Optimizing Student Team Skill Development using Evidence-Based Strategies—NSF Award 1431694

Optimizing Student Team Skill Development using Evidence‐Based Strategies NSF Award 1431694 The broad goal of this work is to study the effectiveness of various teamwork training interventions. This research requires the use of a common model of teamwork and a system for training, collecting ratings data, and providing feedback. We will leverage the NSF’s prior investment in the CATME system, which meets the research criteria and automates some of the data collection and feedback, which will aid in executing the research protocol consistently. Seven empirical studies will determine the effect sizes of training, practice in teams, practice rating, and feedback interventions on cognitive development (improvement of team skills) and metacognitive development (improvement of self‐ and peer‐evaluation skills). Outcomes. We focus both on cognitive skills related to team‐member effectiveness and on metacognitive skills that enable competent self‐ and peer‐evaluation of team members’ effectiveness. An intermediate knowledge‐level outcome affects both—developing an improved cognitive model of teamwork. Students must learn what skills are necessary for effective teamwork to be able to develop and evaluate them. Strategies. To achieve these outcomes, we have several strategies. Frame‐of‐reference training, which is well‐established and empirically supported, will align students’ cognitive model of teamwork with ours by teaching students the ways team members can contribute effectively to teams in the five key areas summarized earlier. Experience working in teams and evaluating teamwork will improve team skills and self‐ and peer‐evaluation skills. Experience in teams increases as students work on multiple teams. Rating practice will be accomplished by showing students descriptions or videotapes of fictitious team members and having them rate the contributions these fictitious team members make, in addition to rating themselves and their real teammates following work in teams. Finally, we will examine how the degree to which and manner in which feedback on team skills is provided affect student outcomes

Performance evaluation : examination of the relationship between memory and judgment

Ph.D.Jack Feldma

Assessing teamwork skills for assurance of learning using CATME team tools

Colleges of business must meet assurance of learning requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important skills desired by recruiters, yet employers and scholars perceive that team skills are frequently deficient in college graduates. This article describes how a set of free web-based tools available at www.CATME.org allows colleges to collect data to determine whether their students are developing good team skills and demonstrate achievement for accreditation reviews for learning goals related to team skills. The tools, which were developed to support teamwork in college classes, allow instructors to easily collect, interpret, and share data about students and teams. We show how colleges that use the CATME system in all courses requiring teamwork could analyze the data to demonstrate that their programs develop students’ team skills. The appendix provides 13 examples of learning goals colleges could use, along with a method to demonstrate achievement for each, and a sample measurable program target. These examples relate to team skills such as working with teammates of diverse backgrounds, contributing effectively to teams, displaying good interpersonal skills, being able to evaluate teamwork, and recognizing team processes and outcomes