Teaching and Learning Spotlights | How to Keep your Project Teams Engaged (English Subtitles)

– [Announcer] The Teaching
and Learning Spotlights are always kind of hour long opportunities for a faculty member to highlight
work that they’re doing. And I’m really, really pleased
to introduce Crystal Han who is in the Department of
Organizational Performance and Workplace Learning. – I’m Crystal Han and
I’m from OPWL Department. And I’m very grateful to be here. And it will be one of my best days that I can stand out in front
of you and then talk to you. So this is my sharing opportunity for you on my research so far on team mindset, team research, and how we improve teams. So I hope the tools
that I’m bringing to you may be helpful for your students to build better team and successful team. So ready, set, go or ready, set, grow? (laughing) Let’s go! So the goal is to identify the difference between a growth and a
fixed mindset as you know. Explain your mindset
and the potential impact that your mindset can
have on team mindset. Also discuss team mindsets and strategies to support student teamwork. A lot of you asked a
question beforehand and say, I wanna learn how to make our team project more enjoyable and successful. So I’m gonna give you some
tools to make that environment, as well as some structure
that students may like to use. So do you believe that you
can’t teach an old dog? – [Man] I sure hope not. (laughing) – [Woman] I taught my 12-year-old dog new tricks this summer when
he came to live with me again, after learning some bad tricks. (laughing) – Yeah. Or can you teach an old dog? So there is a true or false. I don’t think so, ain’t happening. Or okay, we can do that. This may apply to human being. Of course animal versus human
may have a different dynamics and I hope human has
more potential, right? So we wanna see what is a
growth mindset look like first. So how would you describe this picture? I wanted to make this more interactive, so I asked you to bring the cell phone. Once you enter the code, then you get to describe
this picture in three words. So you can put the keywords in. So so far 11 people enter the keywords. So as you can see, it automatically shows
everyone’s input right away. Right? So growth mindset is based
on implicit person theory, and as you know, Carol Dweck
has been working on this a lot and also, our President
Trump, also sent newsletter recently on growth
mindset and fixed mindset. And there is always potential
to develop intellect, to increase talent and to
adjust more understanding. On the other hand, a
fixed mindset is found in an entity theorist
who believe that ability and intellect are fixed and were inherent. So you believe that intelligent
cannot be developed. Or ability or skillset
cannot be developed. So how can this apply to the learning and what we are doing? So do you believe that students can expand their intellect and talents with hard work and dedication with their education? – Yup.
– Yeah. For those who come here normally, have a very growth mindset. (crowd laughing) At least our junction. It’s not something that
someone is both mindset or someone is fixed mindset. I don’t think so and the
research does not show that. It’s more of spectrum. And you can either be
this way or that way, but also it’s a multi-dimension. So you can believe that
you’re strong in math but you can never do arts. So you have a growth mindset in math but you don’t have growth mindset in arts. But the mindset of the
instructor, is really, it is growing a lot, research has shown lot of things on instructor mindset. But I wanna talk about recent research that managers’ performance rating whether that manager has a
growth mindset or fixed mindset, they actually change their
performance evaluation. So for those who have a
very high growth mindset, they evaluate the employees
time one this much. And time two, very big difference. And for those who have a fixed mindset, they create about this and
then they change slightly. Not like enormously. And the fixed mindset managers hardly involved in a coaching or providing the feedback to employees. Because they already
have that assumption that oh, this person has already
this much capability. And I don’t want to invest this time because this one already
has this small ability. Does that make sense? So this really applies to
teachers’ mindset as well. So, typically growth
mindset, leaders encourage feedback and promote learning
among their peers and teams and also even among students. A fixed mindset leader
tend to respond to failure with anger that are viewing as opportunity to learn or get better. So, I interviewed other people’s managers and tried to come up with
their mindset on employees and one HRD development, people said, oh, I would rather recruit someone who has already have a competencies that they are looking for rather than they develop their own employees because he said, “I’ve been
doing this more than 10 years, I can’t really develop them.” ‘Cause it’s better to hire the good ones rather than trying to change. For example, like, oh,
my students hate teamwork so I’m not gonna do team project. That’s fixed mindset, on the other hand, oh maybe, what things I can help. What kind of structure can I give? Or how can I coach them? Can I meet regularly with them
and spend some time with them so that they’re on track? Can I provide support for them? Those are the typical mindset that, growth mindset that faculty
bring for the education. So, instructor’s mindset
really can impact the grading, teamwork of students,
and whether they are open to feedback from students or not and promoting a learning environment. So for those who really hate
the evaluations from students at the end of the course,
those may have a fixed mindset. So, like, yeah, I can’t really
satisfy all my students. That’s true but on the other
hand, oh okay, this point, what can I do better then? Those mindset can be more growth mindset. Here are the timeline for
using team mindset tools. I provide you all the tools
in one package, one page. So that you can use it in your classroom. You don’t have to use everything, but I wanted to introduce everything. You can modify based on your needs. I provided online videos for instructions and also online scenario-based
learnings, case studies so that you can show that via online and then there are discussion
question at the end. So that workshop typically
starts with your classroom. So if you are online, you can build that into your blackboard or
if you are face to face, you can open the online
and turn on the video and let them discuss in groups. Week three to four, you will ask them to build a team growth mindset charter. How many of you actually
have team charter field? Great. So once you start the team project, you want teams to do the team
charter, that’s a contract. And that’s setting the expectation. And progress check with a
self-assessment of themselves. Whether they are growth
mindset or fixed mindset or their teams are growth
mindset of fixed mindset. And there’s also status
report and reflection time where they kinda reflect their performance as well as you’re checking their status. So that into structure. So you’re not doing,
your team is not doing the project at the end. And there’s a final assessment,
some people do use it. How many of you use final
assessment of teams? Like team assessing
the other team members. Okay, a lot of you. So, these are very typical, right? And I have provided some Google forms so that you can dispute that link. And everybody can jump in and then you can just see by clicking responses. So, what is a team mindset? A team growth mindset, I tried to level up this to a team level. So that’s why my lab is team mindset lab. Every individual mindset will
bring up to the team level. And even in the organizational level. Even in a national level. So, I tried to study this
from based on the students and faculty and managers, employees and their mindset how the
shape the team level mindset. So, I’m running the Invent For The Planet with College of Engineering
Adventure College, together, jointly. So, this, it will be our third year running the same Voices Day university. So, basically, it’s a
design thinking group. So, people make a group and we have a, this statement that they have to solve and they’re gonna work
in group for three days to solve that global issue. And also, this will be done
in university wise worldwide. So, at the same time, even though there is a time difference. So we have that virtual monitor to communicate each other using Microsoft. Yeah I’d like to talk about the key elements of successful teams. So based on my studies,
I’m gonna show my studies from now on but I found three key elements for making a successful team. So, number one is
psychological-safe environment. You need to make a team to feel free to share their knowledge without risk. They don’t wanna be judged, they don’t wanna look foolish. And the second one is faculty support and student support among themselves. And then third, it’s
about shared leadership. Now, we’re gonna touch on each element. So first, setting the learning climate. So, how many of you use like ground rules before you begin the class
or doing the team project? Yes, yes. So ground rules are very
important to set up the climate where you can feel free
to share knowledge. So, for example, you can use the air time. Have you heard the air time? No, okay. So, I can ask questions and I
stay without saying anything. I wait. Then for those who are
very shy or introvert, we are giving them some
time to think and then talk. You know the ouch right? If you are offended, you can say ouch. And say so and say why. If not, you don’t have to, but that ouch practice is also good. And speak for yourself, not others. Honest disagreement in
the spirit of critical academic exchange are encouraged. You have to be very respectful
when you give feedbacks so you set up this expectation where giving feedback, the way
of providing feedback is very critical. So, these are the ways how
you wanna give feedback. So you set up that expectation. – [Woman] So do you recommend,
does your study show that it’s better to have
the students in a group establish their rules or
whether you give them rules or you give them rules to
start with and let them modify. You have the sense of what’s best there? – That’s really good question. I will start with team
mindset, that video clip with, this is how team mindset look like. And then set up the expectation that you think, it is important and then what other ground
rules do you want to add as a team, this is for
your students to make. So, it’s a combination. So you do both. So you ask your student groups like, okay, what else do you wanna
build as a ground rule? Good question. And the second part is
faculty team and support. So, as you know, there are a lot of tools like Trello or other
project management tools that students can use and they can assign the team project and
give them team members, due dates and progress. So these tools are great. Also, there are some
tools where students get, collaborate together
and bring the data in. So oh, I find this article from here. If found that resource from here. So it’s a collective
area, it’s called Padlet. And there are lots of tools out there. WordPress, Padlet, even Google Doc, you can do collaborately. So you can provide these tools and ask them to choose
what your team like. However, (audience sneezes) I’m showing this, my study, bless you. Because that the previous
slide that I show you is more focusing on task-oriented process. So, oh you do that. This is due date. Oh, why do you miss that? That’s task oriented. So faculty normally
provide that task structure but forget about how important it is for building relationship
among team members as well as support from faculty. So my research really
show that if you create a psychological safe
environment, actually, the relationship among
people, like caring. Oh, is everything going well? Is there anything I can help? Those helping at. Those relationship had a more impact to start the team creativity. And their performance. So, I want to illustrate
that that using only project team management
tool may be not enough. And then third part is shared leadership. That really helps your
team lead to success. Lot of time, people say oh, I
hate team project because… – [Man] There is always a slacker. – Yes. (laughing) We have to bring the spirit
of shared leadership to them. Shared leadership is more of
this format or that format? What do you think? So this is CEO like 1%
giving the task like this and this is more of dynamic among others. – The bottom.
– Bottom one? Yes. It’s more of members trying to exchange everything among themselves. So, you’re trying to reach the goal, just like a basketball players. So, shared leadership
example is basketball playing like to reach the goal,
you play altogether and everybody has a position and everybody has their own strength. So we’re using everyone’s input, right? So shared leadership spirit is that. We all have something to contribute. So team chart is really helpful because it shows like,
what are you good at? What’s your strength? There is a all share where you have to write that down together. So that they’re know
what they are good at. So, that’s one component of
shared leadership is this. Another study that I did with my team was trying to look at how
multinational virtual teams like online groups work together and by reviewing 250
articles systematically, I found the key factors
that facilitate teamwork multinationally, online setting. So those are these overcoming biases because people normally
judge each other very fast. Oh, you’re math, oh why don’t you do this in a group project? Oh your major is that? Oh okay, you must be good at that. Very quick judgment. Try to communicate more often
and build a relationship and establish expectation, and learn, try to learn where you’re
from and what you’re like and what your value systems look like. So, those are called
social emotional process whereas task related process
is trying to communicate in delegating task,
coordinating, knowledge sharing, all those things are called
task orientation process. But as I said, social emotional
process is really important for especially multinational area as well. We’re gonna do team mindset workshop. How about we try to do
scenario one and two? So, if you look at this tool, there is a scenario one
and scenario two barcode.

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