Professional Documents
Culture Documents
Richards Presentation-June2013
Richards Presentation-June2013
OUTPUT
TASK PERFORMANCE
TEAM LEVEL FACTORS
- Leadership approach & Role structure - Team Contract i.e. rules & norms - Team composition i.e. Diversity/homogeneity of members - Team climate - Cohesiveness - Quality of the submissions - Students knowledge & skills of the content
TEAMWORK SKILLS
- Generic Teamwork Skills - Collaborative Design Skills
OUTPUT
TASK PERFORMANCE
TEAM LEVEL FACTORS
- Leadership approach & Role structure - Team Contract i.e. rules & norms - Team composition i.e. Diversity/homogeneity of members - Team climate - Cohesiveness - Quality of the submissions - Students knowledge & skills of the content
TEAMWORK SKILLS
- Generic Teamwork Skills - Collaborative Design Skills
TEAM TASK
TEAM PROCESSES
TEAM OUTPUTS
2. Team size
Explore optimum team size in relation to task type.
3. Task description
Provide teams with adequate descriptions of outcomes and processes (Bacon et al.
1999, p.480).
4. Task assessment
Differentiate between (1) Task Performance i.e. submitted product usually a designed artefact; and (2) teamwork process skills.
Structure design assignments to require independent individual contributions and demand collaboration.
Promote Smaller teams in a conjunctive task, where every team member needs to contribute and to facilitate equal participation (Watkins 2005).
Adopt appropriate methods of evaluating teamwork processes i.e. students reflective statements and selfand-peer-assessment (SAPA).
In Design Teams, consider three to five members, unless a large design task can be subdivided into appropriate smaller design packages.
Apply methods to ensure students perceptions of fair assessment i.e. the use SAPA.
Determine prior knowledge through a quiz on a range of knowledge areas, and open discussion of the spread of scores.
Require students to complete a simple learning style test and discuss the results at the outset of teamwork.
9. Team contract
Assist students to draw up and sign a team contract.
Encourage students to reflect on their roles at the end of each project stage.
(1) Apply jig-sawing team membership (see (Frey, Fisher et al. 2009))
(2) Promote student-led reciprocal teaching. (3) Encourage the use by teams of project work plans.
TEACHING PRACTICE
13. Team formation
Consider forming single-sex teams, If a team cannot have at least two members of one sex. For culturally diverse teams, try not to isolate single members of a culture different from the rest of their teammates. Consider location or where students live to facilitate out-of-class meetings.
Use SAPA or via face-to-face discussions regularly as a tool for process monitoring encouraging team members to give feedback on their own and their teammates performance.
Consider relocating individuals to other teams as a very last resort e.g. in cases of bullying and harassment.
Acknowledge the different characteristics of graduate and undergraduate students and determine the teaching style that suits each cohort.
Preferably choose a neutral person to resolve the conflict e.g. a teacher who is not assessing the students work.
TEAM PROCESSES
17. Coordination
Encourage teams to coordinate tasks and responsibilities through the use of project plans.
18. Communication
Require teams to negotiate and agree on mediums and rules of communication. Encourage students to consider the advantages of face-to-face communication for complex design negotiations. Ensure students devise rules for communication via sms that recognise the limits and pitfalls it for discussing complex ideas. Teach students the importance of graphic communication i.e. how to use thumbnails, diagrams and partis to communicate ideas.
Require students to submit revised project plans regularly updated throughout the project. these as part of final and interim submissions.
Gantt charts are a useful medium for recording work plans due to their common use in the construction and other design industries.
Support students to practice consensus building skills and reflect on these teamwork processes in team or in individual design journals.
TEAM OUTPUTS
22. Quality of the submitted product (design) and learning of unitspecific knowledge and skills.
Ask students to differentiate in their submissions between individual work and teamwork in interim reviews.
Ensure the final submissions are team submissions and do not identify individual contributions. Use SAPA made at regular intervals of team design projects to individualise marks by generating multipliers of team marks.
OUTPUT
TASK PERFORMANCE
TEAM LEVEL FACTORS
- Leadership approach & Role structure - Team Contract i.e. rules & norms - Team composition i.e. Diversity/homogeneity of members - Team climate - Cohesiveness - Quality of the submissions - Students knowledge & skills of the content
TEAMWORK SKILLS
- Generic Teamwork Skills - Collaborative Design Skills
Solutions SAPA + Assess Teamworking Teach conflict recognition/management + offer conflict intervention SAPA interdependency (Jigsawing) Manage expectations (teach students how to learn) we CANNOT replicate the workplace
SAPCA
SAPCA
SAPCA
SAPCA
QUESTIONS?
1. The chief difference between outcome satisfaction and process satisfaction is: while four factors (Fair Assessment, Free-Riders, Teaching Teamwork and Process Feedback) correlate substantially with Process Satisfaction, only three factors (Fair Assessment, Teaching Teamwork and Process Feedback) correlate substantially with Outcome Satisfaction.