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: 10.4018/978-1-60566-150-6.ch009
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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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Though the importance placed on knowledge is increasingly being recognized, applications of knowledge management principles are still inconsistent, the topic and even its definitions are still being widely interpreted (Von Krogh, Ichijo & Nonaka, 2000). The complexity of problems in our knowledge society requires that problem-solving activities be shared across disciplinary, cognitive, geographic and cultural boundaries (Leonard-Barton, 1995), with Jewels and Underwood (2004, p. 1) synthesizing these and providing a definition of knowledge management as the collection and processing of disparate knowledge in order to affect mutual performance.

It is expected that when most graduates enter the professional workplace, their ability to work as a team member will contribute to the team’s immediate levels of productivity. Assumptions could once be made that graduates would enter a university or the workforce with an adequate degree of ‘teamness’ or team competencies acquired through a childhood of formal and informal team activities (such as sport). Over many years, team competencies were practiced and developed by the individuals themselves: they did not require teaching intervention of any kind. However, the advent of computers and the Internet has impacted on social activities of children, along with the already felt impact of television. It appears less time is now spent in team sport activities, and when considered cumulatively over a period of many years, such children are now entering universities less skilled in team competencies. Coupled with the increased need for team skills in the information age, as outlined further in this paper, we believe that it is important to attend to the development of team skills in training and university curricula.

Though various types of group work have already been incorporated into higher education pedagogies, many examples fail to embrace the potential benefits of multiple contributor outputs in knowledge-intensive environments. While perhaps being ideal candidates to capitalize on the benefits of knowledge-sharing behaviors, higher education, has generally not realized its potential. There has, according to Senge (1992), never been a greater need for mastering team learning in organizations.

Team learning is vital because teams, not individuals, are the fundamental learning unit in modern organizations (p. 10).

Until we have some theory of what happens when teams learn (as opposed to individuals in teams learning) … Until there are reliable methods for building teams that can learn together, its occurrence will remain a product of happenstance (p. 238).

Synthesizing works from multiple authors (Senge, 1992; Katzenbach & Smith, 1993; Frame, 1999; Gilson, Pratt, Roberts & Weymes, 2000), we propose an original multi-dimensional teaching model that provides a foundation for discussion of the rationale for teaching team competencies (Figure 1).

Figure 1.

Multi-dimensional team competency teaching model

Further, we propose a taxonomy for assessing these team competencies at different levels of team maturity.

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Table of Contents
Chapter 1
Mara H. Washburn
Many Western nations face a critical shortage of skilled professionals in science, technology, engineering, and mathematics (STEM). However, despite... Sample PDF
Media and Women in Technology
Chapter 2
David Gefen, Nitza Geri, Narasimha Paravastu
Threaded discussions are one of the central tools of online education. These tools enhance student learning and compensate for the lack of social... Sample PDF
The Gender Communication Gap in Online Threaded Discussions
Chapter 3
Princely Ifinedo
In this study, we investigate the influence of two external influences i.e., Ease of finding and Computer anxiety on the technology acceptance model... Sample PDF
The Technology Acceptance Model (TAM) and the Continuance Intention
Chapter 4
Thanakorn Wangpipatwong
In this article, the study of how a constructivist e-learning system affects students’ learning outcomes was explored and a two-phase study was... Sample PDF
The Influence of Constructivist E-Learning System on Student Learning Outcomes
Chapter 5
Andreas Wiesner-Steiner, Heike Wiesner, Heidi Schelhowe, Petra Luck
This article presents substantial results from two projects that deal with teaching and learning with digital media in basic and higher education... Sample PDF
The Didactical Agency of Information Communication Technologies for Enhanced Education and Learning
Chapter 6
Daniel J. Shelley
E-learning and e-pedagogy continues to grow in importance in the delivery of higher education, due in part to the cost of higher education, a... Sample PDF
Comparative Analyses of Online and Traditional Undergraduate Business Law Classes: How Effective is E-Pedagogy?
Chapter 7
Ido Millet
Data Flow Diagrams and Use Cases are two popular methodologies in teaching as well as in practice. For the last 4 years, we have been using both... Sample PDF
Student Perceptions of Data Flow Diagrams vs. Use Cases
Chapter 8
Hong Lin
Agent-oriented design has become one of the most active areas in the field of software engineering. The agent concept provides a focal point for... Sample PDF
Promoting Undergraduate Education with Agent Based Laboratory
Chapter 9
Tony Jewels, Rozz Albon
For optimum workplace effectiveness in knowledge-intensive industries in which principles of knowledge management need to be applied, it is... Sample PDF
Supporting Arguments for Including the Teaching of Team Competency Principles in Higher Education
Chapter 10
Lawrence Tomei
This article helps classroom teachers create an “Interactive Lesson,” a self-paced, student-controlled, individualized learning opportunity embedded... Sample PDF
Creating an Interactive PowerPoint Lesson for the Lesson
Chapter 11
Chris Thompson, Zane L. Berge
This chapter briefly profiles three virtual schools, each at a different stage of development, yet each dependent upon a successful and sustained... Sample PDF
Planning Staff Training for Virtual High Schools
Chapter 12
MarySue Cicciarelli
Research shows that training prospective online instructors in an online learning environment is advantageous. One effective training topic is on... Sample PDF
Training Prospective Online Instructors: Theories Utilized by Current Online Instructors
Chapter 13
Michael Fedisson, Silvia Braidic
Seventh grade students were tested on their knowledge of sentences and nouns in a language arts classroom. This study was conducted over a two-year... Sample PDF
The Impact of PowerPoint Presentations on Student Achievement and Student Attitudes
Chapter 14
Henry H. Emurian
Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed... Sample PDF
Teaching Java™: Managing Instructional Tactics to Optimize Student Learning
Chapter 15
John DiMarco
This research project investigated the existence of web portfolios on academic websites in New York State. It cites disappointing results when... Sample PDF
Toward an Increase in Student Web Portfolios in New York Colleges and Universities
Chapter 16
Marianne Döös, Eva R Fåhræus, Karin Alvemark, Lena Wihelmson
Conducting a dialogue on the Web is a matter of linking thoughts in digital conversations. Dialogue differs from discussion by not being aimed at... Sample PDF
Competent Web Dialogues: Text-Based Linking of Thoughts
Chapter 17
Jeffrey Hsu
A number of new communications technologies have emerged in recent years which were originally used primarily for personal and recreational... Sample PDF
Employing Interactive Technologies for Education and Learning: Learning-Oriented
Chapter 18
Matthew Shaul
As a socially constructive learning tool, discussion forums remain central to online education. They have continued to evolve in functionality... Sample PDF
Assessing Online Discussion Forum Participation
Chapter 19
Solomon Negash, Michelle Emerson, John Vandegrieft
An empirical analysis was conducted to compare synchronous hybrid e-Learning environment with traditional classrooms. Empirical study with 165... Sample PDF
Synchronous Hybrid E-Learning: Empirical Comparison with Asynchronous and Traditional Classrooms
Chapter 20
Diane Hui, Donna L. Russell
Effectiveness of professional development is affected by the quality of social interaction. This study examines how online collaborative dialogues... Sample PDF
Understanding the Effectiveness of Collaborative Activity in Online Professional Development with Innovative Educators through Intersubjectivity
Chapter 21
Silvia Braidic
Teaching is a complex activity that involves careful preparation, delivery and reflection. As an educator, it is essential to create a sense of... Sample PDF
Effective Questioning to Facilitate Dynamic Online Learning
Chapter 22
Cindy S. York
This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education... Sample PDF
Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class
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