Exploring The Effect of Team Leaders Who Are Autonomous Learner in Enhancing Team Learning within Construction Management Classes

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Exploring The Effect of Team Leaders Who Are
Autonomous Learner in Enhancing Team Learning
within Construction Management Classes

• Mohamed El-Gafy and Keith Rahn
• Department of Technology

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Thanks !!!!

• This Project was funded by the CTLT
  Teaching-Learning Development Grant
• Special Thanks to
• Dr. Kathleen McKinney
• Beth Welch

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Presentation Outline

• Previous work for Construction Management Classes
• Enhancing Team Learning
• Problem Statement
• Research Questions
• Methodology Analysis
• partial Results
• Future Directions

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The construction industry
The construction industry
Autonomous Learners
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When you develop a CM Course?Do you want to do
for

• An Individualist
• no need for communication
• I can do it my own way
• in isolation

OR

• A TEAM
• learning form each other
• helping each other
• communicating
• sharing troubles and success
• have fun

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Team Learning/Teaching in Construction Managment
Classes
Involve me and I learn Benjamin Franklin
Teach me and I remember
Tell me and I forget
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Teamwork in Construction Management

• Only the best for C.M. DREAM TEAM

• Find an appointment for all of them

• Strong individuals for an excellent team

• Create Team culture

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Enhancing Team Learning !!!

• Literature suggests that the leaders character
  plays a significant role in guiding outcomes from
  a team (Carroll Edmondson 2002, Cohn Baily,
  1997)
• this study considers Enhancing Team Learning
  within Construction Management Classes by
  assigning Autonomous Learners to team leadership
  positions
• Autonomous Learners

• Want to relate new concepts with their own
  experiences
• Develop a high degree of autonomy
• Ask critical questions and want to understand

• Take ownership of their learning
• Have many responsibilities
• Show preferencies in learning styles
• Are involved in different networks

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A Model of Team Learning
LEARNING ORIENTED BEHAVIORS (discussing mistakes
and feedback, reviewing progress, in the
team) EXTYERNAL COMMUNICATION
SAFETY (if I take a risk on this team, I wont be
hurt) EFFICACY (if we try we will succeed)
TEAM PERFORMANCE
Source XXXXXXXX
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Problem Statement

• The problem can be stated in simple terms Too
  many teams do not learn.
• With the implementation of new construction
  methods, Construction management students must
  develop and use techniques which will foster
  teamwork in each project job-site.
• Failure to establish collaboration team
  environment can be detrimental to the success of
  the project.
• The major research question of the proposed study
  is the following How does an autonomous learner
  leader affect team learning with a construction
  project?
• The study also investigates a team leaders
  attributes within the construction management
  classes- such as desire to learn, personal
  initiative, resourcefulness, and persistence- to
  enhance the team performance

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Problem Statement

• The research uses multiple methods to examine
  behavioral processes of team work and to test a
  model of team learning.
• The model specifies that shared tacit perceptions
  related to interpersonal trust and team efficacy
  affect the degree to which teams engage in
  learning-oriented behaviours.
• We developed a model of team learning in which
  shared perceptions among team members about the
  team social environment affected the team ability
  to learn. This Study was designed to Test the
  relationship that make up this model.

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Research Questions

• Are the core constructs in the team learning
  mode, team safety and team efficacy, legitimate
  group-level constructs?
• Do team mental models of safety and efficacy
  facilitate team learning behaviors?
• Does Team learning facilitate team performance?

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Methodology

• Research Site Construction Management and
  Administration (TEC 394)
• Study Sample XXXXX ( ask Keith)
• Research measures
• Quantitative Learning Styles Survey Team
  Learning Survey
• Follow Up Qualitative Direct Observation sheet

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Methodology
Research Questions Analysis
Q1 Are the core constructs in the team learning mode, team safety and team efficacy, legitimate group-level constructs? One-way ANOVA Interclass correlation Coefficient assess team members agree and teams vary
Q2 Do team mental models of safety and efficacy facilitate team learning behaviors? Run Zero-order correlations as first check. Then run a series of regression analysis with group level data set
Q3 Does Team learning facilitate Run Zero-order correlations as first check. Then run a series of regression analysis with group level data set
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Results ( Intraclass Correlation Coefficient)
Variable Intraclass R
Team Composition
Team Integrity
Task Design
Direction ( Time and effort spent clarify)
Safety
Efficacy
Team Leader Directional Setting
Team Leader Coaching
Team Leader Facilitation
Group Process
Team Performance Outcomes
Internal Motivation
Job Involvement
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Future Directions

• Complete the Zero-order correlations and run the
  regression analysis with group level data sets. (
  This seems to take for ever)
• Use the Qualitative Observation Data to support
  ( or contradict) with the quantitative analysis.
• Run a second round of data collection ( with
  controlled group) and compare the data.

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Any Questions?
Thank You