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Definition
A team is a small group of people with complementary skills who are committed to a common purpose, performance goals, and
approach for which they hold themselves mutually accountable.1 Although student teams may not satisfy all the requirements of the
definition, the degree to which they do often determines their effectiveness.
Rationale
"Students do not come to school with all the social skills they need to collaborate effectively with others. Teachers need to teach appropriate
communication, leadership, trust, decision making, and conflict management skills to students and provide the motivation to use these skills in order
for groups to function effectively."2 Faculty members must take responsibility to help students develop their skills to participate on and lead teams.
___2. Why did you do that? That was a foolish thing to do. Practice Exercises for Active Listening
Each of the following examples presents something that might be said
___3. The best way for you to handle this is to ask your supervisor to to be an active listener. After the quote, write down possible questions
move offices. or statements that you might say as the active listener.
___4. It seems that one of you is lying. Encouraging
___5. Do you think that you could pay Myosha for the computer? Teammate: “She’s always taking things of mine without asking
permission. I don’t know. I’m just angry at her because taking my
Examples of Neutral Phrases report was the last straw.”
• Can you tell us about the situation? What might you say to encourage this person to keeping talking?
• Can you tell us what happened? Questioning
• How are you feeling about that? Teammate: “My professor is always blaming me for everything. It
• How are you feeling about (e.g., him having to dominate staff doesn’t matter whether I talk in a meeting or not. She thinks I’m the
meetings)? one who does it.”
• Can you tell us more about that? What questions might you ask to get more information or to
• Would you tell us more about how (name) got the computer? understand the problem better?
• Can you explain more about (issue)?
• Can you give some examples of how you think (name) is always Restating
messing with you? Teammate: “Sometimes Dr. Imbrie talks very fast, and I have a hard
• What happened when (event)? time understanding what he says, but I’m afraid to ask him to repeat.
• What was it like before? I’m afraid he will get mad at me.”
• Has this problem happened before? How might you restate these ideas and feelings?
• I feel confused when I hear two different stories. Can we clarify Summarizing
again what happened? Teammate: “She was spreading rumors about me that I was talking
• What would you like to see changed? with the other teammate and trying to influence his opinion. But that’s
• So, in other words, when (name) says (what), you feel ___. Is that not true at all. It was the other teammate who came up to me in the
right? dining hall and started talking. She’s making a big thing out of
• Is there anything else you would like to tell us? nothing.”
• How could you have handled it differently? What important ideas and feelings can you summarize from what was
• Can you suggest a solution that will resolve the problem of ____? said?
Example No. 6 (Time required: 1 hour) References for Further Information
If you are teaching a class in which you will be using student teams
and choose to invest a homework assignment and an entire class 1. Katzenbach, J.R., and Smith, D.K. (1992) Wisdom of Teams,
period in helping your students develop their communication skills, Harvard Business School Press.
then you might select the following learning objectives and use the 2. Johnson, D.W., Johnson, R.T., and Holubec, E.J. (1966) Circles of
following classroom activities: Learning: Cooperation in the Classroom, rev. edition, Edina, MN:
Learning Objective Students will be able to discuss interpersonal Interaction Book Company, 1986.
and intrateam communication and be aware of strengths and pitfalls in 3. Workplace Basics: The Skills Employers Want, American Society
communicating with teammates. for Training and Development and U.S. Department of Labor,
Classroom Activity Ask students to read this entire document as a Employment and Training Administration, 1988.
homework assignment. Present a mini-lecture to students that, 4. Algert, N.E., and Watson, K. (2002). An Introduction to Conflict
although they have additional information about effective Management for Individuals and Groups. The Center for Change
communication, many times we do not feel comfortable providing and Conflict Resolution. Bryan, TX.
criticism or asking a person to elaborate more when talking with them.
Share with students the information below about reacting assertively. 5. Communications: Process and Leadership, Cooperative Extension
Service, Iowa State University. Awailable form World Wide Web:
Reacting Assertively <http://socserver.soc.iastate.edu/Extension/Docs/Soc2.pdf>. [cited
What does it mean to be aggressive, passive, or assertive? People 2003-02-03]
are aggressive when they
6. Ruiz, D.M. (1997) The Four Agreements: A Practical Guide to
• Intentionally attack, harm, hurt, put down, or work to take Personal Freedom, San Rafael, CA: Amber-Allen Pub
advantage of others
7. Senge, P.M., Kleiner, A., Roberts, C., Ross, R., and Smith, B.
• Believe they are more important than others (1994) The Fifth Discipline Fieldbook: Strategies and Tools for
• Believe “get them before they get you.” Building a Learning Organization, New York: Doubleday/Currency
People are passive when they 8. TTI DISC Behavior Profile. Contact Dr. Nancy Algert (phone: 979-
775-5335 or e-mail: cccr@bigfoot.com) for information about
• Permit or let others take advantage of them
obtaining the assessment. Texas A&M University’s College of
• Act as if others are more important than they are Engineering uses the DISC Behavior Profile Assessment with all
• Believe “I should never make anyone feel uncomfortable or of their Engineering 111/112 students for teaming activities
displeased except myself.” (contact Dr. Terry Kohutek, t-kohutek@tamu.edu, for additional
People are assertive when they information on using the assessment).
9. Kline, N. (1999). Time to think: Listening to ignite the human mind.
• Express themselves openly and honestly to communicate their
London: Ward Lock.
needs, wants, feelings, or desires
• Respect the thoughts and feelings of others 10. Algert, N.E., and Watson, K. (2002). Basic Mediation Training. The
Center for Change and Conflict Resolution. Bryan, TX.
• Believe that all people are equal and act accordingly
• Believe “I have a right to ask for what I want.” Additional Resource
Many people think there are only two options when communicating Algert, N.E. The Center for Change and Conflict Resolution. Bryan,
with others: either be aggressive or be passive. There is a third TX: (979)775-5335 or cccr@bigfoot.com.
alternative to engaging in communication, particularly when there is
conflict, and that is reacting assertively. Assertiveness is valuable
because it allows all people talking the opportunity to be respected
and to hear what each one is saying.
Team Interaction: Ask team members to share with each other how
they typically communicate: aggressively, passively, or assertively.
(Exercise reprinted with permission.10)
Whether you're just getting started or looking for some additional ideas, the Foundation Coalition staff would like to
help you incorporate student teams into your engineering classes through workshops, Web sites, lesson plans, and
reading materials. For suggestions on how to start, see our Web site at
http://www.foundationcoalition.org or contact Jeffrey Froyd at froyd@ee.tamu.edu or at 979-845-7574.