The structural factors that affect classroom team performance

Abstract

This study was an attempt to identify, through structural equation modeling, the factors that may be involved in the performance of classroom teams. Confirmatory factor analysis was used to study Katzenbach and Smith’s model of “high performing teams”. While it is often difficult for classroom leaders – professors, instructors, etc. – to intervene on an ongoing basis in the process and interpersonal dimensions of classroom or project teams, it may be possible for them to make structural or programmatic interventions that positively affect all teams in their classes. This study attempted to identify those structural factors using Katzenbach and Smith’s model as a basis. Four such factors were identified. The implications of these factors on classroom leaders’ methods are discussed. The study, however, leaves several questions unanswered. These are described and the implications for further research are enumerated.

Citation

Kent, T.W. and Hasbrouck, R.B. (2003), "The structural factors that affect classroom team performance", Team Performance Management, Vol. 9 No. 7/8, pp. 161-166. https://doi.org/10.1108/13527590310507408