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“The team-building workshop consists of one hour of instructor-led discussion designed to have students: (1) examine differences in … individual personalities and preferred work styles; (2) identify the opportunities and obstacles that these individual differences pose for team performance and (3) explore ways to successfully work together to take advantage of the opportunities to avoid the obstacles to achieve successful team performance.” (p.140) During the course of the semester, each student received three evaluations of his or her individual performance from fellow team members based on their team’s contracts.” (p.141) “Students overwhelmingly reported a positive perception of their team performance and a positive attitude toward academic teamwork in general.” (p.142)
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“This study investigates the influence of teaching leadership skills in the capstone marketing course on students’ performance in group projects……Students exposed to leadership concepts in the capstone marketing course rated their peers higher on leadership skills and performed better on the group project.” (p.141)
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In a study by Lubbers, students evaluated the contributions of their group members using a two-part evaluation form. Significant predictors of … individual dollar allocations include “offered ideas and suggestions”, “good, quality work”, “dependability”, “willing to cooperate”, and “fair share of the writing”. Significant predictors of group dollar allocations include “get along with group members”, “met deadlines”, “leadership ability,” and “offered ideas and suggestions”.
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Approaches to evaluating individual students within the group include student distribution of grade points within a group (peer evaluation), peer … evaluation of project tasks and group maintenance tasks (peer evaluation), multiplying the group grade by an individual weighting (instructor/self peer/group evaluation), group grade plus/minus individual contribution grade (instructor/self/peer/group evaluation), shared group grade with instructor intervention where necessary (instructor evaluation).
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“Relational coordination was measured by the Relational Coordination survey; team climate by the Team Climate Inventory and questions were … asked about participation in multidisciplinary team meetings and disciplines represented in these meetings…The number of disciplines represented during multidisciplinary team meetings and team climate were positively related with relational coordination. The multilevel analysis showed a positive relationship between the number of disciplines represented during multidisciplinary team meetings and team climate with relational coordination.” (p.791)