Leader orientation, leader behavior, group effectiveness and situational favorability: An empirical extension of the contingency model

The relationship between work group effectiveness, leaders' behavior, and leaders' interpersonal relations orientation scores in three levels of situational favorability were studied. Subjects were members and supervisors of 119 work groups in the maintenance and production departments of a metal fabricating plant. It was found that (a) in a very unfavorable situation, supervisors directed most of their behavior toward the achievement of their primary goals, while in a very favorable situation, they concentrated less on the achievement of primary goals and more on the achievement of secondary goals; and (b) groups supervised by task-oriented leaders were more effective in situations of either high or low favorability, while groups supervised by interpersonal relations-oriented leaders were more effective in situations of intermediate favorability.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/33907/1/0000172.pd

Beyond Groups and Cooperation: Building High Performance Learning Teams

This article examines potential parallels between using teams in the workplace and in the classroom and is based on the assumption that educators may be able to learn a great deal from industry\u27s successes using high-performing teams. This article (1) outlines the key attributes of groups affecting their ability to engage in productive work, (2) identifies management practices that have consistently resulted in high performance teams in the workplace, (3) compares these practices with the prescriptions of three widely used but different instructional approaches to group-based learning: incorporating a group assignment as a supplement to a predominantly lecture-based course, Cooperative Learning and Team Learning, and (4) discusses the implications for using small group-based instructional strategies in higher education

What Every Faculty Developer Needs to Know about Learning Groups

This article advances two related propositions. One is that virtually all of the commonly reported problems with learning groups, such as less content coverage, free-riders, and students\u27 feeling that instructors are not teaching unless they are talking, are a natural consequence of they way the groups are being used. The other is that the vast majority of the problems can be prevented by avoiding group assignments that retard the development of effective learning teams and limit student learning. This article will a) examine the underlying causes of the most commonly reported problems with learning groups, b) outline some simple, but effective, strategies for preventing their occurrence in the first place and, c) describe a new tool, the Learning Activity Impact Grid (LAI-Grid), that can be used to ensure that assignments promote both team development and learning

The Theory/Applications Balance in Management Pedagogy: Where Do We Stand?

Business schools are expected to be "professional" in the sense that their mission is primarily to prepare people to practice their skills in the business world. Various critics, however, claim that management professors overemphasize theory and research and neglect the practice and applications students need to transfer classroom theory to the world of practice. This study compared an earlier sample with a more recent sample of Academy of Management members concerning the relative emphasis they believed should be placed on theory and applications in management pedagogy and the techniques they used to bring applications into the classroom. Current respondents believed that more emphasis should be placed on applications than the earlier respondents. An unexpected finding, however, was that the more recent respondents reported a lower mean usage of pedagogical techniques that are appropriate for developing students' ability to apply course concepts than the previous group. Possible reasons for these incongruent findings are discussed as well as the implications for management pedagogy.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Team Learning: A Comprehensive Approach for Harnessing the Power of Small Groups in Higher Education

Team Learning Defined Guidelines for Using Team Learning Answering Key Design Questions Forming Team Learning Groups Establishing a Grading System Using Minitests to \u27\u27Cover Content Without Lectures Developing Group Assignments and Activities Ensuring the Development of Performance-Oriented Group Norms Benefits of Using Comprehensive Group-Based Instruction Using Instructional Resources Efficiently Providing Social Support for Students Developing Interpersonal Skills Building and Maintaining Instructor Enthusiasm for Teaching Reference

Larry Michaelsen, Central Missouri University; Team-Based Learning

Larry Michaelsen, Central Missouri Universit

Keys to Using Learning Groups Effectively

Irrespective of such factors as subject matter and class size, small group work can produce positive motivational and learning outcomes. The key is appropriately managing the variables discussed in this essay

The Effects Of Situational Conditions And Human Values On Leadership Behavior In Organizations: An Empirical Investigation.

PhDOccupational psychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/190565/2/7415802.pd

Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development

The primary objective of this article is to provide readers with guidance for designing effective group assignments and activities for classes and workshops. In doing so, we examine the forces that foster social loafing (uneven participation) in learning groups and identify four key variables that must be managed in order to create a group environment that is conducive for broad-based member participation and learning. We then discuss the impact of various types of activities and assignments on learning and group cohesiveness. Finally, we present a checklist that has been designed to evaluate the effectiveness of group assignments in a wide variety of instructional settings and subject areas

Twelve tips for doing effective Team-Based Learning (TBL)

Team-based learning (TBL) in medical education has emerged over the past few years as an instructional strategy to enhance active learning and critical thinking – even in large, basic science courses. Although TBL consistently improves academic outcomes by shifting the instructional focus from knowledge transmission to knowledge application, it also addresses several professional competencies that cannot be achieved or evaluated through lecture-based instruction. These 12 tips provide the reader with a set of specific recommendations which, if followed, will ensure the successful design and implementation of TBL for a unit of study