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Exploring The Effect of Exploring The Effect of Team Leaders Who Are Team Leaders Who Are Autonomous Learner in Autonomous Learner in

Enhancing Team Learning Enhancing Team Learning within Construction within Construction Management ClassesManagement Classes

Mohamed El-Gafy and Keith RahnDepartment of Technology

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Thanks !!!!Thanks !!!!

• This Project was funded by the CTLT Teaching-Learning Development Grant

• Special Thanks to:– Dr. Kathleen McKinney– Beth Welch

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Presentation OutlinePresentation Outline

• Previous work for Construction Management Classes

• Enhancing Team Learning• Problem Statement• Research Questions• Methodology & Analysis• partial Results• Future Directions

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Autonomous Learners

The construction industry

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When you develop a CM Course?When you develop a CM Course?Do you want to do for:Do you want to do for:

A TEAM• learning form each other• helping each other • communicating• sharing troubles and success• have fun

An Individualist• no need for communication• I can do it my own way• in isolation

OROR

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Team Learning/TeachingTeam Learning/Teaching in in Construction Managment ClassesConstruction Managment Classes

0102030405060708090

Read ListenSee

audio-visuell

Say Do

Tell me and I forget

Teach me andI remember

Involve me and I learnBenjamin Franklin

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Teamwork in Construction Teamwork in Construction ManagementManagement

• Only the best for C.M. DREAM TEAM

• Find an appointment for all of them

• Strong individuals for an excellent team

• Create Team culture

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Enhancing Team Learning !!!Enhancing Team Learning !!!

• Literature suggests that the leader’s character plays a significant role in guiding outcomes from a team (Carroll & Edmondson 2002, Cohn & Baily, 1997)

• this study considers Enhancing Team Learning within Construction Management Classes by assigning Autonomous Learners to team leadership positions

Autonomous Learners

Want to relate new concepts with their own experiences

Develop a high degree of autonomy Ask critical questions and want

to understand

Take ownership of their learning Have many responsibilities Show preferencies in learning styles Are involved in different networks

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A Model of Team A Model of Team LearningLearning

SAFETY(if I take a risk on this team, I won’t be hurt)

EFFICACY(if we try we will succeed)

LEARNING ORIENTED BEHAVIORS (discussing mistakes and feedback, reviewing progress, in the team)

EXTYERNAL COMMUNICATION

TEAM PERFORMANCE

Source: XXXXXXXX

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Problem StatementProblem Statement

• The problem can be stated in simple terms: Too many teams do not learn.

• With the implementation of new construction methods, Construction management students must develop and use techniques which will foster teamwork in each project job-site.

• Failure to establish collaboration team environment can be detrimental to the success of the project.

• The major research question of the proposed study is the following: How does an autonomous learner leader affect team learning with a construction project?

• The study also investigates a team leader’s attributes within the construction management classes- such as desire to learn, personal initiative, resourcefulness, and persistence- to enhance the team performance

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Problem StatementProblem Statement

• The research uses multiple methods to examine behavioral processes of team work and to test a model of team learning.

• The model specifies that shared tacit perceptions related to interpersonal trust and team efficacy affect the degree to which teams engage in learning-oriented behaviours.

• We developed a model of team learning in which shared perceptions among team members about the team social environment affected the team ability to learn. This Study was designed to Test the relationship that make up this model.

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Research Questions:Research Questions:

• Are the core constructs in the team learning mode, team safety and team efficacy, legitimate group-level constructs?

• Do team mental models of safety and efficacy facilitate team learning behaviors?

• Does Team learning facilitate team performance?

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MethodologyMethodology

• Research Site: “Construction Management and Administration (TEC 394)”

• Study Sample: XXXXX ( ask Keith)

• Research measures: – Quantitative: Learning Styles Survey & Team Learning Survey

– Follow Up Qualitative : Direct Observation sheet

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MethodologyMethodology

Research Questions AnalysisQ1: Are the core

constructs in the team learning mode, team

safety and team efficacy, legitimate group-level

constructs?

One-way ANOVA & Interclass correlation Coefficient… assess team members agree and teams

vary

Q2: Do team mental models of safety and efficacy facilitate team learning

behaviors?

Run Zero-order correlations as first

check. Then run a series of regression analysis

with group level data set

Q3: Does Team learning facilitate

Run Zero-order correlations as first

check. Then run a series of regression analysis

with group level data set

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Results Results ( Intraclass Correlation ( Intraclass Correlation Coefficient)Coefficient)

Variable Intraclass R

Team Composition

Team Integrity

Task Design

Direction ( Time and effort spent clarify)

Safety

Efficacy

Team Leader Directional Setting

Team Leader Coaching

Team Leader Facilitation

Group Process

Team Performance Outcomes

Internal Motivation

Job Involvement

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Future DirectionsFuture Directions

• Complete the Zero-order correlations and run the regression analysis with group level data sets. ( This seems to take for ever)

• Use the Qualitative “Observation” Data to support ( or contradict) with the quantitative analysis.

• Run a second round of data collection ( with controlled group) and compare the data.

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Any Questions?Any Questions?

Thank YouThank You