Rank within institution Socio-demographic characteristics - PowerPoint Presentation

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Rank within institutionSocio-demographic characteristicsDecision-making authoritySocial capital May allow team members to contribute different amountsContributions of lower status team members may be suppressed; can lead to competition or withdrawal

Disciplinary ways of thinkingGoals for studentsAttitudes towards education researchMotivation to pursue changesPersonality traits Team may better represent stakeholders’ views Can lead to limited communication, relationship conflict, attrition

Disciplinary content knowledgeKnowledge of education researchKnowledge of students’ experiencesAccess to outside expertiseInstructional skillsTeam has access to more information, may develop higher-quality outcomes Requires time and energy for team to process information; can cause communication challenges

Managing teams for instructional change:

Understanding three types of diversity

Alice Olmstead, Charles Henderson, and Andrea BeachWestern Michigan University, Center for Research on Instructional Change in Postsecondary Education

[1]

C. Henderson, A. Beach, & N. Finkelstein, J. Res. Sci. Teach. 48(8), 952-984 (2011). [2] J. C. Corbo, D. L. Reinholz, M. H. Dancy, S. Deetz, & N. Finkelstein, Phys. Rev. Phys. Educ. Res., 12(1), 10113 (2016). [3] J. R. Katzenbach & D. K. Smith, Harv. Bus. Rev., 71(2), 111-120 (1993). [4] D. Harrison & K. J. Klein, Acad. of Manag. Rev., 32(4), 1199-1228 (2007). [5] E. Mannix & M. A. Neale, Psychol. Sci. Public Interest 6(2), 31-55 (2005). [6] D. C. Lau & J. K. Murnighan. Acad. Manag. Rev., 23(2), 325- 340 (1998). [7] D. Keltner, D. H. Gruenfeld, & C. Anderson, Psych. Rev., 110(2), 265-284 (2003). [8] S. V. Chasteen et al., Phys. Rev. ST Phys. Educ. Res., 11(2), 20110 (2015). [9] E. F. Redish & T. J. Cooke, CBE Life Sci. Educ., 12(2), 175-186 (2013). [10] M. S. Sabella, A. G. Van Duzor, & F. Davenport, 2016 PERC Proceedings, 288-291 (2016).

Information diversity

References

Value diversity

Status diversity

Information diversity can be an asset, but only if there are sufficient supports in place to reduce possible communication challenges

[3].

It is best to avoid creating a team that can be split into opposing factions based on real or perceived differences in values [6].Change leaders should pay attention to power dynamics and work to reduce localized status diversity [7].The more diversity there is on a team, the more important it is to actively manage team processes [5]. Descriptions of instructional change in the literature often focus on how positive outcomes can emerge from the diverse knowledge and shared values of team members.Theory tells us that collaboration is not always smooth.Researchers can use Harrison & Klein’s three types of diversity [4] to provide richer accounts of team-based initiatives to improve undergraduate STEM instruction.

We applied Harrison & Klein’s [4] framework for conceptualizing diversity within organizations to instructional teams, focusing on dynamics likely to influence team effectiveness. We identified information, value, and status diversity, which correspond to theory- derived concepts of variety, separation, and disparity in Harrison & Klein’s framework. At right, we show how existing descriptions of instructional teams fit within this framework. We describe the potential benefits and drawbacks of each kind of diversity based primarily on research in other contexts. Like many concepts, these types of diversity cannot (and should not) always be separated within given individuals and teams. There is functional value, however, in considering these types of diversity when approaching team creation and ongoing effectiveness.

Framework overview

Recommendations for change leaders

Differences in team members’ knowledge, skills, or task-relevant expertise

Differences in team members’ values, attitudes, or beliefs (real or perceived)

Differences in the proportion of socially-valued assets or resources held by team members

Sub-optimal levels of diversity?

What are the potential benefits of diversity?

Potential drawbacks of diversity?

What do optimal levels of diversity look like?

This work is supported by funding from NSF-DUE

1525393

Recommendations for researchers

“We learned that there are significant cultural differences between biologists and physicists

….

Extended negotiations between the two groups led each to understand aspects of the other’s viewpoint.” [ref 9, p180], on interdisciplinary course transformation work

“Collaborative partnerships can be challenging for faculty because they require a greater investment in time and a willingness to give up some control as they prioritize LAs’ expertise as learners. However, these relationships have the potential to positively impact classroom structures.” [ref 10, p290], on faculty-Learning Assistant (LA) partnerships

“The expertise gained over the long time scale of our transformations, and the resources of the PER group, have allowed physics to engage in relatively sophisticated analysis of student difficulties at the upper-level.” [ref 8, p3], on transforming an upper division-physics curriculum

What are some relevant attributes for instructional teams?

Undergraduate STEM instructional change initiatives involving teams are increasing in number, and offer a powerful approach to achieving sustainable change [1-2]. However, STEM and higher education literatures provide only limited guidance on how to effectively design and lead instructional change teams. Substantial research in other fields focuses on the importance of considering different kinds of team diversity [3-7] and can provide useful insights into supporting teams in the context of higher education initiatives.

Introduction

Information-diverse teams can excel.

Teams with opposing factions often struggle.

Low inherent or negotiated status diversity is ideal.