In the previous blog, we explored the importance of complementary roles when establishing high performance teams. This week we will evaluate the reasons why universities in the Anglo cluster of nations place such a high value on this learning style.
The value of developing teamwork skills
The primary reason why teamworking is prioritised at Anglo educational institutions is that it provides the opportunity to develop a range of soft skills as illustrated in the image below.
These abilities are not only essential for successful performance in the educational context but will also be prioritised in the future by employers in the graduate job recruitment process. We shall be exploring graduate recruitment challenges starting in the next blog.
Then, the specific learning outcomes arising from the development of teamworking skills at university are typically expressed as follows:
To learn essential interpersonal communication skills
To improve self-confidence in the presence of others
To develop listening and speaking abilities
To share different views on important topics
To increase sensitivity towards cross-cultural encounters
To enhance a broad range of social skills
To ensure the acquisition of interpersonal soft skills
To prepare students to work effectively in their future careers beyond university
Finally, additional objectives include motivating students to become more task- and relationship-focused during the process of project management, especially in an independent learning context.
Developing a more task-focused orientation
1) Becoming more focused on the task and sticking to the schedule
2) Becoming more willing to take responsibility for an assigned role
3) Becoming more open to a change of direction when appropriate
4) Becoming more motivated to take a leadership role when required
5) Becoming more constructive when experiencing setbacks
6) Becoming more confident to reflect on problems and develop solutions
7) Becoming more positive when required to make creative contributions
8) Becoming more objective and managing personal opinions or feelings
Developing a more relationship-focused orientation
1) Being more able to encourage other members to contribute suggestions
2) Being more able to be diplomatic in the use of language and the expression of opinions
3) Being more able to ensure that all members have an opportunity to contribute
4) Being more able to be open to suggestions however strange they may initially appear
5) Being more able to ensure that all ideas are welcomed
6) Being more able to negotiate actions rather than telling or imposing actions
7) Being more able to be sensitive to the feelings of other members
8) Being more able to exercise patience and allow people time to express themselves
Question 1
Why might some students find team-based projects a waste of time in the learning experience?
Question 2
How might an emphasis on team development clash with teacher-centred learning expectations?
Question 3
To what extent might team skills have a positive influence during graduate job recruitment?
In the blog next week, we begin a short new series on managing the graduate job application process.
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