Identifying Team Roles - Griffith University

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TEAMWORK Useful resources Overview for Project Management. Accessed from the World Wide Web on 1 September, 2004: http://www.vta.spcomm.uiuc.edu/PMT/pmt-ov.html Monitoring Team Learning Activities. Accessed from the World Wide Web on 1 September, 2004: http://www.vta.spcomm.uiuc.edu/TWT/twt-l4.html Overview for Team Conflict. Accessed from the World Wide Web on 1 September, 2004: http://www.vta.spcomm.uiuc.edu/TCT/tct-ov.html How to design teamwork tasks Teaching tips Design tasks that have: • clearly defined learning outcomes which include teamwork skill outcomes such as negotiation, communication and interpersonal skills; • criteria against which outcomes will be assessed - either by an assessor or in conjunction with the students; • a variety of roles and responsibilities; • scope for creativity; • a group ‘product’ that can be assessed collectively; and • a requirement for high level cooperation. Distinguish between tasks that require: • cooperation - each team member can produce a part of the whole independently; and • collaboration - the end result or product represents the work of the team as a whole. Let students know: • you can’t choose your team members in real life, and especially at work; • diversity in team membership is a positive; • team members must have mutual goals and shared commitment; • everyone is accountable for achieving the task and managing the process; • there needs to be a workable balance between the task and the process; • there are deadlines that have to be met; • it is the group’s responsibility (not just the leader’s) to organise the team process (e.g., setting and attending meetings; recording minutes; monitoring performance; preparing presentations; submitting assessment items); and • there must be concrete outcomes. 6
TEAMWORK How to allocate students to teams Some suggestions: • allocate students to teams yourself and ensure diversity of social and cultural mix; • use some kind of a ‘system’, (e.g., let students choose their own team membership); • use a coloured card method - all yellows together, etc.; • use an ‘icebreaker’ exercise to let students identify others with similar interests; • outline different team roles and let students choose their preferred role; or • let them self-select (e.g., on the basis of the topic, their physical location or proximity, and their availability for meetings); and • keep the size of teams fairly small (e.g. 3-4 students for inexperienced teams, or 4-6 students for experienced teams). Allocate class time for teams Preferably allocate class time for teams to: • meet; • get to know one another (perhaps at their first meeting you could ask them to identify their own particular skills, and their strengths and weaknesses as a team member); • set the ground rules; • establish roles and responsibilities; • clarify the task and learning objectives; and • introduce the whole notion of teamwork as an evolving process. Useful resources Guide to Best Practice: Group Work. Accessed from the World Wide Web on 1 September, 2004: http://learn.lincoln.ac.nz/groupwork/ Belbin Team Roles. Accessed from the World Wide Web on 1 September, 2004: http://www.belbin.com/belbin-team-roles.htm Griffith Graduate Web site’s Resource Directory provides a list of print/Web resources on teamwork and managing group processes. Accessed from the World Wide Web on 1 September, 2004: http://www.gu.edu.au/centre/gihe/griffith_graduate/resources Decisions to Make Before Teaching with Teams. Accessed from the World Wide Web on 1 September, 2004: http://www.vta.spcomm.uiuc.edu/TWT/twt-l2.html Stages of Team Development. Accessed from the World Wide Web on 1 September, 2004: http://www.vta.spcomm.uiuc.edu/TBG/tbgt2-ov.html Teaching tips 7
Page 2 and 3: Purpose of this Toolkit The Toolkit
Page 4 and 5: TEAMWORK Preparing for teamwork ...
Page 6 and 7: TEAMWORK For professional competenc
Page 8 and 9: TEAMWORK “When we did a few thing
Page 12 and 13: TEAMWORK Identifying team roles Ask
Page 14 and 15: TEAMWORK Evaluating teamwork Rating
Page 16 and 17: TEAMWORK Assessing teamwork Just be
Page 18 and 19: TEAMWORK Assessment options for lec
Page 20 and 21: TEAMWORK Assessment options for stu
Page 22 and 23: TEAMWORK Peer and self assessment P
Page 24 and 25: TEAMWORK Principles of effective te
Page 26 and 27: TEAMWORK Griffith Retention Project
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Page 30 and 31: http://www.griffith.edu.au/centre/g
Page 32 and 33: TEAMWORK “When we did a few thing

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