Teaching MBA Students Teamwork And Team Leadership Skills: An Empirical Evaluation Of A Classroom Educational Program

Abstract

A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university.  Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning and end, (2) behavioral assessment of student teamwork and team leadership in the LGD’s, (3) peer and instructor performance feedback and coaching after each LGD, (4) informational modules on teamwork and team leadership, and (5) multiple opportunities (classroom and field) to practice teamwork and team leadership skills.  Prominent findings indicated (1) a statistically significant increase in overall teamwork and overall team leadership scores of, respectively, 14% and 8%, (2) no demographic differences in student improvements as a function of sex, age, or race/ethnicity, and (3) very favorable student responses to end-of-course questions concerning teamwork and team leadership skills improvement, self-confidence, and attitudes.