Making Teamwork Work NIE05 / 2019 Leadership Behaviour and Its - - PowerPoint PPT Presentation

Making Teamwork Work NIE05 / 2019

Chiong Wai Teng ( ACJC ) Moekhant Thadin Hlamyint ( CJC )

Leadership Behaviour and Its Effect on Task Outcome

• Research Question
• Literature Review
• Methodology
• Findings
• Conclusion

Research Question

“Does having team members who exhibit leadership behaviour produce better results?”

Literature Review

Case study of characteristics of effective leadership in graduate student collaborative work A factor Analysis on Teamwork Performance -an Empirical Study of Inter-instituted Collaboration

Case study of effective leadership in graduate student collaborative work

Lessons learned: Narrowed our scope in terms of the traits to look for. Characteristics of effective leaders

• Interpersonal skills
• Group management
• Time management

A factor Analysis on Teamwork Performance -an Empirical Study of Inter-instituted Collaboration

Purpose: Knowledge Sharing, Team Conflict and Emotional Intelligence and the roles they play:

• how they affected teamwork
• their relationship with each other

Results:

• Emotional intelligence created a significantly positive effect on

knowledge-sharing

• Emotional intelligence created a significantly negative effect on team conflict
• The effect of emotional intelligence on team performance was not

significant.

• The relationship between knowledge-sharing and team performance was

significantly and positively related

Context

• Discuss and come to a final answer on 2 team collaborative problem solving

task on an online chat

• Data collected as part of a larger project which involves a formative

assessment of teamwork in team tasks in a Secondary school.

• Chatlogs from 9 teams of 3 to 4 secondary school students

Method

Chatlog analysis method

• Quantitative content analysis by coding

for each line that exhibits social assertiveness and/or task directiveness

Leadership behaviour dimensions Social Assertiveness (S)

1. ability to initiate and maintain social interactions easily (Lorr, More, & Mansueto, 1981) 2. support team members emotionally and psychologically (Bennett & Kane, 2014; Drach-Zahavy &

Somech, 2002; Sargent & Sue-Chan, 2001)

Task Directiveness (T)

1. disposition to lead, direct, or to influence

• thers (Lorr et al., 1981)

2. time management: meeting deadlines and showing awareness of time constraints (Duemer

et al., 2004)

• Other coding procedures

1. Messages after the “ <Final Answer> “ were not coded for. 2. code all lines which exhibit S and T regardless of spam and typos. For example, “good jo” followed by “good job”. 3. Allow double coding. For example “PAC WRITE THE FINAL ANS :)” can be coded for both S and T.

Method

Level of response mark scheme (LORMS)

Requirements L4 (highest score)

• Answers all of the requirements
• Must provide a well elaborated reasoning of the

decision

• Full consideration of all parties affected

L3

• Answers all of the requirements
• Provides little explanation / logical reasoning of

the decision

• Some consideration of parties affected

L2

• Answers any two out of the requirements
• Attempts reasoning but rather shallow

L1

• Answers only one of the requirements
• No reasoning provided

Where the Task Requirements are, 1. Identify the problem. 2. What will be the best possible solution to solve the problem? 3. Please explain how you reached your decision. Final Answers were measured by LORMS

adapted from the New Jersey Open-Ended Scoring Rubrics.

Leadership dimensions and results at the individual members level

• Increasing count of S (Red), T

(Green) as task score (Blue) increases

• Trendline shows an

increasing trend

Leadership dimensions and results at the individual members level

• No significant general trend
• S (Blue) is decreasing while T

(Red) shows slight increase

• General trendline is relatively

constant among all individuals

Leadership dimensions and results at the team level

• Count of T shows increasing

trend

• Count of S shows slight

increase

• Overall trend is increasing

Leadership dimensions and results at the team level

• Significant increase of T from

teams that scored L1 to teams that scored L4

• S shows decreasing trendline
• Overall trendline (Yellow) shows

increasing trend T contributes greatly to the

• verall

trendline!

Conclusion

• Insufficient evidence to show that our hypothesis is valid at the individual level as the

trends for S and T do not show any significant increase or decrease.

• However, at the team level, teams that exhibited greater leadership dimensions

produced better results.

• Hence, team behaviours such as communication, coordination, and cooperation are

more evident in team discussions. Limitations of study 1. Small sample size 2. Quantitative coding may have caused us to lose information due to

• versimplification

3. Leadership dimensions may have leaned towards team behaviour

Recommendations

• Research on leadership behaviours that lean less towards team behaviours
• Studying team behaviours that facilitate better leadership and teamwork
• Research on whether there are certain words on the online platform that will

lead to better leadership and teamwork

Acknowledgements

Thank you Dr Elizabeth Koh for guiding us throughout the research period!