Group/category/sub-category | Brief description of the category or sub-category |
---|---|
Inputs | |
Nature of the task | |
Team origin story | How the team formed. |
Prescribed task | Whether or how the team’s task is prescribed (who chooses the task). |
Who participates | |
Team composition | Characteristics of team members, e.g., their expertise, interests, or authority. |
Team boundaries | Extent to which team membership is well defined. |
Process constraints | |
Prescribed process | Whether or how the team’s process is prescribed by formal leaders, typically people outside the team. |
Formalized roles | Whether or how team members’ roles are clearly defined near the start of their work together. |
External engagement | |
Opportunities to gather information | How team members gain useful information or expertise. |
Opportunities to share information | How team members share their work with others. |
Access to resources | |
Administrator support | Whether or how administrators try to help the team. |
Rewards | How team members are rewarded for the work. Rewards can be tangible and/or symbolic. |
Mediators | |
Team processes | How team members coordinate their work together. |
Emergent states | What team members think and feel related to their work together. |
Outcomes | |
Sustainability of changes | The sustainability of the instructional changes. |
Quality of changes | The quality of instructional changes relative to the team’s goals. |
Collaboration changes | Changes in the capacity of team members to work together in the future. |
Individual changes | Changes in individual team members’ knowledge, skills, affect, or well-being. |