questions from lane sherman’s session managing conflict (quick resolution)? strategies for team...
TRANSCRIPT
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