Teamwork: effectively teaching an employability skill

Abstract

Purpose -The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach -A three-phase approach to teaching teamwork was introduced. Tuckman's model of team development was explicitly taught and used as the conceptual framework for the student teamwork process. Assessments were constructively aligned to address team skills and engage students in team processes. A questionnaire was developed to guide team member expectations of teamwork. Two online surveys tracked the development of student team skills and were used in feedback loops for student learners and facilitators. The use of reflective weblogs provided insights to student perspectives. Findings -Student engagement in teamwork was aided by the use of team surveys to assist students to explicitly make connections with the generic skills underpinning effective teamwork and a questionnaire to establish team norms. The teaching strategies employed developed a greater level of awareness in students, contributing to the development of their team skills. Practical implications -The student experience of working in teams can be enhanced by providing a clear, conceptual framework for developing team skills. The teaching practices implemented can be replicated and address student perceptions of working in teams in order to effect positive change and develop transferable team skills. Originality/value -The case study highlights the applicability of explicitly teaching team skills to positively enhance the student experience in a unique generic skills programme.

Trabalho em equipe e colaboração: oportunidades de pesquisa com estudantes de Design

“…O RAP é composto por um questionário de múltipla escolha (tipicamente 10-20 questões) que atesta a compreensão de conceitos fundamentais dentro de um módulo de aprendizagem, sendo que os alunos realizam a leitura individual de textos introdutórios ao assunto antes da avaliação (GILLESPIE, 2012). Outro instrumento utilizado por vários estudos (KEMERY;STICKNEY, 2014;RHEE;PARENT;BASU, 2013;CARVER;STICKLEY, 2012;RIEBE et al, 2010) e defendido pela literatura de referência sobre o trabalho em equipe é a avaliação por pares, ou seja, quando os próprios alunos avaliam uns aos outros dentro de um grupo. Estes instrumentos, tanto os testes RAP quanto avaliação por pares, poderiam fazer parte de uma pesquisa com grupos de estudantes de Design, como parte do processo de avaliação de desempenho individual e de grupo, da mesma maneira que os autores os utilizaram.…”

Minority Dissent and Social Acceptance in Collaborative Learning Groups

“…Because teamwork skills are essential for employability in modern organizations (Chen et al, 2004) universities adapted their education programs to include group work (Riebe et al, 2010) in which students can exercise and develop their teamwork skills. Acquiring teamwork skills, however, is not a trivial endeavor as group work in higher education is often marked by conflict and tensions (Kamau and Spong, 2015).…”

A focus on collaboration: Fostering Australian screen production students’ teamwork skills.

“…Several scholars have explored the areas of cooperative learning, collaboration and team building in the university environment (see Johnson & Johnson, 1999;Oakley, Felder, Brent, & Elhajj, 2004;Lobato et al, 2010 andRiebe, Roepen, Santarelli, &Marchioro, 2010); however, this research fails to consider the challenges specific to the screen production student. For example, Caspersz, Skene and Wu (2006) provide useful advice on the formation and management of student teams in the Higher Education Research and Development Society of Australasia (HERDSA) guide 'Managing Student Teams', but these suggestions do not address the hierarchy that is present within student production teams.…”