Team dynamics feedback for post-secondary student learning teams

O’Neill, Thomas A.; Deacon, Amanda; Gibbard, Katherine; Larson, Nicole; Hoffart, Genevieve; Smith, Joel; Donia, B. L. M.

doi:10.1080/02602938.2017.1380161

Cited by 17 publications

(19 citation statements)

References 35 publications

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“…In general, negative effects were attributed to members attending to feedback (and possibly also giving it) during task performance, which interfered with directing cognitive resources toward task completion (e.g., Marler & Marett, 2013;Ostrander et al, 2020). Therefore, the timeliness of feedback with respect to team phases (Marks et al, 2001) may be integral to its effectiveness in virtual teams, and likely all teams (O'Neill et al, 2018;O'Neill, Boyce et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Unpacking the Role of Feedback in Virtual Team Effectiveness

Handke

Klonek

O’Neill

et al. 2021

Small Group Research

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Feedback is a cornerstone of human development. Not surprisingly, it plays a vital role in team development. However, the literature examining the specific role of feedback in virtual team effectiveness remains scattered. To improve our understanding of feedback in virtual teams, we identified 59 studies that examine how different feedback characteristics (content, source, and level) impact virtual team effectiveness. Our findings suggest that virtual teams benefit particularly from feedback that (a) combines performance-related information with information on team processes and/or psychological states, (b) stems from an objective source, and (c) targets the team as a whole. By integrating the existing knowledge, we point researchers in the direction of the most pressing research needs, as well as the practices that are most likely to pay off when designing feedback interventions in virtual teams.

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Section: Discussionmentioning

confidence: 99%

Unpacking the Role of Feedback in Virtual Team Effectiveness

Handke

Klonek

O’Neill

et al. 2021

Small Group Research

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“…Numerous studies have therefore considered mathematical strategies to better ensure the fairness of peer evaluation by limiting possible excesses in individual assessment (Goldfinch, 1994;Ko, 2013;Neus, 2011;Spatar, 2014). The overall results of these studies suggest that group self-evaluation works well and that the beneficial effect on group functioning more than compensates for any problems that may occur (Forsell et al, 2020;Freeman & McKenzie, 2002;Kaufman et al, 2000;O'Neill et al, 2018;Weaver & Esposto, 2012).…”

Section: Collaboration Steered By Group Self-evaluationmentioning

confidence: 99%

Group Self-Evalulation Primes for Autonomous Motivation in Collaborative Learning

kramer¹,

Franc²,

Maricourt³

et al. 2021

Preprint

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We look at group work from a self-determination theory perspective and argue that internalized motivation is the best condition for productive collaboration. A perceived sense of autonomy plays an important role herein. This autonomy is determined by the characteristics of the task and the openness and acceptance of the group. Group dysfunction, or the fear of it, impedes autonomy, even if the task context is fully autonomy supportive. Means of uncovering the functioning of group members could reduce dysfunction or lower the fear of it. Using a full scale intrinsic motivation inventory, we measured the impact of group self-evaluation on the quality of motivation over a 4-year period with a total of 355 participants in a collaborative learning project in high schools (K11). We show that, compared to the control population, students exhibit a much more internalized motivation profile, with effect sizes in the range of medium to large for the different parameters. We conclude that group self-evaluation primes students for autonomous motivation. We suggest that the procedure should be applied systematically in substantial collaborative projects. <br>

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“…The website calculates scores based on the mean of several variables for each of the four CARE dimensions. Evidence for reliability and validity was provided by O'Neill et al (2017). Each dimension is measured using multiple wellvalidated scales (see O'Neill et al, 2017O'Neill et al, , 2020 for further details and relevant references).…”

Section: Team Healthmentioning

confidence: 99%

“…Evidence for reliability and validity was provided by O'Neill et al (2017). Each dimension is measured using multiple wellvalidated scales (see O'Neill et al, 2017O'Neill et al, , 2020 for further details and relevant references). Specifically, communicate involves cooperative conflict management, role clarity, and strategy formulation and planning.…”

Section: Team Healthmentioning

confidence: 99%

“…One of the key challenges in the use of teamwork in the context of higher education is to create a healthy team environment that is conducive for learning and that leads to high performance (Hansen, 2006). A healthy team is one in which team members communicate well, adapt to each other and the context, manage relationships, and capitalize on educational and learning opportunities by working together (O'Neill et al, 2017). A high performing team delivers high-quality output to stakeholders (Hackman, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Team Health and Project Quality Are Improved When Peer Evaluation Scores Affect Grades on Team Projects

2020

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The use of team projects is common in higher education. Teamwork offers an avenue to help students learn to collaborate and develop the interpersonal skills needed for career success. However, student teams are not always effective, which may undermine learning, growth, and development. In the current research, we integrate accountability, valence, motivation, and social loafing theories to advance an understanding of the role of peer evaluations conducted at the end of a team project. We use a state-of-the-art peer feedback system that allows students to assess and evaluate each other on five competencies critical to teamwork. We also used the system for the assessment of overall team functioning. Finally, grades on team projects were collected as a measure of team performance. Over three cohorts and using a total sample size of 162 teams and 873 students, we found that the use of peer evaluations for grading purposes, compared to a control group, promoted effective team member behavior, overall team health, and higher grades on team projects (i.e., team performance). Future research is needed to further investigate the optimal use of peer evaluations in a variety of contexts using a variety of methods.

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Team dynamics feedback for post-secondary student learning teams

Cited by 17 publications

References 35 publications

Unpacking the Role of Feedback in Virtual Team Effectiveness

Unpacking the Role of Feedback in Virtual Team Effectiveness

Group Self-Evalulation Primes for Autonomous Motivation in Collaborative Learning

Team Health and Project Quality Are Improved When Peer Evaluation Scores Affect Grades on Team Projects

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