Active/Collaborative Learning Student Teams Integrating Technology Effectively Women and Minorities Assessment and Evaluation EC2000 Emerging Technology Foundation Coalition Curricula Concept Inventories
Facilitating Dysfunctional Teams

Facilitating Dysfunctional Teams
How might an instructor reduce the likelihood of dysfunctional teams? How might team members reduce the likelihood of dysfunctional teams? What is a dysfunctional team?
How might an instructor recognize a dysfunctional team? What examples of dysfunctional behavior can lead to the destruction of a team? How might an instructor facilitate a dysfunctional team?

Example 1: P.K. Imbrie, Purdue University

teaches first-year engineering classes at Purdue University. Section sizes for first-year engineering classes range from 180 to 475 students.

He uses the following technique in these large first-year engineering classes for providing teams with self reflection and group processing (including self facilitation).

  • Each individual submits regular (Web-based) reflection reports.
    • How have I done as a team member?
    • What could I have done to help my team more?
    • How have others on my team done as team members?
    • What could they have done to help my team more?
    • How have we done as a team?
  • Each individual has previously submitted reflection reports, such as:
    • How did I do on exam one?
    • What could I have done to improve my performance?
    • How did we do on the last team assignment?
    • What could we have done to improve performance?

The Web provides a convenient way of collecting and processing information from a large number of students, and teams that need special or individual attention can be quickly identified.



Related Links:









Partner Links