Peer Review

Problem Solving in Teams and Groups

Material Detail page

Reviewed:: Feb 24, 2022 by Business

Bookmark

Ratings

Overall Rating:

Content Quality:

Effectiveness:

Ease of Use:

Overview:

This textbook covers content relevant to COMS342 Problem Solving in Teams and Groups at the University of Kansas. The content covers a range of topics that are useful for a junior/upper level class about working in groups and teams. The content can be used for potentially two different courses- one a class about working in groups and the other one about business communication in groups. The book starts out by drawing a distinction between groups and teams, which is a useful way to start a class about problem solving in teams and groups. Certain chapters such as Chapter 18 had descriptions and images of empirical studies on conformity and obedience that would enhance student understanding of the content. However, there were some chapters that needed additional content. For example, chapter 2 focuses on cooperation and chapter 3 is about social comparison. A section on competition, particularly the role of communication, and its effect on teams and groups is needed. If this book is being used in Communication courses, it would be beneficial to include how group processes such as competition and cooperation are communicative in nature. Gibbs (1961) communication patterns would be helpful in identifying how communication can create defensive or supportive communication climates in teams and groups. Similarly, the role of culture is alluded without mentioning Hofstede’s cultural dimensions.

Type of Material:

Open (Access) Textbook

Recommended Uses:

This is recommended for in class lectures, class discussions, homework for individuals or teams, but a team approach is recommended since this is based on problem solving in teams and groups

Technical Requirements:

Mozilla Firefox 95.0.1

This book can be read online or downloaded as a PDF file.

Identify Major Learning Goals:

Students will be able to

identify different types of teams and organizational structures,
apply different management styles and approaches,
deal with challenges,
understand various motivation forces and cultural differences.

Target Student Population:

It can be used for students studying management, human resources, project management, sociology. Suitable for undergraduate and postgraduate students as well as in adult learning. It can be also used for anyone interested in the subject.

Prerequisite Knowledge or Skills:

None

Content Quality

Rating:

Strengths:

Required materials, expectations and policies are listed at the beginning under the syllabus and schedule format. (A team format is also recommended here.)
Course goals and objectives are clear and explicit
The entire course syllabus is provided with the schedule, ideas can be used or not depending on the needs of the instructor and the user.
Exercises are included in the chapters
Definitions and an overview are provided at the beginning.
The content and examples are based on the research data.

Concerns:

Some information such as Hofstede’s study need appropriate citations and references.
Some chapters seem to be out of the scope of the topic and weakly connected with the previous chapters (chapter 11, chapter 21).

Potential Effectiveness as a Teaching Tool

Rating:

Strengths:

The syllabus provides excellent ideas for expectations, assignments, and other ideas for instructors
The difference between teams and groups is discussed at the beginning, using teams is strongly encouraged especially in a class that is discussing problem-solving in teams and groups (it makes no sense otherwise)
Activities are embedded in the chapters
The difference between self-managed teams and self-organizing teams is clearly defined, and virtual teams are discussed.
The discussion and control questions allow to evaluate students’ learning progress.

Concerns:

It would be helpful if objectives were provided at the beginning of the chapters so readers would understand what material is being covered
Review information (consistently summarizing information) at the end of each chapter would also be helpful.
Some chapters are not logically connected – for example, the chapter about Ghantt chart is not developing the previous chapters’ concepts, it is not connected to the next chapter either and seems to be out of scope.

Ease of Use for Both Students and Faculty

Rating:

Strengths:

Conclusions are provided to summarize the end of each chapter; references are provided.
Different theories are introduced and discussed; the discussions are easy to follow
Figures, photographs, and graphics are available in the chapters to illustrate points
Discussion questions are available in chapter 2.
No prior knowledge is required.
The instructions for students are clear.

Concerns:

Some images and figures are not of a high quality
No discussion questions were available in chapter 1

Other Issues and Comments:: Only Chapters 1 and 2 were reviewed.
Creative Commons: