The Use of Influence Tactics and Outcome Valence on Goal Commitment for Assigned Student Team Projects

2016 ◽  
Vol 41 (1) ◽  
pp. 118-145 ◽  
Author(s):  
James Swaim ◽  
Amy Henley
Keyword(s):  
Public University ◽  
Goal Commitment ◽  
Influence Tactics ◽  
Project Teams ◽  
Student Outcome ◽  
Individual Student ◽  
Rational Persuasion ◽  
Team Projects ◽  
Outcome Valence ◽  
Student Team

Project teams are a mainstay in both organizations and business schools. Despite their popularity, instructors and students often express dissatisfaction regarding assigned student team projects. In this article, we examine the effects of influence tactics available to instructors (collaborative assistance and rational persuasion) and individual student outcome valence on goal commitment for assigned team projects. Data were collected from upper-division students majoring in business administration at a large public university to examine the roles that instructors and students alike can play in increasing individual student commitment for assigned team projects. Results indicate that both instructor collaborative assistance and rational persuasion are related to individual student value placed on assigned team projects and also that this value affects overall project goal commitment. We suggest these results provide insights to assist instructors and students for increasing overall levels of student goal commitment in assigned team projects.

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

The Effects of Expertise and Social Status on Team Member Influence and the Moderating Roles of Intragroup Conflicts

2017 ◽  
Vol 44 (4) ◽  
pp. 745-776 ◽  
Author(s):  
Woonki Hong ◽  
Lu Zhang ◽  
Kwangwook Gang ◽  
Boreum Choi
Keyword(s):  
Social Status ◽  
Early Stage ◽  
Project Teams ◽  
Team Processes ◽  
Team Members ◽  
Expectation States ◽  
Team Projects ◽  
Expectation States Theory ◽  
Team Project ◽  
Do So

Drawing on expectation states theory and expertise utilization literature, we examine the effects of team members’ actual expertise and social status on the degree of influence they exert over team processes via perceived expertise. We also explore the conditions under which teams rely on perceived expertise versus social status in determining influence relationships in teams. To do so, we present a contingency model in which the salience of expertise and social status depends on the types of intragroup conflicts. Using multiwave survey data from 50 student project teams with 320 members at a large national research institute located in South Korea, we found that both actual expertise and social status had direct and indirect effects on member influence through perceived expertise. Furthermore, perceived expertise at the early stage of team projects is driven by social status, whereas perceived expertise at the later stage of a team project is mainly driven by actual expertise. Finally, we found that members who are being perceived as experts are more influential when task conflict is high or when relationship conflict is low. We discuss the implications of these findings for research and practice.

Effective Special Education in Regular Classes

1984 ◽  
Vol 50 (5) ◽  
pp. 391-398 ◽  
Author(s):  
Margaret C. Wang ◽  
Jack W. Birch
Keyword(s):  
Special Education ◽  
Learning Environments ◽  
Outcome Measures ◽  
Program Implementation ◽  
Adaptive Learning ◽  
Student Outcome ◽  
Individual Student ◽  
Educational Approach ◽  
Student Differences ◽  
Regular Classes

An educational approach is described that accommodates, in regular classes, a much wider range of individual student differences than usual. Reported results-from a study of program implementation and related outcomes suggest that the program, known as the Adaptive Learning Environments Model (ALEM), can be implemented effectively in a variety of settings and that favorable student outcome measures coincide with high degrees of program implementation.

Student Team Projects by Internet

2000 ◽  
Vol 63 (4) ◽  
pp. 75-82 ◽  
Author(s):  
Paula R. Kaiser ◽  
William L. Tullar ◽  
Diana McKowen
Keyword(s):  
Team Projects ◽  
Student Team

Handling interpersonal issues for student team projects

1994 ◽  
Vol 26 (1) ◽  
pp. 397-398
Author(s):  
Thomas J. Scott ◽  
Ralph B. Bisland ◽  
Lee H. Tichenor ◽  
James H. Cross
Keyword(s):  
Team Projects ◽  
Student Team

scholarly journals Tactics of Influence and Deinfluentization, Personality and the Personal Sense of Power Among Polish Managers

2021 ◽  
Vol 23 (3) ◽  
pp. 267-290
Author(s):  
Mateusz Paliga ◽  
Anita Pollak ◽  
Barbara Kożusznik
Keyword(s):  
Social Psychology ◽  
Big Five ◽  
Influence Tactics ◽  
Positive Relation ◽  
Organizational Goals ◽  
Rational Persuasion ◽  
Sense Of Power ◽  
Power And Influence

Power in organizations creates interpersonal settings and lays the ground for designating individual roles and positions of superiors and subordinates. In such a context, influence tactics are situation-specific behaviors used to change the behavior of others and achieve organizational goals. The notion that power and influence can be based on personal or positional variables was used to design the framework of the present studies intended to describe how trait- and state-like variables are related to influence tactics and deinfluentization. The subjects were 250 Polish managers. Study 1 (n = 250) was undertaken to collect data about the influence tactics of Polish managers to fill the void in information in the field of social psychology in organizations. In Study 2 (n = 104) we correlated influence tactics with the personal sense of power. The results proved that the perception of having the ability to exert power over others was positively related to rational persuasion, apprising, and pressure. In Study 3 (n = 69) we investigated the relationships of influence tactics and deinfluentization with the Big Five and directiveness. The results showed that Neuroticism was positively correlated with pressure, legitimating, and coalition, but negatively with rational persuasion and consultation. Extraversion was positively correlated with rational persuasion, so was Conscientiousness. Agreeableness was negatively related to coalition. Directiveness was in a positive relation with pressure but correlated negatively with personal appeals. Deinfluentization positively correlated with Agreeableness and negatively with directiveness.

scholarly journals Assessing semester-long student team design reports in large classes to provide individual student grades.

2021 ◽  
Author(s):  
Filippo A. Salustri ◽  
W. Patrick Neumann
Keyword(s):  
Individual Student ◽  
Team Size ◽  
Trade Off ◽  
Large Classes ◽  
Project Assessment ◽  
Design Projects ◽  
Team Design ◽  
Student Grades ◽  
Student Team ◽  
The Web

This paper presents a method and tool to achieve a trade-off between workload on assessors of semester-long team-based design projects in large classes, with the need for fair and comprehensive assessments of each student individually. Students “book time” throughout the semester, recording their level of input into each project element. They each provide totals for time spent on each element of their final reports. The instructor assesses each design report as if one person wrote it. These data are combined into a single rubric/spreadsheet. The rubric scales report assessments to accommodate differences in team size, and generates a unique grade for each student in a team. Examples are given in the paper, as are details from the implementation of the method in a Fall 2015 introductory design course. There is anecdotal evidence that the method works, but there is always room for improvement. Several ideas for future modifications to method are discussed. All spreadsheets, documentation, and examples are freely available via the Web. Links are provided. Keywords: engineering design, teamwork, project, assessment, individual grading.

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