The University of Southampton
University of Southampton Institutional Repository

The educational impact of team-skills training: preparing students to work in groups

The educational impact of team-skills training: preparing students to work in groups
The educational impact of team-skills training: preparing students to work in groups
Background: Despite a vast literature on collaborative learning (CL), there is little research on preparing students to work collaboratively.
Aims: This two-phase evaluation investigated whether team-skills training could enhance the performance of collaborative groups through the introduction of a team development programme to a group-based undergraduate key-skills unit.
Sample: Phase 1 compared two consecutive cohorts of second-year students, Cohort 1 (N=94) who received no preparation, and Cohort 2 (N=113) who received team-skills training. Phase 2 added Cohort 3 (N=88), who also received team-skills training, to extend the analysis.
Method: In Phase 1, students in both Cohorts 1 and 2 worked on a series of curriculum based key-skill tasks across two semesters. Students worked in one group in Semester 1 and were then formed into new groups for Semester 2. Effects of the training were measured by student group marks and key-skill ratings.
Results: Marks and key-skill ratings were significantly higher for the trained cohort in Semester 1 (p<.01). However, in Semester 2 performance reduced for the trained cohort in comparison to Semester 1. To explore this further, Phase 2 of the study evaluated Cohort 3, where after training, collaborative groups remained intact throughout the academic year. Results for Cohort 3 showed no attenuation of performance effects in Semester 2.
Conclusions: Phase 1 results support the use of team-skills training to enhance CL group performance. The findings for Phase 2 suggest that these benefits may be lost if training groups are disrupted.
0007-0998
119-140
Prichard, Jane S.
64ba5e39-0b0f-4529-877f-aa6ecc7e7e2e
Bizo, Lewis A.
0d8d7110-0b45-47e8-9289-9389c4810b32
Stratford, Robert J.
2894c5bc-8312-486a-baaa-1063d284376b
Prichard, Jane S.
64ba5e39-0b0f-4529-877f-aa6ecc7e7e2e
Bizo, Lewis A.
0d8d7110-0b45-47e8-9289-9389c4810b32
Stratford, Robert J.
2894c5bc-8312-486a-baaa-1063d284376b

Prichard, Jane S., Bizo, Lewis A. and Stratford, Robert J. (2006) The educational impact of team-skills training: preparing students to work in groups. British Journal of Educational Psychology, 76 (1), 119-140. (doi:10.1348/000709904X24564).

Record type: Article

Abstract

Background: Despite a vast literature on collaborative learning (CL), there is little research on preparing students to work collaboratively.
Aims: This two-phase evaluation investigated whether team-skills training could enhance the performance of collaborative groups through the introduction of a team development programme to a group-based undergraduate key-skills unit.
Sample: Phase 1 compared two consecutive cohorts of second-year students, Cohort 1 (N=94) who received no preparation, and Cohort 2 (N=113) who received team-skills training. Phase 2 added Cohort 3 (N=88), who also received team-skills training, to extend the analysis.
Method: In Phase 1, students in both Cohorts 1 and 2 worked on a series of curriculum based key-skill tasks across two semesters. Students worked in one group in Semester 1 and were then formed into new groups for Semester 2. Effects of the training were measured by student group marks and key-skill ratings.
Results: Marks and key-skill ratings were significantly higher for the trained cohort in Semester 1 (p<.01). However, in Semester 2 performance reduced for the trained cohort in comparison to Semester 1. To explore this further, Phase 2 of the study evaluated Cohort 3, where after training, collaborative groups remained intact throughout the academic year. Results for Cohort 3 showed no attenuation of performance effects in Semester 2.
Conclusions: Phase 1 results support the use of team-skills training to enhance CL group performance. The findings for Phase 2 suggest that these benefits may be lost if training groups are disrupted.

This record has no associated files available for download.

More information

Published date: 2006

Identifiers

Local EPrints ID: 33466
URI: http://eprints.soton.ac.uk/id/eprint/33466
ISSN: 0007-0998
PURE UUID: 6954e255-d5b5-4850-9a91-a37ef9fbe435
ORCID for Jane S. Prichard: ORCID iD orcid.org/0000-0001-7455-2244

Catalogue record

Date deposited: 16 May 2006
Last modified: 16 Mar 2024 02:59

Export record

Altmetrics

Contributors

Author: Lewis A. Bizo
Author: Robert J. Stratford

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×