Here's my quick take on the topic.

It would appear that the problem lies with work done outside the classroom. One of the important tenants of TBL that I strongly encourage is providing class time for group work to limit phenomenon like social loafing and situations described by your student. I also try and address issues such as these in the classroom through continual reinforcement that we must recognize that different team members bring different strengths and styles to the table, and it's everyone's responsibility to help the team function well. I begin the semester with several team-building activities including personality tests and a team charter through which the team sets ground rules for operating. This document is in their team folder so they see it frequently throughout the semester. My class is a management course, so I also have the opportunity to further explore groups and teams as a class topic.

In rare occasions you may need to have a direct chat with a particularly different dysfunctional team and/or individual team members.

Auburn University

Sent from my iPhone

On Nov 27, 2016, at 10:55 AM, Dolowitz, Annetta R <[log in to unmask]> wrote:

Here is the description from one of the students who appears to be the target.

"Okay I have some issues with my group. I am not included. Why am I just saying something? Well I could not come to you saying they will not play with me!! (SMILE)

My group have meetings without me. I had no idea what was going to be talked about at the listening party. Why am I not talking to my group? I did. The work was then divided.

I finished with my favorite podcast. Personality/ Hiding behind clothes. Upon analyzing my questions to send to the group. “X said Y and Z will conduct the podcast”. Now back to the old crap. No communication."

Annetta Dolowitz, MSW, MPH
[log in to unmask]

To unsubscribe from the TEAMLEARNING-L list, please click here.

Further information about the UBC Mailing Lists service can be found on the UBC IT website.