Dimensions of success Li et al 2013 Salas

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Dimensions of success (Li et al, 2013; Salas et al, 2005; Wenger, 1999) Outcomes

Dimensions of success (Li et al, 2013; Salas et al, 2005; Wenger, 1999) Outcomes (Performance) Knowledge processes (learning, reflecting) Social processes (communication, respect, celebration)

Integrating dimensions of success (de Dreu et al, 2008; Schippers et al, 2012; Schippers

Integrating dimensions of success (de Dreu et al, 2008; Schippers et al, 2012; Schippers et al, 2014) Knowledge Motivations High Low Stalemates, indecision Debate Ignoring others’ ideas Facipulating Advocacy, deception Willingness to disagree Independence Individual reflection Problem solving Dialogue Information pooling Collaborative reasoning Attention to others’ ideas Group reflexivity Social loafing Inflexible forcing, vetoing Pro self Maintaining harmony Mutual enhancement Group centredness Directive leadership Pressure on deviants Pro social Social Motivations

Supporting success across process dimensions High epistemic Need for cognition (+) Openness to experience

Supporting success across process dimensions High epistemic Need for cognition (+) Openness to experience (+) Personbased Situationbased Need for closure (-) Accountability to process (+) Preference diversity (+) Strong minorities (+) Time pressure/urgency (-) Environmental noise (-) Autocratic leadership (-) Pro social orientation (+) Agreeableness (+) Disposition to trust (+) Cultural collectivism (+) Cooperative reward system (+) Instructions to cooperate (+) Pro social norms, climate (+) Collective identity (+) Anticipated future interactions (+) Past cooperation (+)

Provisional progression of group work (Bedwell et al, 2013, Johnson & Johnson, 1999) Coordination

Provisional progression of group work (Bedwell et al, 2013, Johnson & Johnson, 1999) Coordination Cooperation Collaboration

Levels of Support for Teamwork Learning and Teaching Model Program Design Context, framework, Developmental

Levels of Support for Teamwork Learning and Teaching Model Program Design Context, framework, Developmental philosophy models, progressions, Course Design Scaffolding, assignments, rubrics

Activity 1. Divide yourselves into groups of three or more. 2. As a group,

Activity 1. Divide yourselves into groups of three or more. 2. As a group, review the sample team assignment provided on the table. 3. As a group, visually represent your understanding of the process student teams use to travel from the instructions for this team assignment to handing it in.

Process Questions How do teams define roles and responsibilities? How do teams distribute the

Process Questions How do teams define roles and responsibilities? How do teams distribute the work? How do teams hold each other accountable? How do teams learn?

Adding Details to Our Process Maps Technology: What technologies do teams use to support

Adding Details to Our Process Maps Technology: What technologies do teams use to support different aspects of their processes? Hot Spots: Where do teams experience conflict? Peering In: Are there opportunities for peering into team processes? Lubricate: Where can we ease the team process?

Common Team Process Principles Equality Synchronicity Distribution

Common Team Process Principles Equality Synchronicity Distribution

Teamwork as Problem-solving

Teamwork as Problem-solving

Teamwork as Research Gather Data Analyze Data Synthesize Data Report F 2 F Interview

Teamwork as Research Gather Data Analyze Data Synthesize Data Report F 2 F Interview Online, Asynchronous 1 st/In person Findings Outline Audio recording In Vivo Conclusions Edit for content Thematic Recommendation Edit for grammar Final approval

Scaffolding Teamwork Providing a process Designing assignments that support the process Supporting the process

Scaffolding Teamwork Providing a process Designing assignments that support the process Supporting the process (check ins, CCC rewards, feedback, coaching) Building on successful processes

Dialogue…

Dialogue…

Final session… Session 3 – November 30, 10: 30 -12: 00 am • Team

Final session… Session 3 – November 30, 10: 30 -12: 00 am • Team assignments • Outcomes • Assessments

References Bedwell, W. , L. , Wildman, J. L. , Diaz Granados, D. ,

References Bedwell, W. , L. , Wildman, J. L. , Diaz Granados, D. , Salazar, M. , Kramer, W. S. , & Salas, E. (2012). Collaboration at work: An integrative multilevel conceptualization. Human Resource Management Review, 22(2), 128– 145. doi: 10. 1016/j. hrmr. 2011. 007 De Dreu, C. K. , Nijstad, B. A. , & van Knippenberg, D. (2008). Motivated information processing in group judgment and decision making. Personality and Social Psychology Review, 12(1), 22 -49. Edmondson, A. C. , Dillon, J. R. , & Roloff, K. S. (2007). Three perspectives on team learning. The Academy of Management Annals, 1(1), 269– 314. doi: 10. 1080/078559811 Gergen, K. (2009). An Invitation to Social Construction (2 nd ed. ). Thousand Oaks, CA: Sage Publications Ltd. Johnson, D. W. , & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice, 38(2), 67. Li, A. , Cropanzano, R. , & Bagger, J. (2013). Justice climate and student justice climate: A closer look. Small Group Research, 44, 563– 592. doi: 10. 1177/1046496413498119

Michaelsen, L. K. , Knight, A. B. , & Fink, L. D. (2002). Team-based

Michaelsen, L. K. , Knight, A. B. , & Fink, L. D. (2002). Team-based learning  A transformative use of small groups. Westport, Conn: Praeger. Pardy, M. (2015). Student success on student learning teams at Royal Roads University (Masters Thesis, Royal Roads University, Victoria, Canada). Retrieved from http: //hdl. handle. net/10170/845. Salas, E. , Sims, D. E. , & Burke, C. S. (2005). Is there a “Big Five” in teamwork? Small Group Research, 36(5), 555– 599. doi: 10. 1177/1046496405277134 Schippers, M. C. , Edmondson, A. C. , & West, M. A. (2014). Team reflexivity as an antidote to team information-processing failures. Small Group Research, 45(6), 731 -769. Schippers, M. C. , West, M. A. , & Dawson, J. F. (2012). Team reflexivity and innovation: The moderating role of team context. Journal of Management, 41(3), 769 -788 Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press