“No one can whistle a symphony. It takes an orchestra to play it.” H. E. Luccock

Abstract

An innovative teamwork training module was developed for business students as part of an Australian Learning and Teaching Council (ALTC) grant supporting the acquisition of generic skills. The module content was based on teamwork theory and research and was delivered in a one-off training session using action learning pedagogy that promoted team development and experiential learning. Initial student feedback indicates that this model of teamwork training has broader applications.

Collaborative Learning with Application of Screen-based Technology in Physical Education

“…Many articles (e.g. Gilson, Maynard & Bergiel, 2013;Kirby, 2011;Snyder, 2010) reported that for some educators it is not always clear how they should teach teamwork skills; therefore, educators may be inadequately prepared to take on the task (Tombaugh & Mayfi eld, 2014). Th is has an impact on both educators and students.…”

A Systematic Literature Review of Teamwork Pedagogy in Higher Education

“…The process of teamwork was discussed in 10 (17.5%) journal articles. Three articles (Kirby, 2011; Pineda & Lerner, 2006; Rapp & Mathieu, 2007) specifically explained and grouped team processes into three main processes: transition, action, and interpersonal. Kirby (2011) related team formation to the transition process, Pineda and Lerner (2006) discussed team goals as a team transition process related to planning, while Rapp and Mathieu (2007) focused on the establishment of team member roles and responsibilities and team charters.…”

“…Many of the articles (e.g., Gilson et al, 2013; Kirby, 2011; McCorkle et al, 1999; Snyder, 2010) reported that for some educators it is not always clear how they should teach teamwork skills, and therefore, educators may be inadequately prepared (Tombaugh & Mayfield, 2014) to take on the task. This has an impact on both educators and students.…”

“…This has an impact on both educators and students. According to Kirby (2011, p. 36), “there has been little consensus amongst academics about how best to teach teamwork.” Many educators are discipline-based scholars and because of this, they may not have had any formal training in teaching methods or be familiar with resources or collaborative approaches to develop students’ teamwork skills (e.g., Hansen, 2006; Kliegl & Weaver, 2013; Sashittal et al, 2011). This is compounded in cases where educators have not themselves experienced adequate teamwork training while completing their own degrees.…”

“…The giving of formative feedback, for instance, is an intervention noted in over one quarter of the reviewed journal articles. However, the high level of commitment involved in giving feedback to students and incorporating a formative feedback process in course redesign (Kirby, 2011) is an additional transaction cost to the educator, potentially for little return. In the review, several alternatives were presented which could reduce these temporal and efficiency-related costs.…”