Teaching Teams to be Teams: An Exercise Using the Myers-Briggs® Type Indicator and the Five-Factor Personality Traits —

Clinebell, Sharon; Stecher, Mary D.

doi:10.1177/1052562903027003006

Cited by 47 publications

(48 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As has been argued in the literature review, this type of assessment cannot be rushed. The study of Clinebell et al, (2003) indicates that students need sufficient time to become familiar with each other, and to set up proper group processes. A group project crammed into a six or even a ten-week cycle is unlikely to be a valuable learning tool.…”

Section: Discussionmentioning

confidence: 99%

Group assessments: dilemmas facing lecturers in multicultural tertiary classrooms

Strauss

2007

Higher Education Research & Development

View full text Add to dashboard Cite

Group assessments: Dilemmas facing lecturers in multicultural tertiary classrooms'Group is good, and group is good for curing all social ills' was the cynical observation of one of the lecturers in this study. Her comment reflects the uneasiness of lecturers at tertiary institutions with the notion that the educational advantages of group assessments far outweigh the disadvantages and that such an approach promotes the integration of minority groups in multicultural universities. In this article, we reflect on the dilemmas facing lecturers in multicultural tertiary classrooms when they adopt group assessment as a means of evaluation and highlight those challenges which often jeopardise the successful implementation of this type of practice.Keywords: group assessments; implementation; lecturers; multicultural; tertiary BackgroundThere is much research to support the contention that group work, or co-operative learning, is an effective tool for improving academic performance (Johnston & Miles, 2004;Karakowsky & McBey, 2001;Johnson, Johnson & Smith, 1998a, 1998bLejk, Wyvill & Farrow, 1997;Zhining, Johnson & Johnson, 1995). Researchers argue that students are involved in tasks that could not be attempted alone; multiple skills are brought to bear on problems and conflicting views are aired and considered (Young & Henquinet, 2000;McCorkle, Reardon, Alexander, Kling, Harris & Iyer, 1999;Gatfield, 1999). Olivera and Straus (2004, p.455) suggest that working in groups "fosters transfer of learning to individuals" and that this transfer can be attributed mainly to the "cognitive elements of group interaction". While the benefits of group work are clear, there is a need to differentiate between co-operative work and collaborative work, particularly when group assessment is involved. Panitz (1996) contends that lecturers move uneasily between the tenets underpinning co-operative learning and those that support collaborative learning. According to Panitz and Brufee (1995) an important difference between the two approaches appears to be the teacher's authority. In co-operative learning, teachers assume much responsibility. Bruffee (1995, p.16) notes they 'intervene frequently and randomly in the work of the groups'. In the collaborative approach, group governance 'remains as much as possible in the hands of the students' (Bruffee, 1995, p.17). Bruffee argues convincingly that the former approach, while suitable for students at school, is too restrictive for tertiary students and that the lecturer's vigilance in ensuring accountability undercuts one of the principal aims of tertiary education: that of shifting authority from lecturer to student groups. He points out (1995, p.18) that the controls imposed by co-operative learning 'are likely … to frustrate and discourage adolescents and adults by leaving in place, unquestioned, the hierarchical social structure of traditional learning'. Bruffee further asserts that 'self-governed peer relationships' are the advantages to be gained from collaborative learning but concedes tha...

show abstract

Section: Discussionmentioning

confidence: 99%

Group assessments: dilemmas facing lecturers in multicultural tertiary classrooms

Strauss

2007

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…Knowledge of team member's personality types helps to understand team member behavior, managing the dynamics of the team and to know how team members interact well in a group setting to accomplish the task [35]. Previous studies found correlations between individual personality and performance on a team [2] [11].…”

Section: Team Formation Personality and Team Performancementioning

confidence: 99%

A Team Formation Framework for Managing Diversity in Multidisciplinary Engineering Project

2017

View full text Add to dashboard Cite

Abstract-Team formation is one of the essential elements in constructing effective teamwork of any team size that requires different skill sets. Diversity in team encourages students to challenge and compete with one another while searching for new ideas, which in turn can lead to a better team performance. In a well-functioning diverse teams, the students who performed poorly may gain benefit by observing how excellent students approach the assignments. They may also benefit by getting advice and assistance from the excellent students. Studies have shown that Malaysian university graduates lack of team skills. The purpose of this paper is to propose a framework for forming a diverse multidisciplinary team among engineering undergraduates based on selected criteria such as individual personality type, gender, and other relevant demographic information. The proposed framework can also be used to design an automated team-formation system based on the identified metrics. The purpose of the framework is to consolidate the existing team formation literature, and to develop and test interventions for maximizing individual member and team performance as a whole that makes an effective team. For this study, a multidisciplinary approach was used where first year engineering students from three different faculties, namely Faculty of Electrical Engineering (FKE), Faculty of Mechanical Engineering (FKM), and Faculty of Biosciences and Medical Engineering (FBME) at Universiti Teknologi Malaysia (UTM) worked on an innovation project using the Conceive, Design, Implement, and Operate (CDIO) framework. Keirsey Temperament Sorter was used as an instrument to identify an individual's personality type.

show abstract

“…In another study, Cooper and Miller (1991) were able to gain insight into how well or misaligned student learning style preferences are to faculty teaching styles. Another positive outcome of the personality profile application in educational settings is in raising students' awareness of personality and learning preferences, and thereby fostering more effective learning in general, and especially in the context of group or teamwork (Amato & Amato, 2005;Clinebell & Stecher, 2003;Goby & Lewis, 2000;Page & Donelan, 2003;Rideout & Richardson, 1989).…”

Section: How Students Learn: Personal Attributesmentioning

confidence: 99%

Guiding a diverse mix of first-year business students: implications for university administrators, instructors and students

McGovern

Lockhart

2015

Tertiary Education and Management

View full text Add to dashboard Cite

This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.

show abstract

Teaching Teams to be Teams: An Exercise Using the Myers-Briggs® Type Indicator and the Five-Factor Personality Traits —

Cited by 47 publications

References 19 publications

Group assessments: dilemmas facing lecturers in multicultural tertiary classrooms

Group assessments: dilemmas facing lecturers in multicultural tertiary classrooms

A Team Formation Framework for Managing Diversity in Multidisciplinary Engineering Project

Guiding a diverse mix of first-year business students: implications for university administrators, instructors and students

Contact Info

Product

Resources

About