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Constructing a Code of Cooperation
Behavioral Expectations for Each Other
1. What is a code of cooperation?
A code of cooperation for a team is a set of standards that is developed
by that team. These norms describe expected behavior for individual
members and for the team as a whole. A code of cooperation may include
expected penalties for failure to adhere to the norms. If a team
is experiencing problems, the team (or the team and a facilitator)
may refer to the code of cooperation for guidance in resolving problems.
2. Why is a code of cooperation important?
In a class in which significant amounts of work will be done in
teams, each team may lack a set of norms for expected behavior.
Each member of the team has expectations for behavior. However,
another member of the team will have different expectations. Unless
these individual expectations are communicated and the team develops
a code of cooperation, problems may develop because one member may
unknowingly fail to fulfill expectations of other members. The expectations
of each member must be made explicit, and the team must work through
the exercise of building a code of cooperation from these individual
expectations.
Also, if team conflicts escalate to the point at which they require
the instructor to serve as a facilitator, the instructor can refer
to the team's code of cooperation when working with the team.
3. How might you help your teams create
a code of cooperation?
The ability of a team to develop a code of cooperation that will
help them to resolve conflicts later depends on the maturity of
the students, the amount of prior team experience, and the mechanisms
that instructors have established for grading team assignments.
Suggestions to instructors depend on these factors.
The code of cooperation must reflect each team’s expectations
of its members. Instructors may not want to not start by showing
teams examples of other codes of cooperation prior to the exercise
in which teams develop a code of cooperation. The experience of
several instructors is that students return the examples to the
instructor in a relatively unmodified form without going through
the hard work of developing a code of cooperation for their team
and their situation. However, once students begin to construct their
own code of cooperation, showing them segments of other codes of
cooperation that have been developed may be helpful. For an extended
example of developing a code of cooperation, please refer to Developing
a Code of Cooperation, another document in this series.
One challenge is the degree to which students take the task of
establishing a code of cooperation seriously. Instructors of first-year
students have noted that the initial version of a code of cooperation
is quite idealistic. They sound nice, but the students don't really
expect problems to arise. Instructors recognize the value of iteration
in engineering design, and iteration has similar value in developing
a code of cooperation. After the teams have been functioning
for several weeks, encourage them to revise their codes of cooperation
to reflect what they have learned after working together. Instructors
tend to notice that later versions contain explicit rewards for
good performance and penalties for failure to meet specific expectations.
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