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A Conceptual Model For The Development And Assessment Of Teamwork

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2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

Engineering Management Curriculum

Page Count


Page Numbers

7.30.1 - 7.30.9



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Paper Authors

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Stephanie Adams

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu Session 1017

A Conceptual Model for the Development and Assessment of Teamwork

Stephanie G. Adams, Ph.D., Laura C. Simon Vena, Bianey C. Ruiz-Ulloa and Fernando Pereira University of Nebraska-Lincoln


This article presents a newly developed conceptual mode l to assist in the development of effective teams; to assess team effectiveness and to measure the growth of individuals working in teams. This model, to be carried out in three phases, will reveal that when individuals have an effective teaming experience the following will occur: a) individually, team members will grow in their understanding of teaming constructs; b) the team as a whole will grow in their understanding of team constructs and c) proper synergy of task and team processes will occur.

The model, which examines the essential components in building teams and determining whether or not teams are effective, starts with the assessment of the individual regarding their understanding of teams and their attitude towards teamwork. This assessment begins prior to starting the task and prior to any contact with fellow team members. The next step is the collective assessment of the team with regards to the teams’ attitudes about teaming and the use of teams and the teams’ ability to manage the seven constructs introduced here in the model. The objective of the pre-assessment phase is to provide a starting point to assist in measuring the growth of individuals and the growth of teams. In this model, training and task performance are thought of as treatments and post-assessment is useful in measuring growth after the completion of the task.


Today’s world is witnessing an unstoppable growth in the use of teams both in industry and in academia. Many organizations are moving toward a structure based on teams or groups rather than the traditional emphasis on individual contributors. However, employers find engineering students are not effectively prepared to work in teams and keep up with the fast changing environment created by technology. Despite industrial trends and employers’ expectations, a gap exists between the mastery of teaming skills expected and those demonstrated by new engineering graduates. Employers expect college students to possess these skills and often complain that college graduates have not learned the team approach to problem solving.1

Employers, along with the Accreditation Board for Engineering and Technology (ABET), expect better preparation in these areas to be incorporated into the engineering curriculum at the college and university level. 1, 2 ABET stated in EC 2000, Criteria for Accrediting Programs, that one program outcome and assessment measure for engineering programs is to demonstrate that their graduates have an ability to function on multi-disciplinary teams. 2

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Adams, S. (2002, June), A Conceptual Model For The Development And Assessment Of Teamwork Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10049

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