Are balanced groups better? Belbin roles in collaborative learning groups

Meslec, Nicoleta; Curşeu, Petru Lucian

doi:10.1016/j.lindif.2015.03.020

Cited by 39 publications

(30 citation statements)

References 57 publications

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“…He further argued that a group based approach can be envisaged while embracing the challenge of this in relation to assessment. For tutors who would like to pursue strategies for allocating students to teams, a recent study has presented and validated the Teamwork Quality Scale (Meslec & Curs¸eu, 2015) to assist in the decision-making process.…”

Section: Discussionmentioning

confidence: 99%

Students’ Self-Reflections on their Personality Scores Applied to the Processes of Learning and Achievement

McIlroy

Todd

Palmer-Conn

et al. 2016

Psychology Learning & Teaching

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Research on personality in the educational context has primarily focused on quantitative approaches, so this study used a mixed methods approach to capture the boarder aspects of students' learning processes. Goals were to ensure that student responses were reliable and normal (quantitative data), and to examine qualitative reflections on students' personality scores for breadth and depth in the context of learning and achievement. To facilitate these goals, undergraduate psychology students (N ¼ 307) completed a 50-item version of a measure of the Five Factor Model in a seminar and subsequently wrote a personal evaluation of their scores with reference to academic achievement. Quantitative analysis demonstrated that the data were reliable and demonstrated individual differences. Qualitative analysis was clustered around six themes-five personality factors and students' reflections on their overall scores. Students overwhelmingly endorsed their scores on the measure by presenting their reflective experiential narrative. Moreover, they reflected on personal strengths and challenges as they set goals for educational development. This facilitated enhanced awareness of qualities that complement ability, support learning and enhance achievement. Other outcomes included enhanced self-awareness and self-presentation and awareness of the role of traits in educational, social and emotionality aspects of their student experience.

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Section: Discussionmentioning

confidence: 99%

Students’ Self-Reflections on their Personality Scores Applied to the Processes of Learning and Achievement

McIlroy

Todd

Palmer-Conn

et al. 2016

Psychology Learning & Teaching

View full text Add to dashboard Cite

show abstract

“…Empirical support for this notion is widely mixed. Several studies reported positive findings; for example, Meslec and Curşeu (2015) found positive relationships between teamwork quality and role balance as a configural group property in a student sample. Senior (1997) also reported supporting evidence for the relevance of team role balance for team performance in a sample of 11 management teams.…”

Section: Teams and Team Rolesmentioning

confidence: 99%

The Relationships of Team Role- and Character Strengths-Balance With Individual and Team-Level Satisfaction and Performance

Gander

Gaitzsch²,

Ruch

2020

Front. Psychol.

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Teamwork has been argued to play an increasingly important role in numerous jobs, and several studies focused on the effects of team composition for work-related outcomes. Recent research has also identified individuals’ character strengths and positive team roles (e.g., idea creator and relationship manager) as conducive to work-related outcomes. However, there is a scarcity of research on the role of character strengths or positive team roles on the level of teams. In the present study, we extend theoretical assumptions of team role theories to the study of character strengths and positive team roles: We examined the associations between character strengths and team roles with work-related outcomes on the individual (i.e., job satisfaction, self- and supervisor-rated performance) and the team level (i.e., teamwork quality, self- and supervisor-rated team performance). Further, we examined how the team composition relates to the outcomes, that is, whether balanced teams (i.e., all team roles or character strengths are represented in the current team) go along with desired outcomes and whether an overrepresentation of team roles or character strengths in a team (i.e., a team role or character strengths is represented by multiple team members) goes along with undesired outcomes. We studied a sample of 42 teams (N = 284 individuals) who completed measures of team roles, character strengths, teamwork quality, job satisfaction, and self-rated individual and team performance. Further, supervisor ratings of individual and team performance were collected. Results corroborated the relationships of team roles and character strengths with individual outcomes such as that specific roles and character strengths go along with individual performance and work satisfaction. Further, the results suggested that teams in which more team roles are represented report higher performance and teamwork quality. Also, teams with higher average levels of the character strengths of teamwork and fairness, and teams with more members scoring high in fairness and prudence report higher teamwork quality. Further, there is no evidence that having too many members with a particular character strength has detrimental effects on teamwork quality, work satisfaction, or performance. We conclude that extending the study of character to the level of teams offers an important advancement.

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“…In particular, paper [9] presents statistical data to confirm that the balance of the team positively affects quality of the processes within the team. Article [10] demonstrated that the more complete the set of team's roles is, the higher the team's capability to solve the tasks it faces, especially at the initial stages of the project.…”

Section: Literature Review and Problem Statementmentioning

confidence: 99%

Examining the attributes of transitions between team roles in the software development projects

Liubchenko

Sulimova

2017

EEJET

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Are balanced groups better? Belbin roles in collaborative learning groups

Cited by 39 publications

References 57 publications

Students’ Self-Reflections on their Personality Scores Applied to the Processes of Learning and Achievement

Students’ Self-Reflections on their Personality Scores Applied to the Processes of Learning and Achievement

The Relationships of Team Role- and Character Strengths-Balance With Individual and Team-Level Satisfaction and Performance

Examining the attributes of transitions between team roles in the software development projects

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