knowledge creation through cooperative learning & team projects

Knowledge Creation Through Cooperative Learning and Team Projects: Faculty Motivation and Instructional “Best

Practices”Deborah Calhoun, Ph.D.

Business and Economics DepartmentNotre Dame of Maryland University

[email protected]

@ACBSPAccredited #ACBSP2016

Presentation Plan

• Why teach Teamwork & Teaming? • Theoretical Foundation: Experiential Learning,

Groups & Teams

• Literature Review: Cooperative Learning & Teamwork

“Best Practices”

• Post-secondary Faculty Study: Overview and Results

• Implementation Recommendations

Why teach teamwork & teaming?


The Importance of Learning Teamwork: Employers

Increase workforce readiness of graduates

• 96% - Important for college grads to work collegially• 67% - Want more emphasis on teamwork in college• 39% - College graduates teamwork-prepared • 70% of US manufacturers use work teams • 80% of Fortune 500 Companies indicate > 50% employees work

in teamsThe quality of collaboration has a positive impact on creativity and team performance*

@ACBSPAccredited #ACBSP2016(Hart, 2008, 2010, 2013 ) *(Barczak, Lassk, Mulki, 2010)

The Importance of Learning Teamwork: Higher Education

Improve Student Learning Outcomes • Satisfy discipline specific accreditation

requirements• Interpersonal skill development for leadership • Significantly enhance student learning of

academic content *• Empower students to engage in knowledge

creation**@ACBSPAccredited #ACBSP2016

*(Johnson & Johnson, 2012)

**(Kolb & Kolb, 2005)

Theoretical Foundation: Experiential Learning Groups versus Teams


Experiential Learning Cycle“Learning is the process whereby knowledge is created through the transformation of experience”


(Kolb, 1984)

Group or Team: Aren’t they the same?

A group is “a collection of individuals working together to

accomplish a task who may or may not be cooperating with each other”A team is “a small number of people with

complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable.” @ACBSPAccredited #ACBSP2016(Katzenbach & Smith, 2005)

Differences Between Student Groups and Teams

Head of BuffaloGroup

Flock of GeeseTeam

One Dominate Leadership(Vision & Decisions)

Shared

Fixed Structure FlexibleCompetitive Relationships Cooperative

Individual - Sum of Parts Performance Synergistic - Sum of PartsIndividual Accountability Individual & SharedTechnical Skills Required Technical & Interpersonal


Moving from Student Group to Team

(Tuckman, 1965)

Literature Review: Cooperative Learning Teamwork “Best Practices”


Student Team Projects Often Fail Due to Product Focus


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Teaching Teamwork to College Students: Literature Review Highlights

Most faculty expect student groups to develop into collaborative teams “naturally,” without faculty involvement. This frustrates students.

• Explicit instruction in team building and regular group discussions about team effectiveness significantly increase likelihood of team success.

• Team knowledge and training should be reinforced throughout the academic program; effective teamwork skills can take years to develop.

The biggest challenge for professors who choose to use team-based learning is that of creating effective group assignments.

(Sashittal, Jassawalla, & Markulis, 2011; Chen, Donahue, & Klimoski, 2004; Colbeck, Campbell,&Bjorklund, 2000; Deeter-Schmelz, Kennedy,&Ramsey, 2002; Eby & Dobbins, 1997; Ettington & Camp, 2002; Holmer, 2001; Markulis, Jassawalla, & Sashittal, 2006; McKendall, 2000; Nordberg, 2008; Oakley, Felder, Brent, & Elhajj, 2004; Ruiz-Ulloa & Adams, 2004; Michaelsen & Knigth, 2002;Pfaff & Huddleston, 2003; Smith, 2011 )

Cooperative Learning and Teamwork Instructional “Best Practices”

#ACBSP2016(Chapman & Van Auken, 2001; Sashittal, Jassawalla, & Markulis, 2011; Vik, 2001, Ettington & Camp, 2002; Hansen, 2006; Lewis, Aldridge, & Swamidass, 1998; McCorkle, Reardon, Alexander, Kling, Harris, & Lyer, 1999; McKendall, 2000; Oakley, Felder, Brent, & Elhajj; 2004; Colbeck, Campbell, & Bjorklund, 2000; Hansen, 2006; Jones, 1996; Klein, DiazGrandados, Salas, Burke, Lyons, & Goodwin, 2009; McKendall, 2000; Prichard & Ashleigh, 2007; Smart & Csapo, 2003; Sweet & Michaelsen, 2007)


Post-secondary Faculty Study: Overview and Results

Research Problem & Questions

Research Problem: Students are graduating college without the teamwork skills American employers expect and desire despite more faculty assigning cooperative work and team assignments.

Subset of Research Questions:1) What is the faculty motivation for including cooperative work

groups and/or team projects in course curriculum?2) How closely does the structure and management of cooperative

work groups and team projects align with teamwork and cooperative learning instructional “best practices” in the literature?


Research Sample Summary

377 FT faculty from 10 MD Colleges & Universities with < 5,000 Students and a Faculty to Student Ratio of <17:01 (7 Private, 2 HBCUs, 2 Catholic, 1 Women’s)

40.5% Male and 59.5% Female 42% Tenured 82% Earned Doctorate

Academic Disciplines: 14% Healthcare24% Science, Math, Computer Science18% Business &Education14% Social Science30% Humanities

Response rate 30% @ACBSPAccredited #ACBSP2016

Faculty Use of Cooperative Work Groups

and Team Projects


Findings: Use of Cooperative Groups

and Team Projects

Faculty who:• do not have tenure and < 7 Years FT teaching are more likely to use

cooperative groups. • teach adult students are more likely to assign team projects. • teach fewer courses per year make greater use of cooperative

groups and team projects. • work at institutions where teaching is valued > faculty scholarship -

are NOT more likely to utilize cooperative groups or team projects in classes.


Findings: Faculty Rational for Using Cooperative Groups and/or Assign Team

Projects• 95% - To enhance student learning of course content &

teamwork skills • 88% - To allow students to gain experience relevant to

the work world and enhance student creativity• Only 17% - To reduce grading load


Majority of Faculty do not Follow Cooperative Learning or Teamwork

Instructional “Best Practices”Only 3 of 20 “Best Practices” were used by > 50% of faculty who use cooperative learning / team projects• 31 faculty (8.2%) did not employ any of the

instructional “Best Practices” • Only 10 faculty (3.6%) utilized 16 (80%) or more

of instructional “Best Practices”

Faculty Focus Little on Teamwork Skills Development

Most Used Instructional "Best Practice”• 41% Ask students to set milestones and deadline• 40% Ask students to set formal team goals• 40% Ask students to set ground rules for team participation

Least Used Instructional “Best Practice”• 11% Ask students to develop team contract / charter• 17% Require students to work with same group all semester• 20% Require students to read and discuss materials on

teams


Teamwork Study Conclusions

Cooperative work and team projects assigned are frequently ineffectively designed and implemented leading to ineffective teams and negative student attitudes toward teamwork.

• Students are often assigned to teams in courses with little faculty forethought and insufficient team training, coaching and/or team building.

• Many faculty don’t realize they lack adequate teamwork knowledge and familiarity with instructional “best practices” to be effective teachers of teamwork.

• The majority of faculty do not understand that the development of effective teamwork skills in students takes time, education, training, and coaching.



Implementation Recommendations

What should be included in student team contract?

• Team Name & List of Members• Team values, goals & expectations • Procedures for team communication and management• Consequences if someone fails to follow the agreed upon

procedures or meet expectations• Milestone project plan & timetable (includes team

celebrations)• Member signatures to assure consensus


Professor Evaluate Student Participation

#ACBSP2016

#ACBSP2016

Multiple Peer Evaluations Performed

Collaboration Feedback FormTeam Name

Team members NAME

Evaluate each member in

worksheet labeledSelf [Team member #1] 1Team member #2: 2Team member #3: 3Team member #4: 4Team member #5: 5Team member #6: 6Team member #7: 7

Criteria Rate each team member on the following attributes Rating ScaleCooperative Learning Arrives on time and remains with team during activities Always

Demonstrates good balance of active listening and participation Usually

Asks useful or probing questions Sometimes Shares information and personal understanding RarelySelf-Directed Learning Is well prepared for team activities Never

Shows appropriate depth of knowledgeIdentifies limits of personal knowledgeIs clear when explaining things to others

Interpersonal Skills Gives useful feedback to others Accepts useful feedback from others Is able to listen and understand what others are saying Shows respect for the opinions and feelings of others

#ACBSP2016

Interdependence Designed into Quizzes

Readiness Assurance Test (RAT)

Step 1: Individual Quiz / RAT Step 2: Team Quiz / RAT Step 3: Written Appeal with Teammates Signatures


Classroom ActivitiesMichaelsen’s NDMU Graduate Leadership

Instructor scores individual RATs Individuals score RATs in team processTeams process without intervention Instructor overtly mentors team processWriting appeals to RATs Deconstruct risk taking and decision makingMini-lecture Spontaneous response to team inquiriesApplication team exercises in class Values, leadership, or organic cases in classInstructor summation ends class Individual summation with instructor responseConsolidated peer evaluation Instructor evaluated self and peer feedback

Bloom’s Taxonomy and Team Learning

Cognitive Affective

Assign or allow students to select team members based on learning objectives and project timeframe but prohibit groups larger than 7 students.Keep student teams together for the entire semester and provide class time for group work. Require student teams to develop and turn-in a team contract/charter early in the semester and require that it be refined as the semester progresses. Provide several opportunities throughout the semester for students to reflect on individual as well as team strengths and weaknesses and encourage students to celebrate team accomplishments.Provide guidance and coaching to student teams throughout the semester. Connect student grades to individual contributions, team process, and the final product. Provide explicit instruction in teamwork, team building and interpersonal skill development including the use of an ice-breaker activity and team building exercises.Design team assignments which require high-level thinking skills and interdependence among team members to complete successfully.

Faculty who follow cooperative learning and teamwork instructional “Best Practices” ….

Assign or allow students to select team members based on learning objectives and project timeframe but prohibit groups larger than 7 students.Keep student teams together for the entire semester and provide class time for group work. Require student teams to develop and turn-in a team contract/charter early in the semester and require that it be refined as the semester progresses. Provide several opportunities throughout the semester for students to reflect on individual as well as team strengths and weaknesses and encourage students to celebrate team accomplishments.Provide guidance and coaching to student teams throughout the semester. Connect student grades to individual contributions, team process, and the final product. Provide explicit instruction in teamwork, team building and interpersonal skill development including the use of an ice-breaker activity and team building exercises.Design team assignments which require high-level thinking skills and interdependence among team members to complete successfully.

“Teamwork means less me and more we!”

@ACBSPAcc #ACBSP2016

Questions?References

Atherton, J. S. (2011). Learning and teaching: Bloom’s taxonomy. Retrieved from http://www.learningandteaching.info/learning/bloomtax.htm

Hart, P. D. (2008). How should colleges assess and improve student learning? Washington, DC: Association of American Colleges and Universities. Retrieved from http://www.aacu.org/leap/employer_poll.cfm

Michaelsen, L. (2012). Team Based Learning. Retrieved from : www.teambasedlearning.org

http://www.learningandteaching.info/learning/bloomtax.htm

http://www.learningandteaching.info/learning/bloomtax.htm

http://www.aacu.org/leap/employer_poll.cfm

http://www.aacu.org/leap/employer_poll.cfm

http://www.teambasedlearning.org/

Synthesis of UnderstandingLeaders Know Educators Know

Guide team processes and outcomesInstruct team interaction explicitlyDevote class time to team work and trust

Trust and interdependence Interdependent assignment designTeam longevity (1-2 years optimal) Team consistency (full term)Mutual accountability Self and peer feedback and evaluationClear purpose/performance monitoring Team contractTen or fewer members Seven or fewer membersTeam and individual rewards Grade team process and outcome

Curriculum DesignTeamwork and NegotiationBefore AfterAssumed interdependence Interdependence designed IN2-3 general team skills development 1 specific skill every week all termClassic RAT (every 2-3 weeks) Piebald RAT (1 per month)One mid-term team assignment Two team assignments (midterm & end)2/3 interactive lecture and 1/3 team 1/3 interactive lecture and 2/3 teamEnd of project peer evaluation Periodic peer and team evaluationsMBTI MBTI, interpersonal skills assessmentMany pieces aggregated Explicit context for all elements

Questions or Comments?

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