IMPROVING TEAMWORK WITH A ROTATING LEADERSHIP MODEL

IMPROVING TEAMWORK WITH A ROTATING LEADERSHIP MODEL

S. Ng, B. Tan (2022).  IMPROVING TEAMWORK WITH A ROTATING LEADERSHIP MODEL. 349-360.

The Diploma in Integrated Events and Project Management (DEPM) course in the School of Architecture & the Built Environment recently started exploring using CDIO approach as a basis to enhance design of its curriculum. Teamwork and leadership are important interpersonal attributes desirable of graduates from the DEPM course. Events management work is multi-faceted in nature and requires event planners to work with various stakeholders to organise and implement events. Many times, event planners are also required to lead a team to complete tasks. The authors undertook an action research to investigate how teamwork and leadership can be integrated into a module in the DEPM course. The authors referenced the CDIO Syllabus for underpinning knowledge of teamwork and leadership; and use the relevant CDIO Standards to guide design of learning activities that enabled learners to work better in team settings and practise leadership skills necessary for planning and managing events (CDIO Standard 1). More specifically, the action research explore the use of a Team-Based Learning (TBL) strategy in an events marketing module coupled with a rotating leadership model to meet the intended learning outcomes (CDIO Standard 2) of working effectively in teams to complete tasks required in a marketing role. By providing opportunities for each learner to lead in the group coursework assignments, learners get to practise leadership skills in the context of events management (CDIO Standard 7). To evaluate students’ learning experiences (CDIO Standard 11), an online survey, a reflection paper and a Self-and Peer Assessment (SPA/SAPA) from the Singapore Polytechnic’s Teamwork Measurement Project were used to review learners’ teamwork contribution; the online survey and reflection paper also provided insights on how learners could improve their leadership skills. Feedback garnered from these touchpoints showed that learners opined that the learning activities helped to improve teamwork, as they were more responsible with better contribution to the team and minimal free-rider issue. Learners also appreciated the opportunity to practise leadership skills through living the role as well as learning from others. This action research study also serves as an example to the DEPM course on how it could enhance its curriculum design guided by the CDIO Framework.

Authors (New): 
Sally Ng
Benjamin Tan
Pages: 
349-360
Affiliations: 
Singapore Polytechnic, Singapore
Keywords: 
Rotating Leadership
Shared Responsibility
Teamwork
team-based learning (TBL)
CDIO Standard 1
CDIO Standard 2
CDIO Standard 7
CDIO Standard 8
CDIO Standard 11
Year: 
2022
Reference: 
Barry, D. (1991). Managing the bossless team: Lessons in distributed leadership. Organizational Dynamics, 20, 31: 
Carson, J. B., Tesluk, P. E., & Marrone, J. A. (2007). Shared leadership in teams: An investigation of antecedent conditions and performance. Academy of Management Journal, 50(5), 1217-1234.: 
Cheah, S.M. (2021). Designing blended-type integrated learning experience using core principles of learning. Proceedings of the 17th International CDIO Conference. June 21-23, Hosted Online by Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand.: 
Cohen, S. G., Chang, L., Ledford, G. E. (1997). A hierarchical construct of self-management leadership and its relationship to quality of work life and perceived work group effectiveness. Personnel Psychology, 50(2), 275-308.: 
https://doi.org/10.1111/j.1744-6570.1997.tb00909.x
Doan, T. T. M., Kontio, J., Leong-Wee, K.H, & Malmqvist, J. (2016) Application of CDIO in nonengineering programmes – motives, implementation and experience. Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016.: 
Erez, A., LePine, J. A., & Elms, H. (2002). Effects of rotated leadership and peer evaluation on the functioning and effectiveness of self-managed teams: A quasi-experiment. Personnel Psychology, 55(4), 929-948.: 
https://doi.org/10.1111/j.1744-6570.2002.tb00135.x
Hoch, J. E. (2013). Shared leadership and innovation: The role of vertical leadership and employee integrity. Journal of Business and Psychology. 28 (2): 159–174. Retrieved from *JBP_2013_Hoch_article_0.pdf (csun.edu): 
Hoch, J. E., & Dulebohn, J.H. (2017). Team personality composition, emergent leadership and shared leadership in virtual teams: A theoretical framework. Human Resource Management Review, 27(4), 678- 693.: 
Ismail, N. (2018). From CTO to CEO: is rotating roles the future of the c-suite? Retrieved from https://www.europeanbusinessreview.com/leadership-innovation-huaweis-rotating-ceo-system/: 
Kocolowski, M. D. (2010). Shared Leadership: Is it Time for a Change? Emerging Leadership Journeys, 3 (1): 22-32. Retrieved from https://www.regent.edu/acad/global/publications/elj/ vol3iss1/Kocolowski_ELJV3I1_pp22-32.pdf: 
Magpili, N. C., & Pazos, P. (2018). Self-Managing Team Performance: A Systematic Review of Multilevel Input Factors.: 
10.1177/1046496417710500
Markulis, P., & Sashittal, H. (2006). The impact of leadership models on team dynamics and performance in undergraduate management classes. The Journal of Education for Business. 81. 145- 150. Retrieved from (PDF) The Impact of Leadership Models on Team Dynamics and Performance in Undergraduate Management Classes (researchgate.net): 
Michaelsen, L. K., & Sweet, M. (2011). Team-based learning. New directions for teaching and learning, 128(128), 41-51.: 
Mohrman, S. A., Cohen, S. G., & Mohrman Jr., A. M. (1995). Designing team based organizations:New forms of knowledge work. San Francisco: Jossey Bass.: 
Pearce, C. L., & Conger, J.A. (2002). Shared leadership: reframing the hows and whys of leadership. New York: Sage Publications, Inc: 
Pearce, C. L., & Sims, H. P., Jr. (2002). Vertical versus shared leadership as predictors of the effectiveness of change management teams: An examination of aversive, directive, transactional, transformational, and empowering leader behaviours. Group Dynamics: Theory, Research, and Practice, 6(2), 172-197.: 
Seers, A., Petty, M. M., & Cashman, J. F. (1995). Team-member exchange under team and traditional management: A naturally occurring quasi-experiment. Group and Organization Management, 20, 18-38.: 
Solansky, S. T. (2008). Leadership Style and Team Processes in Self-Managed Teams. Journal of Leadership & Organizational Studies, 14(4), 332–341.: 
https://doi.org/10.1177/1548051808315549
Soo-Ng, G.L., & Tao, N.F. (2021). Developing and assessing teamwork with enhanced team-based learning approach. Proceedings of the 17th International CDIO Conference. June 21-23, Hosted Online by Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand.: 
Taggar, S., Hackett, R., & Saha, S. (1999). Leadership emergence in autonomous work teams: Antecedents and outcomes. Personnel Psychology, 52, 899-926. Retrieved from https://www.academia.edu/14080201/Leadership_Emergence_In_Autonomous_Work_Teams_Antece dents_And_Outcomes: 
Go to top
randomness