Framework for Student Design Teams Effectiveness

EDUCATIONAL SYSTEM & CURRICUA STRUCTURE

INPUT
TASK CHARACTERISTICS
Structure of tasks Team Size Task Type Task Complexity Task assessment criteria

OUTPUT
TASK PERFORMANCE
TEAM LEVEL FACTORS
- Leadership approach & Role structure - Team Contract i.e. rules & norms - Team composition i.e. Diversity/homogeneity of members - Team climate - Cohesiveness - Quality of the submissions - Students knowledge & skills of the content

INTERNAL TEAM PROCESSES

-Coordination -Communication -Brainstorming -Idea selection -Decision making -Problem solving -Conflict resolution

INDIVIDUAL LEVEL FACTORS

Knowledge & Skills Learning Styles Personality Attitudes Motivation

TEAMWORK SKILLS
- Generic Teamwork Skills - Collaborative Design Skills

ATTITUDINAL OUTCOMES EXTERNAL PROCESSES/Teaching Practice & Support Structure

Team formation approaches Teamwork training Monitoring and coaching processes Conflict resolution interventions - Attitudes to Teamwork - Motivation for future collaboration

Framework for Student Design Teams Effectiveness

Framework for Student Design Teams Effectiveness

Framework for Student Design Teams Effectiveness

Framework for Student Design Teams Effectiveness

Framework for Student Design Teams Effectiveness

Framework for Student Design Teams Effectiveness

Framework for Student Design Teams Effectiveness

Framework for Student Design Teams Effectiveness

EDUCATIONAL SYSTEM & CURRICUA STRUCTURE
INPUT
TASK CHARACTERISTICS
Structure of tasks Team Size Task Type Task Complexity Task assessment criteria

OUTPUT
TASK PERFORMANCE
TEAM LEVEL FACTORS
- Leadership approach & Role structure - Team Contract i.e. rules & norms - Team composition i.e. Diversity/homogeneity of members - Team climate - Cohesiveness - Quality of the submissions - Students knowledge & skills of the content

INTERNAL TEAM PROCESSES

-Coordination -Communication -Brainstorming -Idea selection -Decision making -Problem solving -Conflict resolution

INDIVIDUAL LEVEL FACTORS

Knowledge & Skills Learning Styles Personality Attitudes Motivation

TEAMWORK SKILLS
- Generic Teamwork Skills - Collaborative Design Skills

ATTITUDINAL OUTCOMES EXTERNAL PROCESSES/Teaching Practice & Support Structure

Team formation approaches Teamwork training Monitoring and coaching processes Conflict resolution interventions - Attitudes to Teamwork - Motivation for future collaboration

Challenges of Effective Teamwork

TEAM TASK

TEAM PROCESSES

TEAM OUTPUTS

INDIVIDUAL LEVEL FACTORS

TEACHING PRACTICE & SUPPORT STRUCTURE

TEAM LEVEL FACTORS

RESPONSES & STRATEGIES to Challenges of Effective Teamwork

Team Task/Task Characteristics

1. Task structure
Design task to foster positive interdependence.

2. Team size
Explore optimum team size in relation to task type.

3. Task description
Provide teams with adequate descriptions of outcomes and processes (Bacon et al.
1999, p.480).

4. Task assessment
Differentiate between (1) Task Performance i.e. submitted product usually a designed artefact; and (2) teamwork process skills.

Structure design assignments to require independent individual contributions and demand collaboration.

Promote Smaller teams in a conjunctive task, where every team member needs to contribute and to facilitate equal participation (Watkins 2005).

Adopt appropriate methods of evaluating teamwork processes i.e. students reflective statements and selfand-peer-assessment (SAPA).

In Design Teams, consider three to five members, unless a large design task can be subdivided into appropriate smaller design packages.

Apply methods to ensure students perceptions of fair assessment i.e. the use SAPA.

RESPONSES & STRATEGIES to Challenges of Effective Teamwork

INDIVIDUAL LEVEL FACTORS

5. Knowledge and skills
Ensure a variety of students skills and prior knowledge in all teams through teacherassignment approach to team formation.

6. Learning & personality styles

Ensure a diversity of personality types and learning styles in design teams

7. Attitudes & Motivation

Require students to reflect on previous positive and negative experiences of teamwork at the outset of teamwork.

Determine prior knowledge through a quiz on a range of knowledge areas, and open discussion of the spread of scores.

Require students to complete a simple learning style test and discuss the results at the outset of teamwork.

RESPONSES & STRATEGIES to Challenges of Effective Teamwork

TEAM LEVEL FACTORS

8. Leadership & role
Assist students to assign roles within their teams at regular intervals, at different stages of the design process.

9. Team contract
Assist students to draw up and sign a team contract.

10. Team composition

Ensure diversity in teams with regards to gender, culture and past experience through team formation strategies.

11. Team climate

Promote a team climate of inclusiveness, freedom, interpersonal trust and mutual respect (termed psychological safety) through communicating with students and encouraging them to adhere to the team contract.

12. Team cohesion

Ensure team cohesion through positive interdependence. In addition to structuring tasks to allow for independent individual contributions and demand design collaboration, you can:

Encourage students to reflect on their roles at the end of each project stage.

Provide support for students to cope with diversity in teams.

(1) Apply jig-sawing team membership (see (Frey, Fisher et al. 2009))

Require students to discuss appropriate approaches for leadership in their teams.

(2) Promote student-led reciprocal teaching. (3) Encourage the use by teams of project work plans.

RESPONSES & STRATEGIES to Challenges of Effective Teamwork

TEACHING PRACTICE
13. Team formation
Consider forming single-sex teams, If a team cannot have at least two members of one sex. For culturally diverse teams, try not to isolate single members of a culture different from the rest of their teammates. Consider location or where students live to facilitate out-of-class meetings.

14. Teaching teamwork

Teach student teamwork skills: (1) Generic teamwork skills; and (2) Collaborative design skills.

15. Process monitoring & feedback

Create interim steps in a team design assignment for discussing individual and group progress.

16. Conflict resolution

Offer teams intervention forums and try to resolve conflict at the team level.

Provide basic training in teamwork skills for the teaching staff.

Use SAPA or via face-to-face discussions regularly as a tool for process monitoring encouraging team members to give feedback on their own and their teammates performance.

Consider relocating individuals to other teams as a very last resort e.g. in cases of bullying and harassment.

Acknowledge the different characteristics of graduate and undergraduate students and determine the teaching style that suits each cohort.

Preferably choose a neutral person to resolve the conflict e.g. a teacher who is not assessing the students work.

Closely examine team formation approached before adopting one.

RESPONSES & STRATEGIES to Challenges of Effective Teamwork

TEAM PROCESSES
17. Coordination
Encourage teams to coordinate tasks and responsibilities through the use of project plans.

18. Communication
Require teams to negotiate and agree on mediums and rules of communication. Encourage students to consider the advantages of face-to-face communication for complex design negotiations. Ensure students devise rules for communication via sms that recognise the limits and pitfalls it for discussing complex ideas. Teach students the importance of graphic communication i.e. how to use thumbnails, diagrams and partis to communicate ideas.

19. Idea generation & selection

Teach students techniques such as brainstorming for generating ideas in teams. Teach students how to evaluate, test and refine ideas. Encourage constructive feedback skills by requiring students to crit their own work and the work of other teams. Encourage collaborative design interpretation by asking teams to present the work of other teams.

20. Decision making

Teach students some common team decisionmaking models.

21. Conflict resolution

Teach students how to recognise and resolve conflict in a lecture and through a conflict resolution manual. Support students to practice conflict resolution via role-play in workshops that recreate conflict scenarios.

Require students to submit revised project plans regularly updated throughout the project. these as part of final and interim submissions.

Encourage students to consider models other than democratic decision-making.

Gantt charts are a useful medium for recording work plans due to their common use in the construction and other design industries.

Support students to practice consensus building skills and reflect on these teamwork processes in team or in individual design journals.

RESPONSES & STRATEGIES to Challenges of Effective Teamwork

TEAM OUTPUTS

22. Quality of the submitted product (design) and learning of unitspecific knowledge and skills.
Ask students to differentiate in their submissions between individual work and teamwork in interim reviews.

Ensure the final submissions are team submissions and do not identify individual contributions. Use SAPA made at regular intervals of team design projects to individualise marks by generating multipliers of team marks.

23. Learning of generic and collaborative design teamwork skills.

Explore some forms of artefacts that present teamwork skills and ask students to submit these for assessment. Allow students time to work together in class to practice and demonstrate these skills. Give students feedback on these (preferably by teachers trained in teamworking).

24. Attitudes to future teamwork

Ask students to reflect on their experiences of teamwork in a reflective journal at the completion of assignments. Encourage students to reflect on positive team experiences and the strategies that might lead again to these, and of negative team experiences and the strategies that might avoid these in future. Require students to consider the skills they have learned and what skills they need to improve.

Framework for Student Design Teams Effectiveness

EDUCATIONAL SYSTEM & CURRICUA STRUCTURE
INPUT
TASK CHARACTERISTICS
Structure of tasks Team Size Task Type Task Complexity Task assessment criteria

OUTPUT
TASK PERFORMANCE
TEAM LEVEL FACTORS
- Leadership approach & Role structure - Team Contract i.e. rules & norms - Team composition i.e. Diversity/homogeneity of members - Team climate - Cohesiveness - Quality of the submissions - Students knowledge & skills of the content

INTERNAL TEAM PROCESSES

-Coordination -Communication -Brainstorming -Idea selection -Decision making -Problem solving -Conflict resolution

INDIVIDUAL LEVEL FACTORS

Knowledge & Skills Learning Styles Personality Attitudes Motivation

TEAMWORK SKILLS
- Generic Teamwork Skills - Collaborative Design Skills

ATTITUDINAL OUTCOMES EXTERNAL PROCESSES/Teaching Practice & Support Structure

Team formation approaches Teamwork training Monitoring and coaching processes Conflict resolution interventions - Attitudes to Teamwork - Motivation for future collaboration

Team Learning in Architecture and Related Design Contexts

Summary Effective Teamworking

Key Challenges Fair assessment Conflict (^) Free-riding and lack of engagement/participation Authentic replication of the work-place

Solutions SAPA + Assess Teamworking Teach conflict recognition/management + offer conflict intervention SAPA interdependency (Jigsawing) Manage expectations (teach students how to learn) we CANNOT replicate the workplace

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

From questionnaires from 200 students we considered the relationship between: 1. Student satisfaction with PROCESSES and OUTCOMES of teamwork 1. 5 dimensions of teamwork learning that teachers can control: Team size Fair assessment Team formation Teaching of teamwork skills and knowledge Feedback on teamwork skills and processes

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found: 1. No correlation between team size and student satisfaction with the outcome and processes of teamwork.

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found: 1. No correlation between team size and student satisfaction with the outcome and processes of teamwork. 2. Satisfaction with the outcomes and processes correlated highly and significantly with: (1) the presence of free-riders in teams; and (2), student perceptions of whether assessment fairly reflected individual contribution.

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found: 1. No correlation between team size and student satisfaction with the outcome and processes of teamwork. 2. Satisfaction with the outcomes and processes correlated highly with: (1) the presence of free-riders in teams; and (2), student perceptions of whether assessment was fair. 3. Out of the 6 factors considered (team size, fair assessment, free-riders, teamwork teaching, process feedback and team formation), perception of fair assessment had the greatest impact on satisfaction with teamwork outcomes and the second greatest impact on satisfaction with teamwork processes.

Team Learning in Architecture and Related Design Contexts

SAPCA

Team Learning in Architecture and Related Design Contexts

SAPCA

Team Learning in Architecture and Related Design Contexts

SAPCA

Team Learning in Architecture and Related Design Contexts

SAPCA

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found: 1. No correlation between team size and student satisfaction with the outcome and processes of teamwork. 2. Satisfaction with the outcomes and processes correlated highly with: (1) the presence of free-riders in teams; and (2), student perceptions of whether assessment was fair. 3. Out of the 6 factors considered (team size, fair assessment, free-riders, teamwork teaching, process feedback and team formation), perception of fair assessed had the greatest impact on satisfaction with teamwork outcomes and the second greatest impact on satisfaction with teamwork processes. 4. Significant correlations between student satisfaction with teaching on teamwork and student satisfaction with both teamwork product and processes.

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found: 1. No correlation between team size and student satisfaction with the outcome and processes of teamwork. 2. Satisfaction with the outcomes and processes correlated highly with: (1) the presence of free-riders in teams; and (2), student perceptions of whether assessment was fair. 3. Out of the 6 factors considered (team size, fair assessment, free-riders, teamwork teaching, process feedback and team formation), perception of fair assessed had the greatest impact on satisfaction with teamwork outcomes and the second greatest impact on satisfaction with teamwork processes. 4. Significant correlations between student satisfaction with teaching on teamwork and student satisfaction with both teamwork product and processes. 5. Significant correlations between levels of process feedback on teamwork and satisfaction with both the outcomes and processes of teamwork.

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found: 1. No correlation between team size and student satisfaction with the outcome and processes of teamwork. 2. Satisfaction with the outcomes and processes correlated highly with: (1) the presence of free-riders in teams; and (2), student perceptions of whether assessment was fair. 3. Out of the 6 factors considered (team size, fair assessment, free-riders, teamwork teaching, process feedback and team formation), perception of fair assessed had the greatest impact on satisfaction with teamwork outcomes and the second greatest impact on satisfaction with teamwork processes. 4. Significant correlations between student satisfaction with teaching on teamwork and student satisfaction with both teamwork product and processes. 5. Significant correlations between levels of process feedback on teamwork and satisfaction with both the outcomes and processes of teamwork. 6. While students in self-selected teams were significantly more satisfied with teamwork processes, there was no significant difference in satisfaction with teamwork outcomes between students in teacher-assigned teams and students in selfselected teams.

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found: 1. No correlation between team size and student satisfaction with the outcome and processes of teamwork. 2. Satisfaction with the outcomes and processes correlated highly with: (1) the presence of free-riders in teams; and (2), student perceptions of whether assessment was fair. 3. Out of the 6 factors considered (team size, fair assessment, free-riders, teamwork teaching, process feedback and team formation), perception of fair assessed had the greatest impact on satisfaction with teamwork outcomes and the second greatest impact on satisfaction with teamwork processes. 4. Significant correlations between student satisfaction with teaching on teamwork and student satisfaction with both teamwork product and processes. 5. Significant correlations between levels of process feedback on teamwork and satisfaction with both the outcomes and processes of teamwork. 6. While students in self-selected teams were significantly more satisfied with teamwork processes, there was no significant difference in satisfaction with teamwork outcomes between students in teacher-assigned teams and students in selfselected teams. 7. Satisfaction with teamwork processes correlated highly with satisfaction with the products of teamwork.

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found: 1. No correlation between team size and student satisfaction with the outcome and processes of teamwork. 2. Satisfaction with the outcomes and processes correlated highly with: (1) the presence of free-riders in teams; and (2), student perceptions of whether assessment was fair. 3. Out of the 6 factors considered (team size, fair assessment, free-riders, teamwork teaching, process feedback and team formation), perception of fair assessed had the greatest impact on satisfaction with teamwork outcomes and the second greatest impact on satisfaction with teamwork processes. 4. Significant correlations between student satisfaction with teaching on teamwork and student satisfaction with both teamwork product and processes. 5. Significant correlations between levels of process feedback on teamwork and satisfaction with both the outcomes and processes of teamwork. 6. While students in self-selected teams were significantly more satisfied with teamwork processes, there was no significant difference in satisfaction with teamwork outcomes between students in teacher-assigned teams and students in selfselected teams. 7. Satisfaction with teamwork processes correlated highly with satisfaction with the products of teamwork. 8. The chief difference between outcome satisfaction and process satisfaction is: while four factors (Fair Assessment, Free-Riders, Teaching Teamwork and Process Feedback) correlate substantially with Process Satisfaction, only three factors (Fair Assessment, Teaching Teamwork and Process Feedback) correlate substantially with Outcome Satisfaction.

Team Learning in Architecture and Related Design Contexts

Student Experiences of Designing in Teams: How Teachers Can Make A Difference

We found:

QUESTIONS?
1. The chief difference between outcome satisfaction and process satisfaction is: while four factors (Fair Assessment, Free-Riders, Teaching Teamwork and Process Feedback) correlate substantially with Process Satisfaction, only three factors (Fair Assessment, Teaching Teamwork and Process Feedback) correlate substantially with Outcome Satisfaction.