2002 ASEE/IEEE FIE Conference1 Teaching Teamwork Skills in Software Engineering Based on an Understanding of Factors Affecting Group Performance Robert Lingard and Elizabeth Berry

2002 ASEE/IEEE FIE Conference2 Overview The importance of teaching teamwork skills Objectives of current effort A brief look at previous results Results from the current study Strategies for teaching teamwork Summary and conclusions

2002 ASEE/IEEE FIE Conference3 The Importance of Teaching Teamwork Employers are increasingly seeking computer science graduates with communication and teamwork skills Accrediting bodies, like ABET, now stress the importance of teaching communication and teamwork skills Teamwork activities have a positive effect on learning

2002 ASEE/IEEE FIE Conference4 Objectives of Current Effort Study the effects of team composition on team performance Examine other factors that affect team success Develop team teaching strategies to take advantage of, or compensate for, the nature of our student teams

2002 ASEE/IEEE FIE Conference5 Ways of Forming Student Teams Self selection Random assignment A process that takes into account various factors that may affect team performance, such as synergy, subject knowledge, etc.

2002 ASEE/IEEE FIE Conference6 Results from Previous Study Data from 23 teams in 4 software engineering classes over 2 semesters were studied. Project success correlated significantly with a team’s self rating of effectiveness. Project success correlated significantly with the average test scores of team members. There was some evidence that project success correlated with team synergy as measured by the Kolbe A™ index.

2002 ASEE/IEEE FIE Conference7 Team Synergy as Defined by Kolbe

2002 ASEE/IEEE FIE Conference8 Results from Current Study Data from 39 teams in 6 classes over 4 semesters were analyzed. The results indicate even more significant correlations between project scores and self ratings of effectiveness and average test scores than before. A significant correlation between project scores and group synergy (using the Kolbe measure of viability) was noted.

2002 ASEE/IEEE FIE Conference9 Additional Factors Analyzed in Current Study Average age of the group members Gender of group members Cultural diversity among members Percentage of native English speakers Level of participation by members Group size

2002 ASEE/IEEE FIE Conference10 Average Age of Group Members The average age ranged from 21.3 to 38.0 years. There was no significant difference in project scores based on average group age.

2002 ASEE/IEEE FIE Conference11 Gender of Group Members The percentage of women on teams ranged from 0% to 60%. There was no significant difference in project scores based on the number of women on a team.

2002 ASEE/IEEE FIE Conference12 Cultural Diversity among Group Members Diversity was calculated by counting the number of different native languages on the team and dividing by the number of members. In a typical class of 30 there were as many as 17 different native languages. No significant difference in project scores was noted among the teams.

2002 ASEE/IEEE FIE Conference13 Percentage of Native English Team Members The percentage of native English speakers on a team ranged from 0% to 80%. There was no significant difference in project scores based on the number of native English speakers.

2002 ASEE/IEEE FIE Conference14 Team Size Most teams consisted of 5 members. There some teams of size 3, 4 and 6. There was a significant negative correlation between project scores and team size.

2002 ASEE/IEEE FIE Conference15 Degree of Participation by Team Members Team members rated the participation of each member as a percentage of the whole. The variance among average participation scores was calculated. There was a significant negative correlation between this variance and project scores.

2002 ASEE/IEEE FIE Conference16 Teamwork Teaching Strategies Sharing commonalities Team retreat Team meeting reports “Mine/ours” exercises Hypothetical situations Role playing

2002 ASEE/IEEE FIE Conference17 Team Meeting Reports A written report is required for each team meeting Member attendance is noted One member serves as moderator and another as recorder at each meeting Encourages participation by all members

2002 ASEE/IEEE FIE Conference18 “Mine/Ours” Exercises Each member of the team produces an independent solution to a problem The team meets and the individual solutions are compared and discussed The team produces a consensus version of the solution

2002 ASEE/IEEE FIE Conference19 Role Playing Each team member is given a specific role to play Team conducts a simulated meeting in front of the rest of the class to discuss a specific problem Requires participation of all team members

2002 ASEE/IEEE FIE Conference20 Summary and Conclusions Since team synergy correlates with project success, attempts should be made to form synergistic teams. Since project success is correlated with test scores, teams should be cognitively balanced for fairness and to reduce the likelihood of forming ineffective teams.

2002 ASEE/IEEE FIE Conference21 Summary and Conclusions (Continued) Since project success correlates with greater member participation, exercises should be devised that encourage such participation.

2002 ASEE/IEEE FIE Conference22 Contact Information Robert Lingard - Elizabeth Berry -