Changing the way we teach teams
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The workshop presented by Shauna Jones focused on designing a 100-200 level course to teach students how to work in diverse teams and build emotional intelligence. The course aims to enhance collaboration through practical projects, peer evaluations, and reflections, while addressing the institutional requirements and challenges of course design. Key insights include the importance of emotional intelligence, resilience, and the necessity of collaboration across the curriculum.
Changing the way we teach teams
- 1. Changing the Way We Teach Teams: How would you do it? Presented by Shauna Jones, Senior Lecturer & Faculty Teaching Fellow Beedie School of Business, Simon Fraser University Scholarship of Teaching and Learning Symposium, November 6, 2017
- 2. In this workshop By the end of this workshop, you will: • Leave with some ideas of how to move forward in designing a 100-200 level course to teach students how to work in diverse teams Agenda 1. Use Liberating Structure MIN SPECS to compile a list of principles for the course 2. Hear how we did it at the Beedie School of Business 3. Watch a video introducing BUS 202 at Beedie
- 3. Your Purpose Statement You are to design a 100-200 level post-secondary course teaching students how to work in diverse teams. This course will help students learn to work across diverse teams and to build emotional intelligence. MAX SPEC Process 1. Generate list individually – 1 minute 2. Consolidate and expand in groups – 5 minutes In terms of the PRINCIPLES of the course list your: “must-dos” “must-not-do”
- 4. Your Purpose Statement You are to design a 100-200 level post-secondary course teaching students how to work in diverse teams. This course will help students learn to work across diverse teams and to build emotional intelligence. If we broke or ignored this principle, could we still achieve our purpose? MIN SPEC
- 5. Our story
- 6. Our Principles Students: • Must have a project through which they learn about being in a team • Work in a small intact team AND cross-functionally in a larger group • Write reflections bi-weekly to learn about themselves • Use a behavioural assessment (SDI) to understand self and others • Participate in a full day Summit for team building and self- awareness • Complete face-to-face peer evaluation • Weight team assessments higher than individual (60% versus 40%) • Learn from industry professionals (Living Books) • Introduce students to co-curricular experiences in tutorial to acclimatize and orient to Beedie In Fall 2014
- 7. In Fall 2014
- 8. Collaborate Effectively Work in larger group, made up of three cross- functional teams to sell a Beedie branded product for the Bookstore - Pitch, recommendations – Bookstore - Mid-term exam - Final verbal report on collaboration - Individual reflections Learn from Team Experience Product Group Debrief &Evaluation Task Team Evaluation Task Team verbal report Host Productive Conflict -two sessions with tools -Mid-term and final report Seek & Use Feedback Giving & Receiving Feedback ~ Appreciative & Coaching Understand Self & Others Summit SDI Reflections In Your Toolkit SDI – MVS, Personal Strengths and Conflict Sequence Summit 5 Collaborative Skills Collaborative Intention Truthfulness Self-Awareness Accountability Problem Solving and Negotiation In Fall 2016
- 10. What we learned about institutional requirements • Teaming and collaboration MUST be reinforced across the curriculum • Requires changes in how we design curriculum across the program • Need university supports for international students and language acquisition
- 11. What we learned about course design Starting a new course that is different: • Gets resistance • There was no map – few introductory UG courses teach teams this way • Takes time to change perception and acceptance • Requires a senior administrator as a champion • Hard to find faculty to teach the material – need experienced people • Takes collaboration to build and maintain the course • Must live what you teach – takes more time and resources
- 12. • Need to help students be curious about each persons’ uniqueness (culture, personality, preferences, familial and religious beliefs • Help students learn they are not alone in their fears • Have them learn to give face-to-face feedback - it is difficult and essential for building a coaching culture • Need to help students build emotional intelligence and resilience • Help students learn that making mistakes is necessary for growth and that they have the capacity to solve things • Need to show them the value of the course What we have learned about teaching the course
- 13. What students learned “I really appreciate the emphasis on working alongside and supporting people from all backgrounds as SFU’s diversity continues to grow. I have found this to be a barrier in previous group assignments. Please continue this!” “Collaboration, to me, is the possibility to create something extraordinary that we cannot do individually.” “…where collaboration wasn't maintained, things started to slip.” “Every individual has strengths and vulnerabilities…each individual, in all that they are, brings value.” “Don’t be afraid of conflict. Productive conflict is how you build as a group.” “Thank you for teaching me to assert myself and stand my ground.”