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Learning Online: 7. Planning for Successful Teamwork

Learning Online
7. Planning for Successful Teamwork
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table of contents
  1. Cover
  2. Title Page
  3. Copyright Page
  4. Contents
  5. Acknowledgements
  6. Welcome to Learning Online
  7. Part 1. Who Am I as an Online Learner?
    1. 1. Identifying Skills for Self-Directed Learning
    2. 2. Applying the Plan-Monitor-Evaluate Model for Assessing Your Learning Progress
    3. 3. Using Critical Questioning to Support Your Learning
    4. 4. Managing Information for Online Learning
  8. Part 2. Who Am I with on My Learning Journey?
    1. 5. Defining Your Learning Community
    2. 6. Understanding the Principles of Effective Teamwork
    3. 7. Planning for Successful Teamwork
    4. 8. Progressing Through the Stages of Team Development
    5. 9. Making Commitments That Support Teamwork
  9. Part 3. Who Are My Instructors? What Is Their Role?
    1. 10. Describing the Role of an Online Instructor
    2. 11. Developing an Effective Student-Instructor Connection
  10. Part 4. Learning to Manage Your Time
    1. 12. Using Your Course Schedules to Organize Your Learning
    2. 13. Developing a Weekly Schedule That Works for You
    3. 14. Managing Daily Tasks
    4. 15. Making Use of Small Blocks of Time
  11. Part 5. Professional Communication
    1. 16. Communicating by Email in the Online Learning Environment
    2. 17. Communicating in Online Discussion Forums
    3. 18. Giving and Receiving Feedback
  12. Part 6. Analyzing Online Assignments
    1. 19. Identifying Learning Goals for Assignments
    2. 20. Using a Rubric / Marking Guide to Structure Your Work
    3. 21. Creating an Assignment Plan
    4. 22. Using Feedback to Move Forward
  13. Part 7. Strategic Reading
    1. 23. Understanding the Emphasis of Reading in Your Online Learning Journey
    2. 24. Evaluating Your Reading Skills
    3. 25. Strategic Reading with the SQ3R Method
    4. 26. Identifying the Purpose of SQ3R Steps
    5. 27. Applying the SQ3R Method
    6. 28. Reading Journal Articles Strategically
    7. 29. Taking Effective Notes
    8. 30. Reviewing Your Learning
  14. Downloadable Resources
    1. Resource 2.1: Key Questions to Improve Your Learning
    2. Resource 2.2: Planning-Monitoring-Evaluation Cycle Activity
    3. Resource 3.1: Create Study Questions Using Bloom’s Cognitive Taxonomy
    4. Resource 11.1: Developing Instructor Relationships Online
    5. Resource 12.1: Master Schedule Template
    6. Resource 13.1: Weekly Schedule Template
    7. Resource 20.1: Use a Rubric / Marking Guide
    8. Resource 21.1: Create an Assignment Planner
    9. Resource 22.1: Use Evaluation to Support Planning
  15. References
  16. Congratulations

7 Planning for Successful Teamwork

Bruce W. Tuckman suggested that teams move through stages in their life cycle: forming, storming, norming, and performing.1 At each stage, the group will work through a series of interpersonal tasks as well as a series of project-related tasks.

Table 7.1: Tuckman’s Team Development Model

Stage

Task behaviours

Interpersonal behaviours

Forming

• establishing base-level expectations

• identifying similarities

• agreeing on common goals

• making contact / bonding

• developing trust

• members depending on others

Storming

• identifying power and control issues

• gaining skills in communication

• Identifying resources

• expressing differences of ideas, feelings, and opinions

• reacting to leadership

• members forming independence/counterdependence

Norming

• agreeing about roles and processes for problem solving

• making decisions through negotiation and consensus building

Performing

• achieving effective and satisfying results

• finding solutions to problems using appropriate controls

• working collaboratively

• caring about other members

• establishing a unique group identity

Remember

  • • Each stage builds on the previous one.
  • • Each stage prepares for the performing stage.
  • • Attempting to skip any step affects performance negatively.
  • • With every new challenge, the process repeats.

In chapter 5, you explored the components of a community of inquiry. Both cognitive presence and social presence are required in the online learning community. Tuckman’s model of team development also indicates that both components are needed. In a class-based team, it may be easy to focus only on the cognitive output of the group—the creation of the project, paper, or presentation. However, as you can observe from Tuckman’s model, a well-functioning team requires its members to exhibit social presence throughout, communicating well in interpersonal interactions.

In the days ahead, you will likely find yourself on a newly forming team in an online environment. Consider the strategies you plan to use to demonstrate social presence and form a strong interpersonal foundation for your newly forming team.

  1. 1 B. W. Tuckman, “Developmental Sequence in Small Groups,” Psychological Bulletin 63 (1965): 384–99, reprinted in Group Facilitation: A Research and Applications Journal 3 (Spring 2001).

Annotate

Next Chapter
8. Progressing Through the Stages of Team Development
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