Supporting Arguments for Including the Teaching of Team Competency Principles in Higher Education

Supporting Arguments for Including the Teaching of Team Competency Principles in Higher Education

Tony Jewels (Queensland University of Technology, Australia) and Rozz Albon (Curtin University of Technology, Malaysia)
DOI: 10.4018/jicte.2007010106
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Abstract

For optimum workplace effectiveness in knowledge-intensive industries in which principles of knowledge management need to be applied, it is necessary to take into account not only the competencies of individuals themselves but also the competencies of the teams in which they must operate. Although the incorporation of various types of group work into pedagogies is already widespread within institutes of higher education, many examples fail to embrace a rationale for, or the potential benefits of, multiple contributor environments. We present in this chapter arguments for including the teaching of team competency principles in higher education, supported by an original multi-dimensional team competency teaching model, a taxonomy for assessing team competency levels and an example of the implementation of these principles.

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