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Module title

Learn the essentials of teamwork, group dynamics, and effective collaboration to excel in coursework and professional settings. Develop employability skills needed for success in a diverse team environment.

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Module title

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  1. Module title Introduction to groups TEAMS

  2. Team coursework • The university describes it as group work • Groups can be less than the sum of the parts • We have adopted the term team work • Teams work together to achieve specific tasks. John Begg, FABE 2

  3. Effective teams… Attributes associated with high performing teams: • Work together • All members are aware of who is doing what • Keep each other informed via regular and clear communication • Members take different roles and responsibilities • Discuss and agree the outputs • Solve problems together • Resolve disagreements amicably • All members help each other to the greatest extent • Keep personal issues from interfering with the team functioning John Begg, FABE 3

  4. Rationale for team work Aligned with The University’s Teaching & Learning Strategy: EMPLOYABILITY-FOCUSED CURRICULUM We will offer a distinctive, challenging and inspiring curriculum designed to develop the capabilities our graduates need to be highly employable, effective practitioners, and to be lifelong learners in a constantly evolving professional world. John Begg, FABE 4

  5. Rationale for team work Aligned with The University’s Graduate Attributes: Literate and effective communicator Able to communicate and work effectively in the workplace in diverse teams. John Begg, FABE 5

  6. Rationale for team work Aligned with The University’s Graduate Attributes: Entrepreneurial • Able to take a responsible role in a team to develop and / or deliver a work-plan and outcomes recognising strengths within the team, and working responsibly for the best outcome (which is likely to have been decided by someone else) • Able to work through co-operation, negotiation and persuasion to effect positive change • Works with trust, respect for differences, and takes responsibility for one’s own role in appropriate and effective communication within the team, including constructive feedback John Begg, FABE 6

  7. Rationale for team work • The accrediting bodies require team work (list here) • You will work in teams throughout your future professional working lives John Begg, FABE 7

  8. Rationale for team work • We can set a more complex task for a team than for individuals to enable the development of higher order thinking • Development of skills • Time keeping, communication, operating as part of an effective team, presenting and defending research finings, questioning findings and seeking clarification, discussing different solutions, problems solving and decision making, learning to take responsibility • Employers value all of the above John Begg, FABE 8

  9. Rationale for team work • Graduate recruiters will not just be selecting on the basis of academic achievement but on a whole range of other factors on the person specification, including teamwork skills • Often for example, graduate selection procedures involve assessment centres where the candidates are given a problem or a discussion topic and are then observed on how they work as a team and interact with each other John Begg, FABE 9

  10. The candidate most likely to be short listed for a second interview or selected for the job is the one who: • Encourages the group to explore their resources relevant to the task that has been given (particular strengths, knowledge, experience of each member) before launching into the task • Clarifies understanding of the task where appropriate • Doesn’t monopolise the conversation but contributes their views in an appropriate way • Draws in reluctant contributors to the discussion John Begg, FABE 10

  11. The candidate most likely to be short listed for a second interview or selected for the job is the one who: • Is confident enough to disagree with other points of view, maybe even the whole team, e.g. if they feel that the group is 'going off at a tangent' and takes the time to explain why they disagree • Doesn’t 'switch off' from the task in hand if their view is not accepted after it has been discussed by the team • Motivates the team to keep going if they start to become despondent or tired • Encourages the team to make optimum use of the time available John Begg, FABE 11

  12. Common benefits • Achieve an objective that an individual may not be able to do alone • Manage time and meet deadlines • Divide work up fairly, so it takes less time to achieve the objective than if an individual was working alone. • Obtain the most from the experience, develop a range of skills, and increase knowledge • Motivate and encourage each other • Share ideas and develop problem-solving skills • Satisfy 'social interaction' needs John Begg, FABE 12

  13. Effective teamwork requires • Clear, agreed objectives • Planning how to achieve objectives • Being committed to the objectives/goals and sticking to agreements • Effective use of team resources • People have different skills • A willingness to communicate • Open discussion and participation by team members. • Members listening to each other • Constructive handling of conflict • Effective leadership • Time taken to review team process • Willingness to change and be flexible John Begg, FABE 13

  14. Additional resources • For more on working in teams, please see Tony Burke’s screencast “Working in Teams” http://www.youtube.com/watch?v=9IQb_XkEEJk&feature=plcp • Effective Teamwork, A Best Practice Guide for the Construction Industry: http://www.constructingexcellence.org.uk/pdf/document/Teamwork_Guide.pdf John Begg, FABE 14

  15. Based on research Academic literature findings: • Deeper learning/acquisition of knowledge/better understanding • Promotes critical thinking and analytical skills • Acquisition of problem solving skills • Acquisition of communication and team work skills/exposure to group dynamics • Preparation for future working environments • Exchange of ideas/engage in discussion. Students exposed to different points of view • Interpersonal and social skills/interaction John Begg, FABE 15

  16. 2012-13 UoW research into team work John Begg, FABE

  17. 2012-13 UoW research into team work John Begg, FABE 17

  18. 2012-13 UoW research into team work • Asked what they would do differently next time, students responded: • Better task delegation • Start earlier/set deadlines/finish earlier • Better time management • More/better meetings • Discuss/check progress John Begg, FABE 18

  19. 2012-13 UoW research into team work • Most useful support measures: • Being allowed to choose own team members • Being given time in class for team meetings • The availability of a tutor during meeting times • Using minutes to keep a record of agreed action points • The team progress and planning exercise • Being encouraged to solve our own problems John Begg, FABE 19

  20. 2012-13 UoW research into team work Acquisition of team-related competencies. Students reported learning how to: -Take on a leadership role -Negotiate with other team members -Manage their time and deliver work on time -Share responsibility and keep agreements -Resolve team-related problems and/or conflicts -Team coursework helped students improve their ability to work as part of a team John Begg, FABE 20

  21. Common student grievances • Concerns around assessment: • 1) Individual input • 2) If required to work as a team, the team process should be assessed • Division of labour: • A team member does not work • Minority does “all” of the work • Team dynamics • Dominant / passive team members • Managing problems / conflict • Difficulty in coordinating meeting time • Managing the meetings John Begg, FABE 21

  22. Common student grievances • This presentation will identify how we have addressed these issues John Begg, FABE 22

  23. Exercise 1 • Form a team of 5 • You will be shown the next slide for 30 seconds • Do not take any notes! John Begg, FABE 23

  24. John Begg, FABE 24 Not to scale

  25. On your own • Identify as many components as you can • Do not discuss this with your team at this point John Begg, FABE

  26. On your own • Count the number of components on your list John Begg, FABE

  27. With your team • Cross check your component list with your team • Form a single list of all of the components recalled by the entire team John Begg, FABE

  28. Team work • Did the team recall a greater number of components than the individuals? • Did the team correctly identify a greater number of components than individuals? • Now apply this to shared research and shared tasks • Teams have a greater potential for effective work John Begg, FABE

  29. In your teams • Discuss your previous experience of teamwork, both positive and negative • What went well, and what didn't go so well and why? What would you do differently? John Begg, FABE

  30. In your teams What have you learnt from this discussion? What can you use to help your team work effectively? John Begg, FABE

  31. Exercise 2 Working as a team: Identify 5 or more characteristics of an ideal team member You might like to think about the experiences that you have just discussed Make a list once you have all agreed John Begg, FABE

  32. Common characteristics • X • X • X • X • X • X • X Any changes necessary? Best 5? John Begg, FABE

  33. Agreed characteristics • X • X • X • X • X John Begg, FABE

  34. What we think important A good team member: • Can be relied upon to inform the team is he/she would not be able to attend a meeting • Can be relied upon to carry out assigned work task before the team meetings • Makes a useful contribution to the team discussion e.g. Thought about the topic in advance of all meetings, provided workable ideas which were taken up by the group, built on others' suggestions • Responds well to instructions/advice/criticism John Begg, FABE

  35. What we think important A good team member: • Is courteous and helpful to colleagues • Is good at solving problems / suggesting solutions to problems • Good at listening to teammates’ ideas and opinions respectfully and gives them careful consideration • Volunteered for tasks, took turns to lead the meeting or take minutes, did not give up when thing became difficult, and encouraged the team to make regular progress. Allowed people to use their skills and did not attempt to dominate the team at the expense of others. Took on different roles as needed, kept group on track. John Begg, FABE

  36. What we think important A good team member: • Paid careful attention to the brief and made sure the team provided sufficient information to answer all of the tasks. Was willing and flexible but focused on the task. • By contributing ideas, completing research and listening to others, and seeking answers to questions, the student obviously increased his/her knowledge of this subject area and learnt how to operate successfully as part of a team. • etc John Begg, FABE

  37. Our assumptions • We learn best when we are personally and actively involved in the learning experience • Knowledge of any kind has more significant when we learn through our own initiative, insight and discovery • Learning is best when we are committed to the aims that we have been involved in setting, when our participation with others is valued and when there is a supporting framework in which to learn John Begg, FABE

  38. Our assumptions • You are here to learn • You are willing to learn • Exposure to teamwork is beneficial • BUT: You need and will receive support John Begg, FABE

  39. Last year’s class agreed characteristics • Reliable & Responsible (Pulling own weight) • Enthusiasm: Hardworking, motivated • Organised • Flexibility & Communication, willing to listen & Act upon feedback (Open minded, cooperation) • Respectful & Supportive John Begg, FABE

  40. Tutor formed characteristics 2011-12 • Regular attendance at group meetings • Contribution and research • Ability to explain research findings to the group • Teamwork and initiative • Attention to the task John Begg, FABE

  41. Any amendments? John Begg, FABE

  42. Q: What have we just done? A: We have established expectations around team behaviour. You may use these characteristics as peer assessment criteria if you wish John Begg, FABE

  43. Team Assessment You will receive a mark from tutors for your portfolio submissions This will reflect the quality and content of your work It is the team reward, as all team members are responsible for the work submitted John Begg, FABE

  44. Common complaint: Unfair! It is unfair that individuals who do more work should receive the same mark as those who do less It is unfair that individuals who do less work should receive the same mark as those who do more We agree! We have set up a peer assessment system to moderate the team mark to reflect individual input. Blackboard > Module Documents > Coursework John Begg, FABE

  45. Peer assessment designed to reflect actual contribution Calculation method: (a) ÷ (b) × (c) • Individual total as per peer assessment form submitted • Team average • Tutor mark Therefore the tutor's mark will be adjusted up or down accordingly = Individual ends up with a mark higher, lower or the same as the tutor mark according to how much their own mark varies from the group average mark John Begg, FABE

  46. Example John Begg, FABE

  47. What have we done? • Identified some benefits of team work • Recognised some problems exits • Identified and agreed on a list of ideal team member behaviour • Agreed that these behaviours will form the basis of peer assessment of the team process • Explained how the final individual coursework mark will be calculated: • A combination of the tutors’ assessment and your own peer assessment • i.e. It will reflect our academic opinion of the technical content and take individual behaviour and performance within the team into account John Begg, FABE

  48. Please note The peer assessment will reward/sanction individual’s team behaviour, performance & contribution It is up to the team as a whole to address the academic quality of submissions It is up to you all to act as responsible team members to work towards a common goal Do we all agree that this method of assessment is a fair way of dealing with individual student’s contribution to the group? John Begg, FABE

  49. CW1: Team Learning Contract It is up to you as a team to formulate and agree your own contract terms • How you will operate as part of a team • Expected behaviours • Roles, rules and procedures • Communication protocols • Meetings and meeting management • Planning, time frames and deadlines • Penalties for non performance/attendance? • Personal and team learning goals? etc John Begg, FABE

  50. Responsibilities and roles John Begg, FABE

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