Getting More out of Team Projects: Incentivizing Leadership to Enhance Performance

Ferrante, Claudia J.; Green, Steve G.; Forster, William R.

doi:10.1177/1052562906287968

Cited by 44 publications

(22 citation statements)

References 16 publications

(19 reference statements)

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“…This increased attention has spurred research on various aspects of group work, including methods of assessment ͑e.g., Ballantine and Larres 2007;Clinton and Kohlmeyer 2005; Gammie and Matson 2007͒, group reward structure ͑e.g., Ferrante et al 2006;Ravenscroft et al 1995͒, group management processes ͑e.g., McConnell and Sasse 1999͒, and group responsibilities ͑Miglietti 2002͒. As we review below, another area receiving significant research attention is the method of group formation.…”

Section: Prior Researchmentioning

confidence: 99%

Instructor-Assigned and Student-Selected Groups: A View from Inside

Hilton¹,

Phillips²

2010

Issues in Accounting Education

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This paper addresses an issue that most accounting instructors face when assigning group work: does the method of forming groups affect the group experience and, if so, how? Our study provides a student characterization of group formation effects, by examining student experiences as expressed in their own words in written journals. This view from inside the groups reveals subtle group formation effects not apparent in prior studies, and enriches findings derived from quantitative questionnaire responses. The findings from this study are used to create guidance for researchers, instructors, and students.

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Section: Prior Researchmentioning

confidence: 99%

Instructor-Assigned and Student-Selected Groups: A View from Inside

Hilton¹,

Phillips²

2010

Issues in Accounting Education

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“…During group work projects, the process of social learning is promoted through active learning where students can participate through collaboration, networking and experience with applied tasks (Ferrante et al, 2006). There is evidence to suggest that greater social learning can lead to the development of higher order cognitive skills and this can be nurtured within a collaborative, or group-work setting (Ball, 1995).…”

Section: Group Work and Social Learningmentioning

confidence: 99%

Using student group work in higher education to emulate professional communities of practice

Fearon

McLaughlin

Eng

2012

Education + Training

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Purpose -The purpose of this paper is to discuss the value of social learning from group work that emulates a professional community of practice. Design/methodology/approach -A thought piece that first, examines the role of group-work projects as part of social learning, then outlines key arguments for social learning based upon applying a "communities of practice" approach and finally, discusses the experience of a leading UK university in light of Hoadley and Kilner's "C4P" communities of practice framework. Some reflections are offered to help practitioners and academics who wish to adopt a similar approach. Findings -Developing a communities of practice approach using group work can promote social learning and workplace transferrable skills. The authors discussed five main elements of the C4P communities of practice framework in light of a group project at a leading UK university: "purpose" -to emulate an IT consultancy environment and create energy and results as part of the final year group-work project; "conversation and connections" -to promote information exchange between group members through meetings, e-mail, or wikis; "content and context" -drawing upon organisational knowledge and directing groups to improve the quality of project deliverables. Some key reflections include: emulating real world practice helps develop transferrable skills; building membership of a community through simulated teamwork roles encourages motivation; and group leadership helps achieve common purpose. Originality/value -The paper offers a unique insight and applies a communities of practice framework for analysing and developing group work as part of social learning.

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“…If using individual evaluation methods, such as peer evaluations or contribution journals, another way to accomplish this same goal is to give the leaders' peer evaluations or journals more weight in determining each student's project grade than those from the rest of the team. Another incentive system that has been shown to raise team performance and reduce free-riding is to make the leader's grade based on the team's performance and to allow the leader to have a say in the project grade for their teammates (Ferrante, Green, & Forster, 2006). This incentive system mimics the real world, where managers have limited control over the team members but receive a disproportionate amount of credit if the project goes well or a disproportionate amount of criticism if it goes poorly.…”

Section: Choosing Team Leadersmentioning

confidence: 99%

The Instructor's Role in the Student Consulting Process: Working with the Student Team

Teckchandani

Khanin

2014

AMPROC

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Student consulting is offered by many colleges and universities in the United States. These consulting projects are a critical component of the courses in which they are offered. Typically, students work on a consulting assignment in teams. In this paper, we examine how the instructor can help student teams reach their potential by adjusting the team formation process, influencing the selection of team leaders, encouraging teams to delegate responsibilities and providing ongoing support. The implications of the suggested team-building and enhanced instructor engagement strategies for managing the relationship with the client and streamlining the consulting process are discussed. Working on class projects in teams has become expected in undergraduate and graduate courses, and is widely used in business education. Furthermore, many business schools offer student consulting to realworld organizations instead of asking students to complete traditional research projects. Students may spend much of the academic term helping a company address the challenges they are currently facing. The Small Business Institute (SBI) has provided support for many U.S. colleges dedicated to furthering the practice of student consulting. The goals of student consulting projects are complex. They include helping students to learn course concepts more thoroughly as well as developing skills that will help them succeed professionally. In particular, the objective of such courses is to facilitate development of communication skills, problem solving skills, critical thinking skills, interpersonal skills, and teamwork skills (

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Getting More out of Team Projects: Incentivizing Leadership to Enhance Performance

Cited by 44 publications

References 16 publications

Instructor-Assigned and Student-Selected Groups: A View from Inside

Instructor-Assigned and Student-Selected Groups: A View from Inside

Using student group work in higher education to emulate professional communities of practice

The Instructor's Role in the Student Consulting Process: Working with the Student Team

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