2. Collaboration for Academic Success
According to The University’s Founder, Dr. John Sperling, Learning Teams are beneficial for academic
success because:
1. Teams create a collaborative learning environments in which working adults can share the
practical knowledge that comes from their life and work experience.
2. Teams improve the quality of shared projects and assignments.
3. Teams serve as vehicles for the kind of shared reflection through which adult students make sense
of and apply new knowledge.
4. Teams provide a sense of community and support that is invaluable in helping working adults
cope with the challenge of balancing school with other life demands (Phoenix, U. O., 2014).
3. Conflict Resolution
In the University of Phoenix article, Managing Conflict in Learning Teams by Shelia Porter, J.D., there are five
general approaches to dealing with conflict, which include:
1. Avoidance: To allow a situation that has been met with conflict in a more calm manner, it may be best to
avoid the conflict so that the task at hand can proceed and be met.
2. Accommodation: When conflict arises, being an accommodator may alleviate the disagreement among
the team, as the priority of the person accommodating is maintaining cohesiveness within the group.
3. Competition: In a situation where a team member feels very strongly about a topic, they may become
assertive in a way in which they are convincing other team members to support their same viewpoint.
4. Compromise: When reaching a standoff, the team may compromise with one another by each
compromising something for the purpose of sustaining the agreement.
5. Collaboration: By working together and finding a resolution as a team when there is a dispute, all team
members will put in full effort with an end result of accomplishing team goals.
4. Utilizing Individual Learning Styles to
Strengthen Team Dynamics
Understanding Individual Learning Styles:
◦Visual- spatial: use of images, pictures, etc.
◦Aural= aural: use of sound patterns, music, etc.
◦Verbal- linguistic: use of words, written and spoken
◦Physical- kinesthetic: use of touch, interaction with body
◦Logical- mathematical: use of login and reasoning
◦Social- interpersonal: group learning
◦Solitary- intrapersonal: self based study (Learning Style Inventory, 2018)
5. Crucial Communication Skills for an Effective
Learning Team
Individual Skills Needed for Team Learning Success:
◦Written Communication
◦Verbal Communication
◦Listening
◦Clarity
◦Understanding- ability to accommodate needs of others
6. Utilizing Individual Learning Styles to
Strengthen Team Dynamics
Adapting team dynamics to fit individual learning needs:
◦Understanding individual team member learning styles
◦Accommodating each learning style
◦Communicating with each team member
◦Applying team members to tasks associated with varying learning style
◦Producing content designed to reach varied learning audience
◦Provides learning experience where all styles reach entire group
7. Crucial Communication Skills for an Effective
Learning Team
Situational Skills Needed for Team Learning:
◦Induction and set up of group (Video Education America, 2015)
◦Understanding of purpose
◦Production Communication and Process
◦Delivery Communication and Process
◦Conflict Resolution Process
8. The purpose of using the Learning Team Charter as a tool to
reinforce team collaboration while contributing to team success
The purposes of using the Learning Team Charter as a tool include:
❏ Setting a clear and coherent goal for the team.
❏ Establishing a clear correlation between the goal for the team and task performance.
9. Effective components necessary for team success
❏ Effective verbal and written communication
❏ Trust among team members
❏ Established work processes
❏ Constructive conflict resolution
❏ Respect
❏ Considerable time management skills
10.
11.
12. References
Phoenix, U. O. (2018). Welcome to the the Learning Team Toolkit. Retrieved February 02, 2018, from
http://www.apollolibrary.com/Library/ltt/toolkit1.aspx
Phoenix, U. O. (2014). Why Learning Teams? Retrieved February 02, 2018, from
http://www.apollolibrary.com/Library/ltt/toolkit1.aspx
Porter, S. (2003). Managing Conflict in Learning Teams. University of Phoenix. pp. 1-9. Retrieved February 02, 2018, from
http://www.apollolibrary.com/Library/ltt/download/ManagingConflict.pdf
Video Education America. (2015). 10 Essentials for Successful Induction. Retrieved February 02, 2018 from https://fod-
infobase-com.contentproxy.phoenix.edu/p_ViewVideo.aspx?xtid=49900&loid=168289
Learning-Styles-Online.com. (2018). Overview of Learning Styles. Retrieved from https://www.learning-styles-
online.com/overview/
Editor's Notes
According to The University of Phoenix, effective collaboration is one of the fundamental learning goals (Phoenix, U. O., 2018). The University provides students with a Learning Team Toolkit that helps students with the collaboration process and provides explanations as to why learning to work effectively in teams (both as a leader and as a member) is critical across the curriculum embedded in all academic programs (Phoenix, U. O., 2018). According to The University’s Founder, Dr. John Sperling, Learning Teams are beneficial for academic success because they create a collaborative learning environments in which working adults can share the practical knowledge that comes from their life and work experience. Teams improve the quality of shared projects and assignments. They serve as vehicles for the kind of shared reflection through which adult students make sense of and apply new knowledge, and they provide a sense of community and support that is invaluable in helping working adults cope with the challenge of balancing school with other life demands (Phoenix, U. O., 2014).
The Learning Team Toolkit provides many useful resources to assist in refining conflict resolution skills. Within any team, there is always the chance that conflict way arise, and it is important to be able to look at it from multiple different perspectives so that the proper resolution can be had. In the article, Managing Conflict in Learning Teams by Shelia Porter, J.D., it is stated that conflict may happen when the original agreement from the team does not specify how and when each individual member will complete their assigned tasks, the team is not over to reach its overall goal (Porter, 2003). By following the general approaches to dealing with conflict, you will have a good guideline to follow depending on what the specific conflict is.
To have a strong team dynamic, a learning team must be able to understand each other and communicate according to learning style. According to the Learning Style Inventory, there are seven basic learning styles or types: Visual, Aural, Verbal, Physical, Logical, Social, and Solitary. The first five address means of individual learning, while the last two address level of interaction in learning. Most individuals connect through more than one learning style, using attributes associated with several to learn and communicate.
Visual learning is defined as learning through what one sees, using images, pictures, photos to learn through spatial relation and image retention. Aural and Verbal learning are linguistic types defined as learning through sound, with differences in the sound type. Aural learning uses sound patterns, through music and sound variation to teach, while verbal uses written and/or spoken words to learn. Physical learning is kinesthetic, where one learns through use, exchange and interaction of subject materials through exercises involving their body and mind. Logical learning is a type of kinesthetic learning using the mind to mathematically use logic and reasoning to learn. Social learning is done through a group, where individuals work together to use a combination of visual, linguistic and kinesthetic skills to learn. Solitary learning is singular, with an individual pursuing self based study through desired learning methods that work best for them.
(Learning Style Inventory, 2018)
In order to succeed in team learning, all individual members must be able to write, speak, listen, be clear, show understanding, and manage time in ways that furthers the success of the group and the ability of all involved with their learning experience. Written communication is important for inter-group messaging and production of written material assignments. Verbal and listening skills are important when telecommunication is used for group meeting and as assigned in assignment response and production. Being clear and to the point in all communication, and asking for clarity when needed expedites the process of going from assignment to producing material to complete the assignment. It is vital in all types of communication to show understanding of others in the group so frustration is averted and all individuals remain positive and feel valued.
By adapting the dynamics of the learning team to the needs of each individual in it, the group performance is improved with each member working more efficiently and effectively, with all parts working synergistically to reach a more meaningful learning experience. Understanding the learning styles of each individual in the group provides the best means to ensure tasks are understood. Communication becomes more effective with understanding of learning style, as accommodation can be made for those who prefer social versus solitary, visual and written versus kinesthetic, etc. Accommodating each member in the group by assigning learning tasks associated best with their style will allow the group to produce work that reaches a more varied learning audience and demonstrate a learning experience that demonstrates comprehensive learning within the group.
Outside of individual skills needed within the group, team learning requires situational communication processes and skills. The learning team should first be initiated with a proper group induction, with member introduction and outlining of group process, expectations and an understanding of the overall purpose of the group (Video Education America, 2015). The learning team should work together to create production and delivery communication channels, as well as an overall production/delivery method and process. A conflict resolution process should also be communicated and agreed upon, so any issues have a set process that provides quick solution and moves group learning forward.
A team charter is a document that defines the direction of the team as well as establish guidelines for each member. According to the University of Phoenix, the more completely the purpose of the team can be identified, the more likely management, team members, and the rest of the organization will support it in accomplishing its objectives.
