Teaching Students to Work in Classroom Teams: A Preliminary Investigation of Instructors' Motivations, Attitudes and Actions (Report‪)‬

INTRODUCTION It is not uncommon for instructors of undergraduate management and MBA courses to assign complex class-related projects to student teams, and hold them collectively responsible for producing multiple learning-related outcomes. Scholars agree that student teams can represent active learning environments (Chowdhury, Endres & Lanis, 2002; Deeter-Schmelz, Kennedy & Ramsey, 2002; Holtham, Melville & Sodhi, 2006; Michaelson, Knight & Fink, 2002), and that teamwork can help students learn critical skills valued by potential employers (e.g., O'Conner & Yballe, 2007). A review of literature highlights the following: (a) even though team projects are common in management classes, too many students do not receive necessary coaching and instruction for teamwork (O'Conner & Yballe, 2007; Vik, 2001), and (b) poorly prepared and inadequately instructed students often disengage and view teamwork with cynicism (Buckenmyer, 2000; Connerley & Mael, 2001; Holmer, 2001). Scholars strongly argue in favor of teaching and instruction to help students cope with the demands of teamwork (see Bolton, 1999; Chen, Donahue & Klimoski, 2004; Deeter-Schmelz, Kennedy & Ramsey, 2002; Ettington & Camp, 2002; Holmer, 2001; McKendall, 2000; Page & Donelan, 2003; Vik, 2001).