Learning Team Project

Developing an Improved Paradigm for Success

Section One

Purpose of LT LT Tool Kit Factors of discord Measurement of LT aptitude

Purpose of The Learning Team (LT)

Learning Teams (LT) are critically important in the education of students who are preparing to provide cutting-edge, transformational leadership in an increasingly expanding global marketplace. The LT is integral to the University of Phoenix collaborative learning model which allows students to share practical knowledge gleaned from life and work experience.

Learning Team (LT) Tool Kit

Provides critical information and tips for success in the learning team.

Introduces the peer evaluation form. Should be required reading for all doctoral

learners. LT tutorial should be developed to work in

tandem with plagiarism tutorial.

Some pre-existing factors which contribute to LT discord: Online learners coming from hierarchical leadership

backgrounds, offering little experience with collaborative team dynamics

Lack of familiarity with the potential pitfalls of the LT, making it difficult to craft a charter that would anticipate and avert difficulties.

Individuals who are known not to be good in groups and who do not have the desire to acquire the tools required for successful LT experiences.

Learners who do not review the LT Tool Kit seem to experience the most challenges in the LT environment.

Can the aptitude for harmonious team interaction be measured?

Personality tests are often used as tools to build productive workplaces.

Studies have shown that these types of questionnaires can be leveraged to build high performance teams.

Tests similar to Myers-Briggs may provide SAS with benchmarks for creating more harmonious and productive LTs.

Such aptitude tests may filter out learners whose skill sets are incompatible with the UOP learning model.

Section Two

Idea for solution LT Lab for those with low team aptitude LT Lab

Beginning Tools Intermediate Tools Advanced Tools

LT Lab as Remediation

LT Lab: Required for online learners with low aptitude for team interaction

The learning team lab might consist of three levels taken concurrently with SAS courses: 1st Lab – Beginning Team Tools 2nd Lab – Intermediate Team Tools 3rd Lab – Advanced Team Tools

1st Lab: Beginning Team Tools

Leveraging LT Charter fundamentals Communication techniques:

Tone Online etiquette

2nd Lab: Intermediate LT Tools

Anticipating pitfalls Negotiating competing interests Organizing and prioritizing tasks

3rd Lab: Advanced LT Tools

Neutralizing team conflict

a. conflict managementb. dispute resolutionc. problem solving

LT Labs: Remediation for online learners who do not excel in LTs. Students with documented LT issues would be

required to register for LT Lab. LT issues to be considered:

Repeated inability to submit work to the LT by due date (per LT charter)

Repeated inability to use appropriate tone in LT communications and interactions.

Repeated inability to submit scholarly level work to LT. Scholarly level consists of work that is:

APA formatted Thoroughly researched Well written

Section Three

Barriers to LT success

Top Six Barriers to a Successful LT

1. Ineffective LT Charter2. Unrealistic expectations of what is required for LT success3. Lack of skills for prioritizing competing interests of family,

work, and extracurricular activities4. Few compelling incentives to prioritize time5. Online learners lack skills required to handle LT issues:

a. conflict managementb. dispute resolutionc. problem anticipation/solving

6. Lack of support from facilitators when intervention is necessary

Ineffective LT Charter

LT Charters should contain ground rules that allow for effective, harmonious, and productive team interaction. The following ground rules have led to successful teams:

Submissions to the LT must be APA formatted Leadership should be on weekly rotational basis LT should discuss important tasks to be completed by leader

each week, so as foster consistency and quality across weeks Peer evaluation forms should be used in tandem with each LT

assignment, as necessary. Drafts of LT papers are diligently tracked so as to ensure the

submission of the most recently updated version. Deadline should be established (and enforced) by which drafts

are submitted to LT, so that there is ample time to prepare a final product for submission to the instructor.

Work not completed by a designated member will be divided among the team so that the work gets done; nevertheless, the peer evaluation form will reflect any lack of contribution

Unrealistic expectations of what is required for LT success

Students believe that working together should be easy

Students believe that LT projects and papers should not take a lot of time

Students believe that LT assignments should take 2nd priority to individual assignments

Students believe that work for LTs can be submitted at the last minute

Lack of skills for prioritizing competing interests, such as:

Family Work Activities Individual SAS assignments

Few compelling incentives to prioritize time

Students are not held accountable for mediocre effort in the LT

Students are often allowed to freeload with few repercussions

LT members often complete the work assigned to other less productive team members, allowing these learners to receive undeserved grades and points

Online learners lack skills required to handle LT issues:

conflict management dispute resolution problem anticipation/solving

Lack of support from facilitators when intervention is necessary

Sending an email to the instructor about an LT member who is not contributing elicits no response

Contacting the instructor regarding a student who is constantly using inappropriate tone or showing disrespect does not trigger intervention

Appendix

Feedback from online learners Questions for consideration LT dimensions to be considered

Feedback from online learners and facilitators regarding learning teams

Online learners state that many LT issues are due to lack of adherence to the LT charter After the LT charter is completed, it is

discarded and never referred to again. Teams are not able to leverage the LT charter

as a viable tool Facilitators are reluctant to intervene when

LTs solicit their assistance Facilitators are not given criteria that can be

used to determine when it is necessary to intervene in LT difficulties.

Questions for consideration

What are some of the circumstances that would compel a facilitator to intervene in an LT issue?

What is the optimal size of an LT? Should questionnaires be used to design

more productive, less volatile LTs? What are the fundamental ground rules that

should be included in every LT charter? What characteristics must be present among

LT members to ensure success?

LT dimensions to be considered

Size of Team Tolerance for Deadlines Program representation among LT members Prior association Roles of team members in 3-member, 4-

member, or 5-member LTs: How and why do the roles differ?

Questions?

Q & A