Enhancing Student Team Effectiveness Through Team Charter Revision, Feedback, and Coaching

Abstract

Prior research has examined the use of team charters for improving teamwork in student project teams. While existing studies have examined the implementation of team charters at the time a team is formed, we find that revising charters mid-semester, plus the inclusion of feedback and coaching, results in significant increases in team commitment, team satisfaction, and individual effectiveness over the use of a one-time charter. In addition to making important contributions to theory and practice, this study highlights the need for future research to consider the various mechanisms that are activated by the charter process.