Teaching Effective Communication for Teamwork

Joanna Tsenn; Jonathan Weaver-Rosen; Mohammad Waqar Mohiuddin; Shadi Balawi; Carlos R. Corleto

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 2
Tagged Division: Educational Research and Methods Division (ERM)
Page Count: 8
DOI: 10.18260/1-2--48060
Permanent URL: https://peer.asee.org/48060
Download Count: 56

Paper Authors

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Joanna Tsenn Texas A&M University

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Joanna Tsenn is an Associate Professor of Instruction in the J. Mike Walker ’66 Department of Mechanical Engineering at Texas A&M University. She earned her B.S. from the University of Texas at Austin and her Ph.D. from Texas A&M University. She coordinates the mechanical engineering senior capstone design program and teaches senior design lectures and studios. Her research interests include engineering education with an emphasis on capstone design and teamwork.

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Jonathan Weaver-Rosen Texas A&M University orcid.org/0000-0003-1087-5452

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Jonathan Weaver-Rosen is an Instructional Assistant Professor in the Department of Mechanical Engineering at Texas A&M University since August 2021. His research has focused largely on design automation and methodologies – specifically parametric optimization and the design of morphing or otherwise adaptive systems.

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Mohammad Waqar Mohiuddin

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Possesses a multidisciplinary background in Mechanical Engineering (BS and MS) and cardiovascular physiology (Ph.D.). Currently working as an Instructional Assistant Professor in the J Mike Walker ’66 Department of Mechanical Engineering at Texas A&M University. Areas of expertise and interest include biomedical and mechanical system design, electromechanical systems, computer-aided engineering analysis, and mathematical modeling of physiological systems. Before joining Texas A&M, worked in industry settings to develop various biomedical technologies, ranging from acute neonatal care to long-term space exploration.

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Shadi Balawi Texas A&M University

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Dr. Balawi is an Instructional Associate Professor in the Mechanical Engineering department at Texas A&M. He teaches in the areas of materials, manufacturing, and design. His interests are in the areas of Engineering Design for Disciplinary STEM Educational Research, Team Formation and Team Skill Education. Dr. Balawi earned his PhD in Aerospace Engineering from University of Cincinnati with research focus on experimental design and testing of solids for honeycomb core materials.

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Carlos R. Corleto Texas A&M University

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BS, MS, PhD in Mechanical Engineering from Texas A&M University. Experience includes 20 years in industry as a lab director, technical manager and engineering advisor, 8 years of academic experience at the assistant and tenured associate professor level, 5.5 years as a professor of practice, Undergraduate Program Director of the J. M. Walker '66 Department of Mechanical Engineering since June 2022, and active industry consultant. Author and contributing author of 10 patents and multiple publications/presentations at technical and engineering education conferences. Areas of expertise and research interest include Deformation & Failure Mechanisms, Materials Science, Fracture Mechanics, Process-Structure-Property Relationships, Finite Element Stress Analysis Modeling & Failure Analysis, ASME BPV Code Sec VIII Div. 1 & 2, API 579/ASME FFS-1 Code, Materials Testing and Engineering Education. Professionally registered engineer in the State of Texas (PE).

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Abstract

This is a Work in Progress paper.

Although engineering curricula focus primarily on technical knowledge and skills, soft skills such as teamwork are essential for practicing engineers. Engineers are often expected to collaborate in large teams consisting of individuals with varying expertise. In addition to technical contributions, engineers must be capable of effective communication and conflict management to succeed. Unfortunately, engineering graduates can be ill-prepared to work as effective team members due to poor teamwork experiences in their undergraduate education. While educators hope that students can learn from poor experiences, the reality is that students may not be learning what they need to perform well on a team in the future. Students need guidance on what makes an effective team.

At a University, a group of mechanical engineering faculty are developing three training modules aimed at helping students develop effective teamwork skills in their sophomore, junior, and senior years. Each module focuses on a different aspect of teamwork and is taught during one class lecture. The first module introduces the stages of team development and setting expectations using a team charter in a sophomore-level course. In a junior-level course, the second module focuses on effective communication and awareness of different working styles. The third module will cover conflict resolution in a senior-level course.

In this paper, we will present the second module, which was fully implemented for the first time in Fall 2023. This effective communication module was conducted in a workshop-style format. The students completed an individual activity and then needed to combine their efforts into a shared team solution. The activity provided a quick example of how they typically work as a team and communicate with little time. We then shared a video with several examples of failures and misconceptions that can result from ineffective communication. Cross-cultural communication was highlighted because team members may make assumptions based on culture, background, or current circumstances. Finally, students completed a working styles assessment to bring awareness of different working styles. They reflected on how communication and interactions may differ between these working styles and how they can adapt to different situations. Students were then asked to connect their new understandings to the initial activity reflecting on their own style and that of their teammates. The paper will share more detailed information about the training workshop.

The post-training reflection module shows promising results, with students identifying how to be better team members, realizing that they can be more open-minded, and recognizing the importance of establishing trust within a team. The students are currently working on a class project and will complete a team experience survey. We will share initial results comparing this semester’s survey results to a baseline group that did not receive the teamwork training. These results will guide our improvement of the second module and the development of the third module.

Keywords: teams, team dynamics, teamwork training, working styles, communication

Citation
Format

Tsenn, J., & Weaver-Rosen, J., & Mohiuddin, M. W., & Balawi, S., & Corleto, C. R. (2024, June), Teaching Effective Communication for Teamwork Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48060

TY - CPAPER
AB - This is a Work in Progress paper.

Although engineering curricula focus primarily on technical knowledge and skills, soft skills such as teamwork are essential for practicing engineers. Engineers are often expected to collaborate in large teams consisting of individuals with varying expertise. In addition to technical contributions, engineers must be capable of effective communication and conflict management to succeed. Unfortunately, engineering graduates can be ill-prepared to work as effective team members due to poor teamwork experiences in their undergraduate education. While educators hope that students can learn from poor experiences, the reality is that students may not be learning what they need to perform well on a team in the future. Students need guidance on what makes an effective team.

At a University, a group of mechanical engineering faculty are developing three training modules aimed at helping students develop effective teamwork skills in their sophomore, junior, and senior years. Each module focuses on a different aspect of teamwork and is taught during one class lecture. The first module introduces the stages of team development and setting expectations using a team charter in a sophomore-level course. In a junior-level course, the second module focuses on effective communication and awareness of different working styles. The third module will cover conflict resolution in a senior-level course.

In this paper, we will present the second module, which was fully implemented for the first time in Fall 2023. This effective communication module was conducted in a workshop-style format. The students completed an individual activity and then needed to combine their efforts into a shared team solution. The activity provided a quick example of how they typically work as a team and communicate with little time. We then shared a video with several examples of failures and misconceptions that can result from ineffective communication. Cross-cultural communication was highlighted because team members may make assumptions based on culture, background, or current circumstances. Finally, students completed a working styles assessment to bring awareness of different working styles. They reflected on how communication and interactions may differ between these working styles and how they can adapt to different situations. Students were then asked to connect their new understandings to the initial activity reflecting on their own style and that of their teammates. The paper will share more detailed information about the training workshop.

The post-training reflection module shows promising results, with students identifying how to be better team members, realizing that they can be more open-minded, and recognizing the importance of establishing trust within a team. The students are currently working on a class project and will complete a team experience survey. We will share initial results comparing this semester’s survey results to a baseline group that did not receive the teamwork training. These results will guide our improvement of the second module and the development of the third module.

Keywords: teams, team dynamics, teamwork training, working styles, communication

AU - Joanna Tsenn
AU - Jonathan Weaver-Rosen
AU - Mohammad Waqar Mohiuddin
AU - Shadi Balawi
AU - Carlos R. Corleto
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Teaching Effective Communication for Teamwork
UR - https://peer.asee.org/48060
DO - 10.18260/1-2--48060
ER -