The structural factors that affect classroom team performance

Abstract

This study was an attempt to identify, through structural equation modeling, the factors that may be involved in the performance of classroom teams. Confirmatory factor analysis was used to study Katzenbach and Smith’s model of “high performing teams”. While it is often difficult for classroom leaders – professors, instructors, etc. – to intervene on an ongoing basis in the process and interpersonal dimensions of classroom or project teams, it may be possible for them to make structural or programmatic interventions that positively affect all teams in their classes. This study attempted to identify those structural factors using Katzenbach and Smith’s model as a basis. Four such factors were identified. The implications of these factors on classroom leaders’ methods are discussed. The study, however, leaves several questions unanswered. These are described and the implications for further research are enumerated.

Learner reflections in virtual vs. blended EAP classes

“…Students were divided into groups of five or six people per group. Groups were chosen to be small since it was believed that small group work provides the opportunity for the learners to discuss content, share ideas and solve problems with others (Kent & Hasbrouck, 2003).…”

Student Project Teams: Understanding Team Process through an Examination of Leadership Practices and Team Culture

“…Furthermore, leadership "must be guided by a realistic vision of what kinds of cultures enhance performance" (Kotter & Heskitt, 1993, p. 12). What we do not know is what happens when students leave the classroom and begin work on their student-led projects; as faculty we see the final product but rarely are privy to the process (Kent & Hasbrouck, 2003). Without understanding the process that students experience from participating in student-led teams, we can not accurately determine what team cultures have the potential to enhance student team performance nor do we know which students may be better suited for assigned leadership roles.…”