Abstract:

Group work for third-level STEM students is seen as a way to increase student understanding of content while building transferable skills. Group work promotes cooperative learning where students perceive that better performance by individuals produces better performance by the entire group [1]. Often STEM students are unfamiliar with or unskilled at group work, and frequently do not know what strengths they bring to a team. Emich and Wright [2] suggest that a team-level strengths of character profile enables a focus on individual team members to lead to an increased team performance. Member participation is associated with team cohesion. Students who understand that interacting with their team adds educational value will enhance their enjoyment of learning and boost performance [3]. Research on teams in sports identified team cohesion, team norms and intra team communication as factors affecting team satisfaction [4].

This study explored the potential of a team building activity to:
(1) foster better team cohesion,
(2) achieve a better understanding and appreciation of other team members’ contributions, and
(3) increase team spirit and enjoyment. In this work we investigate if awareness of personal strengths can enhance individual student learning and overall teamwork quality.

Undergraduate students taking a project-based module were formed into small groups using the Index of Learning Styles [5] and worked together for a number of weeks to complete a client project. These students completed the VIA Inventory of Strengths (VIA-IS) and reported their top five strengths. In addition each student completed a questionnaire to probe the relationship between teamwork quality and team performance [6].

We conducted an exercise where teams followed a series of teamwork guided discussions. For example, students were asked to consider their top five VIA character strengths and which of these strength each member would like to bring to their team, and how these strengths combine to make an effective team.

In this pilot study, we used a narrative account of the students’ experiences to assess the potential of this team building activity. Initial feedback indicates that the inclusion of a team building activity shows potential. Student learning can be encouraged through sharing experiences and we are developing a social learning smartphone application that allows students to note and share when they use a signature strength to foster team cohesiveness outside of face to face activities.

References:
[1] Johnson et al. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching 25, 85-118.
[2] Emich et al. (2016). The ‘I's in team: The importance of individual members to team success. Organizational Dynamics, 45(1), 2-10.
[3] Gomez et al. (2010). Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes. Computers & Education, 55(1), 378-390.
[4] Onağ et al. (2014). Team Effectiveness in Sport Teams: The Effects of Team Cohesion, Intra Team Communication and Team Norms on Team Member Satisfaction and Intent to Remain. Procedia - Social and Behavioral Sciences, 150, 420-428.
[5] Felder et al. (1997). Index of Learning Styles Questionnaire.
[6] Hoegl et al. (2001). Teamwork quality and the success of innovative projects: a theoretical concept and empirical evidence. Organ. Sci. 12 (4), 435– 449.

Keywords:

STEM, higher education, team work, team cohesion, character strengths, skills development.