The Effects of a Team Charter on Student Team Behaviors

Aaron, Joshua R.; McDowell, William C.; Herdman, Andrew O.

doi:10.1080/08832323.2013.763753

Cited by 35 publications

(40 citation statements)

References 33 publications

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“…This type of training has been found to be useful for enhancing team effectiveness (e.g., [12]). A second category of team training involves utilizing a more interactive workshop-style format, wherein team members take part in various group activities, such as having discussions about the team’s purposes and goals (e.g., [13]) or working through case studies together (e.g. [14]).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions

et al. 2017

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The objective of this study was to conduct a systematic review and meta-analysis of teamwork interventions that were carried out with the purpose of improving teamwork and team performance, using controlled experimental designs. A literature search returned 16,849 unique articles. The meta-analysis was ultimately conducted on 51 articles, comprising 72 (k) unique interventions, 194 effect sizes, and 8439 participants, using a random effects model. Positive and significant medium-sized effects were found for teamwork interventions on both teamwork and team performance. Moderator analyses were also conducted, which generally revealed positive and significant effects with respect to several sample, intervention, and measurement characteristics. Implications for effective teamwork interventions as well as considerations for future research are discussed.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions

et al. 2017

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“…Johnson, Johnson & Smith (1991) discuss the importance of having individual and group accountability in team settings such that each individual has specific responsibilities assigned for a project. Many researchers have suggested that the use of team charters can enhance team performance (Aaron et al, 2014;Alnuaimi et. al, 2010;Courtright, McCormick, Mistry, & Wang, 2017;Hunsaker et al,2011;Mathieu & Rapp, 2009).…”

Section: Social Loafingmentioning

confidence: 99%

“…al, 2010;Courtright, McCormick, Mistry, & Wang, 2017;Hunsaker et al,2011;Mathieu & Rapp, 2009). Team charters often include discussing the team's purpose, individual strength and weaknesses, establishing behavioral norms, expectations for communication, assigning responsibilities, providing performance standards and examining how team members will be evaluated and signing the charter (Aaron et al, 2014;Hunsaker et al, 2011;Mathieu & Rapp, 2009). When an instructor places emphasis on the importance of team charters and guides teams in creating a high-quality charter, 20 Journal of Education and Human Development, Vol.…”

Section: Social Loafingmentioning

confidence: 99%

“…8, No. 4, December 2019 teams have been found to have a better experience and outcome (Aaron et al, 2014;Courtright et al, 2017;Mathieu & Rapp, 2009)…”

Section: Social Loafingmentioning

confidence: 99%

“…This work has found that team size, peer evaluations, self-efficacy, need for achievement, need for cognition, individual agreeableness, conscientiousness and identifiable can impact the effects of social loafing (Alnuaimi, Robert & Maruping, 2010;Jassawala, Sashittal & Malshe;Schippers, 2014;Simms & Nichols;2014). Other research has examined the use of team charters to enhance the effectiveness of team performance (Aaron, McDowell & Herdmann, 2014;Hunsaker, Pavett & Hunsaker, 2011;Mathieu & Rapp, 2009). This paper will address the use of team charters and peer evaluations to level the impact of social loafing in team projects.…”

Section: Introductionmentioning

confidence: 99%

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Mitigating the Impact of Social Loafing through the use of Team Charters and Team Evaluations

Johnson¹,

Horn²

2019

JEHD

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In many university courses students work in teams on class activities, papers and projects. Instructors often choose the team method as students will be expected to work in teams in many of their jobs. Team-based activities facilitate cooperative learning which occurs when individuals work together to accomplish a common goal. Collaboration amongst team members can occur in both face-to-face settings and in online environments. Teaching students the skills needed to collaborate in both environments helps prepare students for future jobs in which they may need to coordinate work efforts across different time and/or geographical settings. When students are part of a group, we often find that some students choose not to do their fair share of the work. Social loafing occurs when students are in a group and exert less effort than they would if they were working independently. In order to combat social loafing team charters and team evaluations were used in a marketing course. The instructor provided students with example team charters that have the workload equitably distributed for teams of three to four students. Students then create their own charter that discusses team norms (rules of behavior), assigns responsibilities to different sections of a project, and outlines sanctions for not meeting guidelines in the team charter. Team evaluations are also used in the class so that students can discuss throughout the semester how they perceive the performance level of team members. This paper will discuss the use of team charters and evaluations to level the impact of social loafing.

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