Developing and assessing college student teamwork skills

Hughes, Richard L.; Jones, Steven K.

doi:10.1002/ir.380

Cited by 111 publications

(88 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…CATME responded by offering an abbreviated instrument containing 33 questions (Hughes & Jones, 2011), which some believe remains too long (Ohland et al, 2012).…”

Section: )supporting

confidence: 42%

See 1 more Smart Citation

Are We Collaborating Yet? Employee Assessment of Peer’s Perceptions

Heslop¹,

Stojanovski²,

Paul³

et al. 2017

IJHRS

View full text Add to dashboard Cite

Employers rarely utilise their employees" capacity to assess the collegiality and productivity of their own work unit, yet they are determinants of employee retention and profitability. One reason is the lack of a reliable, valid survey instrument to measure collaboration viability (CoVi), which we postulate is the construct that employees use to implicitly assess their work unit. Inherent weaknesses of own-perception and peer-assessment instruments prevent them reliably measuring CoVi. A novel method overcoming respective deficiencies by combining the strengths of both approaches is proposed that we term peer"s-perception. It is contended that such an instrument may be improved through formulation in accordance with a universal model of collaboration. The model chosen is PILAR as it encapsulates a variety of social and organisational psychology theories. Prospects, involved, liked, agency and respect constitute five Pillars of collaboration . Based on this review, we propose a peer"s-perception instrument (Pillar-PP) and that this instrument be formally evaluated.Keywords: productivity, psychological safety, cohesion, collaboration, peer"s-perception, PILAR Measuring Collaboration ViabilityCollaboration is a synergistic, voluntary combining of individual contributions for a collective goal (Hughes & Jones, 2011;Thomas et al., 2007). Viability of collaboration can be threatened, such as by interpersonal conflict, poor strategy, or selfish manoeuvring (Chen, Ünal, Leung, & Xin, 2016;Topping, 2010). Collaborators are instinctively wary of such behaviours, and monitor their threat to collective success. Upon sign of collaboration unviability, the member"s first recourse is to limit their ongoing investment, such as dedicating less time or money. Once perceived risks outweigh the likelihood of success, leaving the collaboration may be the only option, knowing that doing so may cause sacrificing investments already made (Kendall & Salas, 2015).It is desirable to ameliorate threats to collaboration before members curtail their participation, or withdraw completely, since either may become a self-fulfilling prophecy (Jehn & Mannix, 2001;Morgeson & DeRue, 2006). Reasons for collaboration breakdown highlighted by the literature are free-riders, interpersonal conflict and poor leadership (Kuhn, 2015), which may be ameliorated through retraining and changes to; roles, workflow processes, oversight systems, and delegation (Daley, 1992). To ensure that failing collaboration in the workplace may be identified and repaired, the present study seeks an instrument that can reliably measure collaboration viability (CoVi).The standard method of measuring constructs reminiscent of CoVi is to survey group members for their perceptions of the group, which this article terms own-perception (Edmondson, 1999). A second approach is peer-assessment, which is rarely used to measure CoVi, but offers certain advantages over own-perception. We examine the weaknesses and ISSN 2162-3058 2017 http://ijhrs.macrothink.org 177 strengths of ...

show abstract

“…CATME responded by offering an abbreviated instrument containing 33 questions (Hughes & Jones, 2011), which some believe remains too long (Ohland et al, 2012).…”

Section: )supporting

confidence: 42%

“…Collaboration is a synergistic, voluntary combining of individual contributions for a collective goal (Hughes & Jones, 2011;Thomas et al, 2007). Viability of collaboration can be threatened, such as by interpersonal conflict, poor strategy, or selfish manoeuvring (Chen, Ünal, Leung, & Xin, 2016;Topping, 2010).…”

Section: Measuring Collaboration Viabilitysupporting

confidence: 42%

Are We Collaborating Yet? Employee Assessment of Peer’s Perceptions

Heslop¹,

Stojanovski²,

Paul³

et al. 2017

IJHRS

View full text Add to dashboard Cite

show abstract

“…Aunque en la literatura existen algunos trabajos importantes relacionados con el tema [véase por ejemplo (Glinz, 2005;Hughes & Jones, 2011)], hasta donde se conoce estos están enfocados a establecer solamente directrices sobre cómo formar los equipos, o los beneficios de emplear este recurso educativo. Esto es, se asume que el docente es quién debe realizar esta tarea de forma manual.…”

Section: Introductionunclassified

Creación automática de equipos de estudiantes universitarios: una experiencia desde la asignatura Inglés / Automatic Building of University Student Teams: an experience from English subject

Gavidia

Galarza

Robalino

et al. 2017

View full text Add to dashboard Cite

Creación automática de equipos de estudiantes universitarios: una experiencia desde la asignatura InglésAutomatic Building of University Student Teams: an experience from English subject ResumenUno de los principales objetivos en la educación es lograr que los estudiantes desarrollen la capacidad de trabajo en equipo. Esta capacidad potencia la socialización entre los estudiantes y la resolución de problemas complejos. Comúnmente, la creación de estos equipos es realizada por el docente de la asignatura, quien debe tener en cuenta múltiples criterios como la presencia de un estudiante líder y equipos heterogéneos. Este proceso se torna complejo cuando existen muchos estudiantes, y por lo general no existe garantía de que los equipos creados cumplan con los criterios deseados. En este sentido, la presente investigación propone una solución computacional que automatiza la creación de equipos de trabajo de estudiantes. Específicamente, la tarea de la creación de los equipos se modeló matemáticamente como un problema de optimización de tipo combinatorio y multi-objetivo, que fue resuelto a su vez por un algoritmo evolutivo basado en los conceptos de Dominancia de Pareto. Para validar las propuestas, se realizaron varios experimentos computacionales que involucran escenarios reales, relacionados con la asignatura Inglés en carreras de la Universidad Técnica Estatal de Quevedo. Los resultados indican que la propuesta es capaz de crear equipos balanceados de acuerdo a los criterios considerados.Palabras Clave: creación de equipos; educación superior; idioma Inglés; optimización multi-objetivo. AbstractOne of the main goals for Higher Education is to educate students to work in teams. Such a skill not only improves their social behavior in the community, but also the ability for solving complex problems. Usually, the process of making teams is carried out by professor of the subject, who has to take into account several criteria (e.g. the presence of leader, heterogeneity of the team according the level of knowledge, sex, among others). When the subject has just few students, this task becomes easy. However, in the case of classes with a large number of students, this task becomes complex and there is no warranty about the accomplishment of the considered criteria. In that sense, the present work proposes a computational solution that automatizes the task of student teams building. Specifically, it was approached as a multi-objective combinatorial optimization problem, which was solved using a Pareto Dominance-based algorithm. In order to validate the proposal we performed several computational experiments involving real case studies from the English subject of three careers at the Technical State University of Quevedo. Results show that the proposed approach is able to build balanced teams according to the considered criteria.

show abstract

“…Generally, engineering faculty view teaming skills as valuable to engineering students and collaborative learning provides an opportunity for students to practice professional skills while in college. Additionally, multiple studies have identified teamwork as one of the most valued and necessary skills for college graduates, as the majority of engineering employers want engineering educators to focus on developing students' teaming and collaboration skills [7] . Despite the clear emphasis on teamwork in engineering and the increasing use of student team projects, our understanding of how to support engineering students to develop these skills is limited [1] .…”

Section: Introductionmentioning

confidence: 47%

Using Case Studies to Enhance the Critical Thinking Skills of IE Students

Alexandra

Cross

King

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

The most challenging aspects of teaching probability and statistics to engineering students are the theoretical nature of the topic and the disconnection of the material taught with real-world engineering problems. Although the engineering curriculum in most cases has been updated and expanded to incorporate group work and project-based learning, most of the mathematical oriented courses are still taught in a passive manner.Our goal is to enhance students' critical thinking by integrating case studies to our introductory course in probability and statistics. This is typically a sophomore-level core course in the industrial engineering curriculum. Students who complete this course, should be able to understand the role of uncertainty in engineering models, apply critical probability concepts (e.g. independence, expectation, variance), identify and analyze discrete and continuous random variables, and formulate and conduct statistical analyses of observed data.One key innovation that we implemented is the introduction of real-world data-driven case studies. We wish to expose our students to engineering problems that will help them relate the material taught in class with their own major. The primary enabling technology is statistical programming with Python. The case studies are introduced as group assignments and are motivated in class or discussion sessions. Students select their own groups and in the end of each case study, they do a peer-evaluation in order to assess the degree of in-group collaboration. In this way, students build valuable competencies, such as problem solving, critical thinking, and collaboration. We have also updated the way the students are being evaluated; therefore, case studies are graded based on rubrics that clearly communicate our expectations to the students. Finally, to track the progress and evaluate the success of the above innovations, we have created an attitudes survey (beginning/end of the semester) and an informal early feedback survey (middle of the semester).

show abstract

Developing and assessing college student teamwork skills

Abstract: This chapter describes research on team member contributions to overall team effectiveness, and various applications of this research to developing and assessing teamwork by students on team and group projects and assignments.

Cited by 111 publications

References 19 publications

Are We Collaborating Yet? Employee Assessment of Peer’s Perceptions

Are We Collaborating Yet? Employee Assessment of Peer’s Perceptions

Creación automática de equipos de estudiantes universitarios: una experiencia desde la asignatura Inglés / Automatic Building of University Student Teams: an experience from English subject

Using Case Studies to Enhance the Critical Thinking Skills of IE Students

Contact Info

Product

Resources

About