The Impact of Task- and Team-Generic Teamwork Skills Training on Team Effectiveness

This study examined the effects of training team members in three task- and teamgeneric teamwork skills: planning and task coordination, collaborative problem solving, and communication. We first examined the degree to which task- and team-generic teamwork skills training impacted team performance on a task unrelated to the content of the training program.We then examined whether the effects of task- and team-generic teamwork skills training on team performance were due to the transfer of skills directly related to planning and task coordination, collaborative problem solving, and communication. Results from 65 four-person project teams indicated that task- and team-generic teamwork skills training led to significantly higher levels of team performance. Results also indicated that the effects of task- and teamgeneric teamwork skills training on team performance were mediated by planning and task coordination and collaborative problem solving behavior. Although communication was positively affected by the task- and team-generic teamwork skills training, it did not mediate the relationship between task- and team-generic teamwork skills training and team performance.Theoretical and practical implications of these results are discussed, as well as possible limitations and directions for future research

Enhancing the Quality of Argumentation in School Science

The research reported in this paper focussed on the design of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over two years between 1999 and 2001 in junior high schools in the greater London area. The research was conducted in two phases. In the first developmental phase, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom and to assess teachers‘ development with teaching argumentation. Data were collected by videoing and audio recording the teachers attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin‘s argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher specific, as is the nature of the change. In the second phase of the project, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a control group at the beginning and end of the year. Here the emphasis lay on assessing the progression in student capabilities with argumentation. Hence data were collected from several lessons of two groups of students engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality, the findings show that there was an improvement in the quality of students‘ argumentation. In addition, the research offers methodological developments for work in this field

Decision Making Paths in Self-Organizing Technology-Mediated Distributed Teams

This paper investigates decision making in self-organizing technology-mediated distributed teams. This context provides an opportunity to examine how the use of technological support to span temporal and organizational discontinuities affects decision-making processes. 258 software-modification decision episodes were collected from the public emailing lists of six Free/Libre Open Source Software (FLOSS) projects over a span of five years. Six decision-making paths were identified as 1) short-cut decision-making path; 2) implicit-development decision-making path; 3) implicit-evaluation decision-making path; 4) normative decision-making path; 5) dynamic decision-making path; and 6) interrupted/delayed decision-making path. We suggest that the nature of the tasks and the affordances of the technology used reduce the need for explicit coordination, resulting in a broader range of possible decision processes than are observed in face-to-face groups

BEHAVIORAL INTERDEPENDENCE IN PROJECT TEAM COLLABORATION: STUDY OF ENGINEERING STUDENTS’ COLLABORATIVE BEHAVIORS IN HIGH LEVELS OF INTERDEPENDENT TASK SETTINGS

In teamwork learning settings, tasks are often designed at varying levels of interdependence that requires students to complete the tasks by relying only on their team members sharing resources, knowledge, and skills. However, well-structured tasks do not always guarantee task-related collaborative behaviors will occur and are simply not adequate for us to understand the collaboration process and participants’ actual collaborative behaviors. To deepen our understanding of collaboration and explore how increased collaboration may be promoted in high-level interdependent task settings, this study uses behavioral interdependence as an analytical concept to describe and examine individual students’ actual behaviors as they worked collaboratively on an interdependently-structured engineering design project. Behavioral interdependence is “the amount of task-related interaction actually engaged in by group members in completing their work” (Wageman, 2001, p. 207). The concept of behavioral interdependence helps us to understand students’ task-related collaborative behaviors. However, this concept has received scarce attention in collaboration literature. This study was set in a context of college engineering students collaborating on an authentic design project. A descriptive, instrumental two-case study methodology was employed to respond to two main research questions: (1) what individual behaviors are observed in project teams when students were working under the high task interdependence condition and (2) what patterns of team behaviors are observed in such a condition. After examining and comparing two newly-formed college student project teams’ collaborative behaviors in solving an interdependently-structured engineering design project, answers to the research questions help explore how team behavioral patterns formed out of, or were affected by, students’ individual behaviors and how behaviors affected team collaboration and performance. This study resulted in rich descriptions of individual student behaviors and behavior changes, team behaviors and behavior changes, and how individual behaviors were related to team behaviors and overall team collaboration and performance. Results suggested that (1) individual behaviors were closely associated with team behaviors, collaboration, and performance, (2) students’ early behavioral patterns largely predicted their continuous behaviors, (3) urgent deadlines were likely to change behaviors of students who had poor performance in task management and temporal planning, (4) individuals performing better in disciplinary, technical areas tended to have more contribution to and better participation in teamwork, and (5) teams with high levels of behavioral interdependence tended to have better performance in teamwork. Several recommendations are provided for designing instruction in high interdependent task settings such as careful estimation of task completion time considering students’ varying collaboration skills and time management ability levels (task / activity design recommendation), providing suitable scaffolding strategies to support students who are not adequate in technical fields or in skills in areas of self-management, effective communication, and temporal planning (activity preparation recommendation), and paying attention to students’ behaviors at the early stage of their collaboration and providing timely corrective feedback (formative evaluation recommendations)

System control of an autonomous planetary mobile spacecraft

The goal is to suggest the scheduling and control functions necessary for accomplishing mission objectives of a fairly autonomous interplanetary mobile spacecraft, while maximizing reliability. Goals are to provide an extensible, reliable system conservative in its use of on-board resources, while getting full value from subsystem autonomy, and avoiding the lure of ground micromanagement. A functional layout consisting of four basic elements is proposed: GROUND and SYSTEM EXECUTIVE system functions and RESOURCE CONTROL and ACTIVITY MANAGER subsystem functions. The system executive includes six subfunctions: SYSTEM MANAGER, SYSTEM FAULT PROTECTION, PLANNER, SCHEDULE ADAPTER, EVENT MONITOR and RESOURCE MONITOR. The full configuration is needed for autonomous operation on Moon or Mars, whereas a reduced version without the planning, schedule adaption and event monitoring functions could be appropriate for lower-autonomy use on the Moon. An implementation concept is suggested which is conservative in use of system resources and consists of modules combined with a network communications fabric. A language concept termed a scheduling calculus for rapidly performing essential on-board schedule adaption functions is introduced