Research in Engineering Education Symposium 2011 - rees2009

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within the team. The correlation based on leadership, depicted in Figure 4 (leadership
model), describes a significant relationship (R2=0.87) between satisfaction with
performance and leadership (ability to design and solve, direction, and interactions),
defined by the following equation:
Verma and Widman (2002) observe that leadership plays an important role with respect
to satisfaction with performance because it concerns engaging people to take action. The
leader creates a supportive environment to inspire commitment and engage those willing
to act on their contributions. A team contract documents the commitment and sets the
standards for this environment.
Satisfaction with team performance relies on the manager’s ability to get work done.
Management addresses the task functions (organization and structure) required to
implement the strategy addressing the needs of the stakeholders. Reh (2010) observes
that managing the team improves satisfaction with process. The correlation based on
management, illustrated in Figure 4 (management model), describes a strong relationship
(R2=0.82) between satisfaction with performance and management (ability to plan and
organize, meet goal, and how work gets done), defined by the following equation:
The manager is expected to create a supportive environment to communicate problems
that hinder efficient team performance. Satisfaction with performance relies on the team’s
ability to produce a realistic schedule for getting work done in terms of the project goals.
Figure 4: Satisfaction with Performance and the Leadership/Management Models
Team CRATER advanced a team contract to satisfy the needs of the stakeholders resulting
in a successful marketing campaign. It also created a detailed schedule to utilize its shared
contributions completing the excavator design under greater time constraints. A balance
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011