Manajemen | Fakultas Ekonomi Universitas Maritim Raja Ali Haji 08832320009599960
Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Using Teams for Class Activities: Making Course/
Classroom Teams Work
James A. Buckenmyer
To cite this article: James A. Buckenmyer (2000) Using Teams for Class Activities: Making
Course/Classroom Teams Work, Journal of Education for Business, 76:2, 98-107, DOI:
10.1080/08832320009599960
To link to this article: http://dx.doi.org/10.1080/08832320009599960
Published online: 31 Mar 2010.
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Using Teams for Class Activities:
Making CourseClassroom
Teams Work
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JAMES A. BUCKENMYER
Southeast Missouri State University
Cape Girardeau, Missouri
B
ecause of the increased emphasis
on and use of teams in organizations of all types, university professors,
especially those in colleges of business
and related areas, have been using teams
in various ways in their classes. Such inclass use of teams has been strongly
endorsed and supported by external
organizations as well as alumni. Both
organizations and alumni repeatedly
indicate that the increased use of teams
in the “real world” has increased students’ need for exposure and experience
with teams. Therefore, the increased use
of teams for classkourse projects, particularly long-term, fairly complex
ones, is highly justified.
However, problems often arise with
team use in the classroom. Often the students have bad experiences or extensive
complaints about using teams. Frequently, the announcement that there
will be a team project is received with
moans, complaints, or other indications
of displeasure. In one informal classroom inquiry, 4 class members indicated
that they had had good team experiences
in classes, but 17 reported negative ones.
Other classes responded similarly to the
same inquiry.
When asked for the reason(s) for the
negative reactions toward teams, the
students freely expressed themselves.
They felt that teams were unproductive
or unpopular for the following reasons:
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ABSTRACT. The negative experiences that students often have with
course team assignments can sour
their attitudes toward all team participation, which may affect their performance in teams in later employment.
Many negative experiences can be
attributed to lack of development in
team processes. Business organizations train teams extensively for successful functioning. Course teams can
function successfully with a little
classroom time spent on development
and training. In this article, I present a
classroom-tested Faculty Guide and
Student Guide based on classroom
experiences, consulting experiences
with organizational teams, and the literature. Students have reported their
best course team experiences through
use of these guides.
riders” (sometimes called “social
loafers”) and the remainder of the team
members may have felt that (a) they had
to take up the slack, (b) there was nothing that could be done about the problem, (c) they lacked knowledge on what
could be done, or (d) they lacked the
skills to do whatever could be done
about the free riders.
4. Group members did not know how
to build a team and maintain team effort.
5 . Team members did not know how
to handle conflict within the team.
6 . Teams did not know (a) how to
choose a team leader, (b) how to choose
the best team leader(s) for a specific
task, (c) what to expect from a team
leader, or (d) how to recognize or
reward team leader performance.
7. Teams rarely made definite work
assignments for each team member, nor
did they establish specific due dates for
each assignment (completion time for
the activity). Decisions may have been
made during team interaction (meetings), but the responsibility for the completion or implementation of the decision was not assigned to any particular
individual. There was no direct assignment made for the activity or implementation of the decision, nor was there
any penalty assigned for not completing
the activity or meeting by the established due date.
8. Most classroom teams had no
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1. The teams did not work well
together; that is, they were a collection
of individuals, each with his or her own
agenda, rather than having a unified
team objective.
2. The team members often were not
clear about the expectations for the
team, regarding both the specific outcomes expected by the faculty and the
level of team performance expected by
each of the team members. For example, some team members were willing
to settle for a C , whereas others were
aiming for nothing less than an A, indicating a lack of clear objectives for team
performance.
3. Some team members became “free
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recourse against noncontributing or dysfunctional members.
9. Totally inclusive meeting times
were difficult to establish, particularly if
there were commuting (e.g., distancelearning), nontraditional, or working
members in the team.
10. Full-time students may have had 4
or 5 simultaneous team projects (along
with their class schedules) during a
semester, which further complicated
establishment of acceptable meeting
times and greatly expanded out-of-class
workloads, particularly for the good,
conscientious team members who often
ended up doing most of the work.
Additionally, it has been observed
that the values of generation X tend to
be anti-team! As a group, the Xers are
highly individualistic, visually oriented,
and aligned with information technology, not with the sharing of information.
Such factors, coupled with the fact that
most classlcourse teams have had little
or no training in team functioning, led
to bad experiences with teams.
Such bad experiences may produce
negative student attitudes to future use
of teams, possibly harming those students’ careers when they must handle
team situations on the job and in the real
world. What is taught poorly in college
may contribute later to poor performance on the job.
(Motorola spends $30 million a year in
training, mostly on teams, and it has
taken the company 10 years to develop
teams to its satisfaction.) Following this
model, I concluded that some guidance
for faculty and students would si@icandy enhance team performance and
the reactions that students have to teams.
To assist faculty to prepare and train
students to work in teams for
course/class projects, I prepared the
attached, annotated Faculty Guide and
Student Guide. The guides were originally prepared for colleagues to use in
their classes. Those colleagues suggested that the guides be shared with other
faculty, both within the university and
more broadly. The Faculty Guide assists
faculty members in preparing students
for working in teams, and the Student
Guide helps students to perform better
in and have positive experiences with
teams. The Faculty Guide has more narrative, briefly explaining the theory and
reasoning behind the recommendations.
The guides may seem overformalized
and complex, but there is a reason for the
formalization. Teams are formal manifestations of groups, and effective groups
require extensive development time,
often years. To provide the climate for
course/classroom teams to be successful
would thus require extensive development time also, but course/classroom
teams do not have such extended time
periods to develop. Time constraints
(semester lengths) and normally accepted standards necessitate that classroom
teams develop and mature through a
“quantum” acceleration of the necessary
processes. The best way to facilitate such
rapid development is to formalize the
processes of group evolution.
The proposed steps are closely related to the requirements for the development of successful teams in the work
environment. Steps corresponding to
group characteristics and team development experiences from in the world of
work have been modified to fit the
classroom.
The guides are intended for use with
teams that will be working together for
an extended duration, for example, for a
partial term or a whole term project.
They are not intended for groups whose
sole purpose is to discuss a single topic
in a single class and then be disbanded.
Classroom teams that have used the
guides for team presentations, team
operations in extended game simulations, and similar activities have
extolled their virtues, and students have
stated that adherence to the proposed
principles has improved team cooperation and performance as well as student
attitude to team participation.
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Improving In-Class Team
Performance and Participant
Experiences
With a little in-class training about
team functioning and some preliminary
student team activities, the students’ negative reactions to teams can be reduced
or possibly even eliminated. The
approach proposed in this article has
been used in several classes with significant positive results. The vast majority of
students using the techniques and worksheets have enjoyed the team experience.
Some of those students have commented
that the approach provided their most
rewarding team experience; for some, it
produced their first positive one.
Organizations that use teams successfully spend long hours and millions of
dollars training individuals to work in
teams, training team leaders, and training managers to manage teams.
Interaction
Communication
Common interests
Size
All leading to consensus
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TABLE 2. Characteristics of
Groups
Develop structure and structural
relationships-A status hierarchy
Develop and preserve a cultureNorms, mores, taboos, jargon, and
acceptable behavior
Exercise social control-Establish
discipline to maintain consensus
Resist change
Develop roles-Including leadership roles (2)
Have objectives-Stated or
implied
Have open communication
Maintain consensus
Address and resolve conflictBoth intragroup and intergroup
conflict
Develop trust-A must!
Develop cohesiveness
May develop synergy
usually do not occur naturally or quickly enough in a formed team, the team
must construct the characteristics consciously (see Table 2 ) .
In small groups, individuals either
gather around a leader, or as the group
defines its objectives, a leader emerges.
The leader is the individual who the
group feels will best enable it to achieve
its objective(s). The originally chosen
leader is often the most popular one.
A formed team must construct the
objectives that lead to consensus. In a
hastily formed classroom team, there is
no beginning consensus, only a vague
objective-to get the assignment done.
Often there is no agreement on the level
of work to be done, or the grade to be
targeted. Therefore, there is no leader
for the team to rally around.
Particularly in undergraduate classes,
some team members may take the
responsibilities of their roles lightly or
engage in “social loafing.” Some team
members may just want to complete the
assignment at a minimum level, while
others may strive for an A. Without a
previously stated agreement on an
objective, those individuals striving for
the A must assume a disproportionately
large portion of the workload. They
must do enough to earn the A for their
own contribution while picking up the
slack from the others.
In “real world” work teams, the team
members can exert some formal pressure on uncooperative team members. If
the project earns an A, is it then equitable to give all members of the team an
A? Additionally, if an agreement has
been developed regarding such behaviors as shirking, the team members can
deal with them during the project rather
than after final project completion,
when the team members are evaluated.
They can direct the shirkers to do certain activities. If they do not complete
their assigned tasks, the team can
impose some sort of sanctions against
uncooperative team members. This is
the “exercise of social control” and the
“development and preservation of a culture” (see Table 2). These activities permit the team to “maintain consensus.”
Most professors have observed that
different classes have different personalities (or cultures). So too will teams
have different cultures. These cultures
need to be developed up-front.
“Open communication” helps to
encourage the trust that must develop
among team members for effective
functioning. Open communication, as
well as the potential to discipline a dysfunctional or disruptive team member,
will permit the team to develop a trusting relationship with the professor. The
team will believe that the professor is
concerned with the welfare of the team
members, and not simply working in his
or her own comfort zone.
Unresolved conflict, particularly intragroup conflict, can significantly reduce a
team’s effectiveness. The resolution of
conflict, whether about goals, process, or
final outcome, brings the team closer
together, thus developing cohesiveness.
Classroom teams in which the “rules
of the game” have been established upfront can function more successfully,
like a well-trained team in the business
world. Most important, the animosity
toward team members and the antagonism against other teams that often
develop is greatly reduced. The proposed guidelines will not solve all of the
problems, partly because some teams
will not participate totally in the spirit of
the guidelines but may just go through
the motions. Teams that use the guidelines will almost surely increase their
performance and improve the members’
attitudes to team participation.
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achieve (objective or benefit), (c) rules
of behavior (mores or culture), (d) performance roles, and (e) generally tacit
agreement on sanctions for noncompliance with group norms.
Size is a limiting factor. When the
size of the group becomes too large for
reaching a consensus on the common
interests or the methods of attaining the
common interest, the group either splinters or begins to formalize; that is, it
begins to develop structured relationships, formal objectives and rules, and
so forth. Without the above conditions,
groups never really come together cohesively-and formed teams will not
come together either. Because it is not
likely that those conditions will develop
quickly enough in formed teams to
facilitate cohesion, some artificial (formalized) assistance is required.
Some of the characteristics observable in established groups are identified
in Table 2. Those characteristics are
common to all groups and permit them
to function cohesively. Because they
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Journal of Education for Business
NOTE
The Faculty Guide and Student Guide are also
posted on the Web site of the Center for Scholarship, Teaching, and Learning, Southeast Missouri
State University, Cape Girardeau, MO.
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APPENDIX A. Faculty Guide: Maklng Classroom Teams WorWsing Teams for Classroom Projects
I. Establishing Teams
Teams can be established either by assigning individuals to a team or by permitting the students to self-select team members.
Both ways have advantages and disadvantages.
A. Effective Teams
Group Functions-Members
trust and have confidence in each other;
are attached and loyal;
help each other;
frankly share relevant and valuable information;
encourage everyone in the group to participate in the group task; and
stress teamwork.
Task Parameters
Clearly define team goals and boundaries.
Create a vision that’s supported by explicit tasks.
Set clear short-term as well as long-term team goals.
Encourage the development of team norms.
Establish and maintain team traditions.
Reinforce good attendance at team meetings.
Measure and provide feedback.
Recognize and reward success.
Celebrate when the group achieves a goal.
Ensure interpersonal communication.
Support each other.
Be flexible.
Do what you say-Walk the talk.
B. Team Membership
1. Assigning Team Members
The usual procedure for “real world” organizations.
The advantage of assigning team members is that the instructor can assure a mix of students on the team, either
male and female, different majors, different ability levels or types, different ethnic backgrounds, international student representation, etc. Additionally, this approach will more likely replicate the way teams are formed in most
“real world” situations.
The disadvantage of assigning members is that research indicates that other things being equal, member-selected
teams usually perform better.
2. Team Member Self-Selection
The advantage of team self-selection is that self-selected teams usually perform better. Additionally, students can
select individuals with whom they are familiar, with whom they feel they can work constructively and who have the
same/similar schedules and commitments.
The disadvantage of self-selection is that the students may not obtain the team diversity that might otherwise be
obtainable. Diversity usually adds to team problem solving and performance. Also, most teams in work organizations are formed by management directive and, therefore, are not self-selected. However, once teams are formed,
new members are often team selected.
Team Membership should be as diverse as possible to improve alternative inputs and decision capabilities.
C. Team Foundation
1. Clarifying Expectations (Faculty Expectations)
The faculty member should clearly specify what the team is expected to accomplish; i.e., the final outcome.
2. Establishing Parameters (Faculty Imposed Parameters, if any)
If the faculty member desires any parameters to be established, such as “at least five references from the Internet,”
or “no references from the Internet,” then these parameters should be established “up front.”
D. Team Formation
1. Team Leadership
A team leader can be appointed by the instructor. OR
The team may designate someone as the leader or chairperson. That individual should be given some authority as
well as responsibility. This may best be handled as a team function. OR
Let the best leader surface-natural ascension.
The faculty member should be informed of the choice of leader.
Some teams might select a variety of leaders. For example, assume a team has been assigned to prepare a topic for
presentation to the class. The team may select one leader to coordinate the research on the topic. It might select a
second leader to organize the research into cogent parts, and a third leader to coordinate the classroom presentation.
This sort of shared team leadership can be extremely productive.
2. RecorderAteporterlScribe
A person should be identified as the individual responsible for keeping written records of the activities of the team
(Goals/Objectives), meeting minutes, action assignments, progress, etc.
The faculty member should also be informed of the choice of scribe.
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11. Getting Organized
A. Exchange of Information (Each Student)
Phone numbers
E-mail addresses
Available meeting times
The faculty member should also be supplied with a copy of the names, phone numbers, and e-mail addresses of the
team members, as well as the selected team leadedchairperson and scribe.
B. Mission (Purpose)/Goals/Objectives
1. What is the team to accomplish?
At what level?
What is to be the team outcome?
What is the extent of the outcome, e.g., a 30-page paper on a given topic, a series of completed problems, team decisions (maybe for a simulation game), or some other project?
2. A Completion Time (Usually allowing time for revisions or additions)
Establish a project Completion Time, usually allowing time for integration, revision, or additions before the due date.
C. Establish Team Purpose and Objective
1. Defining what must be accomplished.
2. At what level.
3. In what order.
The faculty member should be supplied with a copy of the Mission, Goals, and Objectives
In some cases, the faculty member may want to comment on the documentation or in other cases the faculty member may not wish to
intrude upon the process of the team. Possibly the faculty member may not wish to request the team to submit the Objectives,
especially if the team were to indicate the desired grade in the Objectives. If the grade desired were to be less than an “A” it
may prejudice the faculty member in the evaluation of the final project.
D. Rules of Conduct
1. Expected Behavior
2. Expectations of Members
Notification of illness
Major events
Interaction with the team
3. Establishing Discipline
Missing meetings
Late for meetings
Unprepared for meetings
Incomplete or late assignments
Inappropriate or counterproductive behavior
No participation
Establishment of Consequences for improper action or inaction
Establishing Discipline
All the above Rules of Conduct should be established “up front” so that each member knows what is expected of
hidher as well as the consequences of not meeting the expectations.
The faculty member may wish to be supplied with a copy of these, particularly in regard to the rules relating to participation,
both physical and mental. This may forestall any later arguments as to the appropriateness of the expectations.
Faculty members may have a tendency to indicate that each team member will receive the same grade. This is unrealistic, but it is how many business teams are rewarded. However, unless team members have a means to “discipline”
members there may be a tendency for individuals to engage in “social loafing,” a phenomenon in which a single individual makes little or no contribution to the team, sometimes not even participating. In business teams this is usually
dealt with by team members. Some teams may expel a member. One organization’s teams impose a fine on members,
20% of the team’s weekly bonus, if the member is late or absent. The bottom line is that in classroom teams, unless the
team or the instructor can in some way “discipline” members, that is, create consequences for nonparticipation, an
individual or two may not fully participate. They may become “social loafers.” This unduly burdens the remainder of
the team members and permits the nonparticipating member a free ride.
For Example: Progressive Discipline. Instruct teams to:
(a) have a heart-to-heart talk with the “slacker” and attempt to internally resolve the issue(s).
(b) establish a written “code of behavior” or “conditions of continued involvement.”
(c) If the heart-to-heart talk and the written conditions do not resolve the issue(s), the instructor should talk to the accused
“slacker” and address the problem(s).
(d) It may be advisable to do “peer evaluations” both midway through the term and at the end of the term. This input, if it
indicates a problem, can be discussed with the group.
The main onus is on the group to resolve the issue(s). There is frequent conflict in real-world teams, and students should
attempt to constructively resolve conflict within their groups.
If behavior becomes too “disruptive” because of extreme personality conflicts, it may be possible (or even necessary) for the
faculty member to split up teams, e.g., create another team.
E. Develop a Strategy to Achieve the Desired Outcome
How are the students going to accomplish their objective?
Who is to do what by when?
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F. Faculty Assistance to Groups
It is important to allocate class time (especially early in the term or in the early part of the team development) to
establish the basic team processes, such as developing Rules of Conduct and Establishing Discipline. Additionally, the
faculty member can observe the students addressing their assigned cases, simulations, exercises, etc. The faculty member can practice MBWA (Management By Walking Around) and observe the teams in action.
III. Working Processes
A. Roles
1. Leader’s Role
C o n f i i n g meeting time and place
Confirming frequency of meetings
Establishing agenda for meetings
Running meetings
C o n f i i n g task assignments and completion times to members
Follow-up on assignments
Encouraging participants
2. Scribe’s Role
Record objectives
Record assignments and due dates
Record brief “Minutes” of team meetings, establishing responsibilities
Prepare and distribute handouts and other required materials
Integrate and report final document
3. Member’s Role
Attend meetings
Be prepared to participate
Participate and contribute
Do assigned work on time
B. Decision MakinglProblem Solving
1. Decision Processes
Defining problem-clearly, concisely
Exactly what do we need to do?
What process must we follow to accomplish our task?
Gathering information
Coordinating information
Discussing information
Getting suggestions
Evaluating suggestions
Selecting the approach to be used
Implementing the approach-Doing the work
Completing the Project
2. Action Plans/Making Action Assignments
Determine what is to be done
Make specific assignments-Who is to do what?
Determine definite due dates and assignments
Follow-up on assignments
C. Group Processes
1. Obtaining ConsensusJCommitment
Consensus is selecting an approach that everyone can agree upon. It is not necessarily selecting an approach someone or everyone thinks is the best. There are usually more than one acceptable solution or approach. Consensus can
be expedited by holding open and honest communication. This means discussing the issues, nothing else.
In some cases consensus may lead to an inferior decision. However, the commitment fostered by obtaining
consensus usually leads to a superior finished product because the commitment fosters cooperation and joint
effort.
2. Resolving conflict-Six Steps to Conflict Resolution
Step 1. Acknowledge that conflict exists
Step 2. Identify the “real” conflict
Step 3. Hear all points of view
Step 4. Together explore ways to resolve the conflict
Step 5. Gain agreement on, and responsibility for, a solution
Step 6. Schedule a follow-up session to review the resolution
Approaches to Conflict Resolution
Avoiding-Ignoring the Conflict, not participating in the solution. Avoiding conflict completely may lead to further conflict. Uncooperative, unassertive.
Accommodating-Letting the other party win, trying to maintain apparent harmony. Attempting to satisfy the
other party’s concerns also may lead to later conflict. Cooperative, Unassertive.
Competing/Confronting/Forcing-A win-lose mentality. Struggle to win. May fall back on formal authority and
rules to win. Uncooperative, Assertive.
I
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Compromising-’Ikying to partially satisfy everyone’s needs. A solution-oriented approach. Negotiation is usually
involved where parties give and take. Partly Cooperative, Unassertive.
Collaborating-Working through issues, problem solving. The best solution-oriented approach. Cooperative,
Assertive.
Obtaining Resolution (Four Principles for Obtaining Agreement)
Separate the people from the problem. (No name calling or accusations.)
Focus on the issues.
Focus on interests, not positions. (What is each party trying to accomplish?)
Generate other possibilities, make the pie bigger.
Insist that results be based on some objective standard.
3. Using Discipline
Discipline must be fairly and consistently administered. It must be a team effort. Ignoring problems requiring discipline can be and almost always is disruptive to the team effectiveness,.
4. Team Action Planning
Dividing the work
Making specific assignments
Setting levels of expected performance
Setting due dates
Follow-up
5. Contributing to Effectiveness
Cohesiveness
Commitment
Trust-Two Facets
1. Trust in the instructor
2. Trust in the team members
Trust that the individual will do the assignment
Trust that the individual can do the assignment
Being Trustworthy
Open
Honest
Consistent
Forthcoming
Do the work you commit to do
Do the work thoroughly
Do quality work-The team should not accept less!
Confronting conflict and conflict resolution
Maintaining discipline
Using consensus
Some team evaluation forms are attached for your information or possible use.
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APPENDIX B. Student Guide: Making Classroom Teams Work
I. Establishing Teams
A. Effective Teams
Team Functions-Team members
trust and have confidence in each other;
are attached and loyal;
help each other;
frankIy share relevant and valuable information;
encourage everyone in the group to participate in the group task; and
stress teamwork.
Task Parameters
Clearly define team goals and boundaries.
Create a vision that’s supported by explicit tasks.
Set clear short-term as well as long-term goals.
Encourage the development of team norms.
Establish and maintain team traditions.
Reinforce good attendance at team meetings.
Measure and provide feedback.
Recognize and reward success.
Celebrate when the team achieves a goal.
Ensure interpersonal communication.
Support each other.
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Are flexible.
Do what they say-Walk the talk.
B. Team Membership
1. Assigned Membership-Most Realistic
The usual procedure for “real world” organizations.
2. Team Selected Membership
Advantage-Often the most productive teams
Disadvantage-Can be too homogeneous-Too many “A” or “C” students.
Too many students from a single major, etc. Can Lack Diversity-Individuals often select “like” individuals.
(Birds of a feather flock together!)
Team membership should be as diverse as possible to gain different perspectives.
C. Team Foundation
1. Clarify Expectations (Faculty’s Expectations)
The faculty member should clearly specify what the team is expected to accomplish; the final outcome.
2. Clarify Parameters (Faculty Imposed Parameters, if any)
For example, if the faculty member wants at least five references from the Internet, or none from the Internet, or at
least 4 references from the last 3 years, etc., these parameters should be stated “up front.”
D. Team Formation
1. Team Leader
Assigned/Appointed
Elected (by team members)
Naturally selected
At times a team might find it advantageous to utilize more than one leader. For example, assume that the team has
been given the assignment to research a topic and present the topic to the class. The team might want to select one
individual to coordinate the research on the topic, another individual to coordinate the organization of the research
into cogent units, and a third individual to coordinate the actual presentation.
Such shared team leadership can be extremely successful.
2. Team Reporter/Scribe
Keeping written records of the activities of the team, e.g., Goals/Objectives, Action assignments, brief team meeting
minutes, progress, etc.,
Inform the Instructor of the selected team leader(s) and reportedscribe.
II. Getting Organized
A. Exchange of Information
Phone Numbers
E-Mail Addresses
Available Meeting Times
The faculty member should be supplied with a copy of the team members’ names, phone numbers, and e-mail addresses as well as the selected team leader and reporter.
B. Mission (Purpose)/Goals/Objectives
1. What do you want to accomplish?
At what level?
What is to be the team activity and outcome?
What is the extent of the outcome, e.g., a 30-page paper on a given topic, a series of completed problems, team decisions (maybe for a simulation game), or some other project?
2. Establish a Project Completion Time (usually allowing time for integration, revision and additions.)
The faculty member should be supplied with a copy of the Mission/Goals/Objectives.
In some cases the faculty member may want to comment on the documentation and ask for clarification, or additions to the
documentation, or may request inclusion in establishing the team’s Mission, Objectives, Priorities, etc.
C. Establish Team Purpose and Objective
1. Defining what must be accomplished
2. At what level
3. In what order
D. Rules of Conduct
Expected Behavior
Expectations of Members
Notification of illness
Major events
Interaction with the team
Establishing Discipline
Missing Meetings
Late for Meetings
Unprepared for Meetings
Incomplete or Late Assignments
Inappropriate or Counterproductive Behavior
No Participation
Establish consequences for improper actions or inaction.
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These issues must be resolved by the team members, possibly with faculty facilitation if problems arise.
Establishing Discipline
All of the above Rules of Conduct should be established “up front” so that each member knows what is expected of
h i d e r as well as the consequences of not meeting the expectations.
For Example: Progressive Discipline
1.Have a heart-to-heart talk with the “slacker” and attempt to internally resolve the issue(s).
2.Establish a written “code of behavior” or “conditions of continued involvement.”
3.If the heart-to heart talk and the written conditions do not resolve the issue(s), the instructor should talk to the accused
“slacker” and address the issues raised by the team.
4.It may be advisable to do “peer evaluations” both midway through the term and at the end of the term. This input, if it indicates a problem, can be discussed with the group.
The main onus is on the group to resolve the issue(s). There is frequent conflict in “real world” teams and the students should
attempt to constructively resolve conflict within their groups.
E. Develop a Strategy to Achieve the Desired Outcome
How are you going to reach your objectives? Develop a plan of action and sequencing of activities.
F. Some class time should be allocated early in the process to permit the teams to get organized and establish meeting times
In. Working Processes
A. Roles
1. Leader’s Role
Confirming meeting time and place
Confirming frequency of meetings
Establishing agenda for meetings
Running meetings
Confuming task assignments and completion times to group members
Follow-up on assignments
Encouraging participants
2. Scribe’s Role
Record objectives.
Record assignments and due dates.
Record brief “minutes” of team meetings.
Prepare and distribute handouts and materials required.
Integrate and report final document.
3. Members’ Roles
Attend meetings.
Be prepared to participate.
Participate and contribute.
Do assigned work on time.
B. Decision ProcesdProblemSolving
1. Decision Making
Defining problem-clearly, concisely
Exactly what do we need to do?
What process must we follow to accomplish the task?
Gathering information
Discussing information
Coordinate information
Elicit suggestions
Evaluate suggestions
Select the approach
Implement the approach-Doing the work
Complete the project
2. Action PlansJMaking Action Assignments
Determine what is to be done
Make specific assignments-Who is to do what?
Determine definite due dates (By when)
Follow-up on assignments
C. Group Processes
1. Obtaining Consensus (Commitment)
Consensus is selecting an approach that everyone can agree upon. It is not necessarily selecting an approach someone or everyone thinks is the best. There are usually more than one acceptable approach or solution to solve most
problems. Consensus can be expedited by holding open and honest communication. This means discussing the
issues, nothing else.
Obtaining consensus facilitates obtaining commitment and thus the participation of the team members.
2. Resolving Conflict
Six Steps to Conflict Resolution
Step 1. Acknowledge that conflict exists
Step 2. Identify the “real”
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Step 3. Hear all points of view
Step 4. Together explore ways to resolve the conflict
Step 5. Gain agreement on, and responsibility for, a solution
Step 6.Schedule a follow-up session to review the resolution
Approaches to Conflict Resolution
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Avoiding-Avoiding conflict completely usually leads to further conflict. Ignoring the Conflict, not participating in the
solution. Uncooperative, Unassertive.
Accommodating-Attempting to satisfy the other party’s concerns, which also leads to later conflict. Letting the other party
win, trying to maintain apparent harmony. Cooperative, Unassertive.
Competing/Confronting/Forcing-Struggle to win. May fall back on formal authority and rules to win. A win-lose mentality, Uncooperative, Assertive.
Compromising-A solution-oriented approach. Negotiation is usually involved where parities give and take. Dying to partially satisfy everyone’s needs. Partly Cooperative, Unassertive.
Collaborating-The best solution-oriented approach. Working through issues, problem solving. Cooperative, Assertive.
Obtaining Resolution (Principles for Obtaining Agreement)
Separate the people from the problem (No name calling or accusations).
Focus on the issues, not personalities.
Focus on interests, not positions.
What is each side trying to obtain, not what they want done to obtain it.
Generate other possibilities, make the pie bigger.
Insist that results be based on some objective standard.
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3. Using Discipline
Discipline must be fairly and consistently administered. It must be a team effort.
Ignoring problems requiring discipline can be and almost always is disruptive to the team effectiveness. Problems
that are ignored do not go away; they usually fester and become worse.
Rules should be agreed upon “up front,” before they become necessary. If they are not agreed upon up front they
can be viewed as being directed toward a particular individual. When this happens it is usually perceived as being
“unfair.”
4. Action Planning
Divide the work
Make specific assignments to specific individuals
Set levels of expected performance
Set due dates for completed work
Follow-up
D. Contributions to Effectiveness
Cohesiveness
Commitment
Trust--Two Facets
1. Trust the instructor
2. Trust the group members
Trust that the individual will do the assignment
Trust that the individual can do the assignment
Being ’hstworthy
Open
Honest
Consistent
Forthcoming
Do the work you commit to do
Do the work thoroughly
Do quality work-The team should not accept less!
Confronting conflict and conflict resolution
Maintaining discipline
Utilizing Consensus
James A. Buckenmyer DBA
Supported by:
Stanley Stough PhD
Diane Pettypool DBA
Professors of Management
Southeast Missouri State University
Note. Guides are acccessible through the Center for Scholarship, Teaching and Learning (CSTL) Web site,
Southeast Missouri State University.
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NovemberDecember 2000
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ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Using Teams for Class Activities: Making Course/
Classroom Teams Work
James A. Buckenmyer
To cite this article: James A. Buckenmyer (2000) Using Teams for Class Activities: Making
Course/Classroom Teams Work, Journal of Education for Business, 76:2, 98-107, DOI:
10.1080/08832320009599960
To link to this article: http://dx.doi.org/10.1080/08832320009599960
Published online: 31 Mar 2010.
Submit your article to this journal
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Using Teams for Class Activities:
Making CourseClassroom
Teams Work
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JAMES A. BUCKENMYER
Southeast Missouri State University
Cape Girardeau, Missouri
B
ecause of the increased emphasis
on and use of teams in organizations of all types, university professors,
especially those in colleges of business
and related areas, have been using teams
in various ways in their classes. Such inclass use of teams has been strongly
endorsed and supported by external
organizations as well as alumni. Both
organizations and alumni repeatedly
indicate that the increased use of teams
in the “real world” has increased students’ need for exposure and experience
with teams. Therefore, the increased use
of teams for classkourse projects, particularly long-term, fairly complex
ones, is highly justified.
However, problems often arise with
team use in the classroom. Often the students have bad experiences or extensive
complaints about using teams. Frequently, the announcement that there
will be a team project is received with
moans, complaints, or other indications
of displeasure. In one informal classroom inquiry, 4 class members indicated
that they had had good team experiences
in classes, but 17 reported negative ones.
Other classes responded similarly to the
same inquiry.
When asked for the reason(s) for the
negative reactions toward teams, the
students freely expressed themselves.
They felt that teams were unproductive
or unpopular for the following reasons:
90
ABSTRACT. The negative experiences that students often have with
course team assignments can sour
their attitudes toward all team participation, which may affect their performance in teams in later employment.
Many negative experiences can be
attributed to lack of development in
team processes. Business organizations train teams extensively for successful functioning. Course teams can
function successfully with a little
classroom time spent on development
and training. In this article, I present a
classroom-tested Faculty Guide and
Student Guide based on classroom
experiences, consulting experiences
with organizational teams, and the literature. Students have reported their
best course team experiences through
use of these guides.
riders” (sometimes called “social
loafers”) and the remainder of the team
members may have felt that (a) they had
to take up the slack, (b) there was nothing that could be done about the problem, (c) they lacked knowledge on what
could be done, or (d) they lacked the
skills to do whatever could be done
about the free riders.
4. Group members did not know how
to build a team and maintain team effort.
5 . Team members did not know how
to handle conflict within the team.
6 . Teams did not know (a) how to
choose a team leader, (b) how to choose
the best team leader(s) for a specific
task, (c) what to expect from a team
leader, or (d) how to recognize or
reward team leader performance.
7. Teams rarely made definite work
assignments for each team member, nor
did they establish specific due dates for
each assignment (completion time for
the activity). Decisions may have been
made during team interaction (meetings), but the responsibility for the completion or implementation of the decision was not assigned to any particular
individual. There was no direct assignment made for the activity or implementation of the decision, nor was there
any penalty assigned for not completing
the activity or meeting by the established due date.
8. Most classroom teams had no
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1. The teams did not work well
together; that is, they were a collection
of individuals, each with his or her own
agenda, rather than having a unified
team objective.
2. The team members often were not
clear about the expectations for the
team, regarding both the specific outcomes expected by the faculty and the
level of team performance expected by
each of the team members. For example, some team members were willing
to settle for a C , whereas others were
aiming for nothing less than an A, indicating a lack of clear objectives for team
performance.
3. Some team members became “free
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recourse against noncontributing or dysfunctional members.
9. Totally inclusive meeting times
were difficult to establish, particularly if
there were commuting (e.g., distancelearning), nontraditional, or working
members in the team.
10. Full-time students may have had 4
or 5 simultaneous team projects (along
with their class schedules) during a
semester, which further complicated
establishment of acceptable meeting
times and greatly expanded out-of-class
workloads, particularly for the good,
conscientious team members who often
ended up doing most of the work.
Additionally, it has been observed
that the values of generation X tend to
be anti-team! As a group, the Xers are
highly individualistic, visually oriented,
and aligned with information technology, not with the sharing of information.
Such factors, coupled with the fact that
most classlcourse teams have had little
or no training in team functioning, led
to bad experiences with teams.
Such bad experiences may produce
negative student attitudes to future use
of teams, possibly harming those students’ careers when they must handle
team situations on the job and in the real
world. What is taught poorly in college
may contribute later to poor performance on the job.
(Motorola spends $30 million a year in
training, mostly on teams, and it has
taken the company 10 years to develop
teams to its satisfaction.) Following this
model, I concluded that some guidance
for faculty and students would si@icandy enhance team performance and
the reactions that students have to teams.
To assist faculty to prepare and train
students to work in teams for
course/class projects, I prepared the
attached, annotated Faculty Guide and
Student Guide. The guides were originally prepared for colleagues to use in
their classes. Those colleagues suggested that the guides be shared with other
faculty, both within the university and
more broadly. The Faculty Guide assists
faculty members in preparing students
for working in teams, and the Student
Guide helps students to perform better
in and have positive experiences with
teams. The Faculty Guide has more narrative, briefly explaining the theory and
reasoning behind the recommendations.
The guides may seem overformalized
and complex, but there is a reason for the
formalization. Teams are formal manifestations of groups, and effective groups
require extensive development time,
often years. To provide the climate for
course/classroom teams to be successful
would thus require extensive development time also, but course/classroom
teams do not have such extended time
periods to develop. Time constraints
(semester lengths) and normally accepted standards necessitate that classroom
teams develop and mature through a
“quantum” acceleration of the necessary
processes. The best way to facilitate such
rapid development is to formalize the
processes of group evolution.
The proposed steps are closely related to the requirements for the development of successful teams in the work
environment. Steps corresponding to
group characteristics and team development experiences from in the world of
work have been modified to fit the
classroom.
The guides are intended for use with
teams that will be working together for
an extended duration, for example, for a
partial term or a whole term project.
They are not intended for groups whose
sole purpose is to discuss a single topic
in a single class and then be disbanded.
Classroom teams that have used the
guides for team presentations, team
operations in extended game simulations, and similar activities have
extolled their virtues, and students have
stated that adherence to the proposed
principles has improved team cooperation and performance as well as student
attitude to team participation.
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Improving In-Class Team
Performance and Participant
Experiences
With a little in-class training about
team functioning and some preliminary
student team activities, the students’ negative reactions to teams can be reduced
or possibly even eliminated. The
approach proposed in this article has
been used in several classes with significant positive results. The vast majority of
students using the techniques and worksheets have enjoyed the team experience.
Some of those students have commented
that the approach provided their most
rewarding team experience; for some, it
produced their first positive one.
Organizations that use teams successfully spend long hours and millions of
dollars training individuals to work in
teams, training team leaders, and training managers to manage teams.
Interaction
Communication
Common interests
Size
All leading to consensus
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TABLE 2. Characteristics of
Groups
Develop structure and structural
relationships-A status hierarchy
Develop and preserve a cultureNorms, mores, taboos, jargon, and
acceptable behavior
Exercise social control-Establish
discipline to maintain consensus
Resist change
Develop roles-Including leadership roles (2)
Have objectives-Stated or
implied
Have open communication
Maintain consensus
Address and resolve conflictBoth intragroup and intergroup
conflict
Develop trust-A must!
Develop cohesiveness
May develop synergy
usually do not occur naturally or quickly enough in a formed team, the team
must construct the characteristics consciously (see Table 2 ) .
In small groups, individuals either
gather around a leader, or as the group
defines its objectives, a leader emerges.
The leader is the individual who the
group feels will best enable it to achieve
its objective(s). The originally chosen
leader is often the most popular one.
A formed team must construct the
objectives that lead to consensus. In a
hastily formed classroom team, there is
no beginning consensus, only a vague
objective-to get the assignment done.
Often there is no agreement on the level
of work to be done, or the grade to be
targeted. Therefore, there is no leader
for the team to rally around.
Particularly in undergraduate classes,
some team members may take the
responsibilities of their roles lightly or
engage in “social loafing.” Some team
members may just want to complete the
assignment at a minimum level, while
others may strive for an A. Without a
previously stated agreement on an
objective, those individuals striving for
the A must assume a disproportionately
large portion of the workload. They
must do enough to earn the A for their
own contribution while picking up the
slack from the others.
In “real world” work teams, the team
members can exert some formal pressure on uncooperative team members. If
the project earns an A, is it then equitable to give all members of the team an
A? Additionally, if an agreement has
been developed regarding such behaviors as shirking, the team members can
deal with them during the project rather
than after final project completion,
when the team members are evaluated.
They can direct the shirkers to do certain activities. If they do not complete
their assigned tasks, the team can
impose some sort of sanctions against
uncooperative team members. This is
the “exercise of social control” and the
“development and preservation of a culture” (see Table 2). These activities permit the team to “maintain consensus.”
Most professors have observed that
different classes have different personalities (or cultures). So too will teams
have different cultures. These cultures
need to be developed up-front.
“Open communication” helps to
encourage the trust that must develop
among team members for effective
functioning. Open communication, as
well as the potential to discipline a dysfunctional or disruptive team member,
will permit the team to develop a trusting relationship with the professor. The
team will believe that the professor is
concerned with the welfare of the team
members, and not simply working in his
or her own comfort zone.
Unresolved conflict, particularly intragroup conflict, can significantly reduce a
team’s effectiveness. The resolution of
conflict, whether about goals, process, or
final outcome, brings the team closer
together, thus developing cohesiveness.
Classroom teams in which the “rules
of the game” have been established upfront can function more successfully,
like a well-trained team in the business
world. Most important, the animosity
toward team members and the antagonism against other teams that often
develop is greatly reduced. The proposed guidelines will not solve all of the
problems, partly because some teams
will not participate totally in the spirit of
the guidelines but may just go through
the motions. Teams that use the guidelines will almost surely increase their
performance and improve the members’
attitudes to team participation.
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achieve (objective or benefit), (c) rules
of behavior (mores or culture), (d) performance roles, and (e) generally tacit
agreement on sanctions for noncompliance with group norms.
Size is a limiting factor. When the
size of the group becomes too large for
reaching a consensus on the common
interests or the methods of attaining the
common interest, the group either splinters or begins to formalize; that is, it
begins to develop structured relationships, formal objectives and rules, and
so forth. Without the above conditions,
groups never really come together cohesively-and formed teams will not
come together either. Because it is not
likely that those conditions will develop
quickly enough in formed teams to
facilitate cohesion, some artificial (formalized) assistance is required.
Some of the characteristics observable in established groups are identified
in Table 2. Those characteristics are
common to all groups and permit them
to function cohesively. Because they
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NOTE
The Faculty Guide and Student Guide are also
posted on the Web site of the Center for Scholarship, Teaching, and Learning, Southeast Missouri
State University, Cape Girardeau, MO.
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APPENDIX A. Faculty Guide: Maklng Classroom Teams WorWsing Teams for Classroom Projects
I. Establishing Teams
Teams can be established either by assigning individuals to a team or by permitting the students to self-select team members.
Both ways have advantages and disadvantages.
A. Effective Teams
Group Functions-Members
trust and have confidence in each other;
are attached and loyal;
help each other;
frankly share relevant and valuable information;
encourage everyone in the group to participate in the group task; and
stress teamwork.
Task Parameters
Clearly define team goals and boundaries.
Create a vision that’s supported by explicit tasks.
Set clear short-term as well as long-term team goals.
Encourage the development of team norms.
Establish and maintain team traditions.
Reinforce good attendance at team meetings.
Measure and provide feedback.
Recognize and reward success.
Celebrate when the group achieves a goal.
Ensure interpersonal communication.
Support each other.
Be flexible.
Do what you say-Walk the talk.
B. Team Membership
1. Assigning Team Members
The usual procedure for “real world” organizations.
The advantage of assigning team members is that the instructor can assure a mix of students on the team, either
male and female, different majors, different ability levels or types, different ethnic backgrounds, international student representation, etc. Additionally, this approach will more likely replicate the way teams are formed in most
“real world” situations.
The disadvantage of assigning members is that research indicates that other things being equal, member-selected
teams usually perform better.
2. Team Member Self-Selection
The advantage of team self-selection is that self-selected teams usually perform better. Additionally, students can
select individuals with whom they are familiar, with whom they feel they can work constructively and who have the
same/similar schedules and commitments.
The disadvantage of self-selection is that the students may not obtain the team diversity that might otherwise be
obtainable. Diversity usually adds to team problem solving and performance. Also, most teams in work organizations are formed by management directive and, therefore, are not self-selected. However, once teams are formed,
new members are often team selected.
Team Membership should be as diverse as possible to improve alternative inputs and decision capabilities.
C. Team Foundation
1. Clarifying Expectations (Faculty Expectations)
The faculty member should clearly specify what the team is expected to accomplish; i.e., the final outcome.
2. Establishing Parameters (Faculty Imposed Parameters, if any)
If the faculty member desires any parameters to be established, such as “at least five references from the Internet,”
or “no references from the Internet,” then these parameters should be established “up front.”
D. Team Formation
1. Team Leadership
A team leader can be appointed by the instructor. OR
The team may designate someone as the leader or chairperson. That individual should be given some authority as
well as responsibility. This may best be handled as a team function. OR
Let the best leader surface-natural ascension.
The faculty member should be informed of the choice of leader.
Some teams might select a variety of leaders. For example, assume a team has been assigned to prepare a topic for
presentation to the class. The team may select one leader to coordinate the research on the topic. It might select a
second leader to organize the research into cogent parts, and a third leader to coordinate the classroom presentation.
This sort of shared team leadership can be extremely productive.
2. RecorderAteporterlScribe
A person should be identified as the individual responsible for keeping written records of the activities of the team
(Goals/Objectives), meeting minutes, action assignments, progress, etc.
The faculty member should also be informed of the choice of scribe.
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11. Getting Organized
A. Exchange of Information (Each Student)
Phone numbers
E-mail addresses
Available meeting times
The faculty member should also be supplied with a copy of the names, phone numbers, and e-mail addresses of the
team members, as well as the selected team leadedchairperson and scribe.
B. Mission (Purpose)/Goals/Objectives
1. What is the team to accomplish?
At what level?
What is to be the team outcome?
What is the extent of the outcome, e.g., a 30-page paper on a given topic, a series of completed problems, team decisions (maybe for a simulation game), or some other project?
2. A Completion Time (Usually allowing time for revisions or additions)
Establish a project Completion Time, usually allowing time for integration, revision, or additions before the due date.
C. Establish Team Purpose and Objective
1. Defining what must be accomplished.
2. At what level.
3. In what order.
The faculty member should be supplied with a copy of the Mission, Goals, and Objectives
In some cases, the faculty member may want to comment on the documentation or in other cases the faculty member may not wish to
intrude upon the process of the team. Possibly the faculty member may not wish to request the team to submit the Objectives,
especially if the team were to indicate the desired grade in the Objectives. If the grade desired were to be less than an “A” it
may prejudice the faculty member in the evaluation of the final project.
D. Rules of Conduct
1. Expected Behavior
2. Expectations of Members
Notification of illness
Major events
Interaction with the team
3. Establishing Discipline
Missing meetings
Late for meetings
Unprepared for meetings
Incomplete or late assignments
Inappropriate or counterproductive behavior
No participation
Establishment of Consequences for improper action or inaction
Establishing Discipline
All the above Rules of Conduct should be established “up front” so that each member knows what is expected of
hidher as well as the consequences of not meeting the expectations.
The faculty member may wish to be supplied with a copy of these, particularly in regard to the rules relating to participation,
both physical and mental. This may forestall any later arguments as to the appropriateness of the expectations.
Faculty members may have a tendency to indicate that each team member will receive the same grade. This is unrealistic, but it is how many business teams are rewarded. However, unless team members have a means to “discipline”
members there may be a tendency for individuals to engage in “social loafing,” a phenomenon in which a single individual makes little or no contribution to the team, sometimes not even participating. In business teams this is usually
dealt with by team members. Some teams may expel a member. One organization’s teams impose a fine on members,
20% of the team’s weekly bonus, if the member is late or absent. The bottom line is that in classroom teams, unless the
team or the instructor can in some way “discipline” members, that is, create consequences for nonparticipation, an
individual or two may not fully participate. They may become “social loafers.” This unduly burdens the remainder of
the team members and permits the nonparticipating member a free ride.
For Example: Progressive Discipline. Instruct teams to:
(a) have a heart-to-heart talk with the “slacker” and attempt to internally resolve the issue(s).
(b) establish a written “code of behavior” or “conditions of continued involvement.”
(c) If the heart-to-heart talk and the written conditions do not resolve the issue(s), the instructor should talk to the accused
“slacker” and address the problem(s).
(d) It may be advisable to do “peer evaluations” both midway through the term and at the end of the term. This input, if it
indicates a problem, can be discussed with the group.
The main onus is on the group to resolve the issue(s). There is frequent conflict in real-world teams, and students should
attempt to constructively resolve conflict within their groups.
If behavior becomes too “disruptive” because of extreme personality conflicts, it may be possible (or even necessary) for the
faculty member to split up teams, e.g., create another team.
E. Develop a Strategy to Achieve the Desired Outcome
How are the students going to accomplish their objective?
Who is to do what by when?
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F. Faculty Assistance to Groups
It is important to allocate class time (especially early in the term or in the early part of the team development) to
establish the basic team processes, such as developing Rules of Conduct and Establishing Discipline. Additionally, the
faculty member can observe the students addressing their assigned cases, simulations, exercises, etc. The faculty member can practice MBWA (Management By Walking Around) and observe the teams in action.
III. Working Processes
A. Roles
1. Leader’s Role
C o n f i i n g meeting time and place
Confirming frequency of meetings
Establishing agenda for meetings
Running meetings
C o n f i i n g task assignments and completion times to members
Follow-up on assignments
Encouraging participants
2. Scribe’s Role
Record objectives
Record assignments and due dates
Record brief “Minutes” of team meetings, establishing responsibilities
Prepare and distribute handouts and other required materials
Integrate and report final document
3. Member’s Role
Attend meetings
Be prepared to participate
Participate and contribute
Do assigned work on time
B. Decision MakinglProblem Solving
1. Decision Processes
Defining problem-clearly, concisely
Exactly what do we need to do?
What process must we follow to accomplish our task?
Gathering information
Coordinating information
Discussing information
Getting suggestions
Evaluating suggestions
Selecting the approach to be used
Implementing the approach-Doing the work
Completing the Project
2. Action Plans/Making Action Assignments
Determine what is to be done
Make specific assignments-Who is to do what?
Determine definite due dates and assignments
Follow-up on assignments
C. Group Processes
1. Obtaining ConsensusJCommitment
Consensus is selecting an approach that everyone can agree upon. It is not necessarily selecting an approach someone or everyone thinks is the best. There are usually more than one acceptable solution or approach. Consensus can
be expedited by holding open and honest communication. This means discussing the issues, nothing else.
In some cases consensus may lead to an inferior decision. However, the commitment fostered by obtaining
consensus usually leads to a superior finished product because the commitment fosters cooperation and joint
effort.
2. Resolving conflict-Six Steps to Conflict Resolution
Step 1. Acknowledge that conflict exists
Step 2. Identify the “real” conflict
Step 3. Hear all points of view
Step 4. Together explore ways to resolve the conflict
Step 5. Gain agreement on, and responsibility for, a solution
Step 6. Schedule a follow-up session to review the resolution
Approaches to Conflict Resolution
Avoiding-Ignoring the Conflict, not participating in the solution. Avoiding conflict completely may lead to further conflict. Uncooperative, unassertive.
Accommodating-Letting the other party win, trying to maintain apparent harmony. Attempting to satisfy the
other party’s concerns also may lead to later conflict. Cooperative, Unassertive.
Competing/Confronting/Forcing-A win-lose mentality. Struggle to win. May fall back on formal authority and
rules to win. Uncooperative, Assertive.
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Compromising-’Ikying to partially satisfy everyone’s needs. A solution-oriented approach. Negotiation is usually
involved where parties give and take. Partly Cooperative, Unassertive.
Collaborating-Working through issues, problem solving. The best solution-oriented approach. Cooperative,
Assertive.
Obtaining Resolution (Four Principles for Obtaining Agreement)
Separate the people from the problem. (No name calling or accusations.)
Focus on the issues.
Focus on interests, not positions. (What is each party trying to accomplish?)
Generate other possibilities, make the pie bigger.
Insist that results be based on some objective standard.
3. Using Discipline
Discipline must be fairly and consistently administered. It must be a team effort. Ignoring problems requiring discipline can be and almost always is disruptive to the team effectiveness,.
4. Team Action Planning
Dividing the work
Making specific assignments
Setting levels of expected performance
Setting due dates
Follow-up
5. Contributing to Effectiveness
Cohesiveness
Commitment
Trust-Two Facets
1. Trust in the instructor
2. Trust in the team members
Trust that the individual will do the assignment
Trust that the individual can do the assignment
Being Trustworthy
Open
Honest
Consistent
Forthcoming
Do the work you commit to do
Do the work thoroughly
Do quality work-The team should not accept less!
Confronting conflict and conflict resolution
Maintaining discipline
Using consensus
Some team evaluation forms are attached for your information or possible use.
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APPENDIX B. Student Guide: Making Classroom Teams Work
I. Establishing Teams
A. Effective Teams
Team Functions-Team members
trust and have confidence in each other;
are attached and loyal;
help each other;
frankIy share relevant and valuable information;
encourage everyone in the group to participate in the group task; and
stress teamwork.
Task Parameters
Clearly define team goals and boundaries.
Create a vision that’s supported by explicit tasks.
Set clear short-term as well as long-term goals.
Encourage the development of team norms.
Establish and maintain team traditions.
Reinforce good attendance at team meetings.
Measure and provide feedback.
Recognize and reward success.
Celebrate when the team achieves a goal.
Ensure interpersonal communication.
Support each other.
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Are flexible.
Do what they say-Walk the talk.
B. Team Membership
1. Assigned Membership-Most Realistic
The usual procedure for “real world” organizations.
2. Team Selected Membership
Advantage-Often the most productive teams
Disadvantage-Can be too homogeneous-Too many “A” or “C” students.
Too many students from a single major, etc. Can Lack Diversity-Individuals often select “like” individuals.
(Birds of a feather flock together!)
Team membership should be as diverse as possible to gain different perspectives.
C. Team Foundation
1. Clarify Expectations (Faculty’s Expectations)
The faculty member should clearly specify what the team is expected to accomplish; the final outcome.
2. Clarify Parameters (Faculty Imposed Parameters, if any)
For example, if the faculty member wants at least five references from the Internet, or none from the Internet, or at
least 4 references from the last 3 years, etc., these parameters should be stated “up front.”
D. Team Formation
1. Team Leader
Assigned/Appointed
Elected (by team members)
Naturally selected
At times a team might find it advantageous to utilize more than one leader. For example, assume that the team has
been given the assignment to research a topic and present the topic to the class. The team might want to select one
individual to coordinate the research on the topic, another individual to coordinate the organization of the research
into cogent units, and a third individual to coordinate the actual presentation.
Such shared team leadership can be extremely successful.
2. Team Reporter/Scribe
Keeping written records of the activities of the team, e.g., Goals/Objectives, Action assignments, brief team meeting
minutes, progress, etc.,
Inform the Instructor of the selected team leader(s) and reportedscribe.
II. Getting Organized
A. Exchange of Information
Phone Numbers
E-Mail Addresses
Available Meeting Times
The faculty member should be supplied with a copy of the team members’ names, phone numbers, and e-mail addresses as well as the selected team leader and reporter.
B. Mission (Purpose)/Goals/Objectives
1. What do you want to accomplish?
At what level?
What is to be the team activity and outcome?
What is the extent of the outcome, e.g., a 30-page paper on a given topic, a series of completed problems, team decisions (maybe for a simulation game), or some other project?
2. Establish a Project Completion Time (usually allowing time for integration, revision and additions.)
The faculty member should be supplied with a copy of the Mission/Goals/Objectives.
In some cases the faculty member may want to comment on the documentation and ask for clarification, or additions to the
documentation, or may request inclusion in establishing the team’s Mission, Objectives, Priorities, etc.
C. Establish Team Purpose and Objective
1. Defining what must be accomplished
2. At what level
3. In what order
D. Rules of Conduct
Expected Behavior
Expectations of Members
Notification of illness
Major events
Interaction with the team
Establishing Discipline
Missing Meetings
Late for Meetings
Unprepared for Meetings
Incomplete or Late Assignments
Inappropriate or Counterproductive Behavior
No Participation
Establish consequences for improper actions or inaction.
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These issues must be resolved by the team members, possibly with faculty facilitation if problems arise.
Establishing Discipline
All of the above Rules of Conduct should be established “up front” so that each member knows what is expected of
h i d e r as well as the consequences of not meeting the expectations.
For Example: Progressive Discipline
1.Have a heart-to-heart talk with the “slacker” and attempt to internally resolve the issue(s).
2.Establish a written “code of behavior” or “conditions of continued involvement.”
3.If the heart-to heart talk and the written conditions do not resolve the issue(s), the instructor should talk to the accused
“slacker” and address the issues raised by the team.
4.It may be advisable to do “peer evaluations” both midway through the term and at the end of the term. This input, if it indicates a problem, can be discussed with the group.
The main onus is on the group to resolve the issue(s). There is frequent conflict in “real world” teams and the students should
attempt to constructively resolve conflict within their groups.
E. Develop a Strategy to Achieve the Desired Outcome
How are you going to reach your objectives? Develop a plan of action and sequencing of activities.
F. Some class time should be allocated early in the process to permit the teams to get organized and establish meeting times
In. Working Processes
A. Roles
1. Leader’s Role
Confirming meeting time and place
Confirming frequency of meetings
Establishing agenda for meetings
Running meetings
Confuming task assignments and completion times to group members
Follow-up on assignments
Encouraging participants
2. Scribe’s Role
Record objectives.
Record assignments and due dates.
Record brief “minutes” of team meetings.
Prepare and distribute handouts and materials required.
Integrate and report final document.
3. Members’ Roles
Attend meetings.
Be prepared to participate.
Participate and contribute.
Do assigned work on time.
B. Decision ProcesdProblemSolving
1. Decision Making
Defining problem-clearly, concisely
Exactly what do we need to do?
What process must we follow to accomplish the task?
Gathering information
Discussing information
Coordinate information
Elicit suggestions
Evaluate suggestions
Select the approach
Implement the approach-Doing the work
Complete the project
2. Action PlansJMaking Action Assignments
Determine what is to be done
Make specific assignments-Who is to do what?
Determine definite due dates (By when)
Follow-up on assignments
C. Group Processes
1. Obtaining Consensus (Commitment)
Consensus is selecting an approach that everyone can agree upon. It is not necessarily selecting an approach someone or everyone thinks is the best. There are usually more than one acceptable approach or solution to solve most
problems. Consensus can be expedited by holding open and honest communication. This means discussing the
issues, nothing else.
Obtaining consensus facilitates obtaining commitment and thus the participation of the team members.
2. Resolving Conflict
Six Steps to Conflict Resolution
Step 1. Acknowledge that conflict exists
Step 2. Identify the “real”
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Step 3. Hear all points of view
Step 4. Together explore ways to resolve the conflict
Step 5. Gain agreement on, and responsibility for, a solution
Step 6.Schedule a follow-up session to review the resolution
Approaches to Conflict Resolution
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Avoiding-Avoiding conflict completely usually leads to further conflict. Ignoring the Conflict, not participating in the
solution. Uncooperative, Unassertive.
Accommodating-Attempting to satisfy the other party’s concerns, which also leads to later conflict. Letting the other party
win, trying to maintain apparent harmony. Cooperative, Unassertive.
Competing/Confronting/Forcing-Struggle to win. May fall back on formal authority and rules to win. A win-lose mentality, Uncooperative, Assertive.
Compromising-A solution-oriented approach. Negotiation is usually involved where parities give and take. Dying to partially satisfy everyone’s needs. Partly Cooperative, Unassertive.
Collaborating-The best solution-oriented approach. Working through issues, problem solving. Cooperative, Assertive.
Obtaining Resolution (Principles for Obtaining Agreement)
Separate the people from the problem (No name calling or accusations).
Focus on the issues, not personalities.
Focus on interests, not positions.
What is each side trying to obtain, not what they want done to obtain it.
Generate other possibilities, make the pie bigger.
Insist that results be based on some objective standard.
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3. Using Discipline
Discipline must be fairly and consistently administered. It must be a team effort.
Ignoring problems requiring discipline can be and almost always is disruptive to the team effectiveness. Problems
that are ignored do not go away; they usually fester and become worse.
Rules should be agreed upon “up front,” before they become necessary. If they are not agreed upon up front they
can be viewed as being directed toward a particular individual. When this happens it is usually perceived as being
“unfair.”
4. Action Planning
Divide the work
Make specific assignments to specific individuals
Set levels of expected performance
Set due dates for completed work
Follow-up
D. Contributions to Effectiveness
Cohesiveness
Commitment
Trust--Two Facets
1. Trust the instructor
2. Trust the group members
Trust that the individual will do the assignment
Trust that the individual can do the assignment
Being ’hstworthy
Open
Honest
Consistent
Forthcoming
Do the work you commit to do
Do the work thoroughly
Do quality work-The team should not accept less!
Confronting conflict and conflict resolution
Maintaining discipline
Utilizing Consensus
James A. Buckenmyer DBA
Supported by:
Stanley Stough PhD
Diane Pettypool DBA
Professors of Management
Southeast Missouri State University
Note. Guides are acccessible through the Center for Scholarship, Teaching and Learning (CSTL) Web site,
Southeast Missouri State University.
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