Jan 21, 2016
Dimensions of success(Li et al, 2013; Salas et al, 2005; Wenger, 1999)
Outcomes (Performance)
Social processes (communication,
respect, celebration)
Knowledge processes (learning,
reflecting)
Integrating dimensions of success(de Dreu et al, 2008; Schippers et al, 2012; Schippers et al, 2014)
High Stalemates, indecisionDebateIgnoring others’ ideasFacipulatingAdvocacy, deceptionWillingness to disagree IndependenceIndividual reflection
Problem solvingDialogue
Information poolingCollaborative reasoning
Attention to others’ ideasGroup reflexivity
LowSocial loafingInflexible forcing, vetoing
Maintaining harmony Mutual enhancement
Group centredness Directive leadership
Pressure on deviantsPro self Pro social
Social Motivations
Know
ledg
e M
otiva
tions
Supporting success across process dimensions
High epistemic Pro social
Person-based
Need for cognition (+)Openness to experience (+)
Need for closure (-)
Pro social orientation (+)Agreeableness (+)Disposition to trust (+)Cultural collectivism (+)
Situation-based
Accountability to process (+)Preference diversity (+)Strong minorities (+)
Time pressure/urgency (-)Environmental noise (-)Autocratic leadership (-)
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 Cooperation Collaboration
Levels of Support for Teamwork
Learning and Teaching Model
Context, framework, philosophy
Program Design
Developmental models, progressions,
Course Design
Scaffolding, assignments, rubrics
Activity1. 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
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 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
Teamwork as Problem-solving
Teamwork as ResearchGather
Data
F2F Interview
Audio recording
Analyze Data
Online, Asynchronous 1st/In person
In Vivo
Thematic
Synthesize Data
Findings
Conclusions
Recommendation
Report
Outline
Edit for content
Edit for grammar
Final approval
Scaffolding Teamwork
Providing a processDesigning
assignments that support the process
Supporting the process (check ins,
CCC rewards, feedback, coaching)
Building on successful processes
Dialogue…
Final session…
Session 3 – November 30, 10:30-12:00 am• Team assignments• Outcomes• Assessments
ReferencesBedwell, 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.2011.11.007
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 (2nd 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 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