Dimensions of success (Li et al, 2013; Salas et al, 2005; Wenger, 1999) Outcomes (Performance)...

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 (+)

Provisional progression of group work (Bedwell et al, 2013, Johnson & Johnson, 1999)

Coordination Cooperation Collaboration

Levels of Support for Teamwork

Learning and Teaching Model

Context, framework, philosophy

Program Design

Developmental models, progressions,

Course Design

Scaffolding, assignments, rubrics

Activity1. Divide yourselves into

groups of three or more. 2. As a group, review the

sample team assignment provided on the table.

3. As a group, visually represent your understanding of the process student teams use to travel from the instructions for this team assignment to handing it in.

Process Questions

How do teams define roles and responsibilities?

How do teams distribute the

work?

How do teams hold each other

accountable?

How do teams learn?

Adding Details to Our Process Maps

Technology: What

technologies do teams use

to support different

aspects of their

processes?

Hot Spots: Where do

teams experience

conflict?

Peering In: Are there

opportunities for peering into team

processes?

Lubricate: Where can we ease the team

process?

Common Team Process Principles

Equality Synchronicity

Distribution

Teamwork as Problem-solving

Teamwork as ResearchGather

Data

F2F Interview

Audio recording

Analyze Data

Online, Asynchronous 1st/In person

In Vivo

Thematic

Synthesize Data

Findings

Conclusions

Recommendation

Report

Outline

Edit for content

Edit for grammar

Final approval

Scaffolding Teamwork

Providing a processDesigning

assignments that support the process

Supporting the process (check ins,

CCC rewards, feedback, coaching)

Building on successful processes

Dialogue…

Final session…

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