TEAM BASED LEARNING:

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TEAM BASED LEARNING

• MOVING FROM
• STORMING TO PERFORMING

Diana McIntyre, Student Success Coordinator Doug
LaPorte, Instructor, Building Industry
Practices Robert Malowany, Counsellor
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TEAM BASED LEARNING

• Coming Together is a Beginning
• Keeping Together is Progress
• Working Together is SUCCESS.
• Henry Ford

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AGENDA

• Welcome
• How we arrived here!
• The conception and development of Team Based
  Learning
• Team Competition and Team Reflection
• Module Breakdown
• Perspectives of a Faculty Member
• Team Based Learning Outcomes
• Next Steps
• Students Perspectives
• Questions/Answers

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TEAM COMPETITION
INSTRUCTIONS Find the coloured paper that was on
your chair. Find group members with the same
coloured paper and form your group. Please
introduce yourself to your team. Choose which
hand you are going to use for this exercise
place your other hand behind your back. With your
team members (and keeping your one hand behind
your back), create a paper airplane with the
paper provided (1 sheet). Once complete, aim to
hit the bulls eye with your
plane. 4 Minutes
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(No Transcript)
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REFLECTIONS

• What was it like being given a task to work with
  people you didnt know?
• Did you recognize skills and/or abilities of
  others? What were they?
• Would you have preferred to do this exercise on
  your own instead of with a group?
• Is there anything you would change if you
  had to do it over again?

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THE PROCESS

• Student Success/Counselling delivered 3 Modules
  (6 hours of class time)
• Students were required to submit individual and
  group assignments on group process (20 of final
  mark)
• Student Success/Counselling available to teams
  for group process consultation as needed
• Encouraged purchase of reference textbook
  Successful Teamwork, by Peter Levin (McGraw-Hill,
  2005)

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Module 1

• 1. Formation of Groups
• How Alphabetically by section
• Why To efficiently work with large groups of
  students also represents reality, that you
  rarely (if ever) get to choose your co-worker
• Outcomes Grumbling Students uncertainty
  student feedback (after semester) that they were
  glad they didnt work with friends

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Module 1

• 2. Group Relationship Building
• How Introductions in groups, sharing of goals,
  backgrounds and similarities, sharing of past
  group experiences, and why they chose this
  program
• Why Key to begin building relationship/cohesion
  to facilitate comfort in group to be aware of
  skills each member was bringing to group a fun
  opportunity to see how each other worked
• Outcomes It was helpful to spend some time with
  my group members before I actually worked with
  them.

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Module 1

• 3. Team Competition
• How Egg Drop/Tower Building Exercise/
  Nursing Fashion Show
• Why A fun group activity to help build
  relationships and to discover strengths/
  personalities of group members
• Outcomes Student feedback stated that this was
  a good way to break the ice and develop
  relationships

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Module 1

• 4. Reflection on Benefits of Team
• How Large class debriefing and discussion of
  competing in a group scenario
• Why To identify benefits/challenges from
  competition experience group members may have to
  face in upcoming project
• Outcomes Majority of students voiced opinions
  that it is advantageous to work in groups to
  determine plan of action and for everything to
  get done in time

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Module 1

• 5. Team Evaluation of Competition Performance
• How Paper evaluation based on Elements of
  Effective Teamwork all group members had to
  agree on scores
• Why To begin to identify strengths in the group
  and areas that may need some attention
• Outcomes Some unrealistic scores (i.e. all
  5/5) some became more attentive of areas which
  they may need to pay extra attention

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Module 2

• 1. Employers Expectations
• How Watched video of an employer that focused on
  interview questions asked pertaining to team work
  
• Why To facilitate understanding of why team work
  is important to employers and what they are
  looking for in new recruits
• Outcomes Students became aware and better
  prepared and could use this experience as a
  concrete example when talking about team
  work

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Module 2

• 2. Introduction of Elements of Effective
  Teamwork
• How Individuals reflected on best/worst group
  experiences, and identified why they worked/did
  not work
• Why To begin to identify key aspects of
  successful teams as well as important skills
  required for an effective team to understand
  differences between Team and Group
• Outcomes Students began to understand how
  to approach working in a team
  situation as opposed to group

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Module 2

• 2. Elements of Effective Teamwork

LEADERSHIP
PREPARATION
GIVE AND TAKE
COMMUNICATION
ORGANIZATION
PROGRESS and ASSESSMENT
COMMITMENT
PARTICIPATION
PROCEDURE
CAPABILITY
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Module 2

• 3. Identifying Personality Styles/Preferences
• How Introduced personality styles/preferences
  students identified their preferences and then
  discussed common and potential conflicts because
  of personality differences
• Why To equip students with understanding of
  personality differences that occur in groups
• Outcomes Students were better prepared to deal
  with differences/conflicts with group members
• As identified by Karl Jung and developed by
  Myers/Briggs

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Module 2

• 4. Stages of Group Process
• How Presented and discussed stages through which
  groups commonly progress
• Why To proactively identify potential challenges
  and necessary stages for typical successful
  groups
• Outcomes Group members became more open to
  challenges of various stages and began to
  recognize the importance of stages

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Module 2
STAGES OF GROUP PROCESS
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Module 2

• 5. Conflict Management Styles
• How 1. Facilitated discussion on defining
  conflict and introduced Conflict Management
  Styles (Thomas-Kilmann
  Conflict Mode Instrument (TKI) 2002)
• 2. Case Scenarios (Group)
• 3. Factors Contributing to Conflict
• 4. Principles of Conflict Resolution
• Why To have students understand that conflict is
  a natural part of team process, and providing
  them with tools to work through it
• Outcomes Students were able to identify the
  source of the conflict, their response to
  conflict and effective strategies to resolve
  conflict.

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Five Conflict-Handling Modes / Styles
Collaborating Attempts to work with other person
to find a solution that fully satisfies concerns
of both
Assertive
Competing Pursues own concerns _at_ others expense
Compromising Objective is to find an expedient,
mutually acceptable solution that satisfies
concerns of all
Assertiveness

• Avoiding
• Does not immediately pursue
• her/his concerns or those of
• others

Accommodating Neglects his or her own concerns
to satisfy concerns of the other person
Unassertive
Cooperative
Uncooperative
Cooperativeness
Thomas-Kilmann Conflict Mode Instrument (TKI) 2002
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Module 2

• 5. Conflict Management Styles
• Introduction/discussion of Conflict Management
  Styles
  (Thomas-Kilmann Conflict Mode Instrument (TKI)
  2002)
• Case Scenarios (Group)
• Factors Contributing to Conflict
• Principles of Conflict Resolution

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Module 2

• 6. Team Contract
• How Introduction of format which group was to
  use in setting up group procedures
• Why To assist groups in coming to an agreement
  in how they will operate as a team by having it
  in writing and signed
• Outcomes Group members were able to refer back
  to contract when conflicts did arrive, and then
  take appropriate action (i.e. firing group
  member, amendment of SOP, etc.)

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Module 2 Team Contract
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Module 3

• 1. Process Reflection
• How Reflect on team process to discuss valuable
  learnings and/or areas that might have been done
  differently, and then share with large group
• Why To debrief team experience and identify
  successes/shortcomings as strategic experience
  for next group challenge
• Outcomes Became a clarification of what
  worked and what did not work

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Module 3

• 2. Employer Presentation on Team Based
  Organizations
• How Utilized an employer as guest speaker to
  talk about importance of working in team
• Why To reinforce importance of learning skills
  of team work and development
• Outcomes By hearing from their potential
  employers, students recognized the importance of
  team work skills and the need to continually
  develop them

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Module 3

• 3. Behavioural Interview Question
• How Review typical industry interview question
  and discuss in group how to answer with new group
  experience
• Why To capture new learning of group experience
  and prepare students for such an interview
  question
• Outcomes Students now have class experience in
  groups and can use this exercise to prepare them
  for job search

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Module 3

• 4. Team/Peer Evaluation
• How Have individuals evaluate their team and
  members according to Elements of Effective
  Teamwork
• Why A chance to identify what worked/didnt
  work, so as to go away with insight for next
  group project to verify if difficulties
  mentioned in evaluation were identified in
  reflection forms
• Outcomes A clearer understanding of
  interactions, difficulties and successes through
  actual experience

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Module 3

• 5. Process Feedback
• How Facilitation of feedback on pilot project in
  class as well as with focus group
• Why To gain perspective and evaluation of pilot
  project from student participants
• Outcomes Adjustments were made to contents of
  modules, reflection process/schedule, and roles
  of Peer Team Advisors were implemented

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TEAM BASED LEARNING

• Perspectives from Faculty Members
• I'm still glowing with the excitement and
  happiness you all brought to my classes this
  week.  How many times do you see students
  literally dance out of class.............what a
  great introduction to team work in the
  collaborative program!!
• My class loved your workshops.  I had a couple
  of students attend that I had never seen
  before...I think the word got out from the other
  sections that the class would be fun (and perhaps
  important) and thus they decided to attend.  I'm
  sure that team learning will help them.

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RESULTS Group Assignment
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TBL Today

• Research
• Linked Course
• Growth across College
• Customization
• Peer Team Advisors
• First Alert

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TEAM BASED LEARNING

• MOVING FROM
• STORMING TO PERFORMING

Diana McIntyre, Student Success Coordinator Doug
LaPorte, Instructor, Building Industry
Practices Robert Malowany, Counsellor