I think I sent this to Ingo but omitted to send it to the list. So pasted below is my response. I want to add that the behavioral/interpersonal aspects become less important as clarity about project management is established. In our program students have had tons of training in group process but I have observed that it fails them in the absence of project management or in an over-focus on "the team" rather than the project.
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I can't refer you to a published source, but here is what I do for a two-month-long project. My goal is to have the groups put together and function similar to work groups in the real world.
--I survey students at the beginning of the semester on a range of functional skills, from running a project to final deliverables (e.g., "Seeking out data from reliable sources, electronic or print";
"Developing and writing documents that require organization and evidentiary support"). I used to ask about certain behavioral/interpersonal things, but now assign groups a little later in the semester and make those judgments myself. I could send you this survey if you like.
--Students must form their assigned groups as organizations and present their plan to the class; they must provide a short written assessment of their group function at the end of the project vis a vis their original plan. We do short presentations to the class, with questions/comments about their decisions on group organization. This helps students get to know each others' abilities; assign roles; decide on an overall project strategy; agree to work principles, etc. Their reflections at the end of the semester show quite a bit of organizational learning (often, for next time). These students do lots of group work in other classes, and often report that their group for this project was the best-functioning and most enjoyable/least stressful one they have ever had. Here is the framework we use for the group organization/presentation step.
Structure Your Group As An Organization
You have 30 minutes to prepare a 2-slide presentation on transparencies. Make careful choices about what will be on the slide, and what will be spoken/supplementary. Each group will be given 5 minutes to present. On average, figure 1 ½-2 minutes per slide and 1-2 minutes for questions. Stay focused.
The purpose of your presentation is to communicate your project to the class in organizational terms. You are required to address the items in bold; you may also choose to address one or more other items. Whether you do or not, they are things you should be thinking about in your group as you plan and work on your projects. Use appropriate terms in your presentation.
your mission and specific, measurable objectives
your strategy (levels of strategy if applicable)
your org chart/structure and operating design
your culture and its norms
your core competences
risks/contingencies and contingency plans
project management/specific milestones, including technology or tools you will use
By the way, these projects must demonstrably be a group effort. Groups may "fire" a group member, after a series of established procedures, which member will receive an F in the project if that occurs (it never has). This is in the syllabus, which students must sign that they have read in its entirety.
Jane E. Robbins, M.A. Ph.D.
Department of Leadership, Policy, and Organizations
Vanderbilt University
Peabody #414, 230 Appleton Place
Nashville, TN 37203-5721
tel 615-343-7123l; 615-322-8000 (department)
fax 615-343-7094
jane.robbins@vanderbilt.edu