Questions from Lane Sherman’s Session Managing conflict (quick resolution)? Strategies for team effectiveness? Assessing teams?

Questions from Lane Sherman’s Session

Managing conflict (quick resolution)?

Strategies for team

effectiveness?

Assessing teams?

Icebreaker

Teamwork at RRU(Gergen 2009; Michaelson et al, 2002)

LTM – Philosophy

Program - Outcome

Course - Activity

Based on research from 2015

How can the Coaching and Counselling Centre better

understand how stakeholders define ‘success’ in student teams

and subsequently improve its ability to provide support to

these learning teams?

What are the attributes and processes of teamwork in the

context of a successful student-learning team at RRU?

Inquiry Approach

• Qualitative Approach– Action research engagement (ARE) (Rowe et al, 2013)

• Participants – 19: 10 BAPC students, 3 BAPC admin/faculty, 6 support

services professionals (CTET, Student Services)• Method– Qualitative, (Survey, Focus Groups)

• Data Analysis– Iterative (Descriptive → Thematic)

Descriptive Summary of Findings

Factor

Support Service

Staff Focus Group

BAPC Staff and Faculty Focus Group

BAPC Student Survey

Total Responses

n=6 n=3 n=10 n-19 # % # % # % # %

Cultural Diversity Of Teams 4 67% 2 67% 0 0 6 32%

Professional Practices Of Faculty And Staff

3 50% 2 67% 1 10% 6 32%

Designing For Learning About Teamwork

3 50% 3 100% 5 50% 11 58%

Characteristics Of Successful Teams

6 100% 3 100% 3 30% 12 63%

Dimensions Of Team Success

6 100% 3 100% 6 60% 15 80%

Making Sense of Team Success

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 (+)

4 Square

From groups to teams

Typology of group work (Bedwell et al, 2013)

Provisional progression of group work (Johnson & Johnson, 1999)

Coordination Cooperation Collaboration

Collaboration

Teamwork

Cooperation

Coordination

Provisional Answers

Managing conflict

• Aligning teams across dimensions

Team effectiveness

• Promoting high epistemology, pro social

Assessing teams

• HE/Pro Social = exceeds expectations

Dialogue…

Next sessions…

Session 2 – November 2, 9:00-10:30 am • Learning in community

– knowledge processes and team success

• Designing for successful learning

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