scholarly journals Effective Student Teams: A Faux Hiring And Peer Evaluation Process

2011 ◽  
Vol 15 (4) ◽  
pp. 147 ◽  
Author(s):  
Michelle D. Lane
Keyword(s):  
Evaluation Process ◽  
Free Riding ◽  
Scheduling Problems ◽  
Work Processes ◽  
Team Cohesiveness ◽  
Team Members ◽  
Hiring Process ◽  
Team Projects ◽  
Student Teams ◽  
Student Team

Student team projects provide benefits to the education process and provide experience valued by employers, but they can also be a source of conflict, free-riding and are fraught with fairness issues. The advantages of using teams for faculty are that they provide opportunities for synergies and collaboration, while also simulating group work processes. However, due to free-riding, scheduling problems and differing goals, there are fertile grounds for team conflicts. Therefore, there exists a need for better methods of forming teams and a process to assure shared goals by team members. This research proposes an innovative approach to team creation where students participate in a hiring process that increases team cohesiveness and ultimately team performance. Preliminary empirical validation is also provided that supports this approach.

An Analytical Model of Collaboration Between Engineers Working on Team and on Individual Projects

2008 ◽  
Author(s):  
Shun Takai
Keyword(s):  
Performance Evaluation ◽  
Curriculum Development ◽  
Analytical Model ◽  
Team Member ◽  
System Development ◽  
Free Riding ◽  
Team Members ◽  
Team Projects ◽  
Team Project ◽  
Functional Teams

Collaboration of engineers with diverse technical background such as those found in cross-functional teams has been addressed as a key for successful system development. Similarly, the benefit of team-based-project class is increasingly emphasized in curriculum development. In a team project, however, there is always a temptation for a team member to free-ride on other team members’ efforts (i.e., receive the same credit without contributing to the project). This paper presents an analytical model in which two engineers work on a team project, as well as individually on separate projects. The engineers receive the same performance evaluation on their team project (whether they actually contribute to the project or not), but independent evaluations on their individual projects. This paper uses the model to identify conditions that discourage free-riding and encourage collaboration between two engineers. The results of the analysis and implications to team projects in industry and in curriculum are discussed.

scholarly journals The endurance test: A virtual project team's lived experience in an online project management course

2017 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Michael Lohle ◽  
Steven Terrell
Keyword(s):  
Project Management ◽  
Lived Experience ◽  
Project Delivery ◽  
Specific Situation ◽  
Model Design ◽  
Endurance Test ◽  
Team Projects ◽  
Student Teams ◽  
Student Team

This case study examines longitudinal data stored in the learning management system (LMS) of an online MBA program’s project management course to understand and describe the lived experience of a virtual student team that exhibited difficulty delivering a term project. Testing the constructs of a theoretical model previously proposed in literature, the findings consider whether the model design can be applied in a specific situation and suggests additional case studies are warranted for further understanding. The findings also confirmed two concerns. First, unless students actively contact their instructor to escalate feedback about progress, it is difficult to assess a given student’s contribution to virtual team projects. Second, the instructor actively solicited feedback and facilitated closure to compensate for a lack of student accountability, prompting concern about whether requiring an online instructor’s constant oversight and engagement is an optimal strategy for effective project delivery on virtual student teams.

Are You an Online Team Player?

2014 ◽  
Vol 5 (1) ◽  
pp. 20-33 ◽  
Author(s):  
Melody Rawlings
Keyword(s):  
Qualitative Case Study ◽  
Team Cohesiveness ◽  
Team Members ◽  
Case Study Design ◽  
Team Projects ◽  
Team Player ◽  
Research Questions ◽  
Students Attitudes ◽  
Individual Accountability

The purpose of this pilot case study was to answer the following research questions: How do previous experiences affect students' attitudes toward online teamwork? When do students' attitudes toward online teamwork first develop and why? Using a social constructivist framework, a qualitative case study design was utilized to conduct an online open-ended survey and online focus group in one online Organizational Leadership 300-level course. Findings revealed that students' attitudes toward online teamwork are in part predicated upon previous online team experiences. Students identified a number of challenges with online teamwork, many of which related to personality issues, slackers or members who do not contribute his or her share of the work, and poor communication. Generally, students' attitudes and perceptions toward online teamwork began in college after their first online team experience. In order for online teamwork to be effective, instructors may consider designing team projects that include methods to ensure both team and individual accountability, promote team cohesiveness, and foster frequent communication among team members.

scholarly journals An Agent System to Support Student Teams Working Online

10.28945/2640 ◽  
2003 ◽  
Author(s):  
Janice E. Whatley
Keyword(s):  
Software Agents ◽  
Agent System ◽  
Team Members ◽  
Team Projects ◽  
Student Teams ◽  
Support Students

In this paper an application of software agents is described, aimed at supporting students working on team projects in the online situation. Online teamwork is problematical for a number of reasons, such as getting acquainted with team members, communications between members and knowing what progress has been made on the project. Software agents have the ability to monitor progress and offer advice by operating in the background to act autonomously when the need arises. An agent prototype has been developed to perform a limited set of functions to support students, and the results of a trial carried out using teams working on projects are discussed.

scholarly journals Ground Rules in Team Projects: Findings from a Prototype System to Support Students

10.28945/3300 ◽  
2009 ◽  
Author(s):  
Janice Whatley
Keyword(s):  
Project Work ◽  
Work Place ◽  
Research Approach ◽  
Prototype System ◽  
Team Projects ◽  
Team Working ◽  
Student Teams ◽  
Limited Support ◽  
Team Project ◽  
Student Team

Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today’s students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team working requires that the task roles as well as the maintenance roles are taken into consideration, in that social interactions are just as important as carrying out the tasks of the project. The literature indicates that groupware, whilst effective in supporting the task roles, provides limited support for the maintenance roles of team working in the work place. As groupware was not specifically designed for student team working, it provides limited support for maintenance roles in student team projects. Virtual learning environments similarly provide support for completing the task roles. Many researchers have found that students experience difficulties with their team project work that reduce the perceived benefits of working in a team. It is proposed that helping students to agree on ground rules at the start of a project will improve team cohesion. This paper describes the implementation and evaluation of a prototype system to help students to agree on ground rules as they start their team projects. The system was tested with teams of students carrying out information systems team projects, using an interpretive case study research approach. In this case the teams had the additional problem of being composed of students from across three years of their undergraduate degree programmes, so they did not always have prior knowledge of each other’s preferences. We were trying to establish how useful this software tool would be to these student teams, in starting their project work. The findings showed that some of the student teams did find the ground rules function useful, but the team leaders were the ones who most appreciated its potential. The students may use the outputs in very different ways, but even just looking at the ground rules appeared to get team members thinking about their expectations for team working. Student teams do not often start by thinking about norms, but this study shows a positive benefit of encouraging teams to agree on ground rules at the start of their projects.

Undergraduate student perceptions of teamwork and use of teams in the classroom

2007 ◽  
Vol 51 (18) ◽  
pp. 1073-1075
Author(s):  
Jeffrey J. Smith ◽  
Sharolyn A. Lane
Keyword(s):  
Student Perceptions ◽  
Team Building ◽  
Social Aspects ◽  
Peer Ratings ◽  
Team Members ◽  
Effective Teams ◽  
Human Factors And Ergonomics ◽  
Student Teams ◽  
Team Task ◽  
Student Team

The Human Factors and Ergonomics Society has recognized that, in order to properly prepare students for teamwork in the workplace, team-building experiences are an indispensable part of education (Stone, Moroney, & Wortham, 2006). Panels held at previous HFES meetings have identified approaches to instructing student teams, developing effective teams, and utilizing peer ratings. One hundred fifty-five students were surveyed concerning methods used to plan and communicate with other team members, best and worst team task experiences, and what was liked best and least about working in teams. Responses indicated that, while many students enjoy the collaborative and social aspects of working in teams, many are displeased with the distribution of workload between team members, procrastination by team members, and the difficulty of scheduling meetings. Implications for instructors and recommendations for tools designed to enhance student team experiences are described.

Reducing costly free-rider effects via OASIS

2019 ◽  
Vol 22 (1) ◽  
pp. 30-48
Author(s):  
Ming Ming Chiu ◽  
Chi Keung Woo ◽  
Alice Shiu ◽  
Yun Liu ◽  
Bonnie X. Luo
Keyword(s):  
Student Perceptions ◽  
Peer Assessment ◽  
Free Riding ◽  
Assessment System ◽  
Teacher Participation ◽  
Content Type ◽  
Team Members ◽  
Free Riders ◽  
Team Projects ◽  
Individual Scores

Purpose A team member might exert little effort and exploit teammates’ work (free riding), which can discourage their efforts. The purpose of this paper is to examine whether free riding devalues team projects and whether an online assessment system for individual scores (OASIS) system can reduce student perceptions of free riding and its harmful effects. OASIS includes: contractual commitment, team discussion, median peer assessment of each member’s contribution, assessment revision opportunities, conditional teacher participation and final appeal. Design/methodology/approach University students (238 in India and 60 in Hong Kong) completed pre-and post-surveys. Findings Students who valued team projects more than others experienced fewer past free riders, viewed team members as contributing equally, or viewed free riding as harming fair grading. After OASIS, these students reported that only 3 percent of their teammates were free riders, and were less likely to perceive that free riders had harmed them or hindered fair grading. Results did not differ across gender or regions. Research limitations/implications These data are correlational rather than longitudinal, and hence cannot determine causality. Practical implications The OASIS system requires a computer. Originality/value This is the first study to test a system for reducing free riders across countries.

Impact of a Social Network Messaging App on Team Cohesiveness and Quality of Completed Team Projects in an Undergraduate Team Project

2019 ◽  
Vol 47 (4) ◽  
pp. 539-553
Author(s):  
C. Matt Graham ◽  
Nory Jones
Keyword(s):  
Social Network ◽  
Common Ground ◽  
Project Performance ◽  
User Profiles ◽  
Team Cohesiveness ◽  
Team Members ◽  
Team Projects ◽  
Team Project ◽  
Improved Learning

This research sought to determine what impact a social network messaging app could have on student’s team project performance. The app allowed students to self-select teams based on user profiles within the app. The study investigated three hypotheses that measured the apps impact on the quality of completed team projects, the team’s sense of shared goals, and team cohesiveness. The findings suggested that social network messaging apps that provide a sense of common ground between team members may better engage students in project teamwork which could lead to improved learning and better team cohesiveness.

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

Bringing Ergonomics to the Design of a Behavioural Care Unit

2000 ◽  
Vol 44 (8) ◽  
pp. 8-11
Author(s):  
Jacqueline B. Barnett
Keyword(s):  
Design Process ◽  
Iterative Process ◽  
User Needs ◽  
Work Processes ◽  
Team Members ◽  
Early Design ◽  
Design Changes ◽  
Final Design ◽  
The Individual ◽  
The Cost

The application of ergonomics is important when considering the built environment. In order to create an environment where form follows function, a detailed understanding of the tasks performed by the individuals who will live and work in the facility is required. Early involvement in the project is key to maximizing the benefit of ergonomics. At Sunnybrook and Women's College Health Sciences Centre in Toronto, Canada, this early intervention was embraced during the design process of a behavioural care unit for aggressive patients. The ergonomist was involved in three phases of design; user needs analysis, block schematics and detailed design. The user needs and characteristics were established using a combination of focus groups, interviews, direct observation, task analysis and critique of current working environments. The challenge was to present the information to the design team in a useful manner. The format chosen was a modification of Userfit (Poulson 1996) that outlined the various characteristics of the patient group and the design consequences with “what does this mean for me” statements. During the block schematics phase an iterative design process was used to ensure that the ergonomic principles and the user needs were incorporated into the design. Ergonomic input was used in determining the room sizes and layout and to ensure work processes were considered. Simple mock-ups and anthropometric data assisted in illustrating the need for design changes. Examples that highlight the areas of greatest impact of ergonomic intervention include the patient bathrooms, showers and tub room. Significant changes were made to the design to improve the safety of the work and living space of the end users. One of the greatest challenges was having an appreciation for the individual goals of the team members. Ensuring there was adequate space for equipment and staff often resulted in recommendations for increased space. This in turn would increase the cost of the project. The architect and, later in the project, the engineer had goals of bringing the project in on budget. The final design was very much a team effort and truly die result of an iterative process. The sum of the individual contributions could not match the combined efforts. It was only through the ergonomic contributions in this early design phase that the needs of the staff, patients and families could be so well represented. The success of the iterative process provides the foundation for bringing ergonomics considerations into the early design stages of future projects.

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