A checklist to diagnose teamwork in engineering education
A checklist to diagnose teamwork in engineering education
复制标题
诊断工程教育团队合作的清单
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
E. Salas
中科院分区：
文献类型：
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作者：
Jensine Paoletti;Tiffany M. Bisbey;Denise L. Reyes;M. Wettergreen;E. Salas
团队合作越来越被认为是工程工作场所的必要组成部分，因此工程教育者可能感到有责任向学生教授团队合作技能。工程教育工作者如果不能首先实际地诊断学生的长处和短处，就不能提高学生的团队合作能力。本文的重点是将团队科学转化为一份有用的清单，以便工程教育工作者监测学生的团队合作技能。通过对来自88个访谈的286种行为进行定性数据整理分析，得出了目前的清单，该清单分为团队合作过程和紧急状态六个组成部分。该清单详细描述了团队范围内或团队成员在沟通、认知、协调、指导、合作和冲突等团队类别中的有效和无效行为。虽然没有经过正式验证，但该清单是经验推导出来的，并且与团队绩效的文献一致。这个工具将允许教育工作者在他们的学生基于项目的学习课程中发现团队合作的哪些组成部分需要进一步的技能发展。
Teamwork is increasingly being acknowledged as a necessary part of the engineering workplace, therefore engineering educatorsmay feel a responsibility for teaching teamwork skills to students. Engineering educators cannot improve their students’ teamworkskills without first being able to practically diagnose the students’ strengths and weaknesses. The present paper focuses ontranslating team science to a useful checklist for engineering educators to monitor their students’ teamwork skills. A qualitativedata-sorting analysis of 286 behaviors from 88 interviews resulted in the present checklist, which is broken into six components ofteamwork processes and emergent states. The checklist details effective and ineffective team-wide or team member behaviors insuch teamwork categories as communication, cognition, coordination, coaching, cooperation, and conflict. While not formallyvalidated, the checklist is empirically derived and in-line with the literature on team performance. This tool will allow educators touncover what teamwork components require further skill development in their students’ project-based learning courses.