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Mohamed El-Gafy and Keith Rahn Department of Technology

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. Thanks !!!!. This Project was funded by the CTLT Teaching-Learning Development Grant Special Thanks to:

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Mohamed El-Gafy and Keith Rahn Department of Technology

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  1. 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

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

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

  4. The construction industry The construction industry Autonomous Learners

  5. When you develop a CM Course?Do you want to do for: A TEAM • learning form each other • helping each other • communicating • sharing troubles and success • have fun An Individualist • no need for communication • I can do it my own way • in isolation OR

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

  7. 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

  8. Enhancing Team Learning !!! • Literature suggests that the leader’s 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

  9. 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 won’t be hurt) EFFICACY (if we try we will succeed) TEAM PERFORMANCE Source: XXXXXXXX

  10. 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 leader’s attributes within the construction management classes- such as desire to learn, personal initiative, resourcefulness, and persistence- to enhance the team performance

  11. 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.

  12. 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?

  13. 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

  14. Methodology

  15. Results ( Intraclass Correlation Coefficient)

  16. 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.

  17. Any Questions? Thank You

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