALSGI
27、VENTHEDESIREDOUTCOMES,ITSEEMSESPECIALLYIMPORTANTFORINSTRUCTORSTOBUILDOPPORTUNITIESFORPLANNINGINTOTHEPROJECTEXPERIENCEANDPERHAPSTOREQUIRESTUDENTSTOENGAGEINSUCHACTIVITIESBOTHINCLASSANDTHROUGHOUTSIDEACTIVITIESWITHREGARDTOINTERPERSONALPROCESSES,WHILEENGAGINGINTHESEACTIVITIESISNOTASSOCIATEDWITHPERCEIVEDG
28、OALATTAINMENT,ITISPOSITIVELYASSOCIATEDWITHSATISFACTIONANDENHANCEDTEAMWORKSKILLSANDKNOWLEDGETHEIDEAOFUSINGTEAMBUILDINGACTIVITIESHASOFTENBEENSUGGESTEDASAWAYTOINCREASETHEOVERALLSUCCESSOFATEAMMANYTEAMWORKBUILDINGACTIVITIESFOCUSONINTERPERSONALPROCESSESITWOULDAPPEARTHATENGAGINGINSUCHACTIVITIESMIGHTNOTFOST
29、ERAGREATERSENSEOFGOALATTAINMENTBUTDOESAPPEARTOINCREASESTUDENTSATISFACTIONANDRESULTINASENSEOFLEARNINGMOREABOUTTEAMSAGAIN,THESEAREIMPORTANTGOALSWHERESTUDENTSARECONCERNEDANDITWOULDSEEMTOARGUEINFAVOROFPROVIDINGSOMEBACKGROUNDWORKINHANDLINGINTERPERSONALISSUESINGROUPSENGAGINGINACTIONPROCESSACTIVITIESWASONL
30、YASSOCIATEDWITHPERCEIVEDATTAINMENTOFPERSONALANDTEAMGOALSTHISRESULTMAKESINTUITIVESENSEINTHATSUCHACTIVITIESARECLOSELYASSOCIATEDWITHACTUALLYDOINGTHEWORKTOREACHONESGOALSTHATENGAGINGINSUCHACTIVITIESISNOTASSOCIATEDWITHSATISFACTIONORLEARNINGMAYINDICATETHATTHOSEDIMENSIONSOFTEAMPERFORMANCEARELESSTIEDTOTHEACT
31、UALCARRYINGOUTOFTHEWORKTHANTHEABILITYTODEALWITHINTERPERSONALRELATIONSHIPSANDTHEKINDSOFSATISFACTIONDERIVEDFROMGETTINGOFFTOAGOODSTARTASTEAMMEMBERSLAYOUTTHEIREXPECTATIONSANDASSIGNROLESANDRESPONSIBILITIESTOEACHOTHERCHAPMANANDVANAUKEN2001HAVEFOUNDTHATTHEINSTRUCTORPLAYSASIGNICANTROLEINIMPROVINGSTUDENTTEAM
32、OUTCOMESITWOULDAPPEARTHATIFINSTRUCTORSDESIREARANGEOFPOSITIVEPERFORMANCEOUTCOMES,THEYNEEDTOINCREASEOPPORTUNITIESFORSTUDENTSTOENGAGEINAVARIETYOFTEAMPROCESSACTIVITIESINSTRUCTORSCANINCREASETHOSECHANCESBYINCORPORATINGINSTRUCTIONONHOWBESTTOSETUPAGROUP,THEKINDSOFACTIVITIESTHATSHOULDOCCURINTHEINITIALMEETING
33、S,TRAININGINHOWTODEALWITHINTERPERSONALISSUESANDREQUIREMENTSTOTRACKANDMONITORTEAMPROGRESSENGAGINGINTRANSITIONACTIVITIESSEEMSESPECIALLYIMPORTANTSINCETHESEPROCESSACTIVITIESAREASSOCIATEDWITHTHEGREATESTNUMBEROFPERFORMANCEOUTCOMESHELPINGSTUDENTSTODEALWITHINTERPERSONALISSUESMIGHTINVOLVETRAINING,SUPPORTANDA
34、TTIMES,ACTUALINTERVENTIONSINTHETEAMFINALLY,REQUIRINGSTUDENTSTOSETUPAPROJECTEDTIMETABLEDETAILINGWHATTHEYWANTTOACCOMPLISHBYWHENANDREPORTINGONTHEIRPROGRESSCANHELPTHEMSTAYONTRACKANDACCOMPLISHTHEIRGOALSWEACKNOWLEDGETHATTHISSTUDYHASCERTAINLIMITATIONSFIRST,THETEAMPROCESSOUTCOMEMODELWASTESTEDUSINGSTUDENTPRO
35、JECTTEAMSRESULTSCOULDDIFFERWHENTHESAMEMODELISTESTEDUSINGNONSTUDENTSANDOTHERTYPESOFTEAMSSECOND,PERCEPTUALMEASURESWEREUSEDTOREPRESENTTEAMOUTCOMESOBJECTIVEMEASURESOFTEAMOUTPUTISACRITICALOUTCOMETHATCOULDBEEXAMINEDASWELLTHIRD,OURSTUDYMEANTTOISOLATETHEEFFECTSOFTEAMPROCESSVARIABLESONTEAMPERFORMANCEALTHOUGH
36、ALLOFTHEADJUSTEDSTANDARDSOFCOEFCIENTWEREBELOW020,THENDINGSSTILLSUPPORTASIGNICANTRELATIONSHIPBETWEENTEAMPROCESSESANDTEAMOUTCOMESFUTURERESEARCHCOULDINCLUDESELECTEDTEAMINPUTFACTORSWITHTHEAPPROPRIATETEAMPROCESSVARIABLESTOSEEHOWTHEYALLCONTRIBUTETOEACHASPECTOFTEAMPERFORMANCE译文目标、满意度及学习团队精神作者彼得理查森和D基思丹顿，杂志
37、团队的绩效管理，第12册,2006摘要目的在一个高度竞争的市场价值，企业日益依赖教育工作者在培养学生的团队合作能力上是很有价值的。但实际上学生从中得到了什么呢他们是否看到了团队合作技能和目标成就之间的联系是什么积极的态度是他们开发团队吗他们从他们的团队合作经验中学到什么技能设计/方法/方法本研究调查了学生小组成员之间的关系结果和团队活动所吸引到实现这些的结果。学生是使用从发现的一个团队程序发展的项目审视的分类法的管理文学、和目标衡量的措施、满意度和学习。研究结果表明学生指出在专门团队训练过程活动出现不同的结果。从事转换的学生和行动程序感觉他们的目标是通过团队合作来完成的。那些从事转换和人际关系
38、的任务开发出了一种更为积极的团队合作态度和从他们的团队合作经验获得的学习速度。研究局限/意义本研究意味着通过学生团队项目来帮助教育工作者微调他们之间的联系来理解团队合作技能和团队绩效结果，以便他们能使团队合作经验更有效率。然而，读者能够在学生团队项目的背景中发现获得。创意/价值不像大多数过去研究的团队流程和结果，本研究哪些团队过程与几个团队绩效的尺寸相连。关键词学习学生团队合作团队绩效团队学习工作满意度在一个时代快节奏的变化和超竞争下，尖端领导人认识到团队精神的重要性。团队可以放大输出的个体通过在追求个人和团队的目标上合作。大学毕业生有效的团队合作技能却成为一种大学招聘人员准则。应对变化的期望
39、在商业世界里，教师派遣课堂团队项目给学生提供机会加强他们的只是，并发展他们的团队合作技能。根据HARTENIAN2003，团队训练和经验与团队知识,积极的技能和能力相关。当这些知识、技能和能力被学生运用，是团队绩效各方面的表现吗不同于大多数过去的研究对团队的过程和结果,本研究的是哪个团队过程检验与特定的团队绩效的尺寸。什么样的行动能够帮助学生完成预期的团队结果什么过程能够提高学生对球队经验的态度吗简要介绍团队流程的研究有大量的研究看起来在多种因素与之相关联团队效果例如团队设计、背景、和团队组成过程中不同类型的组织。然而，它并不总是清楚地说明工作在一类团队就像工作在所有的团队里一样。团队或工作组
40、的定义，我们所使用的主要依据是科恩和贝利1997从而建立在奥尔德弗的工作1977年和哈克曼1987和类似的定义，古佐和戴国煇1996使用它们的回顾与探讨在大队和团队。一个项目团队被定义为一种相互依存的个人收藏他们完成工作中分享责任的结果。从学生团队的角度来说,我们最喜欢研究是项目团队、生产一次性输出和限期进行工作，其中包括知识的应用、判断，以及相应的技术来解决一个独特的问题科恩和贝利,1997。虽然我们不会将学生组织项目小组工作团队，我们注意他们之间的相似之处。程序描述在团队成员之中的那些交互影响效力。这是相反的因素，如自治、自我效能、团队规模、多样性和监督或者团队成员输入信息进行处理或紧急状
41、态，会员相互作用产生等。团队成员参与一系列活动去完成这个目标。一些装置已被用来定义团队过程中文学。马克等人（2001聚集这些程序进入了随时在团队生活期间可能发生活动的种类。具体地说,是指过渡过程参与的使命和目标活动的产品规格和策划。行动过程是指直接关系到达到活动如跟踪任务任务,帮助队友和进步的沟通协调工作。人际交往过程包括那些活动小组在冲突与管理,树立信心,规范成员的情感。团队合作允许一组成员为达到目标而进行计划，组织和协调团队的活动。研究团队程序已经显示从事这些团队活动是非常有效的。这些研究的焦点已经在合作之间的关系和结果上，在竞争和团队表现之间，在团队程序概念和团队效能之间，或者在团队任务
42、程序和效率之间。然而，这些没有一个已经把重心集中放在冲击团队程序的所有效力方面。团队文化指出团队效力是一个多元的概念，各方面反映令人想要的工作地点团队目标。团队效力已经是广泛地定义为包括一些结果措施对小组输出的客观衡量，对态度的主观衡量例如团队成员的满意度和发展结果。在计划团队之中的一个客观输出的评估会包括团队所达成计划的目标范围如一个外面的派对所决定或者团队成员他们自己。目标设定研究以基础目标的出现改善任务表现为前提。一项计划的研究联成一组从工业，政府实验室和非营利组织表明，团队目标的存在对团队绩效有积极的影响。个人层面,首选的产量各地不尽相同的学生。证据表明,学生在团队项目有目标只是从获得
43、高质量来完成项目的要求。在本研究中,我们通过让学生问她是否达到目标的计划来预期收效界定她的结果。研究团队合作的态度表明,团队成员对他的团队满意能够导致更多的承诺,减少缺勤的营业额,减少工作场所。学生经常反思自己的情感经历当在处理他们的成员和有时候解决他们永远不会与特别的学生合作在未来。露易丝乌罗阿和亚当斯2004发现一些程序变数，像是成熟的沟通，有责任的互相依赖，角色清楚有了对个体的向联合操作的态度积极的影响。对成员来说学习如何对付其他团队成员可以提供作为一种有价值的发展的结果，特别是如果在团队也必须一起工作循环的基础上。持续改进一直是一个在管理者和领导中非常受欢迎的。我们的经验已经显示大多数
44、学生在遇到类似的情况团队项目。它引出了这样的问题他们是否学习他们的过去的成功和错误。根据一项调查项目团队的研究,科恩和贝利（1997）发现经理和外部利益相关者经常被问及如何评定客观团队的产出而团队成员都是用来评估成员满意。没有调查研究使用性能结局作为发展的措施。讨论的结果和建议,为未来的研究方向从事过渡的活动,如建立团队的目标,规则和指南,评估团队成员技能和分配的角色和职责是符合这三种条件的正相关结果。这个结果支持之前的研究强调目标规格和计划的重要性（培根，2005；露易丝乌罗阿和亚当斯，2004）。然而，对于这类信息的发展,证明目标不仅是规范和规划伴随着更好的在词汇方面表现的目标素养,而且也
45、伴随着更大的满足部分团队成员和更大的知识和学习团队精神。这个结果就学生而言似乎尤为重要。一个目标被越来越多的团队项目在他们的课程使用是提高学生学习的团队和离开学生积极的感觉良好的团队合作精神和相关的潜在利益工作上的与其它团队项目。使项目踏出正确的一步的能力也许有助于情感的满足和提高小组的完成他们的目标的学习能力。鉴于预期的成果，对于导师的项目建设经验，规划的机会显得尤为重要并且也想要求学生在课堂上通过这些活动从事户外活动。关于人际交往的过程，在从事这些活动与知觉目标的实现是不相关的，它是正相关的满意度和加强团队精神的技能和知识。在团队建设的活动中常常有人提出建议，以此来提高团队的整体成功。这样
46、看来，可能在从事这些活动无法实现的目标培养出更多的道理，但增加的团队确实出现了更了解学生的满意感和结果。许多团队建设活动的重点就是人际交往过程。同样，这些对学生而言都是重要的，它似乎是一些团对在处理人际关系问题的背景工作中提供有力的争论。在行动过程中活动是指仅仅与个人的知觉和团队目标的实现。这一结果使得这些活动的直观感觉是与实际做的工作相关联的，以达到该从事这类活动与满意度或学习可能表明情况不相关，团队绩效的尺寸缺乏在实际工作之外以及处理人际关系及各种各样的满意度相关联，从一个良好的开端打下了作为团队成员表现的期望，并分配角色和职责，相互衍生种。查普曼和范奥肯（2001）发现教师在提高学生团队
47、效果中扮演着十分重要的角色。这样看来，如果教师希望有一个积极的业绩成果的范围，他们则需要更多的机会让学生参与到团队过程的各种活动中。教师可以通过合并增加就如何最好地成立了一个小组，活动就应该发生在最初的会议，在如何处理人际关系问题和要求进行跟踪和监测小组的进度的各种指令的培训机会。活动的转型，似乎特别是因为这些活动与业绩成果的进程联系在一起。在帮助学生处理人际关系的问题时有时可能涉及到培训、支持，在团队中的有实际干预。最后，要求学生建立一个详细的时间表预计他们想要什么，完成时间和他们的进度报告还可以帮助他们走上正轨，实现自己的目标。我们承认，这项研究具有一定的局限性。首先，团队过程的结果模型考验了学生项目团队。当相同的模型测试使用在大专生和其他类型的团队时测试结果可能不一样。第二，感性的措施可用来代表团队的结果。团队的产出的客观的测量结果作为一个关键问题是可以检查。第三，我们的研究旨在孤立对团队绩效的团队过程变量的影响。虽然系数调整后的标准均低于020人，调查结果仍然支持团队，团队过程和结果有着明显的关系。未来的研究可以包括选择合适的团队与团队过程变量的输入因子，看看它们是如何促进团队绩效的每个方面。
