what is team work in value education

Values-Based Education for a Better World

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• Ron Toomey 5  

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Over a decade ago, in a previous edition of the International Research Handbook on Values Education and Student Wellbeing , we wrote about the effects of implementing what we then dubbed the “new” Values Education: the symbiotic effects between the explicit teaching of a school’s values and the enhancement of the quality of student learning and the effectiveness of teaching. As such, the “new” Values Education, more recently called Values-based Education (VbE), was essentially a novel conception of the craft of teaching and the processes of learning. At times, we also expressed the view, without much real elaboration, that VbE presented an approach to learning and teaching better suited to the times in which we were then living. We also suggested that it had the capacity to enhance students’ cognitive, social, emotional, and spiritual well-being without fleshing out details of the enhancement of spiritual growth. This chapter seeks to bolster those two claims in ways that suggest how VbE might help humankind address the life-or-death challenges it presently confronts around environmental degradation, widespread social and cultural disharmony, the escalation of youth suicide, domestic violence, child abuse, and neglect, to name just a few.

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Toomey, R. (2023). Values-Based Education for a Better World. In: Lovat, T., Toomey, R., Clement, N., Dally, K. (eds) Second International Research Handbook on Values Education and Student Wellbeing. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-24420-9_2

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Psychology: Research and Review

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Teamwork skills in higher education: is university training contributing to their mastery?

• Elena De Prada 1 ,
• Mercedes Mareque   ORCID: orcid.org/0000-0001-8927-5323 2 &
• Margarita Pino-Juste 3  

Psicologia: Reflexão e Crítica volume  35 , Article number:  5 ( 2022 ) Cite this article

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Teamwork skills are considered essential for personal, academic and professional achievement, so universities are increasingly integrating them into their syllabuses. However, little is known about how some specific features of students and their educational development can affect their acquisition. Accordingly, this study aims to fill this gap and describe higher education students’ mastery of teamwork skills and its relation to certain socio-academic variables (gender, academic year and grade point average—GPA). With the aim of determining the level of teamwork skills among university students, an observational, transversal descriptive study was designed with an intentional sample of Spanish university students. The sample is made up of 615 social science degree students. The results suggest significant gender differences, highlighting that female students outdid their male counterparts in most teamwork skills, except leadership. Likewise, students’ skills improved as they progressed in their studies, particularly those skills related to adaptability and decision-making. Finally, a positive relationship was observed between teamwork skills and GPA, except for interpersonal development. A regression analysis confirmed the influence of both academic year and GPA for women whilst no effect was detected in the case of men. Based on these results, it is suggested to make changes in university education programmes to compensate for the influence of socio-academic factors and benefit from the most positive features of each gender regarding teamwork to achieve an equal and fair higher education.

Introduction

Today most higher education institutions highlight the necessity of including both hard and soft skills in their syllabus to meet the required personal, academic and professional demands for a successful career. Hard skills are considered to be the technical knowledge and experiences needed to carry out a job, whilst soft skills are interpersonal qualities, also understood as an individual’s set of social skills and personal attributes. Therefore, soft skills refer to a broad group of skills, behaviours, and personal qualities that enable individuals to function efficiently in their environment, have effective relationships, carry out their work professionally, and achieve the goals they are set (Lippman et al., 2014 ). Soft skills are considered excellent complements to traditional hard skills at university due to their significant role in the current context. However, although soft skills are considered important as hard skills, there is a lack of consensus regarding their characterisation and implementation (Yan et al., 2019 ).

Universities are aware that having an adequate level of education and training not only implies a certain mastery of the contents of a given syllabus; students also need to fully develop the necessary skills to access the job market (García, 2016 ). According to Robles ( 2012 ), in fact, employers consider social skills to be a significantly important attribute for job seekers, demanding that their new employees’ soft skills are as well consolidated as their hard skills, given that current job positions require additional qualities that were previously not demanded (Pitan, 2017 ). Thus, both employers and academic institutions are slowly becoming aware of the need to equip individuals with the competencies, skills and knowledge that will not only facilitate their incorporation into the job market after their studies but also support their professional development throughout their career so that they can successfully adapt to changes in the job market.

Within this context, teamwork skills have been gaining close attention, as they are considered essential competencies in an increasingly more globalised, dynamic and complex world. New employees are asked if they have teamwork skills, can resolve specific work issues or have the required skills to handle the new challenges posed by today’s society (Baneres & Conesa, 2017 ). Universities are not oblivious to society’s needs, specifically to the demand of companies for students and future workers to be trained in soft skills. Over the past few years, universities have manifested their concern with students’ mastery of soft skills, specifically those related to learning to work in teams, given their correlation with employability. Recruiters are looking for employees with soft skills, as they are aware of the link between the former and the successful maintenance and execution of a job (Blaszczynski & Green, 2012 ). Therefore, in the present day, job adverts frequently list soft skills—including teamwork—as a requirement (Clares et al., 2019 ).

Little research focuses on students’ acquisition level of the different teamwork skills, which will aid ongoing learning throughout their careers. The same happens with research focused on establishing the relationship between teamwork skills and students’ specific socio-academic features. In this sense, studies such as the ones carried out by Al-Alawneh and Ashour ( 2011 ), Al-Alawneh et al. ( 2011 ), Beigi and Shirmohammadi ( 2012 ), Chamorro-Premuzic et al. ( 2010 ), Chapman and Van Auken ( 2001 ), Ilias et al. ( 2012 ), Lozano-Rodríguez et al. ( 2020 ), Park et al. ( 2015 ) and Rodríguez-Gómez et al. ( 2018 ) have tried to establish the possible relationships between teamwork skills and gender, academic experience or academic performance.

The objective of the present study is to describe higher education students’ mastery level of teamwork skills and its relation to certain socio-academic variables, to introduce changes in university training programmes that can respond to the demands of companies and strengthen their employability. In order to carry out this objective, an observational, transversal descriptive study was devised and tested with an intentional sample of Spanish university students, using the Teamwork Skills Questionnaire (TSQ) (O’Neill et al., 1999 ), which measures an individual’s skill level to work efficiently in a team. This research contributes to the existing literature offering new empirical evidence about teamwork skills levels in Spanish university students on the one hand and adding new insights about the influence of gender and academic factors on teamwork skills on the other.

Soft skills for teamwork

Soft skills are considered essential elements of employees’ development. The acquisition of these skills enables attitudinal and behavioural change in workers, as well as increased productivity and well-being (Sitthisomjin et al., 2014 ). Soft skills facilitate effective teamwork, which is an integral part of the execution of many professions (Vaughan et al., 2019 ).

Therefore, students in both compulsory and further education need to be trained in these skills if they are to become graduates capable of competing in the variety of situations they may come up against in the workplace (Ali et al., 2017 ). Following this line of research, several works have tried to identify the most relevant soft skills that the job market demands from the point of view of students and company supervisors. Durán-Aponte and Durán-García ( 2012 ) highlight the relevance of ethical commitment, personal skills, teamwork and professional responsibility. Clemente-Ricolfe and Escribá-Pérez ( 2013 ) include analysis capacity, problem solving and teamwork. Freire et al. ( 2011 ) confirm that the most valued skills in the job market are responsibility, learning capacity, motivation, concern for quality and teamwork. Accordingly, we can observe that the common denominator of this research is that teamwork is one of the key soft skills that students have to acquire for their future professional success.

Furthermore, soft skills may contribute to their success in many academic and personal situations. The evidence has demonstrated that soft skills promote a series of tangible benefits for health, welfare, relationships, education and work. Given the variety of soft skills, we have turned to the systematic reviews in this area to determine which are the most frequently cited in education and the professional sphere (Gates et al., 2016 ; Lippman et al., 2014 ). Thus, we have observed that the highest valued soft skills by employers are integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, creativity and work ethic.

It is worth pointing out the varying approaches to the definition of teamwork. Thus, in line with Hare ( 2010 ), our study interprets teamwork as a group of individuals with (a) commonality of goals across members, (b) synergy that emerges from members’ interdependence and (c) size, with at least two members viewed as sufficient. In addition, we should bear in mind that “teamwork” is sometimes considered a skill in itself; in this study, however, our focus is on measuring the soft skills that enable good teamwork, along similar lines as Bonavia et al. ( 2015 ).

The literature has considered many techniques and measurements for evaluating teamwork skills (Bonavia et al., 2015 ). For this study, we have chosen to use the test designed by O’Neill et al. ( 1999 ), a multi-dimensional scale analysing various dimensions of perceptions of teamwork. It includes the measurement of six key soft skills for teamwork: coordination, decision-making, leadership, interpersonal development, adaptability, and communication.

Finally, it is essential to note that studies designed to observe teamwork skills should consider the country’s social and cultural context since socio-cultural features can determine individuals’ behaviour and attitude towards teamwork. For example, one of the dimensions of culture, collectivism versus individualism, has been demonstrated to influence teamwork since the two positions will approach group work in a different way (Galanes et al., 2004 ).

Teamwork skills and socio-academic factors

Previous studies have identified a relationship between student attitudes towards teamwork skills and specific student characteristics such as gender, academic experience or academic performance. However, it is important to mention that research is scarce in the last two variables mentioned. It should also be noted that there is some controversy regarding the results of the studies consulted, especially concerning the academic experience and academic performance, probably due to the diverse cultural and educational contexts and the different measures used, as previously stated.

In what follows, we will describe relevant research about the three variables under consideration, including the context, instrument and data used.

Regarding the possible influence of gender on teamwork skills, it is essential to consider that male and female differences are present in all societies in many spheres (Ellemers, 2018 ), with degrees of variation created by various cultural influences. Economic-social development and religion, among others, can determine variations in gender (Best & Puzio, 2001 ). For this reason, providing information about participants and the contexts where studies are conducted is fundamental to interpret the results correctly and advance in the field.

Rodríguez-Gómez et al. ( 2018 ) analyse ten essential competencies in Spanish university students, including teamwork. They found significant differences in six of these competencies, indicating that women obtain a higher average score than men in five of the six competencies, teamwork being one of them. They emphasise the greater degree of statistical significance in the difference of means in teamwork competence. Al-Alawneh et al. ( 2011 ) investigate whether there are statistically significant differences in teamwork skills ratings in Jordan university students. For this purpose, they analysed six competencies related to teamwork (coordination, decision-making, leadership, interpersonal development, adaptability, and communication) and reported significant differences in communication skills and interpersonal development, the latter showing a higher average score in the case of women. Other studies also highlight gender differences in specific teamwork skills, although they do not clarify if those differences favour men or women. In this sense, Ilias et al. ( 2012 ), in a Malaysian context, or Al-Alawneh and Ashour ( 2011 ) for graduates of career and technical education institutions in Jordan, study the same six teamwork skills as Al-Alawneh et al. ( 2011 ). The former revealed significant differences between genders regarding adaptability and leadership, whilst the latter found significant differences in coordination, communication and interpersonal development.

Academic experience

Academic experience has been positively related to teamwork skills development, emphasising that final-year students are more likely to possess the required competencies for teamwork (Burdett & Hastie, 2009 ). However, as previously indicated, the research conducted in diverse contexts using different measures presents some inconsistencies in its findings. The related literature generally uses two indicators, the students’ age or the academic year. In our study, we have used the second indicator.

Rodríguez-Gómez et al. ( 2018 ) aimed to describe students’ perception of their level of competence in ten basic competencies related to assessment, including teamwork in a Spanish university context. They pointed out significant differences in teamwork for the academic experience variable, using the academic year as an indicator. They observed a substantial increase in teamwork competence from the second year onwards. Final year students reported the highest degree of development of teamwork competence (in the last year, the mean of the competence is \( \overline{x} \) = 5.24 compared to the mean of \( \overline{x} \) = 4.85 in the second year). In this way, students perceived that they improved this competence at the end of their university training. However, in a different context, Jordan, Al-Alawneh et al. ( 2011 ) did not find significant differences between students’ study level and the six analysed teamwork skills.

As indicated, other researchers use the age of university students to determine the academic experience and associate it with attitudes towards teamwork. In this respect, Payne & Monk-Turner ( 2006 ) found moderate relationships between USA university students’ age and some aspects of their attitude towards teamwork skills; specifically, older students considered contributing to other group members’ learning. Something similar happens with more senior students’ willingness to take on leadership roles, as Burdett and Hastie ( 2009 ) reported. Finally, regarding favourable or unfavourable attitudes towards teamwork, Beigi and Shirmohammadi ( 2012 ) concluded that age was not relevant in an Iranian context. Concerning this cultural context, it is essential to consider that the authors highlight that Iranian organisational culture focuses on individual work rather than team collaboration and report that Iranians, compared to other nationalities, are considered less effective in teamwork activities.

Academic performance

Academic performance is an indicator of the learning level achieved by students, and, for this reason, the education system considers it of particular relevance (Reyes, 2003 ). Academic performance has been defined in different ways (Alcaide, 2009 ), and two measures are normally used for their assessment, academic grades or objective tests (Matas, 2003 ). Following Cascón ( 2000 ), our study will use students’ academic performance GPA (grade point average) as the measure. This author found that the grades obtained in successive assessments and their corresponding point average are good criteria for measuring students’ academic performance. The different ways of measuring academic results must be considered to interpret research findings correctly.

In this sense, Lozano-Rodríguez et al. ( 2020 ), in Mexican universities, observed a significant correlation between teamwork skills and academic achievement, calculated using the grades obtained at the end of the academic term. Park et al. ( 2015 ) obtained similar findings in a South Korean context. They highlight that teamwork learning can improve academic performance.

Regarding students’ attitudes towards teamwork, it is important to consider that different cultural and educational contexts can organise and assess teamwork differently. Accordingly, students’ attitudes can vary depending on the perception that teamwork affects their marks (Burdett & Hastie, 2009 ). Likewise, it can be influenced by universities’ focus on teamwork skill training. It has been emphasised that assigning teamwork activities without guidance is not enough. Specific team-building skill training is required to be effective and achieve academic success (Cox & Bobrowski, 2004 ). The described factors can condition research results, as we can see in the following cases.

In an Iranian context, Beigi and Shirmohammadi ( 2012 ) observed no significant differences among students with diverse GPA regarding their attitude towards teamwork. Chapman and Van Auken ( 2001 ) in North America found a significant but small correlation between student attitudes towards teamwork and GPA. They concluded that students with higher GPA had less positive attitudes towards teamwork. However, in the Spanish context, students’ attitudes towards teamwork based on their previous experiences led to higher academic performance (Martínez-Romero et al., 2021 ).

Accordingly, although research highlights that teamwork exerts a beneficial influence on academic performance (Lozano-Rodríguez et al., 2020 ; Park et al., 2015 ; Martínez-Romero et al., 2021 ), specific training on developing effective teamwork skills can determine students’ academic success (Cox & Bobrowski, 2004 ). Considering the results mentioned above and the mixed findings for some variables that previous literature has yielded, the following hypotheses are put forward:

H1: There is a relationship between teamwork skills and gender.

H2: There is a relationship between teamwork skills and academic year.

H3: There is a relationship between teamwork skills and GPA.

This study aims to describe higher education students’ mastery of teamwork skills and its relation to certain socio-academic variables (gender, academic year and grade point average—GPA).

Participants

With the aim of determining the level of teamwork skills among university students, an observational, transversal descriptive study was designed with an intentional sample of Spanish university students (autonomous community of Galicia). Students are enrolled in social sciences degrees (Education and Business Management). These two degrees have been chosen for two reasons: firstly, they are part of the degrees with the highest number of students in this university, and secondly, their programmes include teamwork as a basic competence to develop.

The Spanish university system includes 82 universities (50 public and 32 private). The total number of students enrolled in 2020-2021 is 1,679,518. Undergraduate students represent 79.8% of enrolled students aged between 18 and 21, and only 5.9% are from other countries, mainly from the EU (2.6%) and Latin America and the Caribbean (1.4%). In the case of universities in the region of Galicia, the percentage of international students is even lower (2.6%). Women represent 56% of the total number of students enrolled (MEC, 2020 ).

The present sample consists of 615 students from the three public universities of the Region of Galicia. The cultural context of the study is homogeneous, primarily individuals sharing the same cultural background, languages, customs and religion. Male students make up 33% and female students 67%. The average age among participants is 21.52, the minimum being 18 and the maximum 43. The degrees are structured in four years. 31.4% of the students were in their first year, 26% in their second, 25.5% in their third and 17.1% in their final year.

Socio-academic factors

The proposed questionnaire included a series of variables related to certain socio-academic factors displayed by the participants:

Gender: this was measured by asking the participants to indicate whether they were men or women.

Academic year: students were also asked to state which academic year they were in (Spanish degrees are structured in 4 academic years).

Academic performance: this was measured by asking students to indicate their GPA.

• Teamwork skills

As stated in the previous literature, there are different tools for measuring teamwork. In our case, we chose the Teamwork Skills Questionnaire (TSQ) (O’Neill et al., 1999 ), which evaluates the general skill level of an individual in order to participate effectively in teamwork (TSQ) as well as the different components that influence this competence. Despite being a self-reporting tool, it is an excellent way of measuring these cross-curricular skills, given the difficulties in using direct measures (Marshall et al., 2005 ).

The questionnaire has six sub-scales: (a) adaptability; (b) coordination; (c) decision-making; (d) leadership; (e) interpersonal development; and (f) communication (O’Neil & Mashbun, 1997 , 413). This instrument was selected because it measures the most relevant competencies for teamwork.

Adaptability (items: 15, 21, 26, 30, 34) refers to being able to recognise problems at work and respond appropriately. Coordination (items: 6, 11, 17, 23, 32) is understood as an individual’s ability to organise team activities in order to complete a task on time. Decision-making (items: 3, 7, 12, 18, 24, 28) is the ability to use the available information to make team decisions. Leadership (items: 1, 4, 8, 13, 19, 25, 29) refers to the ability to lead a team. Interpersonal development (items: 5, 9, 14, 20, 33, 36) is related to the ability to interact cooperatively with other team members. Communication (items: 2, 10, 16, 22, 27, 31, 35) is the global exchange of clear, precise information.

The Teamwork Skills Questionnaire (TSQ) was chosen because of its reliability rate; the scale has good reliability, offering a range from .84 to .97 (Marshall et al., 2005 ; O’Neil et al., 2003 ). The results of our study suggest an adequate level of internal consistency, given that Cronbach’s Alpha ranges from .695 to .868 (Sijtsma, 2009 ) (Table 1 ). The psychometric properties of the scale confirm the factor structure of the original questionnaire composed of 36 items and its six factors ( χ 2 /gl = 3.67, CFI = .937, NNFI = .890, RMSEA = .056) and a very high internal consistency ( α = .938) (Portela-Pino et al., 2022 ).

The questionnaire was distributed to the students as a form sent through the university platform, thus enabling anonymous, voluntary and confidential participation. Ethical research protocols were respected, emphasising confidentiality and following the ethical rules outlined in the Declaration of Helsinki (AMM, 2017 ).

Data analysis

The data analysis procedure has varied depending on the study objective. Descriptive statistics were used to describe the basic features of the data. The next step was to conduct a means analysis using the Student t-test for dichotomous variables and the analysis of variance (ANOVA), followed by the Bonferroni post hoc test for polytomous variables. The effect size was calculated via Cohen’s d . In order to establish the relation between the scale variables, Pearson’s correlation was also calculated. Pearson’s chi-square was used to ascertain the association among categorical variables. Finally, a multiple linear regression analysis was carried out to identify the predictors of overall competence on teamwork (TSQ) according to socio-academic variables (method: enter). All the analyses were carried out with a confidence level of 95% through the statistical package SPSS 25.0.

Descriptive and univariate analysis

The students’ levels of competence in each of the factors measured are relatively high, except for leadership ( \( \overline{x} \) = 2.71) and coordination ( \( \overline{x} \) = 2.99) (Table 2 ). Thanks to the confidence interval, we can estimate between which values any real population value will fall, with a 5% margin of error, and as we can see, we are very close to the mean.

Hypothesis 1, evidenced in Table 3 , which established a relationship between teamwork skills and gender, is accepted. We find that the male students score higher in leadership, whilst female students score higher in adaptability, coordination, interpersonal development and communication. There are no differences in decision-making.

The effect size was also calculated through Cohen’s d ( d = standardised means difference); the effect is small for all variables except for decision-making, which is large.

Hypothesis 2, evidenced in Table 4 , where the academic year is a significant variable in skill level, is partially accepted. It would seem that the further along in their studies a student is, the greater their skill level, especially regarding adaptability and decision-making. Nevertheless, the differences are scarce in the other skills. The effect size was also calculated through Cohen’s d ( d = standardised means difference); the effect is small for variables.

Multivariate analysis

Table 5 analyses the correlation between different factors and the independent variable GPA, put forward as hypothesis 3. A positive relation between skills and average academic marks can be found, except for interpersonal development.

Given that the variables gender, GPA and academic year influence teamwork competence, it is necessary to establish whether there are differences in GPA and academic year for gender. It is observed that women obtain higher GPA than men (see Table 3 ). Based on these results, we have designed a regression model to explain the socio-academic variables that influence teamwork development according to gender.

Based on the overall objective of this research, a linear multiple regression analysis has been estimated. The results are presented in Table 6 . On the one hand, the expected sign for each variable in relation to the dependent variable (overall competence on teamwork—TSQ) is included. On the other hand, both the model’s estimated coefficients (non-standardised) and the typified coefficients (standardised), referred to as β , are included. The fourth and fifth columns present the values of the statistic and its significance ( p -value < .05). The last column shows values VIF, which are lower than 10; this suggests no multicollinearity or internal correlations between the independent variables.

For the total model (men and women), results show a statistically significant relationship between the dependent variable (overall competence on teamwork) and the academic year and GPA of 1% and, with the variable gender, of 5%. All the variables have the expected sign coefficient. Out of this group of variables, the one with the greatest specific weight over the response variable is the academic year ( β = .119). Accordingly, the regression analysis results show that although the independent variables are significant, their incidence to explain teamwork skills is limited.

In order to find out the academic variables that explain teamwork skills, a model was designed for each gender. Results confirm that both academic variables (GPA and academic year) influence teamwork skills mastery in the case of women, whilst no influence is found in the model for men. Additionally, in the model for women, all the variables have the expected sign coefficient, there is a statistically significant relationship between the dependent variable (overall competence on teamwork) and the academic year and GPA of 1%, and GPA is the variable with the greatest weight with respect to the dependent variable (teamwork) ( β =.152).

Discussion, conclusions and implications

University graduates should be efficient in their workplace. For this purpose, not only solid hard skills are required, but competencies that allow them to solve real-life problems. Universities are expected to provide specific training on skills such as problem-solving, critical thinking, cooperation or soft skills (Pöysä-Tarhonen et al., 2016 ), as the latter would appear to have a close relation with employability. However, training students in these skills is problematic because this type of instruction has not been traditionally contemplated in academic culture (Hirsch, 2017 ).

For these reasons, having a valid and reliable instrument to measure these skills is of great importance, not only for employers but also for university teaching staff. Results show a strong positive relationship between all the scale factors that vary between .179 and .733, and fundamentally between each of them and the total scale score. In the research carried out by Al-Alawneh et al. ( 2011 ), the range varied between .43 and .69, whilst in Brungardt’s study ( 2009 ), the correlation varied from .242 to .679. Therefore, this corroborates that the results obtained in our research are similar to previous studies.

Teamwork skills among students

We can confirm that social science students’ teamwork skills level in each of the soft skills measured is relatively high, except for leadership and coordination. However, it is essential to highlight that some studies have noted that graduates expressed the differences perceived regarding the soft skills acquired at university and those that are actually applied in an organisational context. To this respect, Pereira ( 2013 ) confirmed that there were significant differences between students’ perceptions of the soft skills acquired at university and companies’ perceptions. This discrepancy might point to a structural imbalance in the interaction between universities and companies, given that universities do not seem to address the skills demands of the workplace.

Differences in students’ level of teamwork skills based on socio-academic factors

The results of the study confirm the existence of significant differences in teamwork skills according to gender, academic year and GPA of the students.

Teamwork skills and gender

The male students were confirmed to have only obtained higher scores in leadership skills, whereas the female students scored higher in adaptability, coordination, interpersonal development and communication. No differences were noted in decision-making skills.

Our results are in the same line as other studies, such as the one carried out by Al-Alawneh et al. ( 2011 ) with Jordan university students. These researchers found significant differences in gender, indicating that women have better interpersonal skills since the mean scores of interpersonal and communication skills were higher for women. According to these authors, this result can be explained by considering Jordan women’s psychology, described to be more serious about their responsibilities and commitments with their families and society in general than Jordan men. It is also worth noting that, although not significant, men obtained higher scores than women in leadership skills. This result is explained by taking into account cultural differences since men are reported to have more opportunities to lead and make decisions than women. Conversely, other studies such as that of Beigi and Shirmohammadi ( 2012 ) conducted among students at the University of Iran confirmed a significant relationship but having male students slightly better attitudes towards teamwork than their female counterparts. The results of these two studies should be interpreted considering the cultural context where they occur. It is crucial to consider the influence of gender regarding culture (Galanes et al., 2004 ) and how it affects teamwork. These differences also could help explain the contradictions found between gender and teamwork performance (Schneid et al., 2015 ).

Considering the results obtained in our research, we can conclude that there are differences between genders regarding teamwork skills since female students scored higher in all analysed skills, except for leadership. From the point of view of training, these results are highly relevant as teamwork skills are considered fundamental for students’ integration into the job market and their professional development. However, as we have indicated, teamwork skills show significant gender differences.

On the one hand, women seem to show higher self-efficacy in teamwork (Peinado et al., 2015 ). In this respect, it is worth noting that self-efficacy beliefs influence academic success and students’ motivation to achieve their goals (Saunders et al., 2004 ; Vera et al., 2011 ). Equally, several studies confirm that women obtain better academic results than men at university (Khan et al., 2012 ; Wan Chik et al., 2012 ). Accordingly, teamwork gender differences seem to affect other highly relevant aspects for academic success, such as GPA.

Teamwork skills and academic year

The academic year has also proven to be a significant factor in skills development. It has been shown that the higher the academic year being studied, the higher the level of adaptability and decision-making. This evolution indicates that as students progress through the courses and gain more experience, they develop their skills more efficiently. In addition, First-year students’ reflective capacity, maturity, and commitment may be less developed than in later years (Burdett & Hastie, 2009 ). Our results align with the study by Rodríguez-Gómez et al. ( 2018 ) since they also observed that the students’ teamwork competence level improved as the courses progressed due to students’ perception of more significant development of their acquired skills in the last academic years. As could be expected, this evolution will depend on the specific training methodology employed in different universities and countries. The differences are not as evident as some studies have reported in some cases. For example, in a Jordan context, Al-Alawneh et al. ( 2011 ) found no significant differences in the six analysed teamwork skills (coordination, decision-making, leadership, interpersonal development, adaptability, and communication). Nevertheless, these authors also highlight that second-year students obtained higher scores than first-year students, which is consistent with research that recommends teaching generic skills in the second year (Aarnio et al., 2010 ).

Teamwork skills and GPA

Regarding the relationship between GPA and teamwork skills, the results of our research are consistent with other studies. Park et al. ( 2015 ), with South Korean university students or Lozano-Rodríguez et al. ( 2020 ), with Mexican ones, also found that teamwork skills were positively related to academic performance. In the Spanish context, Martínez-Romero et al. ( 2021 ) confirm these findings.

On the other hand, Chamorro-Premuzic et al. ( 2010 ), in their study carried out for undergraduate and post-graduate students from UK universities, point out that the scores in these skills are predictors of academic achievement. In this way, developing students’ teamwork skills can transcend all the positive benefits of such decisive competencies and improve their academic scores. Emphasising this connection is highly important, as some education systems neglect teamwork due to the consideration that it interferes with academic achievements (Lau et al., 2014 ). However, when institutional efforts are made, and specific training on effective teamwork skills is developed, students are more likely to achieve academic success (Cox & Bobrowski, 2004 ).

As exemplified here, teamwork is not only an essential transferable skill highly valued by employers but a strategic means to obtain better academic results. Students frequently underestimate this connection because they do not usually get grades for teamwork skills (Strom & Strom, 2011 ). The findings presented are highly relevant as they suggest teamwork can improve not only teamwork skills but also academic performance. Men might need to improve most of their teamwork skills to get higher academic marks and become professionals with more resources. On the other hand, women could consider being open and receptive to lead, trying to change their roles and testing their qualities and strengths. In this way, they could have the chance to transcend any barriers that might limit their capabilities.

Universities provide ideal environments for developing teamwork skills since these skills can be fostered from formal instruction, curriculum design, and non-formal perspectives. From the formal perspective, educational institutions can promote the organisation and implementation of teamwork training programmes. Specifically, teachers can include these skills in the design of their subjects. Some research has emphasised the role of specific innovative teaching techniques in the classroom, such as the micro flip teaching model (Fidalgo-Blanco et al., 2019 ), Project-based learning (Vogler et al., 2018 ) or experiential activities (Marasi, 2019 ).

Likewise, curricular elective subjects and extracurricular training courses have proven to be highly effective for teamwork skills acquisition (Cox & Bobrowski, 2004 ), so they should be promoted and included at an institutional level. In this way, students can acquire and develop teamwork skills through curricular, academic practices, and university extracurricular or free time leisure activities. Previous literature has observed that extracurricular activities have been shown to positively impact the acquisition of teamwork skills (Sherrod et al., 2002 ; Zaff et al., 2003 ). In this sense, Arat ( 2014 ) points out that university students also acquire these skills when engaging in activities such as sports, volunteering, art and design projects, long-term workshops and courses, travel, or learning to play an instrument. De Prada et al. ( 2021 ) observe that students who participate in musical activities, carry out multidisciplinary experiences in volunteering and participate in international workgroups have better teamwork skills.

Therefore, given the importance of teamwork skills for students’ academic performance and future employability, higher education institutions should endeavour to support and develop teamwork skills training from the first year at university (Burdett & Hastie, 2009 ; Cox & Bobrowski, 2004 ; Martínez-Romero et al., 2021 ) in order to guarantee students’ educational, social and professional success.

Limitations and future research

Among the limitations of this research, we should indicate that a self-assessment instrument, tested with an intentional sample, was used, so in future research, it would be advisable to carry out a qualitative analysis through interviews or discussion groups to help explain these results. For this reason, results are internally valid, i.e. applicable to the group under study; they cannot be generalised to other groups unless they share the same features. Accordingly, future research should include other degrees to check the differences among the different university training areas. Additionally, the study is based on a specific cultural context, the Spanish one, so replicating this study in other cultural contexts could be helpful to observe the potential effect of culture on teamwork skills.

Lastly, the list of socio-academic factors included in the questionnaire was limited and centred on students’ objective academic experience at university (year of study and GPA). Including new variables and using different analysis models would be interesting to study other factors and activities that might impact teamwork skills acquisition and development. In this sense, variables such as the cultural context, intercultural experiences, students’ field of studies, the presence of specific courses on teamwork training in the curriculum and students’ participation in team-based extra-curricular activities related to sports, music, or volunteering could add valuable insights.

Abbreviations

Grade point average

Teamwork Skills Questionnaire

Variance inflation factor

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The authors thank Mrs. Rebecca Ramanathan for her help in the translation and correction of the English version. To our colleagues in RED-IS (Red Educativa Docente-Innovar en Sociedad) for their critical comments on this study and support.

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M.M., E.P and M.P. conceived and designed the study, analysed the data, and wrote the paper. All authors have read and agreed to the published version of the manuscript.

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Elena De Prada. Department of English, French and German. Faculty of Business and Tourism. University of Vigo. Campus Universitario, 32004 Ourense, Spain. Email: [email protected] .

Ph.D. in Applied linguistics, specialist in TESOL (Trinity College London, England) and Professor. Her publications and research guidelines are focused on foreign language learning, teacher training, innovative teaching, learning methods, multilingualism, interculturality and creativity.

Mercedes Mareque (corresponding autor). Department of Financial Economics and Accountancy. Faculty of Business and Tourism. University of Vigo. Campus Universitario, 32004 Ourense, Spain. Email: [email protected] .

Ph.D. in Financial Economics and Accounting and Professor. Her publications and research guidelines focus on the fields of financial audit, accounting and recently in the fields of creativity and educational innovation.

Margarita Pino-Juste. Department of Didactics, School Organization and Research Methods. Faculty of Education Sciences and Sports. University of Vigo. Campus A Xunqueira, 36005 Pontevedra, Spain. [email protected] .

Ph.D. in Educational Sciences and Professor. Her publications and research guidelines are focused on the fields of design and evaluation of programmes, the evaluation of needs, inclusive education and social disabilities.

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De Prada, E., Mareque, M. & Pino-Juste, M. Teamwork skills in higher education: is university training contributing to their mastery?. Psicol. Refl. Crít. 35 , 5 (2022). https://doi.org/10.1186/s41155-022-00207-1

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What is teamwork in value education?

Teamwork plays a crucial role in value education, fostering the development of important qualities such as collaboration, empathy, and respect for others. It is a concept that encompasses working together towards a common goal, while recognizing and appreciating the individual strengths and contributions of team members. In the context of value education, teamwork goes beyond the completion of tasks and projects; it aims to cultivate a sense of belonging, unity, and ethical responsibility within a group.

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In the context of value education, teamwork refers to the collective effort of individuals working harmoniously towards a shared objective, while upholding moral values and principles. It requires individuals to collaborate, communicate effectively, and support one another in order to achieve common goals.

What are the benefits of teamwork in value education?

Teamwork in value education offers numerous benefits, including:

1. Fostering respect and understanding: Working collaboratively allows individuals to understand and appreciate different perspectives, cultures, and beliefs.

2. Developing interpersonal skills: Teamwork provides an opportunity for individuals to enhance their communication, negotiation, and conflict resolution skills.

3. Building empathy: The process of working together in teams encourages individuals to empathize with their peers, understanding their challenges, and supporting their growth.

4. Enhancing problem-solving abilities: Collaborative efforts enhance the ability to brainstorm, analyze, and find solutions to complex problems through diverse perspectives.

5. Promoting inclusivity and diversity: Teamwork in value education embraces diversity and inclusivity by involving individuals from different backgrounds, experiences, and abilities.

6. Instilling responsibility and accountability: Team members learn to be accountable for their contributions and actions towards achieving the team’s goals.

How does teamwork contribute to personal growth in value education?

Teamwork in value education nurtures personal growth by allowing individuals to develop and refine various qualities such as leadership, adaptability, resilience, and emotional intelligence. It provides opportunities for individuals to step out of their comfort zones, take on new roles, and learn from the strengths and expertise of others.

What are the key components of effective teamwork in value education?

Effective teamwork in value education involves:

1. Clear communication: Open and honest communication is essential for effective collaboration and understanding within the team.

2. Active listening: Paying attention and acknowledging the ideas and perspectives of others is crucial to fostering a respectful and inclusive team environment.

3. Shared goals and roles: A shared understanding of goals and clearly defined roles and responsibilities ensures that everyone is aligned and working towards a common purpose.

4. Mutual support: Team members should provide support and encouragement to one another, recognizing and valuing each other’s contributions.

How does teamwork impact academic performance in value education?

Teamwork positively impacts academic performance in value education by promoting a better learning environment. When students work together collaboratively, they can pool their knowledge, skills, and resources, leading to enhanced problem-solving abilities, critical thinking, and overall academic achievement.

What role does leadership play in teamwork within value education?

Leadership in teamwork within value education involves guiding and facilitating the team towards the attainment of shared goals while upholding moral values. A good leader encourages participation, ensures equitable distribution of responsibilities, and provides necessary support to team members.

What are the challenges in achieving effective teamwork in value education?

Some challenges in achieving effective teamwork in value education include lack of communication, conflicts arising from contrasting viewpoints, resistance to change, and issues related to unequal participation and contribution from team members.

How can teamwork be promoted and encouraged in value education?

To promote and encourage teamwork in value education, educators can:

1. Structure group projects and activities that require collaboration and interdependence among students.

2. Hone teamwork skills through interactive exercises and team-building activities.

3. Foster a supportive and safe learning environment that encourages open dialogue and respect for diverse perspectives.

How can teamwork in value education be assessed?

Teamwork in value education can be assessed through various methods, including peer evaluations, self-assessments, and performance assessments that focus on collaborative skills, contributions to the team, and adherence to moral values.

What are some real-world examples of effective teamwork in value education?

Real-world examples of effective teamwork in value education can be seen in community service projects, where individuals come together to address social issues, support charitable causes, and contribute to the common good. Additionally, collaborative research and innovation endeavors, such as scientific breakthroughs, also highlight the power of teamwork in value education.

Can teamwork in value education be applied beyond the academic setting?

Yes, teamwork in value education is highly applicable beyond the academic setting. It plays a crucial role in professional workplaces, sports teams, community organizations, and any other context where individuals work together towards a common goal while upholding ethical values.

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Why Teamwork in Class Builds Competence and Confidence

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This is the final installment of a four-part series on self-efficacy. Read the first piece on why students quit or persevere here , the second piece on how to cultivate confidence here , and the third piece on how to teach kids to persist here . How do I make class activities feel more like the real world? In the workplace, co-workers often collaborate in teams on projects—and some teachers are redesigning classes in a similar vein. Here’s something I wrote recently on the topic for Character Lab as a Tip of the Week : “What’s different is that we’re learning things together, rather than just on our own. This is the only class where it doesn’t feel like I’m competing against my classmates.” “When you see someone else have an aha moment, it makes you think maybe you could do it, too.” “I remember the first time I explained something to someone else. It made me feel great. It made me feel like maybe I could do this.” “Asking your teacher a question can be intimidating. It’s different when we ask each other.” These are some of the comments students in Applied Physics 50: Physics as a Foundation for Science and Engineering shared when I dropped into their Zoom team meeting and, on a break, asked what made this class special. I’d taken a version of the same college course, taught by the same professor, more than 25 years ago. If memory serves, Eric Mazur was the most dynamic and passionate of lecturers—the sort who wins teaching awards—and yet, if interviewed then, I wouldn’t have said anything like what his students were saying now. “That’s because the year you took my class, I had my epiphany,” Eric told me. “I was proud of my lectures. I had gotten quite good. My end-of-semester ratings were terrific. My students were solving difficult problems. But one day, I gave my students a few very simple conceptual questions. They bombed them. So I knew that, in fact, I wasn’t nearly as good as I thought I was.” Without pause, Eric has been redesigning introductory physics every year since. The classes I recently observed resemble the professional workplace: Rather than solving hypothetical problems on their own in hopes of acing a high-stakes exam at the end of the course, students were working on open-ended, real-world problems , relying on each other as collaborators, and occasionally consulting more senior experts (teaching assistants) for advice. And, as in life-beyond-school, there is no final exam. One benefit of instruction centered around teams and projects? The gender gap in self-efficacy—evident at the beginning of the semester—is erased by the time students complete the course. Try building the confidence of the young people in your life by giving them real problems to solve and creating incentives to work with—not against—each other. During this difficult time, there is no shortage of problems to solve. There are meals to cook and neighbors to help. Perhaps when our young people work together for the greater good, they will teach us adults a thing or two along the way. Angela Duckworth, the founder and CEO of the education nonprofit Character Lab , is a professor of psychology at the University of Pennsylvania. You can sign up to receive Tip of the Week here or follow Character Lab on Twitter @TheCharacterLab .

The opinions expressed in Ask a Psychologist: Helping Students Thrive Now are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Understanding the Importance of Values Education in Modern Society

Values education is an essential aspect of a person’s growth and development. It refers to the process of teaching and learning about the principles and beliefs that guide an individual’s behavior and decision-making. In today’s modern society, values education has become more important than ever. With the rapid pace of change and the increasing complexity of social issues, it is crucial for individuals to have a strong foundation of values to guide them through life.

Values education is not just about teaching young people what is right and wrong. It is about helping them develop a deep understanding of their own beliefs and values, and how these can influence their actions and decisions. Through values education, individuals learn to respect the diversity of perspectives and beliefs, and to appreciate the importance of empathy and compassion in building strong relationships with others.

In this article, we will explore the importance of values education in modern society. We will discuss how values education can help individuals navigate the complexities of modern life, and how it can contribute to the development of a more just and equitable society. We will also examine some of the challenges and opportunities in implementing values education in different contexts, and highlight some best practices that can help ensure its success.

What is Values Education?

Definition and meaning.

Values education is the process of inculcating moral principles and ethical values in individuals. It is a holistic approach to education that aims to develop the whole person – the cognitive, affective, and psychomotor domains. It involves the cultivation of virtues, character traits, and moral reasoning that will guide individuals in their interactions with others and their environment.

It is important to understand values education because it is a vital component of personal and social development. It shapes an individual’s worldview, attitudes, and behaviors, and influences their decision-making processes. In today’s complex and rapidly changing world, values education plays a crucial role in preparing individuals to navigate the challenges they will face and to contribute positively to society.

Values education is not limited to formal educational settings. It can occur in various contexts, such as family, community, and religious institutions. It is an ongoing process that continues throughout an individual’s life, as they encounter new experiences and form new relationships.

Different Approaches to Values Education

There are various approaches to values education that are employed in modern society. These approaches include religious and moral, secular and humanistic, and cultural and societal approaches.

Religious and Moral Approaches

Religious and moral approaches to values education emphasize the importance of religious teachings and moral values in shaping an individual’s character and behavior. These approaches often rely on religious texts and teachings to guide the development of values and ethics.

Secular and Humanistic Approaches

Secular and humanistic approaches to values education focus on the development of ethical and moral values without the influence of religious beliefs. These approaches often emphasize the importance of individual autonomy, critical thinking, and personal responsibility in shaping one’s values and beliefs.

Cultural and Societal Approaches

Cultural and societal approaches to values education recognize the influence of cultural and societal factors on the development of values and ethics. These approaches emphasize the importance of understanding and respecting cultural differences and social norms in shaping an individual’s values and beliefs. They also highlight the role of social institutions, such as family, education, and media, in shaping societal values.

The Benefits of Values Education

Personal development, self-awareness and self-esteem.

Values education plays a crucial role in promoting self-awareness and self-esteem among individuals. By exploring and understanding their own values, students develop a deeper understanding of themselves and their place in the world. This increased self-awareness helps them to recognize their strengths and weaknesses, which in turn fosters a sense of self-esteem and confidence. As a result, they are better equipped to navigate the challenges and opportunities that they encounter in their daily lives.

Responsibility and self-discipline

Values education also fosters a sense of responsibility and self-discipline in individuals. Through the exploration of ethical dilemmas and moral decision-making, students learn to take ownership of their actions and their impact on others. They develop a strong sense of personal accountability and learn to make choices that reflect their values. This sense of responsibility and self-discipline is essential for success in both personal and professional life.

Emotional intelligence and empathy

Finally, values education helps to develop emotional intelligence and empathy in individuals. By exploring the values of others and the impact of their own actions on others, students learn to understand and appreciate different perspectives. This develops their ability to empathize with others and to navigate interpersonal relationships with sensitivity and compassion. Emotional intelligence and empathy are essential skills for building positive relationships and for leading fulfilling and meaningful lives.

Social Development

Values education plays a crucial role in promoting social development by instilling essential life skills and promoting positive behaviors in individuals. The following are some of the benefits of values education in promoting social development:

Cooperation and Collaboration

Values education encourages individuals to work together and collaborate towards a common goal. It promotes teamwork and helps individuals to understand the importance of collective efforts in achieving success. Through values education, individuals learn to appreciate the contributions of others and to work towards a common objective.

Tolerance and Respect for Diversity

Values education also promotes tolerance and respect for diversity . In today’s society, people come from diverse backgrounds, and it is essential to understand and appreciate different cultures, beliefs, and values. Values education teaches individuals to respect and appreciate diversity, which is crucial for promoting social harmony and peace.

Civic Engagement and Social Responsibility

Values education also promotes civic engagement and social responsibility. It encourages individuals to take an active role in their communities and to be responsible citizens. Through values education, individuals learn about their rights and responsibilities as citizens and the importance of participating in the democratic process.

In conclusion, values education is essential in promoting social development by instilling essential life skills, promoting positive behaviors, and fostering cooperation, collaboration, tolerance, and respect for diversity. By promoting these values, individuals can contribute positively to their communities and society as a whole.

Educational Development

Values education plays a crucial role in the overall development of a student. It is important to understand the various benefits that values education can bring to the educational development of a student.

Academic Achievement and Critical Thinking

Values education can improve academic achievement by instilling a love for learning and a desire to seek knowledge. By developing critical thinking skills, students can analyze situations, make informed decisions, and solve problems effectively.

Creativity and Innovation

Values education encourages creativity and innovation by promoting self-expression, imagination, and creative thinking. This can lead to the development of new ideas and solutions to problems, which can benefit society as a whole.

Life Skills and Career Readiness

Values education also helps students develop essential life skills such as communication, collaboration, and empathy. These skills are essential for success in the workplace and can help students navigate their careers with confidence and success.

Challenges in Implementing Values Education

Integration into curriculum.

Integrating values education into the curriculum of modern society poses a significant challenge. The main issue lies in balancing values education with academic subjects. It is essential to strike a balance between the two, as students require a comprehensive education that encompasses both knowledge and values.

Moreover, overcoming resistance from parents and educators is another hurdle. Parents may argue that their children’s time is better spent on academic subjects rather than values education. Educators may also resist integrating values education into the curriculum due to a lack of resources or training.

However, despite these challenges, it is crucial to integrate values education into the curriculum . Values education can provide students with a strong foundation for their future success and help them become responsible citizens. Therefore, it is essential to find ways to balance values education with academic subjects and overcome resistance from parents and educators.

Ensuring Quality and Consistency

Ensuring quality and consistency in values education is a critical challenge that needs to be addressed. This is because the effectiveness of values education depends on the quality of the curriculum, the training of teachers and educators, and the assessment tools used. Here are some ways to ensure quality and consistency in values education:

Training Teachers and Educators in Values Education

Teachers and educators play a vital role in implementing values education. They are the ones who deliver the curriculum and help students develop values. Therefore, it is essential to train teachers and educators in values education to ensure that they have the necessary knowledge and skills to teach values effectively.

Training should focus on the following areas:

• Understanding the principles and concepts of values education
• Developing lesson plans and activities that promote values development
• Using appropriate teaching methods and strategies to engage students in values learning
• Creating a supportive classroom environment that encourages values development

Developing Standards and Assessment Tools

Developing standards and assessment tools is crucial to ensure that values education is of high quality and consistent across different schools and educational institutions. Standards provide a framework for designing and implementing values education programs. They help ensure that the curriculum is comprehensive, relevant, and effective in promoting values development.

Assessment tools, on the other hand, help measure the effectiveness of values education programs. They provide feedback on student learning and enable educators to adjust their teaching strategies to better promote values development. Assessment tools should be developed based on the standards and should measure the specific values and competencies that are being targeted in the curriculum.

In conclusion, ensuring quality and consistency in values education is essential to achieve its goals. By training teachers and educators in values education, developing standards and assessment tools, and providing appropriate resources and support, we can ensure that values education is effective in promoting the development of responsible and ethical individuals who can contribute positively to society.

Strategies for Effective Values Education

Holistic approach.

Incorporating values into all aspects of education is a crucial component of effective values education. This approach ensures that students are exposed to values in a comprehensive manner, which helps them to develop a holistic understanding of the importance of values in their lives. The following are some of the ways in which a holistic approach to values education can be implemented:

• Integrating values into the curriculum: One way to integrate values into all aspects of education is by incorporating them into the curriculum. This can be done by including lessons or activities that focus on specific values, such as honesty, respect, or responsibility. By incorporating values into the curriculum, students are exposed to them in a structured and intentional way, which helps to reinforce their importance.
• Incorporating values into extracurricular activities: Another way to integrate values into all aspects of education is by incorporating them into extracurricular activities. This can include sports teams, clubs, or other organizations that students can participate in. By incorporating values into these activities, students are exposed to them in a more informal setting, which can help to reinforce the importance of values in their lives.
• Emphasizing the connection between values and academic success: A holistic approach to values education also involves emphasizing the connection between values and academic success. By demonstrating how values such as responsibility, integrity, and perseverance can help students to achieve academic success, students are more likely to see the value in incorporating these values into their lives.

Overall, a holistic approach to values education is essential for ensuring that students are exposed to values in a comprehensive manner. By incorporating values into all aspects of education, students are more likely to develop a strong foundation of values that will serve them well throughout their lives.

Collaboration and Partnerships

Working with parents.

Parents play a crucial role in shaping their children’s values and beliefs. Therefore, it is essential to involve them in the values education process. This can be achieved by providing them with resources and tools to help them facilitate discussions on values with their children. Workshops and seminars can also be organized to educate parents on the importance of values education and how they can incorporate it into their daily lives.

Community Organizations

Community organizations, such as religious institutions, schools, and youth organizations, can also play a vital role in promoting values education. These organizations can provide a platform for children to learn about values and engage in discussions with their peers. Collaborating with these organizations can help create a comprehensive values education program that reaches a wider audience.

Government Agencies

Government agencies can also support values education by providing funding and resources for programs that promote values education. They can also work with schools and other organizations to develop curricula that incorporate values education. Collaborating with government agencies can help ensure that values education becomes a priority in the education system and that it is given the recognition it deserves.

Fostering Dialogue and Engagement

To ensure that values education is effective, it is important to foster dialogue and engagement among stakeholders. This can be achieved by organizing forums and discussions where parents, community organizations, government agencies, and educators can come together to share their ideas and perspectives on values education. By encouraging open dialogue, it is possible to create a shared understanding of the importance of values education and how it can be incorporated into various aspects of society.

Continuous Improvement and Evaluation

• Regularly reviewing and updating values education programs : To ensure that values education remains relevant and effective, it is essential to regularly review and update the programs and curriculum. This may involve assessing the needs of the students, the changing social and cultural context, and advances in research and best practices. By regularly updating the values education programs, educators can ensure that they are delivering the most relevant and impactful content to their students.
• Gathering feedback from students, parents, and educators : Effective values education requires ongoing evaluation and feedback from all stakeholders involved. This may involve soliciting feedback from students, parents, and educators to gauge the effectiveness of the program and identify areas for improvement. This feedback can be used to refine the curriculum, adapt teaching methods, and address any challenges or concerns that may arise. By actively seeking feedback from all stakeholders, educators can ensure that the values education program is responsive to the needs of the students and the community.

1. What is values education?

Values education is the process of inculcating and nurturing moral values, ethical principles, and social norms in individuals. It is a holistic approach to education that focuses on developing the character and personality of a person, rather than just imparting knowledge. Values education helps individuals understand the importance of moral values and ethical behavior in their personal and professional lives.

2. Why is values education important in modern society?

In today’s world, values education is more important than ever. The rapid pace of change and the increasing complexity of social issues require individuals who are equipped with strong moral values and ethical principles. Values education helps individuals develop a strong sense of social responsibility, empathy, and respect for others, which are essential for building a just and harmonious society. It also helps individuals make informed decisions and take appropriate actions in their personal and professional lives.

3. What are some of the key values that should be taught in values education?

Values education should include a broad range of moral values and ethical principles, such as honesty, integrity, respect, compassion, empathy, responsibility, and social justice. These values are essential for building a just and harmonious society, and they provide a framework for individuals to make informed decisions and take appropriate actions in their personal and professional lives.

4. How can values education be incorporated into the education system?

Values education can be incorporated into the education system in various ways, such as through curriculum development, teacher training, and extracurricular activities. It can be integrated into subjects such as history, literature, and science, and it can be taught through interactive activities, role-playing, and real-life examples. Schools and educational institutions can also collaborate with community organizations and local leaders to promote values education and create a supportive environment for students to learn and grow.

5. What is the role of parents and families in values education?

Parents and families play a crucial role in values education. They are the primary educators of their children and have a significant impact on their moral development. Parents can promote values education by setting a good example, providing guidance and support, and creating a positive family environment that encourages the development of moral values and ethical principles. They can also engage in family activities that promote values education, such as volunteering, community service, and discussions on social issues.

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Why Is Teamwork Important in the Classroom?

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For students to achieve a comprehensive, well-rounded education, integrated teamwork on several fronts is vital. Teamwork is necessary between students, between students and teachers, and among parents and educators. The more teamwork fundamentals exhibited, the more opportunity exists for students to learn the vital skills of compromise and collaboration.

Teachers and Paraprofessionals

Many classroom environments employ the use of paraprofessionals, teaching assistants, student teachers and even parent volunteers to help with fundamental classroom exercises. This assistance frees up the time for the lead teacher to focus on skills development and classroom management. To be effective, good communication and teamwork between the adults is vital to ensure that students are getting the time, attention and levels of instruction required. Typically, each adult in the classroom is tasked with carrying out specific duties and responsibilities in a collaborative manner.

Co-Teaching

In many academic settings, teachers in different departments team up to ensure a continuity of instruction for students. A fifth grade science teacher focused on scientific measurements and calculations might collaborate with a fifth grade math teacher who teaches volume and measurements. As a team, the teachers create a crossover educational experience in which students of both educators have the opportunity to see how statistical information can be used in the different disciplines.

Teachers and Parents

Parents play a vital role in a student’s education, particularly during the formative years. When teachers and parents act as a team, it can reinforce positive behaviors and learning skills developed in the classroom and practiced at home. When students see educators and parental figures working together, they learn to value education and get academic and behavioral support both inside and outside the classroom. Parent-teacher teams that communicate well can share information about the student and help devise ways to individualize learning approaches to best meet the student’s needs.

Student Collaboration

Team or group work in a classroom teaches students the fundamental skills associated with working as a collective unit toward a common goal. This type of teamwork introduces a variety of skills that will be valuable for students later in the workforce, such as communication, compromise and collective effort. In any type of group work, students must agree about who will handle various components of a project and work in tandem using one another’s strengths to accomplish assigned tasks. This teaches time management, resource allocation and communication skills.

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For Effective Schools, Teamwork Is Not Optional

The greatest resource that teachers have is other teachers. But sadly, teamwork and collaboration are not commonly found in schools. Having taught for 20 years myself, I know how it works.

Teachers have very challenging and stressful jobs, and part of what contributes to their level of challenge and stress is a teacher's tendency to isolate him- or herself. How many teachers close their door and feel like they are all alone in fighting their overwhelming battle against ignorance and apathy and paperwork and standardized testing?

Isolation Is Not Effective

I remember my first year as a high school literature teacher. I began by adopting those exact habits of preparing alone and working in isolation. I was a lonely superhero who went home exhausted each day without the encouragement or support of my more experienced peers. I was right next to people who had answers and ideas that could have benefitted me, but I was too proud to ask for them.

It was only by the grace and generosity of a couple of seasoned teachers from my department that I was able to appreciate what I had been missing. They reached out to offer unsolicited assistance, build a relationship, and share a few encouraging stories with me. I had assumed that I could be more effective when planning and working alone, but I eventually found that, when working with people, efficient is rarely truly effective . It took a long time for me to realize that I could accomplish more and be far more effective and energized if I was willing to share ideas, ask for help, and lean on others.

That experience of connecting with other teachers and sharing ideas throughout the year had a tremendous impact on me as a young teacher. Over the years, it is what led me to share with and reach out to others who I felt might need encouragement or ideas. I realized that teachers have too much of a history of closing doors and doing things their own way -- and that the isolated nature of teaching made it even more important that teachers have the time and incentive to collaborate.

The truth is that no industry succeeds in isolation or secrecy.

Building Meaningful Connections

Being a professional doesn't mean that you have the opportunity to work alone. In fact, professionals in most every other industry are required to work together to improve performance. Whether they're airline pilots, psychiatrists, or salesmen, successful professionals lean on and share ideas with others in their field.

There are two main types of isolation that teachers experience:

• Egg-crate isolation: This is what I call the kind of isolation that is due to the physical layout of school buildings. Egg-crate isolation is the result of physical separateness, where teachers have little contact with others and feel as if they have no support system. To alleviate this feeling, instead of being tucked neatly away in separate rooms all the time, school administrations should give teachers the time and opportunity to talk and plan together, and to share laughter, encouragement, and ideas.
• Avalanche isolation: This kind of isolation is the result of teachers feeling overwhelmed by their daily responsibilities of serving lunch duty, grading papers, making copies, attending meetings, learning new strategies, contacting parents, and the thousand other things on their to-do list. The best way to assuage this form of isolation is to focus on getting rid of egg-crate isolation.

The surest way to reduce workplace stress is to help your people build meaningful connections and feel like a valuable part of something larger than themselves. Building that kind of culture requires administrations setting aside time and emphasizing the importance of teacher teamwork instead of simply suggesting that it occur on its own.

Perhaps you could suggest a mandate that your staff spend just 30 minutes every week where one teacher can share a creative lesson plan, or where every teacher has to share his or her most challenging issue. These conversations open doors for sharing encouragement and insights while establishing the empathy that drives all great organizations.

If your school staff needs to share a few laughs, a day of teacher team building can be a powerful catalyst to boost morale, improve interactions, and establish a culture of collaboration. Teamwork is not optional for effective schools.

Effective administrations ensure that teachers can work together to plan, share ideas, and support each other. Once educators experience the benefits of collaboration, they will appreciate the camaraderie and creativity it provides.

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The Essential Impact Of Value Education On Students – Beyond Academics!

The article will explore the fundamental significance of value education on students, emphasizing its critical role in shaping their character, ethics, and overall development. It will delve into the broader impact of instilling values such as empathy, integrity, and responsibility in students’ lives. Additionally, the post will provide insights into practical strategies for incorporating value education into curricula.

Value education, an integral part of holistic learning, revolves around imparting moral and ethical values . This blog delves into its profound significance, exploring its impact on individual character and societal harmony.

We question its role in shaping responsible, empathetic citizens and examine how it influences decision-making and ethical conduct. The purpose is not just to discuss what value education entails but to critically assess its importance in today’s world.

Through thought-provoking questions, we seek to understand its necessity in early education and its long-lasting effects on future leaders. Our exploration aims to highlight how value education can forge a compassionate and ethical society.

Join us in this insightful journey as we unravel the layers of value education and its pivotal role in personal growth and societal development.

What Is Value Education?

Value education is the process of teaching and learning about the ideals that a society deems important. It encompasses a wide range of moral and ethical values, such as honesty, kindness, empathy, respect, responsibility, and integrity.

The purpose of value education is to develop individuals who not only excel academically but also possess a strong moral compass. This education aims to shape students into responsible citizens who contribute positively to society.

It focuses on personal development, fostering understanding and respect for others, and guiding individuals to make ethical decisions throughout their lives.

In essence, value education is about imparting values that are essential for the holistic development of an individual.

How Does It Differ From Traditional Educational Models?

Value education differs from traditional educational models primarily in its focus and approach. Traditional education often emphasizes academic skills and knowledge, prioritizing subjects like mathematics, science, and language.

Its primary goal is to equip students with the intellectual tools and qualifications needed for professional success. In contrast, value education concentrates on moral and ethical development. It aims to instill virtues such as empathy, integrity, and respect, fostering well-rounded individuals.

This form of education encourages students to develop a strong moral compass, guiding their decisions and actions in life. It’s not just about learning facts or theories but about understanding and applying core values in daily life.

While traditional education is often more structured and standardized, value education can be more flexible and subjective, tailored to individual needs and societal values.

It complements academic learning by providing a more comprehensive approach to education, focusing on character building and personal growth.

Why Is Value Education Important In Today’s World?

Value education is increasingly important in today’s world due to several key reasons

• Moral Compass in a Complex World: As the world becomes more interconnected and complex, individuals face ethical dilemmas more frequently. Value education provides a moral compass, helping people navigate these challenges with integrity and empathy.
• Global Citizenship: With global challenges such as climate change, poverty, and inequality, there’s a need for global citizens who understand and care about these issues. Value education fosters a sense of global responsibility and community.
• Cultural Understanding and Tolerance: In our diverse world, value education teaches respect and understanding for different cultures and viewpoints, promoting tolerance and reducing conflicts.
• Character Building: Beyond academic success, value education is crucial for character building and developing qualities like honesty, responsibility, and kindness, which are essential for personal and professional success.
• Preventing Negative Behaviors: It helps in mitigating issues like bullying, substance abuse, and other negative behaviors by instilling strong ethical values from a young age.
• Creating a Compassionate Society: Value education encourages empathy and compassion, leading to a more caring and supportive society.
• Adaptability and Emotional Intelligence: It also enhances emotional intelligence , teaching individuals to manage emotions and adapt to change effectively.

How Does It Prepare Students For Global Challenges?

Value education prepares students for global challenges in several key ways

• Fostering Global Awareness: It teaches students about global issues like climate change, poverty, and cultural diversity. This awareness encourages them to think globally and act locally, understanding their role in a connected world.
• Developing Empathy and Compassion: By instilling empathy, value education enables students to understand and relate to people from diverse backgrounds. This fosters tolerance and collaboration, essential for addressing global challenges.
• Promoting Ethical Decision-Making: Students learn to approach complex problems with a strong ethical framework, making decisions that consider the greater good, not just personal or local interests.
• Encouraging Critical Thinking: Value education nurtures critical thinking skills, enabling students to analyze global issues, understand different perspectives, and develop informed, balanced views.
• Building Problem-Solving Skills: Students learn to apply their values and ethics in practical ways, developing solutions to real-world problems that are sustainable and equitable.
• Cultivating Leadership and Responsibility: By teaching the importance of social responsibility, value education motivates students to take leadership roles in addressing global challenges.
• Enhancing Adaptability and Resilience: It prepares students to adapt to changing global circumstances, building resilience in the face of challenges like economic shifts, environmental crises, and social changes.

How Does Value Education Shape Character And Ethics?

Value education plays a pivotal role in character building and ethical development in several ways

Instilling Core Values

The Montessori approach encourages children to engage in open-ended, hands-on activities that promote critical thinking and analytical reasoning. By providing students with opportunities to explore, question, and make connections between concepts, educators foster a strong foundation for logical reasoning, creative problem-solving, and effective decision-making.

Guiding Moral Reasoning

Value education teaches students to analyze situations from a moral perspective, encouraging them to consider the impact of their actions on others. This fosters ethical decision-making.

Promoting Self-Reflection

Through discussions and reflective practices, students are encouraged to introspect, understand their own values, and recognize areas for personal growth. This self-awareness is key to character development.

Encouraging Empathy and Compassion

By understanding and empathizing with others’ experiences and perspectives, students develop compassion, an essential trait for ethical interactions and relationships.

Building Responsibility and Accountability

Value education emphasizes the importance of taking responsibility for one’s actions and understanding the consequences they have on others and the environment.

Cultivating Respect for Diversity

It teaches respect for different cultures, beliefs, and opinions, which is crucial in a diverse world. This respect is integral to ethical conduct in personal and professional life.

Enhancing Social Skills

Students learn cooperation, conflict resolution, and effective communication, all of which are important for ethical social interactions.

Modeling Ethical Leadership

Value education often involves studying ethical leaders and role models, providing students with examples of how values can guide leadership and success.

What Are Some Key Values It Instills In Individuals?

Value education instills several key values in individuals, essential for their personal growth and societal contribution

• Integrity: Teaching honesty and the importance of being truthful and transparent in actions and words.
• Respect: Encouraging respect for oneself, others, and the environment, regardless of differences in opinion, background, or culture.
• Empathy: Fostering the ability to understand and share the feelings of others, promoting compassion and kindness.
• Responsibility: Developing a sense of accountability for one’s actions and their impact on others and the world.
• Cooperation: Cultivating the ability to work effectively with others towards common goals, emphasizing teamwork and collaboration.
• Tolerance: Instilling an acceptance and understanding of diverse perspectives and cultures, promoting peace and harmony.
• Justice and Fairness: Encouraging a sense of fairness and impartiality, advocating for equality and social justice.
• Self-Discipline: Teaching the importance of self-control and perseverance in achieving personal goals and adhering to ethical standards.
• Critical Thinking: Developing the ability to think independently, question assumptions, and make informed decisions.
• Environmental Stewardship: Promoting awareness and responsibility towards the sustainable use and protection of the natural environment.

What Is The Role Of Schools In Imparting Value Education?

Schools play a critical role in imparting value education, and they can integrate it into their curriculum through various methods

• Incorporating Values in Subjects: Schools can embed moral and ethical lessons within traditional subjects. For example, literature classes can discuss the ethical dilemmas faced by characters, while history lessons can focus on the moral decisions made during significant events.
• Creating a Value-Based Environment: The school environment itself should reflect the values it teaches. This includes promoting respect, kindness, and inclusivity in interactions among students and staff.
• Special Assemblies and Events: Holding assemblies and events that focus on moral values, like celebrating International Peace Day, can reinforce the importance of these values in a practical, engaging way.
• Extracurricular Activities: Encouraging participation in community service, environmental clubs, and other extracurricular activities helps students practice values like empathy, cooperation, and responsibility.
• Role-Playing and Discussions: Activities like debates, role-playing, and group discussions enable students to explore and understand various perspectives, fostering critical thinking and empathy.
• Collaboration with Families: Schools can partner with families to reinforce values at home. Workshops and regular communication can help create a consistent message about the importance of values.
• Teacher Training: Teachers play a key role in value education, so providing them with training on how to effectively integrate values into their teaching is crucial.
• Ethical Dilemma Discussions: Regular discussions on ethical dilemmas can help students apply moral reasoning and decision-making skills in complex situations.
• Service Learning: Integrating service learning projects into the curriculum allows students to apply their learning in real-world contexts, enhancing their understanding of social responsibility.
• Cultural and Religious Studies: Offering courses or modules on different cultures and belief systems can promote tolerance and understanding of diversity.

What Challenges Do Schools Face In Implementing It Effectively?

Implementing value education in schools effectively presents several challenges

• Diverse Value Systems: In multicultural societies, schools consist of students from varied backgrounds with different value systems. Balancing these diverse perspectives and finding a common ground for value education can be challenging.
• Curriculum Overload: Academic curricula are often packed with subjects focused on cognitive skills and knowledge. Integrating value education without overburdening students and teachers can be difficult.
• Lack of Trained Staff: Effective value education requires teachers who are not only knowledgeable but also skilled in imparting moral values. There may be a shortage of such trained educators.
• Measuring Effectiveness: Unlike academic subjects, the impact of value education is harder to measure and quantify, making it challenging to assess and improve its effectiveness.
• Parental Involvement: Engaging parents and aligning the value education between school and home environments can be challenging, yet it’s crucial for reinforcing these values.
• Resource Allocation: Schools often face budget constraints, and resources might be primarily allocated to academic subjects, leaving limited resources for value education programs.
• Cultural Sensitivity: Teaching values while being sensitive to different cultural and religious beliefs requires a careful and thoughtful approach.

Can Value Education Improve Academic Performance?

Value education can have a positive impact on academic performance, and this relationship is grounded in several key factors

Improved Behavior And Concentration

Value education fosters self-discipline and respect for others, which can lead to better classroom behavior and improved concentration. This, in turn, enhances learning outcomes.

Enhanced Emotional Intelligence

It develops emotional intelligence, including skills like empathy, self-awareness, and stress management. Students with higher emotional intelligence often perform better academically, as they can manage their emotions and cope with academic pressures more effectively.

Positive School Environment

Implementing value education can contribute to a positive and supportive school atmosphere. Such environments are conducive to learning, as students feel safer, more respected, and more engaged.

Better Decision Making

Students who receive value education are more likely to make responsible choices, including in their academic work. They may be more motivated, better at time management, and less likely to engage in behaviors that disrupt their studies.

Improved Relationships

Value education promotes respect, empathy, and cooperation among students and between students and teachers. Positive relationships in school can lead to a more supportive learning environment, which can enhance academic performance.

Holistic Development

By focusing on the holistic development of students, value education addresses various aspects of a child’s growth, not just intellectual but also emotional and social, all of which are important for academic success.

Resilience In The Face Of Challenges

It helps students develop resilience and perseverance, enabling them to bounce back from academic setbacks and view challenges as opportunities for growth.

Are Students Who Receive Value Education More Successful Academically?

The relationship between value education and academic success is complex and influenced by many factors, but there are several ways in which value education can contribute to academic success

• Improved Focus and Discipline: Value education can instill a sense of discipline and self-control in students. These traits are essential for academic success as they enable students to concentrate better, manage their time effectively, and stay committed to their studies.
• Enhanced Social Skills: Students who receive valuable education often develop better social skills, such as effective communication and teamwork. These skills are important not only for personal development but also for academic collaborations and group learning.
• Emotional Intelligence: Value education often leads to enhanced emotional intelligence, which includes better self-awareness, empathy, and emotional regulation. Students with high emotional intelligence may find it easier to navigate the stresses and challenges of academic life, leading to better performance.
• Ethical Decision-Making: Students who are taught to make ethical decisions may be more likely to avoid academic dishonesty and strive for genuine understanding and mastery of subjects, which can reflect in their academic performance.
• Resilience: Value education can help students develop resilience, enabling them to bounce back from setbacks and failures, a crucial aspect of the learning process.
• Positive Attitudes Towards Learning: Teaching values such as curiosity, respect for knowledge, and the joy of learning can foster a positive attitude towards education, encouraging students to engage more deeply with their studies.

How Does Value Education Foster Social And Emotional Development?

Value education significantly impacts social and emotional development in the following ways

• Emotional Intelligence Growth: It fosters emotional intelligence by teaching students to understand and manage their emotions, empathize with others, and navigate social complexities. This understanding is crucial for personal well-being and effective interpersonal interactions.
• Empathy and Compassion: Value education instills empathy, enabling students to put themselves in others’ shoes and respond with compassion. This skill is vital for building positive, supportive relationships.
• Effective Communication Skills: Students learn to express themselves respectfully and listen actively. These communication skills are essential for building strong social connections and resolving conflicts amicably.
• Social Awareness: It enhances social awareness, teaching students to recognize and respect social and cultural diversity. Understanding diverse perspectives fosters inclusive attitudes and behaviors.
• Self-awareness and Self-regulation: Value education encourages self-reflection, helping students understand their strengths, weaknesses, and emotions. It also teaches self-regulation skills, enabling them to control impulses and respond to situations thoughtfully.
• Resilience and Coping Skills: By teaching values like perseverance and optimism, students learn to handle setbacks and challenges, developing resilience. This ability is key to maintaining emotional stability and overcoming life’s hurdles.
• Conflict Resolution: Students learn to approach conflicts with a focus on finding solutions that are fair and respectful, improving their ability to navigate social disputes effectively.
• Moral Reasoning and Ethical Thinking: Value education enhances moral reasoning, enabling students to make ethical decisions based on a consideration of the welfare of others, contributing to a more empathetic society.
• Teamwork and Collaboration: It promotes values like cooperation and mutual respect, which are essential for working effectively in teams, both in academic settings and later in professional life.
• Responsibility and Accountability: Students learn to take responsibility for their actions and understand the impact they have on others, an important aspect of social interaction and community life.

What Are The Long-Term Benefits For Students?

The long-term benefits of value education for students are extensive and deeply impactful

• Strong Moral Compass: Students develop a robust set of moral values, guiding them through life’s challenges and decisions with integrity and ethics.
• Enhanced Emotional Intelligence: They gain improved emotional intelligence, including better self-awareness, empathy, and emotional regulation, which are crucial for personal and professional relationships.
• Resilient Character: Value education builds resilience, enabling individuals to cope with setbacks, adapt to change, and persist in the face of difficulties.
• Effective Communication Skills: Students learn to communicate respectfully and effectively, a key skill in personal and professional life.
• Social Responsibility: They develop a sense of social responsibility, understanding their role in contributing to the welfare of their community and the broader world.
• Ethical Leadership Qualities: Value education fosters leadership skills grounded in ethical and moral principles, preparing students to be future leaders in various sectors.
• Improved Academic and Career Success: The discipline, focus, and motivation gained from value education can translate into better academic and, eventually, career success.
• Global Citizenship: Students become informed and empathetic global citizens, capable of understanding and engaging with diverse cultures and global issues.
• Healthy Relationships: The values of respect, empathy, and understanding foster healthy personal and professional relationships.
• Positive Societal Impact: Individuals educated in values are more likely to contribute positively to society, promoting a more just, compassionate, and equitable world.

What Are The Global Perspectives On Value Education?

Global perspectives on value education vary significantly, reflecting diverse cultural, religious, and societal norms. Here’s an overview of how different cultures approach value education

Western Perspectives

In many Western countries, value education often focuses on individualism, critical thinking, and democratic values. Emphasis is placed on personal responsibility, freedom of choice, and respecting individual rights.

Eastern Perspectives

Eastern cultures, such as those in China, Japan, and India, often stress community-oriented values. Respect for elders, filial piety, and collective welfare are key aspects. There’s also a strong emphasis on harmony, discipline, and respect for nature.

Islamic Perspectives

In Islamic cultures, value education is closely tied to religious teachings. It emphasizes values like compassion, honesty, and justice, as well as respect for the community and adherence to Islamic principles.

African Perspectives

African value education is often community-centric, emphasizing the importance of social bonds, respect for elders, and a sense of collective responsibility. Many African cultures follow the philosophy of Ubuntu, which stresses human interconnectivity and kindness.

Nordic Perspectives

Nordic countries focus on values like equality, social welfare, and environmental sustainability. Education systems in these regions emphasize egalitarianism, student autonomy, and social responsibility.

Latin American Perspectives

In Latin America, value education often incorporates familial and religious values, with a strong emphasis on community, solidarity, and respect for cultural heritage.

Indigenous Perspectives

Indigenous cultures across the globe often integrate value education with respect for the land and ancestral traditions. Values like reciprocity, respect for nature, and communal living are central.

Are There Universal Values That Are Emphasized Globally?

While cultural, religious, and societal contexts influence the specific content of value education , there are several universal values that are emphasized globally. These values transcend cultural boundaries and are seen as essential for fostering a harmonious, respectful, and sustainable global community

• Respect: Respect for others, regardless of differences in race, religion, culture, or beliefs, is a universally taught value.
• Empathy and Compassion: Understanding and sharing the feelings of others and responding with kindness and care.
• Integrity and Honesty: Upholding moral and ethical principles and being truthful and trustworthy in actions and communications.
• Responsibility : Being accountable for one’s actions and their impact on others and the environment.
• Cooperation and Teamwork: Working effectively with others, valuing collaborative efforts over individual success.
• Tolerance and Open-mindedness: Accepting and appreciating diverse perspectives and cultures and being open to new ideas.
• Justice and Fairness: Advocating for equality and fairness and standing against discrimination and injustice.
• Peace and Non-violence: Promoting peaceful resolutions to conflicts and rejecting violence as a means to achieve goals.
• Environmental Stewardship: Recognizing the importance of protecting and preserving the natural environment for future generations.
• Self-Discipline: The ability to regulate one’s own behavior and actions, particularly in challenging situations.

How Can Parents And Communities Contribute To Value Education?

Parents and communities play a crucial role in reinforcing value education, complementing the efforts made by schools. Their contribution is vital in ensuring that the values taught in educational settings are echoed and practiced daily.

• Modeling Values: Children learn a great deal by observing the adults around them. Parents and community members can model positive values through their actions and interactions, providing living examples of ethical behavior.
• Reinforcing School Lessons at Home: Parents should engage with what their children are learning in school regarding values and reinforce these lessons at home through discussions and family activities.
• Encouraging Community Involvement: Involving children in community service and local events can help instill a sense of responsibility, empathy, and social awareness.
• Open Communication: Parents should maintain open lines of communication about ethical issues and dilemmas. Discussing real-life situations helps children apply values in practical contexts.
• Cultural and Religious Education: Many families use cultural and religious teachings as a means of imparting values. This can provide children with a deeper understanding of their heritage and the values it espouses.
• Promoting Inclusivity and Tolerance: By exposing children to diverse cultures and perspectives, parents and communities can foster an environment of tolerance and respect for differences.
• Encouraging Critical Thinking: It’s important for parents and community members to encourage children to think critically about moral and ethical issues, helping them to develop their own value system.
• Providing Support and Guidance: Children often need guidance in navigating ethical dilemmas. Parents and community members can provide support and advice, helping them make choices aligned with their values.
• Setting Expectations: Clear expectations regarding behavior and ethics, consistently reinforced, help inculcate values like honesty, respect, and responsibility.
• Collaboration with Schools: Active collaboration with schools, such as participating in parent-teacher meetings and school events, ensures a cohesive approach to value education.

What Activities Or Practices Can Families Adopt At Home?

Families can adopt various activities and practices at home to reinforce value education

• Family Discussions: Regular family discussions on topics like current events, moral dilemmas, and personal experiences can foster critical thinking and ethical reasoning.
• Reading and Storytelling: Reading books or telling stories with moral lessons can be an engaging way to introduce and discuss values.
• Volunteering Together: Participating in community service or charity work as a family can instill values like empathy, generosity, and social responsibility.
• Modeling Behavior: Parents can model ethical behavior in their everyday actions, demonstrating values like honesty, kindness, and respect.
• Celebrating Cultural and Religious Traditions: Engaging in cultural or religious practices can teach children about the values inherent in these traditions.
• Encouraging Responsibility: Assigning age-appropriate chores and responsibilities helps instill values like accountability, discipline, and teamwork.
• Positive Reinforcement: Acknowledging and praising ethical behavior reinforces the importance of values.
• Conflict Resolution: Teaching children to resolve conflicts peacefully and respectfully fosters values like empathy , patience, and negotiation.
• Setting Family Rules: Establishing clear, fair family rules based on core values helps children understand the importance of structure and discipline.
• Reflective Practices: Encouraging children to reflect on their actions and decisions and discussing the outcomes, can deepen their understanding of values.
• Creative Expression: Activities like drawing, music, and writing can be used to explore and express values in a creative way.
• Empathy Exercises: Role-playing games or discussions that encourage children to put themselves in someone else’s shoes can develop empathy and understanding.

What Are The Challenges In Implementing Value Education?

Implementing value education faces several challenges, which can affect its effectiveness and reach

• Cultural and Moral Relativism: In increasingly diverse societies, differing cultural and moral perspectives can lead to disagreements over which values should be taught and how.
• Overcrowded Curriculum: Schools often have a packed curriculum focused on academic achievements, leaving limited time and resources for value education.
• Lack of Trained Educators: Effective value education requires educators who are not only knowledgeable but also skilled in teaching values. There may be a shortage of such trained professionals.
• Varying Family Values: The values taught in schools may sometimes conflict with those taught at home, leading to confusion or resistance among students.
• Measuring Effectiveness: Unlike academic subjects, the impact of value education is more challenging to measure and quantify, making it difficult to assess its effectiveness and improve upon it.
• Student Engagement: Engaging students in discussions about values can be challenging, especially if they see them as abstract or irrelevant to their daily lives.
• Technological Distractions: In an age dominated by technology and social media, instilling deep, meaningful values in students who are often distracted by digital stimuli can be challenging.
• Socioeconomic Factors: Students from disadvantaged backgrounds may face challenges that make it difficult to prioritize value education, such as economic hardships or unstable home environments.
• Globalization and Changing Societies: Rapid social and technological changes require value education to continually adapt to stay relevant, which can be demanding.
• Parental Involvement: Ensuring consistent reinforcement of values between school and home requires active parental involvement, which can be challenging to achieve.

How Can These Challenges Be Overcome?

Overcoming the challenges in implementing value education requires a multifaceted and collaborative approach

• Building Consensus on Core Values: Engaging various stakeholders (educators, parents, community leaders) to agree on a set of core values that respect cultural diversity while promoting universal ethical principles.
• Integrating Value Education Across Curricula: Instead of treating it as a separate subject, values can be woven into existing subjects, making them a natural part of the learning process.
• Professional Development for Educators: Providing teachers with training and resources to effectively integrate value education into their teaching practices.
• Engaging Parents and Communities: Creating partnerships with parents and community groups to ensure that the values taught in schools are reinforced at home and in the community.
• Using Interactive and Relevant Teaching Methods: Employing interactive teaching methods, like role-playing, group discussions, and real-life case studies, can make value education more engaging and relatable to students.
• Assessment and Feedback: Developing tools to assess the impact of value education and using feedback to make necessary adjustments.
• Leveraging Technology: Using digital platforms and social media creatively to make value education appealing and relevant to the digital generation.
• Addressing Socioeconomic Barriers: Providing additional support to students from disadvantaged backgrounds to ensure they have equal access to value education.
• Adapting to Societal Changes: Regularly updating the value education curriculum to reflect current societal challenges and realities.
• Promoting Global and Local Perspectives: Balancing global values with local cultural and ethical norms to provide a comprehensive understanding of values in a global context.

How Does Value Education Evolve With Age?

The approach to value education evolves significantly as children grow from early childhood to adolescence, reflecting their developmental stages and cognitive abilities

Early Childhood (Ages 3-8)

• Concrete Concepts: Young children think concretely, so value education focuses on basic concepts of right and wrong through simple, clear examples.
• Storytelling and Play: Stories, songs, and play-based activities are used to teach values like sharing, kindness, and honesty.
• Role Models: Children at this age learn by imitation, so parents, teachers, and story characters often serve as role models for demonstrating values.
• Positive Reinforcement: Encouragement and praise are used to reinforce desirable behaviors and instill basic moral principles.

Middle Childhood (Ages 9-12)

• Expanding Understanding: As children’s cognitive abilities grow, they begin to understand more complex concepts like fairness, justice, and empathy.
• Discussion and Debate: Discussions about moral dilemmas in stories or real-life scenarios help them to understand different perspectives and develop their own moral judgments.
• Community Involvement: Participation in community activities, like group projects or volunteering, fosters a sense of social responsibility and cooperation.
• Personal Responsibility: Emphasis is placed on understanding the consequences of one’s actions and taking responsibility for them.

Adolescence (Ages 13-18)

• Abstract Thinking: Adolescents are capable of abstract thinking and can grapple with more complex ethical concepts and moral philosophies.
• Critical Analysis: They are encouraged to analyze and question moral issues critically, understanding the grey areas in ethical decision-making.
• Personal Values Formation: Adolescents start forming their own value system, often questioning and testing the values they’ve been taught.
• Global and Societal Issues: Discussions often include global and societal issues, encouraging teenagers to think about their role in the wider world.

Are Certain Values More Important At Different Stages Of Development?

Yes, certain values gain prominence at different stages of a child’s development, aligning with their cognitive, emotional, and social growth:

• Sharing and Fairness: Young children are learning to interact with others, so values like sharing, fairness, and taking turns are important.
• Empathy and Kindness: Basic empathy starts to develop, and children are taught to be kind and considerate to others.
• Obedience and Respect: Respect for parents, teachers, and elders is emphasized, along with learning to follow rules and instructions.
• Responsibility and Independence: Children at this stage are given more responsibilities and are taught the value of self-reliance and accountability.
• Integrity and Honesty: As children develop a deeper understanding of right and wrong, the importance of honesty and integrity is emphasized.
• Empathy and Compassion: Developing a deeper understanding of empathy and compassion, including how their actions affect others.
• Critical Thinking and Decision-Making: As teenagers develop higher-order thinking skills, they are encouraged to think critically and make informed decisions.
• Self-Identity and Respect for Diversity: Understanding and respecting diverse viewpoints becomes crucial as adolescents form their own identities.
• Justice and Social Responsibility: Teenagers are more aware of societal issues, so values like justice, social responsibility, and global citizenship become more relevant.

What Does The Future Hold For Value Education?

The future of value education is likely to be shaped by several key trends and developments

• Globalization and Cultural Integration: As the world becomes more interconnected, value education will likely emphasize global citizenship, cultural sensitivity, and an understanding of diverse perspectives.
• Technological Advancements: Digital technologies will play a significant role in value education . Interactive and immersive learning tools, such as virtual reality and gamification, could be used to teach values in engaging and innovative ways.
• Emphasis on Emotional Intelligence: With the growing recognition of the importance of emotional intelligence in personal and professional success, value education will likely focus more on developing empathy , self-awareness, and emotional regulation.
• Ethical Challenges of Technology: As technology evolves, so do ethical dilemmas related to privacy, data security, and AI. Value education will need to address these contemporary issues, teaching students to navigate the ethical implications of technology.
• Inclusivity and Social Justice: There will be a stronger emphasis on teaching values of inclusivity, equity, and social justice, reflecting the global move towards more egalitarian societies.
• Personalized Learning: Advances in educational methods could allow for more personalized approaches to value education, catering to individual students’ needs and backgrounds.
• Community and Parental Involvement: Recognizing the role of the community and family in value education, there could be more integrated approaches involving schools, families, and communities.
• Sustainability and Environmental Ethics: As environmental concerns become more pressing, value education will likely include a focus on sustainability, environmental stewardship, and ethical considerations regarding the planet.
• Life-long Value Education: There will be a growing understanding that value education is not confined to childhood or formal schooling but is a lifelong process.
• Research and Evidence-Based Approaches: More research into the effectiveness of different methods of value education could lead to more evidence-based approaches, ensuring effective teaching of values.

How Might It Adapt To Changing Societal Norms And Technological Advancements?

As societal norms and technological advancements continue to evolve, value education will likely adapt in several ways

• Incorporating Digital Literacy: With technology becoming integral to daily life, value education will need to include digital literacy, focusing on the ethical use of technology, online behavior, and understanding the impact of digital footprints.
• Addressing Emerging Ethical Issues: As new technologies such as artificial intelligence, biotechnology, and data analytics advance, value education will need to address the ethical questions they raise, such as privacy concerns, ethical AI use, and the implications of genetic engineering.
• Embracing Interactive Technologies: Utilizing technological tools like virtual reality, educational apps, and interactive online platforms can make learning about values more engaging and relevant to the digital generation.
• Global Perspectives and Cultural Sensitivity: As the world becomes more interconnected, value education will likely place greater emphasis on global issues, multicultural understanding, and respect for diverse viewpoints.
• Personalized and Adaptive Learning: Technology enables more personalized learning experiences . Value education can use this to tailor learning to individual student’s needs, backgrounds, and learning styles.
• Promoting Media Literacy: Teaching students to critically evaluate media sources and understand media bias will become increasingly important, helping them navigate a world of information overload and fake news.
• Sustainability and Environmental Ethics: With growing environmental challenges, value education will increasingly focus on sustainability, teaching students the importance of environmental stewardship and sustainable living.
• Flexibility and Evolution: Value education will need to remain flexible and evolve continuously to keep pace with changing societal norms, ensuring that it remains relevant and effective.
• Integrating Soft Skills: The rise of automation and AI in the workforce will likely increase the emphasis on soft skills like creativity, emotional intelligence, and adaptability in value education.
• Collaborative and Community-Based Approaches: Leveraging technology to foster collaboration between schools, families, and communities can enhance the impact of value education.

Final Thoughts

Exploring value education reveals its profound role in shaping individuals and society. It instills essential values like empathy, integrity, and respect, fostering well-rounded personalities.

Adapting to cultural diversity and technological advancements, it addresses contemporary ethical challenges. Crucial in early development, its impact extends into adulthood, enhancing emotional intelligence and social responsibility. 

Frequently Asked Questions

Value education is the process of teaching and learning moral and ethical values. It aims to shape individuals to act responsibly, empathetically, and ethically in society. It encompasses teaching respect, empathy, responsibility, and integrity, among other values.

Why Is Value Education Important?

Value education is crucial because it develops a strong moral foundation in individuals. It helps in building character, fostering emotional intelligence, and preparing students to face societal challenges. It also enhances their ability to make ethical decisions and contributes to a more compassionate and understanding society.

How Is Value Education Taught In Schools?

In schools, value education is integrated into the curriculum through storytelling, discussions on moral dilemmas, role-playing activities, and community service projects. It can also be woven into other subjects to give a holistic approach to learning.

Yes, value education can positively impact academic performance. It promotes behaviors like discipline and concentration, enhances emotional intelligence, and fosters a positive learning environment, all of which contribute to better academic outcomes.

Parents and communities play a vital role in reinforcing value education. They can model positive behavior, discuss values at home, engage children in community service, and collaborate with schools. By creating a consistent and supportive environment for learning values, they significantly contribute to a child’s moral development.

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Teacher Teamwork: The Essential Bridge Between Knowing and Doing

Effective teacher teamwork builds strong schools. learn how to create highly functioning teams to support the success of all students in k-12 schools..

The quality of our schools is predicated on the greatness of our teachers. How do we better support teachers to significantly enhance the probability of student learning? 

Strong teacher teamwork creates strong schools. This concept is the driving reason teacher learning teams that support teacher-to-teacher professional learning and collaboration are increasingly commonplace in high achieving schools. The importance of teacher teaming and learning community development certainly is not new. Countless historical quotes and proverbs fan our passions as educators to work together to grow, to enhance student learning and to support and develop our schools. 

• “If you want to go fast, go alone. If you want to go far, go together.” ~African Proverb
• “Alone we can do so little; together we can do so much.” ~ Helen Keller
• “If you want to lift yourself up, lift up someone else.” ~ Booker T. Washington
• “Coming together is a beginning, staying together is progress, and working together is success.” ~Henry Ford 

And the list goes on. Quotes and concepts touch our emotions, though they will not drive sustained efforts of teaching and learning. Effective habits, quality systems, leadership support and HARD WORK are at the foundation of effective learning and quality schools. 

High Functioning Teacher Team work

“Well-functioning leadership and teaching teams are essential to the continuous improvement of teaching and learning. Effective teams strengthen leadership, improve teaching and learning, nurture relationships, increase job satisfaction, and provide a means for mentoring and supporting new teachers and administrators” (Sparks, 2013).

Leaders who rush to jump on best practice bandwagons often lose sight of the forest for the trees. We cannot leverage the greatness of our professional educators and our schools, without an appreciation for the merits of an individual teacher who is a pioneer versus a teacher who is stagnating in isolation.  Likewise, the differences between a highly functioning team and the standard working group or committee will not be realized. 

Knowing and Doing Gap

Educational leaders know that quality teams of teachers working productively together have the highest probability of supporting significant and sustained student learning, but there is a difference between knowing and doing . Doing requires action to change our behavior, creating habits to produce positive outcomes. The Doing Gap provides the realization that simply because teachers are grouped, that does not ensure a productive outcome of a high performing team (Pfeffer & Sutton, 2000). As we develop a community of learning and high performing teacher learning teams, we must “go slow to go fast.” To develop sustained success, leaders need to take time first to build new habits in developing a culture of professional relationships and true collaboration. As Abe Lincoln or an anonymous woodsman once said, “Give me six hours to chop down a tree and I will spend the first four sharpening the axe.” This statement provides effective guidance on the importance of understanding that it takes time and planning to develop high functioning teams that produce dynamic student learning outcomes.

Forming, Storming, Norming, Performing

After forming the team, the process often derails for the simple fact that we did not acknowledge critical logistical planning and factors of human relationships (storming). Quality professional engagement and teaming take time and coordination. School leaders need to provide time and support for teams including common planning periods, focused expectations and a plan for conflict resolution (norming). This initial plan will include a team charter to establish authority and focus, team co-created norms, process protocols and goals, and specific leadership engagement to support the team and break down barriers to allow the team to develop and flourish as a high performing team (Tuckerman, 1965). Through the initial investment in time (going slow), high performing teams will provide exponential outcomes in efficiencies and shared responsibilities (to go fast). 

Team of Teams – Tight Loose Culture

High performing self-directed teacher teams exhibit mutual respect and trust. They clearly understand and support the organizational mission, vision and values as they have had a strong voice in their creation. Functioning with passion and purpose, these teams determine their destiny, though are accountable to commonly determined outcomes. They are well connected to the leadership or steering team and other horizontal and vertical teams. This permits independence, creativity, and job satisfaction. High performing teams are tightly connected to the mission, vision and values, though have flexibility (loose) in how they achieve their goals.

But What Do Our Teams Do?

An initial team meeting lacking clear guidelines, protocols and goals most often will fill the time with rambling discussion, debate, contemplating and complaining. A clear direction with goals and protocols will move the learning team focus to professional practice (what we are doing in the classroom), to planning, coordination and alignment, development of common assessment and finally to analyzing student learning through a focused understanding of learning data. Ultimately, the teams will answer the following questions (adapted from DuFour, DuFour, Eaker, & Many, 2010):

• What is it we want our students to learn (the what)?
• What evidence-based instructional strategies will we use (the how)?
• How will we know if they are learning (assessment)?
• How will we respond when they aren’t learning (intervention)?
• How will we respond when they are learning (enrichment)? 

Developing a culture of quality collaboration focused on high performing teams is evolutionary, and can produce revolutionary outcomes through adhering to the science of continuous improvement and action research . A team of teams has a razor-like collaborative focus on people, processes, systems, culture and learning. This collaborative culture of teams is transformative. It will extend to the organizational leadership process to support momentum for innovation, initiative implementation, systems and structure problem-solving, cultural enhancement, and also organizational FUN! The “team of teams” concept is unbounded in productivity and professional satisfaction and does not inhibit the power of the motivated individual teacher to pioneer, explore and develop specific research and best practice initiatives.

Teacher teamwork creates a feeling of family, inclusion and interdependence, providing a strong teacher voice and significantly extending the base of organizational leadership, accountability and momentum to our most valued educational resource – the TEACHER!

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010) .  Learning by doing: A handbook for professional learning communities at work.   Bloomington, IN: Solution Tree Press.

Pfeffer, Jeffrey and Robert Sutton. The Knowing-Doing Gap: How Smart Companies Turn Knowledge into Action . Boston, MA: Harvard Business School Press, 2000.

Sparks, D. (2013). Strong Teams, Strong Schools: Teacher-to-Teacher Collaboration Creates Synergy that Benefits Students. Journal of Staff Development , v34 n2 p28-30 Apr 2013

Tuckman, B. (1965). “Developmental sequence in small groups”.  Psychological Bulletin . 63 (6): 384–99.

Randall Peterson

Dr. Randall Peterson is currently the Educational Leadership Program Director and an assistant professor at Barry University in Miami, Florida (The Adrian Dominican School of Education). Previously, he was the Principal of Eastview High School (pop. 2400), a nationally recognized 9-12 comprehensive and college preparatory high school in suburban Minneapolis, Minnesota. Dr. Peterson is a 37-year veteran educator who has worked in elementary and secondary, private, and public schools and continues to preach and teach educational equity and quality to support our students and learning communities.

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The Importance of Teamwork Skills in Work and School

By Brianna Flavin on 03/07/2018

Would you consider yourself a lone wolf when it comes to projects and planning? Does the thought of collaborating with others leave you with a sense of dread? If it does, then you might have a tough road ahead of you.

“Few jobs today don’t involve working with others in teams,” says Andrew Selepak, professor at the University of Florida. While the collaboration may look very different from industry to industry, it’s likely to form part of your job. This is precisely why teamwork skills are a vital element in today’s workforce. Whether you’ve had a bad experience working in groups in the past or you believe operating on your own is more efficient, there will come a time when working in a group will not only be helpful—but also vital.

Teamwork skills will serve you well in your future career, but it is also extremely beneficial during your time in school. Regardless of what program you’re enrolled in, teamwork skills will likely be incorporated in your coursework and could go a long way in helping you excel academically. It’s time to stop dreading group work and leverage these opportunities to hone a valuable skill set.

Teamwork skills in school

“I often hear the collective groan of my students whenever I announce a group project,” says VP of Magas Media Consultants and Pace University associate professor Jennifer Lee Magas. “Group projects seem to instill a horror in students like nothing else—and it’s understandable.”

Much of the dislike of group projects comes from students not trusting their peers to pull their weight and place an equal amount of time and effort into the work.

Magas says the best strategy to avoid negative group outcomes is to communicate. “It’s a simple fact, and it may not be all that comforting on the surface, but the secret to accomplishing work with others is to talk about it. Plan who is doing what, know what your role is, and if you’re shouldering too much work, then let that be known.”

“The benefit [of group work] is learning an openness to critique, which is essential for healthy working relationships,” says Heather Walker Peterson, English department chair at the University of Northwestern, St. Paul. Peterson advises students to practice having a voice in project management by discussing the process and initiating a plan for group meetings.

“In school and in work, everybody just wants to come out on the other side with a good product to show for their effort,” Magas says. “It’s best for everyone to know truthfully what your schedule is like, how you function, what your best assets are and what you think someone else could do better.”

This kind of communication is much easier to learn in a school environment then on your first project in a new job. And it can save you lots of frustration, or even costly mistakes, later on. Teamwork can also improve the outcome of a school project because you’re able to draw upon each other’s unique strengths. This ability, of seeking the expertise and ability of other people will serve you well in your academic pursuits—and throughout your career.

“Students need to realize that in the real world, they will have to work with and for others no matter what,” Selepak says. “Learning this while in school and dealing with different personalities and people with different abilities will only help them do it after school when their job is on the line.”

Teamwork skills in a career

While it’s true some jobs depend less on teamwork than others, the uses for collaborative skills in a career are still applicable and nearly endless. “Outside of school, the working world is all about communicating with other people,” Magas says. “But working with others can be hard. Managing time, planning meet-ups and functioning as one entity takes practice and loads of patience.” In this sense, the more practice you get in a group setting, the better.

“In software development and technology fields, the ability to collaborate and work as a team is critical a project’s success,” says Alan Zucker, founding principal of Project Management Essentials LLC . Zucker points out that two of the bigger trends in technology today—Agile and DevOps—both depend on teamwork in their core philosophy.

In this environment, team members interact constantly. “Research has shown that these small, collaborative teams are highly effective,” Zucker says. “Agile projects are, on average, three times more likely to be successful than traditional projects.”

The success of these models is likely to lead to a wider implementation of teamwork-dependent projects across many industries. Zucker says applicants who can demonstrate teamwork skills are more likely to land their jobs. “The ability to work with customers or other team members is a critical soft skill.”

“Teamwork is always an incredible lesson, and an excellent way to gather basic life skills that make you a better candidate for any position in the business world,” Magas says. “Beyond all traits, having good people skills puts you at the top of the ‘desirable’ list.”

Leveraging teamwork skills in the job hunt

The tricky thing about a job application and interview process is knowing how to represent your strengths and experiences. Our sources agree that an individual with excellent teamwork skills is an attractive candidate for most positions. But how do you showcase those soft skills to your potential employers?

“A common interview question is ‘Tell me about a time when you worked on a team,’” Zucker says. “Many students will talk about a group or team project.” If the project involved challenges, such as coordination difficulties or frustrating team members, your response to the problem is a good focal point to talk about. Zucker emphasizes that these challenges are also common in the workplace.

“The ability to work with others, which demonstrates high emotional intelligence, is a skill that transcends specific environments. So if you were the leader of a club or team and brought people together for the common good, then you have the experience,” Zucker says.

How can I improve my teamwork skills?

The answer is pretty simple—join a team! Whether it’s forming a study group for one of your classes or joining club or organization in your field of study, putting yourself in situations that force you to work with others will help you become more comfortable. If you’re not in school, that’s okay too. Start volunteering or begin planning a book club with your friends. Interacting with others in any setting will help you build your teamwork skills.

Having some experience under your belt can help you boost your hiring potential. Those real-life scenarios can help you highlight your competency in this area.

There’s no better time than now…

Teamwork is important, and the more experience you have, the better. Get started today by joining forces with others to accomplish a task or project. Whether or not you’ve worked with groups before, there’s always room to improve.

But teamwork skills aren’t the only ways to increase your value as a hire. Managers in all industries prioritize different soft skills when looking through job candidates. Get the details and check out our article, “ What Are Soft Skills? Hiring Managers Reveal Their True Thoughts .”

EDITOR'S NOTE: This article was originally published in March 2015. It has since been updated to include information relevant to 2018.

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Brianna is a senior content manager who writes student-focused articles for Rasmussen University. She holds an MFA in poetry and worked as an English Professor before diving into the world of online content. 

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Teamwork: key to success for teachers and paraeducators.

Kent Gerlach is Professor in the School of Education at Pacific Lutheran University in Tacoma, Washington.

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The changing landscape of public education has had a significant impact on the roles of the personnel who serve in our schools. Teacher shortages, increasing numbers of English language learners, and the rising enrollment of students with disabilities and other special needs are just some of the factors that make the need for a dynamic school team more necessary than ever (Gerlach, 2002). To be successful, teachers and paraeducators must view themselves as teams and partners in the educational process.A common thread across definitions of teams is that teamwork can be defined as a process among partners who share mutual goals and work together to achieve the goals. Teamwork allows people to discuss their work together and, as a result, to grow professionally.Input from all team members needs to be solicited. Questions need to be asked and answered. Ideas need to be shared. Teamwork doesn’t happen by accident. It requires effort and commitment, and a willingness to accept the challenges of working together.Team effectiveness can be achieved by sharing expectations with one another, by allowing the paraeducator to participate in the planning process, by appreciating each other’s unique personality traits, by respecting diversity, and by demonstrating a positive attitude toward teamwork. Once a team works well together, the job is less stressful, more enjoyable, more rewarding for all team members, and results in greater benefit to students.

Characteristics of New Teams

According to a review of research on team effectiveness done by Abelson and Woodman (1983), a team that has just formed usually has some or all of the following characteristics:

• There is considerable confusion as to roles that team members must assume.
• There is confusion as to the social and professional relationships among members of the team.
• Individuals have some assets or competencies relative to the team’s purpose. However, some people may be unaware of how their skills or knowledge relate to team goals. Perhaps more importantly, some individuals may be unaware of (or may not value) the strengths and competencies of others, or may not appreciate their relationship to team goals.
• While there may be some understanding of short-range goals (e.g., why the team was brought together), understanding of long-range goals is likely to be more elusive.
• In the absence of established norms, rules or policies, there is considerable confusion about how the team will operate, how decisions will be made, and so on.
• Team members (and particularly leaders) do not pay much early attention to social and professional relationships, being more likely to focus initially on the task.

These characteristics are important for us to consider when focusing on the teacher-paraeducator team.

Goals and Effectiveness

If a team is to be effective, all members must have a clear understanding of and agreement on the team goals. The elements of a goal include (a) what is to be achieved; (b) a measure of accomplishment – how we will know when the outcome has been reached; and, (c) the time factor – when we want to have the goal completed. The goals of the team must be developed with input from all team members, and roles and responsibilities of both teacher and paraeducator in achieving the goals must be clearly defined. Several factors need to be considered in determining these roles and responsibilities. They include experience, training, comfort level, time constraints, and knowledge levels of individual team members. Together, the teacher and other professional practitioners and the paraeducator determine what needs to be done, by whom, and by when, clearly defining roles, responsibilities, and expectations.Leadership is a critical factor for team success in achieving goals. The leader is always the teacher or another school professional who has been designated as the paraeducator’s supervisor. The supervisor’s role is similar to that of a coach. It involves assessing the paraeducator’s skills and helping the paraeducator use them to the fullest. Paraeducators contribute more effectively when they are “coached” and encouraged to make optimal use of their strengths and resources. A supervisor provides direction and ideas, helps identify alternatives, raises questions, and supplies feedback. One way to understand that role is through the mentoring model.

The Supervisor as Mentor

The teacher who mentors paraeducators shares invaluable knowledge and skills. Mentoring is a process whereby teachers and paraeducators work together to discover and develop paraeducators’ abilities, and to provide paraeducators with knowledge and skills as opportunities and needs arise. The teacher as a supervisor, mentor, and team leader should do the following:

• Set expectations of paraeducator performance.
• Offer challenging plans and ideas.
• Help build self-confidence of the paraeducator.
• Encourage ethical and professional behavior.
• Offer support.
• Actively listen.
• Lead and teach by example.
• Provide growth experiences.
• Ask questions and give explanations.
• Coach the paraeducator.
• Encourage the paraeducator.
• Inspire the paraeducator.
• Share critical knowledge.
• Assist, observe, and demonstrate effective instructional practice.
• Direct and delegate effectively.
• Give clear, concise directions.

A mentor models and demonstrates effective practice; uses good communication strategies, showing both respect and recognition; and lays the foundation for building trust in teams.

Trust and Team Success

Trust between team members is necessary to a productive working environment, and trust is built in teams by promoting open communication, providing fair leadership, and supervising with sensitivity (Pickett & Gerlach, in press).It is essential for all team members to practice open, honest communication in order to increase awareness and build cooperation. Effective communication expresses a team member’s beliefs, ideas, needs or feelings. Communication must facilitate the free flow or exchange of ideas, information, and instruction that contribute to common understanding. When ideas are shared, there is opportunity for evaluation and input that can build even better ideas. From each new experience, more ideas can be developed and tried. All team members also need to develop listening skills so that they can obtain sufficient and accurate information necessary for an effective working relationship. Successful communication results in a mutual understanding of what was sent and what was heard. This component of trust promotes loyalty and commitment to achieve the goals of the team.Closely related to this is fair leadership. A fair leader gives open, honest feedback and sets the tone for constructive dialog among team members.Complementing fairness is sensitivity. A leader who supervises with sensitivity provides team members with leadership support that acknowledges the value of each paraeducator’s contribution to team success, as well as the diverse needs of each team member.

Tying together all these elements, the following questions can be used to assess the effectiveness of teacher and paraeducator teams:

• Do all team members understand team goals?
• Are all team members committed to these goals?
• Are team members concerned about and interested in each other?
• Do team members have the emotional maturity to acknowledge and confront conflict openly?
• Do team members listen to others with openness and understanding?
• Do all team members value one another’s contributions?
• Do team members feel comfortable contributing ideas and solutions?
• Do team members recognize and reward team performance?
• Do team members encourage and appreciate comments about team efforts?
• Are team meetings held at a specific time?
• Is leadership effective?
• Is constructive feedback given freely to improve decision-making?
• Is information shared willingly?
• Are team members willing to communicate their concerns?

The interdependent working relationship of today’s paraeducators, teachers, and principals is often like a jigsaw puzzle. Unfortunately, they don’t have a picture on the front of a box to know what the puzzle is supposed to look like when it’s finished. Sometimes they don’t even have all the pieces. That’s why, in today’s education climate, the most successful schools operate as a team. When paraeducators, teachers, and principals team up to connect the pieces of the puzzle, students are the ultimate beneficiaries.

Abelson, M. A., & Woodman, R. W. (1983). Review of research on team effectiveness: Implications for teams in schools. School Psychology Review , 12 , 125–136.

Gerlach, K. (2002). Let’s Team Up . Washington, D.C.: National Education Association.

Pickett, A., & Gerlach, K. (2003). Supervising Paraeducators in Educational Settings . Austin, TX: Pro-Ed.

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Home  >  News & Articles  >  Importance of Value Education: Aim, Types, Purpose, Methods

Samiksha Gupta

Updated on 06th January, 2023 , 8 min read

Importance of Value Education: Aim, Types, Purpose, Methods

Importance of value education overview.

Value-based education places an emphasis on helping students develop their personalities so they can shape their future and deal with challenges with ease. It shapes children to effectively carry out their social, moral, and democratic responsibilities while becoming sensitive to changing circumstances. The importance of value education can be understood by looking at its advantages in terms of how it helps students grow physically and emotionally, teaches manners and fosters a sense of brotherhood, fosters a sense of patriotism, and fosters religious tolerance. 

What is Value Education?

"Value education" is the process through which people impart moral ideals to one another. Powney et al. define it as an action that can occur in any human organization. During this time, people are assisted by others, who may be older, in a condition they experience in order to make explicit our ethics, assess the effectiveness of these values and associated behaviors for their own and others' long-term well-being, and reflect on and acquire other values and behaviors that they recognize as being more effective for their own and others' long-term well-being. There is a distinction to be made between literacy and education.

Goals of Importance of Value Education

This notion refers to the educational process of instilling moral norms in order to foster more peaceful and democratic communities. Values education, therefore, encourages tolerance and understanding beyond our political, cultural, and religious differences, with a specific emphasis on the defense of human rights, the protection of ethnic minorities and vulnerable groups, and environmental conservation.

Importance of Value Education

Value education ought to be integrated into the educational process rather than being considered a separate academic field. The value of value education can be understood from many angles. The following are some reasons why value education is essential in the modern world-

• It aids in making the right choices in challenging circumstances, enhancing decision-making skills.
• It cultivates important values in students, such as kindness, compassion, and empathy.
• Children's curiosity is sparked, their values and interests are developed, and this further aids in students' skill development.
• Additionally, it promotes a sense of brotherhood and patriotism, which helps students become more accepting of all cultures and religions.
• Due to the fact that they are taught about the proper values and ethics, it gives students' lives a positive direction.
• It aids students in discovering their true calling in life—one that involves giving back to society and striving to improve themselves.
• A wide range of responsibilities come with getting older. Occasionally, this can create a sense of meaninglessness, which increases the risk of mental health disorders, midlife crises, and growing dissatisfaction with one's life. Value education seeks to fill a void in peoples' lives in some small way.
• Additionally, people are more convinced and dedicated to their goals and passions when they learn about the importance of values in society and their own lives. This causes the emergence of awareness, which then produces deliberate and fruitful decisions. 
• The critical role of value in highlighting the execution of the act and the significance of its value, education is highlighted. It instils a sense of ‘meaning' behind what one is supposed to do and thus aids in personality development.

Also read more National Education Day and Women's Education in India .

Purpose of value education.

Value education is significant on many levels in the modern world. It is essential to ensure that moral and ethical values are instilled in children throughout their educational journey and even after.

The main goals of value education are as follows:

• To make sure that a child's personality development is approached holistically, taking into account their physical, mental, emotional, and spiritual needs
• Instilling a sense of patriotism and good citizenship values
• Educating students about the value of brotherhood at the social, national, and global levels
• Fostering politeness, accountability, and cooperation
• Fostering a sense of curiosity and inquiry about orthodox practices
• Teaching students how to make moral decisions and how to make good decisions
• Encouraging a democratic outlook and way of life
• Teaching students the value of tolerance and respect for people of all cultures and religions.

Read more about the Importance of Books  and Distance Education Universities .

Scope of value education.

The scope of value education is as follows- 

• To make a positive contribution to society through good living and trust. 
• Moral education, personality education, ethics, and philosophy have all attempted to accomplish similar goals. 
• Character education in the United States refers to six character education programs in schools that try to teach key values such as friendliness, fairness, and social justice while also influencing students' behavior and attitudes.

Also read more Best Distance Education Institutes .

Types of value education, cultural value.

Cultural values are concerned with what is right and wrong, good and evil, as well as conventions and behavior. Language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy, and many social institutions all reflect cultural values.

Moral Value

Ethical principles include respecting others' and one's own authority, keeping commitments, avoiding unnecessary conflicts with others, avoiding cheating and dishonesty, praising people and making them work, and encouraging others. 

Personal Values

Personal values include whatever a person needs in social interaction. Personal values include beauty, morality, confidence, self-motivation, regularity, ambition, courage, vision, imagination, and so on.

Spiritual Value

Spiritual worth is the greatest moral value. Purity, meditation, yoga, discipline, control, clarity, and devotion to God are examples of spiritual virtues.

Spiritual value education emphasizes self-discipline concepts. satisfaction with self-discipline, absence of wants, general greed, and freedom from seriousness.

Social Value

A person cannot exist in the world unless they communicate with others. People are looking for social values such as love, affection, friendship, noble groups, reference groups, impurity, hospitality, courage, service, justice, freedom, patience, forgiveness, coordination, compassion, tolerance, and so on.

Universal Value

The perception of the human predicament is defined by universal ideals. We identify ourselves with mankind and the universe through universal ideals. Life, joy, fraternity, love, sympathy, service, paradise, truth, and eternity are examples of universal values.

Importance of Value Education in School

The inclusion of value education in school curricula is crucial because it teaches students the fundamental morals they need to develop into good citizens and individuals. Here are the top reasons why valuing education in school is important:

• Their future can be significantly shaped and their ability to discover their true calling in life can be helped by value education.
• Every child's education begins in school, so incorporating value-based education into the curriculum can aid students in learning the most fundamental moral principles from the very beginning of their academic careers.
• Value education can also be taught in schools with a stronger emphasis on teaching human values than memorizing theories, concepts, and formulas to get better grades. The fundamentals of human values can thus be taught to students through the use of storytelling in value education.
• Without the study of human values that can make every child a more kind, compassionate, and empathic person and foster emotional intelligence in every child, education would undoubtedly fall short.

Importance of Value Education in Personal Life

We all understand the value of education in our lives in this competitive world; it plays a crucial part in molding our lives and personalities. Education is critical for obtaining a good position and a career in society; it not only improves our personalities but also advances us psychologically, spiritually, and intellectually. A child's childhood ambitions include becoming a doctor, lawyer, or IAS official. Parents desire to picture their children as doctors, lawyers, or high-ranking officials. This is only achievable if the youngster has a good education. As a result, we may infer that education is extremely essential in our lives and that we must all work hard to obtain it in order to be successful.

How Does Value Education Help in Attaining Life Goals

Education in values is crucial for a person's growth. In many ways, it benefits them. Through value education, you can achieve all of your life goals, and here's how:

• It helps students know how to shape their future and even helps them understand the meaning of life.
• It teaches them how to live their lives in the most advantageous way for both themselves and those around them.
• In addition to helping students understand life's perspective more clearly and live successful lives as responsible citizens, value education also helps students become more and more responsible and sensible.
• Additionally, it aids students in forging solid bonds with their relatives and friends.
• enhances the students' personality and character.
• Value-based education helps students cultivate a positive outlook on life.

What are the types of value education opportunities? 

After understanding the significance of this important topic, the next step is choosing the type that best meets your needs. The teaching of values can start at a young age (in primary school) and continue through higher education and beyond. Understanding the various opportunities available to you will make it easy to find the right fit. 

Early Age Training

Value education is now being taught in many primary, middle, and high schools all over the world. The best way to learn the skills taught in this training is to be taught how important it is from a young age. 

Student Exchange Programs

One of the best ways to teach students about values and foster a sense of responsibility in them is through student exchange or gap year programs. Student exchange programs are another exceptional way to experience various cultures and broaden your understanding of how people behave and function. This is a fantastic chance for first- and second-year undergraduate students.  

Workshops for Adults 

People who are four to five years into their careers frequently show signs of irritation, unhappiness, fatigue, and burnout, which is a worrying statistic worth noting. As a result, the relevance and significance of education for adults is a notion that is currently steadily gaining support within the global community. 

Methods of Teaching Value Education

Teaching value education can be done using a variety of methodologies and techniques. Four of the many are the most frequently used. They are

• Methods used in classroom instruction include direct instruction, group discussions, reading, listening, and other activities.
• This method includes a practical description of the strategies. It is an activity-based method. This practical knowledge improves learning abilities and helps people live practical lives on their own.
• Socialized techniques: These involve the learner participating in real-world activities and encounters that simulate the roles and issues that socialization agents face.
• The incident learning approach enables the examination of a particular event or encounter in the history of a particular group.

Related Articles-

Traditional education vs. value education.

 Both traditional education and values education are important for personal development since they help us establish our life goals. However, although the former educates us about social, scientific, and humanistic knowledge, the latter teaches us how to be decent citizens. In contrast to traditional education, there is no separation between what happens inside and outside the classroom in values education.

Key takeaways

• The discipline of value education is essential to the overall growth and learning of students.  
• You can acquire all the necessary emotional and spiritual tools for use in a variety of situations by realizing its significance. 
• You can apply the lessons over the course of your academic career. Additionally, there are special education options available for a particular age group. 
• One of the best ways to get the most out of your educational experience is to combine the two types of value education training. 
• It's also crucial to remember that value education is a continuous process that extends outside of the classroom.

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Frequently Asked Questions

What are the 5 main values of education.

Ans. There are five fundamental approaches to values education, according to Superka, Ahrens, and Hedstrom (1976): inculcation, moral development, analysis, values clarification, and action learning.

What is value education?

Ans. An individual develops abilities, attitudes, values, and other types of positive behavior depending on the society he lives in through the process of value education.

Why is value education important?

Ans. Every person must ensure a holistic approach to the development of their personality in regard to the physical, mental, social, and moral aspects. It gives the students a constructive direction in which to mold their future, assisting them in growing in maturity and responsibility and in understanding the meaning of life.

Does value education increase emotional intelligence (EQ)?

Ans. Yes, value education has been shown to boost emotional intelligence (particularly when given at a young age). For a variety of personal, academic, and professional opportunities, EQ is a crucial factor that is evaluated.

Will I learn how to socialize better if I study value education?

Ans. Yes, you will. You can develop a fresh perspective on people and groups from various communities and professions with the aid of value education. This aerial perspective of various people is a great way to hone your socialization abilities.

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Group Dynamics & Teamwork: An Early Childhood Leader’s Ultimate Guide

• November 3, 2023

Understanding the Importance of Group Dynamics in Early Childhood Services

Group dynamics play a vital role in early childhood services. As leaders in this field, it’s crucial to understand these dynamics to nurture a cohesive and efficient team. So, what’s all the fuss about group dynamics? Well, they can make or break your team’s performance.

Group dynamics refer to the behavioural and psychological processes that occur within a social group or between social groups. They’re about the ‘nitty-gritty’ of how your people interact, communicate, and connect with one another. They could involve power struggles, conflict, collaboration, or cooperation, and they’re influenced by factors such as the group’s size, goals, and socio-demographic composition.

In the early childhood services context, group dynamics are even more potent. Your team isn’t just working together to achieve desired outcomes but also shaping young minds. These dynamics can affect the quality of care and education offered to children. The positive or negative energy within your team can trickle down to the children affecting their comfort, learning, and development.

Creating a Positive Team Culture for Early Childhood Leaders

Maintaining a positive team culture in early childhood services is akin to tending a garden. As a leader, your role goes beyond planting seeds. You should also be there to weed, water and nurture until each seed reaches its full growth potential. But how does one go about creating such a culture? Let’s explore together.

Fostering a positive environment: This begins by setting a standard of respect, trust, and collaboration. Make it clear to your team that every individual’s contribution is valuable and makes a difference in the overall success of the service. Encourage open communication and actively listen to your team members’ thoughts and suggestions. This promotes inclusivity and makes everyone feel valued.

Regular Team building activities: These help in nurturing interpersonal relationships and strong bonds among the team. Whether it’s a simple game, group training or a shared meal, these activities are crucial in building a team that collaboratively works towards a common goal. Organise these activities regularly, to relieve stress and to keep the positive energy flowing within the group.

Recognition and Reward: Take note of the team’s achievements, big or small, and acknowledge them. This could be as simple as verbal appreciation or as grand as an annual award function. When team members feel that their hard work is recognised, it boosts morale, encourages effort, and fosters a culture of excellence.

The role of constructive feedback: Feedback is a powerful tool for growth. Make it a culture to provide and receive constructive feedback for continual improvement. Remember, feedback should be specific, relevant and delivered in a respectful manner. Encourage team members to voice their concerns without fear of judgement or retribution. Giving staff the opportunity to develop professionally through upskilling, can boost morale and confidence in their roles. Impelmenting a professional development training software for early childhood educators, like  Kloud Academy , can mean that your team is kept up to date and feels better equipped to provide quality childcare and learning opportunities.

In conclusion, a positive team culture is the bedrock upon which successful early childhood services are built. As leaders, it is imperative that we invest our time and effort in cultivating a healthy, inclusive and supportive environment for our team to flourish.

Building Trust and Collaboration for Early Childhood Leaders

Trust and collaboration are the cornerstones of a successful team, especially in early childhood services. As a leader, it’s your role to set the tone for a culture that values and encourages both.

Building trust isn’t something that happens overnight. It’s a gradual process that involves consistency, transparency and integrity. As a leader, you can foster trust by being open and honest with your team; delivering on your commitments; respecting your team’s ideas and input; and showing compassion and understanding. Keep in mind, trust is reciprocal – in order for your team to trust you, you must also demonstrate that you trust them.

Collaboration, on the other hand, is about working together to achieve common goals. In early childhood services, this might mean collaborating on children’s learning and care, working together to address challenges, or coordinating care for children. Effective collaboration involves clear communication, active listening and mutual respect.

Here are some strategies to foster trust and collaboration within your team:

Open and Transparent communication: Encourage a culture of straightforward and honest dialogue within your team. This not only helps in resolving issues efficiently, but also ensures everyone is on the same page and there are no misunderstandings. Transparency in communication fosters trust, as it paves the way for everyone to share their thoughts freely without fear of judgment or rejection.

Shared objectives: Make sure the entire team understands the common goals. Their understanding of the collective objectives will drive them to collaborate more efficiently, knowing that everyone is working towards the same end. This shared sense of purpose can help bridge gaps and facilitate trust among team members.

“Unity is strength… when there is teamwork and collaboration, wonderful things can be achieved” – Mattie Stepanek

Valuing everyone’s contribution: Recognize and appreciate every team member’s input, regardless of their roles. Appreciation can be an excellent motivator and can contribute to establishing trust. Knowing that their contributions are valued can drive team members to put their best foot forward in every project.

Celebrate small wins together: Celebrating achievements, however small, can significantly boost the team’s morale. It fosters a feeling of togetherness and encourages more collaboration in the future. Each victory validates the efficacy of teamwork and the importance of every member’s role in it.

Tolerate mistakes and learn from them: Mistakes are inevitable, especially in a learning and growth-oriented environment. It is essential not to discourage your team when they commit mistakes but to help them understand and learn from them, fostering an environment of continuous learning and progress. Such an approach instills a sense of safety and trust among team members.

Provide regular constructive feedback: Feedback is crucial for improvement. Regular and constructive feedback allows your team to stay on track and improve their performance, fostering an environment of open communication and trust. It’s always best to give feedback in a constructive, respectful manner to maintain positive relationships within the team.

Being able to trust and collaborate effectively with your colleagues is an invaluable skill in any workplace, especially in early childhood services. By achieving an environment of trust and collaboration, you can ensure that your team works excellently together, being able to deliver the highest quality of service to the children and families in your care.

Developing Leadership Skills among Early Childhood Leaders

Developing leadership skills in early childhood settings isn’t merely an option—it’s a necessity. As a leader, you play an impactful role in shaping the culture, guiding the team, and supporting the children’s growth. But let’s be honest, leadership can be a challenging journey, particularly in early childhood services where the responsibilities are multifaceted and vast. Here’s your guide to developing key leadership skills to steer your team effectively.

Creating a Vision: Before you can lead others, you must have a clear sense of direction. By establishing a compelling vision, you encourage your team to move forward in a unified manner. Reflect on what you truly want to achieve and convey this to your team members. Involve them in the planning process for increased buy-in and engagement.

Effective Communication: To nurture a positive team culture, your communication skills must be top-notch. This doesn’t just refer to your speaking prowess but also our ability to listen, understand others’ perspectives, and convey your thoughts clearly and empathically. Remember, communication is a two-way process.

Decision-Making: Every day in an early childhood setting, you’re faced with decisions—both trivial and monumental. Your ability to make judicious, informed decisions significantly impacts your team and the children under your care. Consider all relevant factors, consult with your team where necessary, and allow for flexibility in your strategic approach.

“The most difficult thing is the decision to act, the rest is merely tenacity.” – Amelia Earhart

Emotional Intelligence: Leadership isn’t a purely intellectual process—it’s profoundly emotional too. Recognising and regulating your emotions and empathising with the feelings of your team members can foster strong relationships and a healthy work environment. Trust us, a little empathy can go a long way.

Delegating Effectively: As a leader, juggling numerous responsibilities comes with the territory, but you don’t have to do it alone. By encouraging your team to take on suitable roles and responsibilities, you’re not only lightening your load but also enabling them to grow and thrive. Remember, delegation isn’t just about offloading task—it’s about employee empowerment.

Make no mistake—developing leadership skills is a lifelong endeavour and requires ongoing reflection, learning, and practice. You’re sure to encounter obstacles along the way, but remember, every challenge is an opportunity for growth. So embrace the journey, seek feedback, continue learning, and grow into the exceptional leader we know you can be.

After all, as legendary business leadership guru John C. Maxwell said: “Leadership is not about titles, positions or flowcharts. It’s about one life influencing another.” A clear way to do this is through active listening and empathy.

Promoting Active Listening and Empathy

Active listening and empathy are not just qualities, but rather essential tools for fostering a conducive and inclusive environment in early childhood services. By appreciating the importance of these skills, early childhood leaders can facilitate open communication, cultivate better understanding, and ultimately, bolster effective teamwork.

Active listening is a skill that enables you to fully concentrate, understand, respond and then remember what is being said. As a leader, it’s crucial to model this behaviour to your team. By hearing your staff fully, you show them respect, validating their experiences and concerns. This not only enhances mutual understanding but can also help to resolve conflicts and misunderstandings swiftly and effectively.

Empathy , on the other hand, is the ability to understand and allocate the feelings of others. It is a foundational attribute for effective leadership. When a leader exhibits this trait, staff feel more understood and important which fosters trust and respect in the team.

• Listening with empathy can profoundly change the dynamics within a team. Instead of merely trying to ‘fix’ problems, leaders should focus on understanding the underlying feelings and experiences. As a result, staff feel heard and appreciated, thereby boosting morale and productivity.

Remember, improving these skills is not a one-off activity, but requires regular practice and mindfulness. Whether it’s by encouraging active listening during staff meetings or one-on-one conversations, or regularly acknowledging and affirming staff feelings and concerns, every little effort can make a significant difference.

Every team member counts. Embrace active listening and empathy to ensure everyone not only feels heard but also valued.

Resolving Conflict and Promoting Healthy Disagreements

Conflict is an inevitable part of any team. Disagreements, if left unchecked, can disrupt harmony within the team and impair productivity. So, it’s crucial to cultivate an environment where conflicts are not just resolved, but are also embraced as a source of new ideas and perspectives.

Steps to follow in resolving team conflicts include:

1. Acknowledging the Conflict

Firstly, it’s essential to recognise and acknowledge the conflict. Avoiding or ignoring the disagreement can lead to a build-up of tension, negatively affecting team dynamics.

2. Identifying the Root Cause

Understanding the source of the conflict is crucial. By identifying the root cause, leaders can devise solutions that address the core issue, rather than focusing on surface-level symptoms.

3. Encouraging Open Communication

Yes, we’re talking about this again! Promoting an environment where each party feels comfortable and safe to express their viewpoints is key. This fosters understanding and helps in finding a common ground.

4. Mediation

If necessary, resorting to mediation can help. The leader can provide an impartial perspective aiding in resolving the conflict in a fair and balanced manner.

5. Formulating a Solution Together

Ideally, the involved parties should participate in devising a solution to the conflict. This ensures that everyone’s needs are considered, promoting a sense of unity and collaboration.

6. Implementing and Reviewing the Plans

Once a plan of action has been agreed upon, it should be implemented and monitored regularly. If the solution fails to resolve the problem, a new approach may need to be considered.

In conclusion, embracing conflicts as an opportunity for growth and improvement can strengthen team dynamics, fostering a more effective and harmonious working environment.

Setting Clear Goals and Expectations

In any early childhood service, setting clear goals and expectations serves as the blueprint for team performance. It’s not just about having a vision for your team, it’s about making that vision understandable and achievable for everyone involved.

Clear goals play a crucial role as they provide direction, enhance cooperation, promote effort and foster persistence. They serve as an essential tool that helps both the team and individuals to focus on the end result and work towards it. Let’s dive deeper into this.

TIP: Using apps like  TeachKloud can support you in managing staff and parent communication, child records and professional development training!

Defining Clear Goals

To create clear goals, be specific. Detail what needs to be achieved, how success will be measured, who is accountable, and when the goal should be accomplished. Vague goals can lead to confusion, inefficiency, and frustration among the team.

Setting Realistic Expectations

The expectations you set for your team need to be grounded in reality. They should be achievable and fair whilst pushing your team to grow and improve. Unrealistic expectations can shatter confidence, leaving team members feeling inadequate if they consistently fall short.

Transparent and Open Communication

Once the goals and expectations are defined, they need to be widely communicated. Transparency is key here. Ensure every team member understands their roles and responsibilities and how they lead towards the larger team’s objectives.

Maintaining Flexibility

Flexibility, while sticking to goals, is a necessary trait to adopt in the face of dynamism. Remember, circumstances can change and adapting to these changes may require modifying the goals and expectations suitably.

In essence, setting clear goals and expectations involve knowing ‘what’, ‘how’, ‘who’ and ‘when’. This inclusive practice can considerably enhance team alignment in achieving success collectively.

The Role of Diversity in Enhancing Teamwork

Diversity is a key component of effective team dynamics in early childhood services. Rather than being an obstacle, diversity is a springboard towards innovation, creativity, and high-functioning teams. Let’s unpack the positive impact diversity can have on your team.

Unique skills and perspectives: A diverse team brings together a wide range of skills, experiences, and perspectives. Each team member is unique and has different strengths to contribute. This diversity of knowledge and skills can foster innovation, and drive your team to explore new educative methods and techniques.

Cultural competence: Childhood services often cater to diverse families. Having a team that reflects this cultural diversity ensures your services resonate with every child and family you are working with. It helps to foster a culture of understanding, respect, and inclusivity.

Better problem-solving: Research indicates that diverse teams tend to be better at problem-solving. Varied backgrounds contribute different approaches and perspectives when tackling challenges, which lead to more creative and effective solutions.

Representation: A diverse team can represent a broad spectrum of views, catering to kids from various backgrounds. This diversity ensures that all children feel seen and understood.

The Challenges of Managing a Diverse Team

While diversity offers significant benefits, it also presents challenges. Differences in culture, language, or background may lead to misunderstandings or conflicts. However, adopting an inclusive approach and fostering respect and understanding among team members can help manage these challenges effectively.

Fostering Diversity and Inclusion

Fostering diversity and inclusion in early childhood services requires a proactive approach. Here are some suggestions:

• Recruiting : Actively seek out candidates from varying backgrounds, experiences, and cultures during your recruitment process.
• Training : Provide diversity and inclusion training to your team. This equips them with the skills to communicate and collaborate effectively, despite their differences.
• Celebrate diversity : Make it a point to celebrate the diverse backgrounds and cultures of your team. This can help foster an atmosphere of respect and appreciation.

Remember, every team member brings something unique to the table — their culture, language, background, skills, or perspectives

Promoting Work-Life Balance for Early Childhood Leaders

As the leader of an early childhood service, promoting a healthy work-life balance is a vital responsibility. It not only fuels personal well-being, productivity, and creativity, but also directly impacts the overall team dynamic. Striking a proper balance between professional obligations and life outside work is imperative for every leader in early childhood services.

Nurturing the Self

At the heart of effective leadership is the individual. You cannot pour from an empty cup – leaders must first look after their own mental, physical, and emotional well-being. This includes strategies like making time for physical activity, proper nutrition, rest, and hobbies that foster relaxation and happiness.

Encouraging Work-Life Integration

While classic work-life balance strives to draw a clear, direct line between work and personal life, the contemporary approach favours work-life integration. This is the organic blending of work and non-work roles to accommodate the fluidity and unpredictability of modern life. This involves creating flexible schedules, embracing remote working when possible, and understanding that employees may need to intersperse personal duties into their workday and vice versa.

Setting Boundaries

One of the biggest challenges faced by leaders, particularly in roles that are caregiving or human-centred, is setting boundaries. It’s crucial for leaders in early childhood services to clearly define the separation between their professional duties and personal life. Boundaries could cover a range of areas from dedicated off-hours, saying ‘no’ more often, or even establishing a criteria for emergencies that warrant after-hours attention.

Mindful Engagement

Being completely present and engaged in each moment, whether you’re in a leadership meeting or at home with your family, can dramatically improve your work-life balance. It ensures you’re giving your full attention to your current role, rather than being distracted by the other. A simple mindful exercise is to deliberately focus your attention on your current experience and maintain this focus for as long as possible. Implementing small practices like these could contribute to increasing satisfaction and balance in life.

Building a Supportive Network

Leadership can sometimes feel isolating. Building a supportive network both within and outside your workspace can help alleviate some of the associated burdens. This network can offer you advice, share their own experiences, and provide emotional support during challenging times. Leveraging social capital is not only beneficial for you but also expands the collaborative and supportive nature of the team environment in early childhood services.

Remember, balanced leaders inspire balanced teams. Prioritising work-life balance not only creates happier, healthier leaders but also fosters a supportive and productive team culture in early childhood services.

Delegate and Streamline Processes

If you find yourself burnout, doing all of the work or notice that your team is spending more time on paperwork, than they should be, delegate tasks and streamline processes using an app like TeachKloud. All business operations, parent communication, child and staff records all in one place, has made a huge different to thousands of early childhood teams and educators that use TeachKloud every day. We’d love to show you how, with no commitment or pressure, just to see if we can help. Click here to learn more or Click here to book a free, call .

Addressing Challenges and Overcoming Obstacles in Group Dynamics

In every group dynamic, challenges and obstacles are inevitable. The key is not to avoid these issues but to face them head-on with courage, understanding, and a readiness to adapt. Here, we’ll discuss the most common challenges that arise within group dynamics in early childhood services and actionable strategies to overcome them.

Communication Barriers:

Proper communication is vital to teamwork. When communication falls apart, misunderstandings and conflict often ensue.

Communication is more than simply exchanging words. It includes understanding intentions, noticing nonverbal cues, and acknowledging the feelings of others. In the context of early childhood services, proper communication among team members can make a significant difference in the quality of care provided to children.

Enhancing Communication in Teamwork

Emphasising Open and Honest Dialogue: Encourage all team members to engage in open and honest discussions. This can help to prevent issues from becoming entrenched and impacting the team’s effectiveness. When everyone feels their voice is valued, it fosters trust and understanding.

Using Effective Communication Tools: There are a range of tools available that can strengthen communication within teams, from digital tools like emails, instant messaging apps like TeachKloud for early childhood teams and parents, or project management tools like TeachKloud, designed specifically for early childhood settings, to traditional methods such as meet-ups and brainstorming sessions. Choose the ones that best suit your team’s needs and dynamics.

Building a ‘Speak Up’ Culture: Empower everyone in the team to express their thoughts and ideas freely. This increases creativity, innovation, and helps to identify potential issues before they develop into significant problems.

Measuring and Evaluating the Effectiveness of Teamwork in Early Childhood Services

Monitoring the effectiveness of teamwork in early childhood services is vital to driving performance. By having appropriate measures in place, you’ll be able to not only gauge how the team is performing but also identify areas for improvement and make informed, strategic decisions.

The first approach is through qualitative assessment. This refers to the process of gathering, analysing, and interpreting non-numerical data, such as observing group interactions, looking at the quality of work produced, or gathering feedback. This can tell you a lot about how well the team communicates, collaborates, resolves conflicts, and builds a positive environment. 

• Observation: Firstly, as the leader, you can observe how the team members interact with each other. Note if they’re supporting each other in tasks, the frequency and quality of communication and how they manage disagreements.
• Feedback: Another way to obtain qualitative insights is through feedback, either from the team members themselves or from parents and other stakeholders.

The second measure is quantitative evaluation. Numerical data can reveal a great deal about teamwork effectiveness. Metrics like the number of tasks completed within the allotted times, attendance rates, parent satisfaction scores, and even the number of disagreements can all provide valuable insights into team performance. 

“Measurement is the first step that leads to control and, eventually, to improvement. If you can’t measure something, you can’t understand it. If you can’t understand it, you can’t control it. If you can’t control it, you can’t improve it.” – H. James Harrington

Moreover, it’s crucial to frequently review these measurements to monitor any significant changes and address them promptly.

Setting Key Performance Indicators (KPIs)

Finally, setting KPIs can give a clear line of sight into your team’s performance. These are specific, quantifiable measures that allow you to evaluate the success of your team in meeting their objectives. Examples of KPIs in early childhood services may include children’s developmental progress, child satisfaction scores, or team members’ continued professional development.

Remember that the key to effective measurement and evaluation is to consistently apply these methods and use the data proactively to drive improvement in teamwork. Moreover, always ensure that your team is aware of these measures, understands their importance, and is involved in the evaluation process as much as possible.

Here are our four main summary points:

Nurturing Creativity and Innovation

As an early childhood leader, you should nurture creativity and innovation within the team. This stimulates fresh and unique approaches to daily routines and activities, enhancing the overall service standard of your organisation. Creative thinking not only consolidates teamwork but also brings about new ways to problem solve. Fostering a culture of exploration helps minimise stagnation and promotes a level of excitement in meeting goals.

Including Parents and Community in the Team Structure

Your team is not just restricted to your staff members. It is greatly beneficial to include parents and the wider community as active participants in your team. The main aim is to create a sense of collective responsibility towards the care and growth of the children. By establishing a strong parent-community-staff trio, you can navigate childhood developmental activities more effectively, ultimately, enhancing teamwork and group dynamics. Using apps like TeachKloud can support you in communicating with parents, sharing media, policies, sending and receiving enrolment forms, learning stories and more, to help parents feel connected, even when they are at work or away from their child. 

Consistent and Continuous Training

Training is key in a team’s growth journey. Regular training sessions aim at equipping your team with the latest tools and techniques in early childhood services. Delving into newer educational research or understanding better ways to manage their work-life balance, training gives your team members an opportunity to learn, grow, and excel in their designated roles. This will directly contribute to improved team functioning and productivity. Implementing a professional development training software for early childhood educators, like Kloud Academy , can mean that your team is kept up to date and feels better equipped to provide quality childcare and learning opportunities. 

Maintaining a Sense of Humour

Last but not least, never forget the importance of maintaining a sense of humour. This might seem out of place in a serious discussion about group dynamics and teamwork, but it could be the magic touch you need. Light-hearted moments can act as a leveller, dissolving tensions and strengthening bonds. After all, teams that laugh together, tend to work seamlessly together.

Understanding Socio-Emotional Development: A Comprehensive Guide

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• 21st January, 2024

Emotional Development in Early Childhood Education: A Practical Guide

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Innovations in Teamwork for Health Care

Don’t leave teaming up to chance. Create better teamwork through science.

In this course, experts from Harvard Business School and the T.H. Chan School of Public Health teach learners to implement a strategy for organizational teamwork in health care.

What You'll Learn

Health care is a team effort. From the front desk administrators to the nurses, doctors, insurers, and even the patients and their families, there are many people involved in an individual’s care. To deliver quality care in today’s fast-paced environment, practitioners and caregivers must go beyond medical problem-solving and rely on effective collaboration and communication skills.

While other businesses may organize around a functional area or project, allowing team members to learn each other's working styles and strengths over time, health care workers often find themselves in ad hoc scenarios, coordinating with near-strangers on life and death situations. As a leader, how do you encourage trust and meet shared goals when teams are formed quickly? How do you strengthen flexibility and collaboration even as team membership and structures fluctuate across departments? 

In Innovations in Teamwork for Health Care, leaders in the field of organizational behavior and teamwork, Amy Edmondson, Professor at Harvard Business School, and Michaela Kerrissey, Assistant Professor at the Harvard T.H. Chan School of Public Health, share their latest research and present their concept of "teaming" as it relates to the health care and life science industries.

In this course, you will explore the complexities of collaboration in dynamic cross-functional teams and its impact on quality of care. You will examine the theory of teaming – where individuals join together to lend their expertise – to appreciate what enables effective teamwork and why teamwork fails; articulate the importance of psychological safety and a joint problem-solving orientation; understand the particular needs of time-limited teams; and rethink the role of hierarchy and leadership in the context of teaming.

You’ll hear firsthand from experts with experience inside and outside the health care industry, from CEO and President of the Cleveland Clinic, Tomislav Mihaljevic, to Andres Sougarret, the engineer who led the miraculous rescue of 33 Chilean miners in 2011. 

Ultimately, this course provides you with the tools needed to implement effective teaming strategies for patient-centered care and provides your organization with a framework to empower robust communication, improve efficiency, and elevate patient safety.

The course will be delivered via  HBS Online’s course platform  and immerse learners in real-world examples from experts at industry-leading organizations. By the end of the course, participants will be able to:

• Explore the science of teamwork, focusing on the psychological and sociological aspects of teaming, collaboration, and defining effective outcomes.
• Understand the complexity of building trust in ad hoc teams, including how to define purpose, build trust, and navigate interpersonal risks to reach common goals.
• Apply communication strategies that encourage psychological safety and create a safe space for all to contribute.
• Understand the value in adopting a model of joint problem-solving for patient care.
• Identify the distinct needs of time-limited project teams and how to incorporate effective and transparent feedback loops.
• Ensure accountability and identify leaders, breaking down hierarchy and encouraging the right person to step up at the right time.
• Implement a PDSA (Plan, Do, Study, and Act) framework for your organization.

Continuing Education Credits

In support of improving patient care, Harvard Medical School is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education.

The Harvard Medical School designates this enduring material for a maximum of 20 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Harvard Medical School is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.

This activity is approved for 20.00 contact hours. Contact hours are awarded commensurate with participation and completion of the online evaluation and attendance attestation. We suggest claiming your hours within 30 days of the activity date, after this time, the attendance attestation will still be required to claim your hours. 

Groups of 10 or more receive Amy Edmondson's latest book!

A free, hard copy of right kind of wrong: the science of failing well for each participant. .

Your Instructors

Amy C. Edmondson  is the Novartis Professor of Leadership and Management at Harvard Business School, a chair established to support the study of human interactions that lead to the creation of successful enterprises that contribute to the betterment of society. She has pioneered the concept of psychological safety for over 20 years and was recognized in 2021 as #1 on the Thinkers50 global ranking of management thinkers. 

She is the author of Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy (2012), The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth (2018), and Right Kind of Wrong: The Science of Failing Well (2023).

Michaela Kerrissey  is an Assistant Professor of Management at the Harvard T.H. Chan School of Public Health. She conducts research on how teams and organizations innovate, integrate, and perform, with a focus on health care.   Dr. Kerrissey has authored over 30 publications on these topics and has won numerous best-paper awards, such as from the Academy of Management. She designed the Management Science for a New Era course at Harvard’s School of Public Health. In 2023, she was listed on Thinkers50 Radar, a global listing of top management thinkers.

Real World Case Studies

Affiliations are listed for identification purposes only.

Tomislav Mihaljevic, MD

Learn from the President and CEO of the Cleveland Clinic about how to implement joint problem solving in complex care organizations.

Maya Rupert

Hear from a top political strategist and campaign manager about how she leads within a teaming structure.

Trishan Panch, MD, MPH

Learn from Harvard faculty and founder of Wellframe about the importance of team learning.

Available Discounts and Benefits for Groups and Individuals

Experience Harvard Online by utilizing our wide variety of discount programs for individuals and groups. 

Past participant discounts.

Learners who have enrolled in at least one qualifying Harvard Online program hosted on the HBS Online platform are eligible to receive a 30% discount on this course, regardless of completion or certificate status in the first purchased program. Past Participant Discounts are automatically applied to the Program Fee upon time of payment.  Learn more here .

Learners who have earned a verified certificate for a HarvardX course hosted on the  edX platform  are eligible to receive a 30% discount on this course using a discount code. Discounts are not available after you've submitted payment, so if you think you are eligible for a discount on a registration, please check your email for a code or contact us .

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• Study the Mining Accident Rescue and Cleveland Clinic cases.
• Understand the concept of teaming and how it can be applied to the health care industry.
• Brainstorm how to organize with a team to rescue 33 trapped miners.
• Analyze the problems solved and new challenges created by organizational structures that were implemented to facilitate teamwork at the Cleveland Clinic.
• Outline and analyze an individualized teaming breakdown for your organization. 
• Study the NASA and Google cases on psychological safety.
• Collaborate with team members and leadership to create a space of psychological safety. 
• Identify the indicators of psychological safety in a group. Analyze data from Project Aristotle’s study of teams at Google.
• Consider how past experiences can affect current feelings of psychological safety.
• Study the Cleveland Clinic ,  Boehringer Ingelheim , and  Cincinnati Children’s Hospital Medical Center cases.
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Expert Q&A: The value of teaching STEM as a subject

It is estimated that 75% of jobs currently require STEM (Science, Technology, Engineering, and Mathematics) skills, with this figure rising to 90% in the future (CSIRO, 2023). To help build these crucial skills in its students, Montello Primary School in Burnie, Tasmania, has been teaching STEM as a subject since 2020 – largely through its Makerspace class. In these classes, students get to combine skills from all areas of STEM to undertake creative projects such as video game design, robotics, and much more.

In today's Q&A we speak to Daniel Edwards – STEM/Digital Technologies teacher at Montello Primary and Parklands High School, and the CEO and co-founder of STEM education charity GreenSTEM Education – about the value of STEM education, the amazing success his students have had, and what other schools can learn about teaching STEM.

Hi Daniel. When you first started at Montello Primary, prior to moving into your STEM teacher role, what was the STEM context there like?

Yeah, so [when I started as a teacher at Montello] STEM was a big part of my approach to teaching, having mostly taught high school maths and science prior to starting at Montello, that continued to grow and be more deeply integrated across teaching and learning in my class and across the school. [For example], I started an after-school Code Club as an extension of some of the units I was teaching in my classes and as a way for students from other classes to access valuable STEM and digital technologies learning opportunities.

From there, then Assistant Principal, Cam Hales, was a key part of how STEM continued to grow at Montello. We collaborated closely on a lot of projects to increase STEM and outcomes – the main one being our Makerspace, which is a dedicated learning space, equipped with resources, for teachers to bring their classes to and lead STEM lessons of their own.

How did Makerspace go from teachers leading STEM lessons, to actually you taking over that responsibility and shifting into the role of STEM teacher yourself?

During that first year [of Makerspace] there were very different levels of engagement and success across the school. Some classes were doing really well, and others weren’t so successful, and that was really dependant on teacher capacity and confidence. This led to a lot of teachers coming to me for support or to collaborate with them. While I fully embraced the enhanced learning outcomes and opportunities that the Makerspace and its resources provided, it was well out of the comfort zone of many teachers to plan, integrate and lead effective STEM learning.

Then, in late 2020, Cam submitted a successful grant application with Australia’s leading education charity, Australian Schools Plus, which included $30,000 in funding through a partnership with Google Australia to grow our Makerspace. Just as impactful as the funding was a year of strategic coaching from Dr Adrian Bertolini. This relationship led to me being involved with the organisation of Adrian’s It Takes a Spark STEM Education Conference in Tasmania – for the benefit of students and educators all over the state.

So, it [was decided] the program would benefit from having a dedicated specialist driving it and having a clear plan across all year levels. It would also benefit the teachers, as a part of my role (especially in the first year), was to support them to increase their capacity and their confidence in teaching STEM. During the first year, teachers accompanied their classes and learned alongside [their students].

What does a STEM class look like? What are your students going there to learn?

A big feature of my approach to STEM lessons is student-centred, project-based learning that really empowers students to become actively engaged, independent drivers of their own learning, with some agency over how they apply that learning. So not just copying a tutorial, and following steps, and everybody coming up with the same thing, but being able to apply their learning in all areas of STEM to research, develop and iterate innovative solutions to relevant, real-world problems. [Also] to be collaborating and working together – that’s always been a key approach from the beginning – all learning in the Makerspace is either in pairs or small groups.

My focus is on developing the 3 thinking frameworks that underpin STEM: computational thinking, systems thinking, and design thinking. That’s really at the core of all teaching and learning in my STEM classes.

What does that look like in terms of lesson activities?

Our students from grade 3 to 6 are currently designing and developing their own video games [for the ACER STEM Video Game Challenge ]. So, students are working together in teams of up to 4 and applying their own strengths and interests across a range of learning areas – storytelling, art and visual design, audio design, and obviously programming as well. Multi-disciplinary projects such as these have been a key feature of my approach to teaching since well before I commenced my STEM specialist role.

Some of the projects [with younger students] are more guided, more of a gradual release of responsibility with a focus on developing strong foundational STEM skills and understanding. We’ve completed a unit using Lego Spike Essentials recently. The focus on that was developing an understanding of engineering design process and applying that to theme park rides – how engineering is used for fun but also for safety. Students applied their learning from these guided projects to work collaboratively with peers to design, build, program, test and improve a prototype of a new theme park ride.

A lot of what you do ends up getting entered into competitions, and with a lot of success too. Can you share some of those successes?

I’m so proud of the many outstanding achievements in STEM that so many of my students continue to make, with much of their success unprecedented for a Tasmanian school. Although it is always amazing to see students achieve such great success and recognition, we celebrate the learning that enables this first – instilling a belief that “what you learn is more important than what you win.”

Some notable achievements include Tasmanian winners in the grade 5/6 and grade 3/4 categories of the 2023 Young ICT Explorers Competition (also 2nd and 3rd place in the state for the 3/4 category), these groups then represented the school and state at the YICTE National Finals where the grade 3/4 team were awarded 3rd place nationally.

In 2022, we had [video games designed by] 2 teams selected among the Judges’ Favourites in the Raspberry Pi Foundation’s global Coolest Projects technology showcase. Out of only 4 games selected as favourites, 2 were from Montello – the first Australian teams ever recognised at this international showcase, and I think they had about 2,500 entries that year! They received medals from the UK and one of those teams has their game on display as part of a permanent exhibition at the Young V&A museum in London.

In 2021, we had a student win the Asia-Pacific region of the Microbit Do Your Bit competition. Also in 2021, a team of our students were awarded Tasmanian champions of the Tech Girls competition, with another group recognised with a national encouragement award. We’ve had awesome success in First Lego League over our 3 years participating, including our teams winning the Champion’s Award, Rising All-Stars Award and competing in National Championships. 4 of my students were selected amongst just 26 nationally for the inaugural CSIRO Stem Together Future Shapers program last year and another student was recognised as the 2023 BOP Industries Generation Alpha of the Year. We’ve had 3 First Nations students recognised as the Tasmanian winners of DeadlyScience’s Deadly Junior Scientist of the Year Awards over the last 2 years.

I am especially proud to see students of all abilities and diverse backgrounds achieve excellence in and develop a genuine passion for STEM.

Amazing! Aside from winning awards, what is the value of teaching STEM as a subject? What does it offer students that they can’t get from other subjects, or don’t get from taking maths and sciences individually?

One of the things with STEM that can be difficult to do in other learning areas is that it opens so many doors, opportunities and pathways, making visible and relevant connections to rapidly increasing career options.

Burnie is amongst the highest rates nationally for youth unemployment – it’s actually topped that list a number of times in recent years, so there are challenges for these students and the community. STEM can help make learning real, and it can highlight so many career opportunities that the students wouldn’t have been aware of – you can’t be what you can’t see.

Yeah, I know when I was at school, there were times where I would learn something and think ‘what’s the point of this?’ No one told me I could use calculus to make video games!

Exactly. So, it’s allowing them to make connections and see relevance. There’s an increasingly massive skill deficit [in STEM]. If we can support students to develop strong STEM skills it gives them a great head start and opens limitless opportunities for their futures.

I think the most significant and transformative impact, much greater than any awards or recognition, has been shifting the culture, the student’s belief and community perceptions. You might be in a small school in Burnie and think ‘there’s not much going on here’, but no matter the challenges and the barriers associated with this, STEM can empower you to achieve and be anything that you aspire to if you work hard towards that.

Before you go, a lot of schools are interested in STEM programs but maybe don’t know how to get it off the ground. There are teacher shortages, funding can be tight… What advice do you have to schools wanting to better implement STEM?

Reach out to another school or educator that has some experience with leading a successful STEM program and develop a coaching or mentoring relationship with them. Talk with them before throwing money at something. Have those conversations about what’s worked and what hasn’t.

Even then, it’s not about spending lots of money and buying a lot of resources. The thinking behind STEM remains the same no matter what you’re using, focus should be on developing student capacity in the core thinking frameworks that underpin STEM – it doesn’t really need to cost a lot of money.

One of the mistakes we maybe made at the beginning, and I believe many schools and educators launching a new STEM program similarly make, was being too resource-centric … ‘we’re going to use drones or do stuff with robots!’ But that shouldn’t be the focus. Think, ‘what are the learning outcomes?’, then ‘what resources are essential to achieve those?’

CSIRO. (2023, June 2) Why Choose STEM? With STEM You Can. https://research.csiro.au/WithSTEMYouCan/why-choose-stem/

Do students at your school undertake STEM projects? Is there the capacity to start integrating more STEM projects into your lessons?

Do your students understand the connection between what they learn, and how that knowledge can be relevant to their hobbies and interests, or be helpful to careers that interest them?

Daniel recommends speaking to other educators and schools with experience before ‘throwing money’ at a new project. Is this something you do before implementing new initiatives and programs at your school?

Related articles

• Open access
• Published: 15 May 2024

Navigating the complex dynamics of anesthesiologists’ professional identity formation in the context of their specialty training program: a phenomenographic perspective

• Hanna Chin 1 , 2 ,
• Åke Ingerman 3 ,
• Linda Block 1 , 2 &
• Helena Odenstedt Hergès 1 , 2  

BMC Medical Education volume  24 , Article number:  539 ( 2024 ) Cite this article

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A specialty training program is crucial for shaping future specialist doctors, imparting clinical knowledge and skills, and fostering a robust professional identity. This study investigates how anesthesiologists develop their professional identity while navigating unique challenges specific to their specialty. The formation of professional identity in anesthesiology significantly influences doctors’ well-being, teamwork, and ultimately patient care, making it a crucial aspect of anesthesiology education. Utilizing a phenomenographic approach, the research explores the learners’ personal experiences and perspectives of professional identity formation in their specialty training programs, providing valuable insights for enhancing future anesthetic educational programs.

The data for this phenomenographic study were collected through semi-structured interviews with anesthesiology trainees and specialists, guided by open-ended questions. The interviews were conducted at a Swedish university hospital, and participant selection used purposive sampling, providing rich and diverse data for analysis after 15 interviews. Iterative analysis followed the seven-step phenomenographic approach. The research team, comprising qualitative research and anesthesiology education experts, ensured result validity through regular review, discussion, and reflective practices.

The study reveals three fundamental dimensions: ‘Knowledge of Subject Matter,’ ‘Knowledge of Human Relations,’ and ‘Knowledge of Affect.’ These dimensions offer insights into how anesthesiologists comprehend anesthesiology as a profession, navigate interactions with colleagues and patients, and interpret emotional experiences in anesthesiology practice – all crucial elements in the formation of professional identity. The findings could be synthesized and further described by three conceptions: The Outcome-Driven Learner, the Emerging Collaborator, and the Self-Directed Caregiver.

The study uncovers differing learner understandings in the development of anesthesiologists’ professional identity. Varying priorities, values, and role interpretations highlight the shortcomings of a generic, one-size-fits-all educational strategy. By acknowledging and integrating these nuanced learner perspectives, as elucidated in detail in this study, the future of anesthesia education can be improved. This will necessitate a holistic approach, intertwining both natural sciences and humanities studies, focus on tacit knowledge, and flexible teaching strategies, to guarantee thorough professional development, lifelong learning, and resilience.

Peer Review reports

A specialty training program plays a vital role in shaping future specialist doctors by fulfilling two important objectives. Firstly, it provides the essential knowledge and skills required for proficient clinical practice. Secondly, it fosters the development of a strong professional identity. Both aspects, are equally important in molding well-rounded and effective practitioners in specialized fields like anesthesiology [ 1 ]. In a previous study, we described anesthesiologists’ conceptions of learning anesthesia in the context of a specialty training program [ 2 ].This study focuses on anesthesiologists’ conceptions of professional identity formation in the same learning context.

Anesthesiologists often encounter numerous unique challenges in establishing their professional identities. These challenges include earning respect from both patients and peers, despite holding a relatively inconspicuous role within the hospital. Finding the right balance between being a team leader and a service provider simultaneously can be difficult. Additionally, they must nurture various types of working relationships with colleagues, ranging from those with whom they share specific working tasks to more distant connections. Anesthesiologists also grapple with the inherent secrecy and isolation associated with their profession. Furthermore, the perception of anesthesiologists as practitioners of an enigmatic art adds another layer of complexity to their professional identity.

The critical significance of cultivating a robust professional identity in anesthesiology cannot be overstated [ 3 , 4 ]. It serves as a linchpin that significantly impacts anesthesiologists’ well-being, fostering their self-esteem and personal fulfillment in a relatively stressful specialty [ 5 ]. Furthermore, it forms the bedrock upon which effective teamwork, an essential component of anesthetic practice, is built [ 6 ]. This trust and cohesion within the healthcare team ultimately enhance patient safety [ 7 ]. Finally, a well-defined professional identity helps anesthesiologists make the complex ethical decisions necessary when caring for the most seriously ill patients in the hospital [ 8 ].

Professional identity, explored across fields such as psychology, sociology, education, and organizational studies, is complex and multifaceted. In this study, we regard professional identity formation as a socialization process [ 9 ]. This process is facilitated by active participation in the professional community, where individuals adopt the collective beliefs, values, attitudes, and behaviors unique to that profession. Creuss has described this concept with a model that provides a comprehensive framework for this socialization process .The model shows how components of professional identity are acquired through various aspects of the curriculum, including the formal, informal, and hidden curriculum [ 9 ].

In our study, we aim to uncover the yet understudied socialization process in anesthesia specialty training. By directly engaging with anesthesiology trainees and understanding their experiences ‘on the floor’ we seek to uncover their perceptions of learning anesthesia and discern conceptions of professional identity formation. This approach provides not only a context specific understanding but also uncovers the student perspective rather that an often-expressed teacher or expert perspective.

We have chosen phenomenography approach because it uniquely captures qualitative differences in how individuals understand phenomena in the world, rather than merely describing them [ 10 ]. This provides nuanced insights into how individuals interpret and navigate identity formation, offering detailed descriptions and a holistic exploration of influential factors. This phenomenography approach also offers contextual understanding, shedding light on impactful elements such as educational settings and organizational culture. Phenomenography therefore proves beneficial in unraveling poorly understood complex social matters, such as the multifaceted nature of professional identity formation. Ultimately, these insights can inform the development of future anesthetic educational programs.

Phenomenography as a research method

Phenomenography, a qualitative research approach, aims to capture the qualitative differences in how people perceive, understand, or conceptualize phenomena in the world. It encompasses a range of phenomena, from specific disciplinary concepts such as reading a text to broader experiences like learning in anesthesiology specialist training programs.

Phenomenographic results consist of categories characterized by distinct ways of conceptualizing a phenomenon, often hierarchically related where the higher-level categories reflect an increasing and more comprehensive, or refined, understanding of the phenomenon, as interpreted by the researcher.

While based on empirical data, they do not reflect specific individuals but rather different collective understandings of the phenomenon. The focus is on understanding variations in participants’ personal experiences and perspectives rather than seeking a single truth [ 11 ].

Phenomenography and its results are particularly relevant in educational contexts. They shed light on how individuals perceive what they need to learn and how to learn it, influencing educational engagement and learning practices. Identifying variations in the conceptualization of a phenomenon can highlight areas where students may struggle to learn and inform teaching practices at both local and organizational level [ 12 ].

Data collection

This study collected empirical data by conducting semi-structured interviews with anesthesia specialty trainees and specialists.The interviews were guided by a set of open-ended questions (see Table  1 ), supplemented with numerous follow-up questions aimed at delving deeper into the interviewees understanding of the phenomenon under investigation. These follow-on questions were designed to elucidate the intended meaning behind the participants’ responses, often prompting for descriptions of concrete experiences. Throughout the interviews, the interviewer refrained from imposing personal viewpoints, leading questions, or introducing new terminology. Participants were given ample time and space to provide detailed and reflective answers. Two pilot interviews were performed to ensure the phenomenon was clearly in focus in the interview and described across a range of aspects by the interviewees as well as hone the researcher’s interview skills. This data was also included in the analysis. All interviews were performed by the primary researcher (HC).

Interviews, which ranged from 20 to 40 min in duration, were audio-recorded using iPhone Voice Memos. The primary researcher (HC) transcribed the recordings verbatim and took field notes to capture any relevant contextual nuances during the interviews. The interviews also served as empirical data in our previous study [ 2 ]. However, the present analysis focused on different parts of the interview data, in which professional identity formation came to the fore.

The interviews were conducted at a Swedish university hospital offering a five-year anesthesiology and intensive care training program. Prospective specialty trainees typically complete a medical degree followed by an 18-month internship to gain broad clinical experience and obtain a full Swedish medical license. Entry into the competitive anesthesia training program involves applying to individual hospitals, with selection criteria based on academic performance and clinical experience.

The specialty training program includes clinical rotations, mandatory courses, and dedicated time for self-directed study and research, aligning with national health board guidelines and recommendations from the Swedish Anesthesiology and Intensive Care Association. Upon completion, graduates are conferred specialized physician status in anesthesia and intensive care medicine.

Participant selection

Phenomenography seeks to encompass diverse perspectives on a specific phenomenon. Therefore, this study used purposive sampling to select participants with varied backgrounds, academic abilities, and anesthesia experience. Table  2 shows some of the demographics of participants. After 15 interviews, data saturation occurred, indicating that additional interviews would not capture anymore variation in understanding of the phenomenon. In the context of our study, data saturation refers to reaching a point where the sample size is considered sufficient to provide comprehensive insight and answer the research question with confidence, which denotes substantial information power [ 13 ].

Data analysis

The interview transcripts underwent analysis following the seven-step phenomenographic method outlined by Dahlgren and Fallberg [ 14 ]. Table  3 presents in greater detail the steps undertaken in this study.

Research team and reflexivity

The phenomenographic study followed stringent quality standards, as recommended by Sin [ 15 ], and guided by the COREQ checklist for reporting findings. The research team included experts in qualitative research, particularly in phenomenography, and professionals in anesthesia postgraduate education. To ensure result validity, interview findings underwent regular review and discussion in team meetings, reaching a consensus by triangulating insights from the core research team and external experts. The team’s diverse backgrounds bolstered this triangulation process. Reflective practices and critical self-examination were maintained throughout the study to mitigate bias.

Through iterative analysis, the study unveils three fundamental dimensions that hold significant importance in comprehending the complexities of learning experiences within the anesthetic specialty training program and specifically the development of professional identity.

The first dimension, “Knowledge of Subject Matter,” describes how an anesthesiologist comprehends anesthetic subjects or disciplines differently. The knowledge gained from hospital work, academic studies, or personal learning, shapes their beliefs and values, contributing to the unique facets of their professional identity.

Moving to the second dimension, “Knowledge of Human Relations,” it describes how anesthesiologists view their interactions with colleagues and patients. These understandings not only shape professional identity within anesthesiology but also contributes to the evolving sense of self.

Finally, in the third dimension, “Knowledge of Affect,” variations in individuals’ emotional experiences and their ability to interpret feelings in the context of anesthetic practice were observed. Emotions deeply influence personal preferences, reactions and decision-making, playing a significant role in an anesthesiologist’s identity.

Together, these three dimensions form a framework for examining the intricate interplay between perceived knowledge and identity within the context of an anesthesia training program. The subsequent detailed description provides insights into the variations observed within these three domains, shedding light on the different perspectives and experiences within the anesthesia community.

The dimension of knowledge of subject matter

This dimension can be described in terms of three qualitatively distinct ways of understanding.

Curriculum focused

Here, the knowledge of subject matter is conceived as the pursuit of knowledge through the application of theory and practical skills, adherence to professional standards, and the influence of external motivation. Table  4 shows illustrative excerpts from the interviews.

Educational Multivalence

Here, the conception of knowledge of subject matter centers on the simultaneous embrace of diverse perspectives, shaped by external influences. It involves prioritizing the ideas, norms, and beliefs of the surrounding systems. Table  5 presents representative quotes extracted from the interviews.

Autonomous Mastery of Learning. Here, the knowledge of subject matter is conceived as self-crafted principles, gracefully adapting to and embracing complexity. Table  6 provides examples in the form of excerpts from the conducted interviews.

The dimension of knowledge of human relations

Individual-centric.

Here the focus is primarily on personal performance, accomplishments, and self-validation, with less attention to patients and work colleagues. It shows the importance in striking a balance between external opinions and self-interest while fostering transactional relationships for personal achievement. Table  7 are example quotes form the interviews.

Community aware

This understanding acknowledges the influence of team members and patients and emphasizes the impact on the people in one’s surroundings. It gives importance to external perception and validation and seeks role models for shaping one’s own identity. Table  8 provides illustrative excerpts from the interviews.

Empathetic-centered

This understanding prioritizes positive and respectful interactions with others, both in personal and professional settings, while demonstrating a deep understanding of how one’s actions impact the broader community. This person operates independently of external validation and remains grounded in professional values. Table  9 shows the interviewee quotes.

The dimension of knowledge of Affect

Emotional dominance.

Here there is he capacity for emotions to prevail over rational thinking, coupled with less focus on self-reflection. Table  10 shows the excerpts from the interviews.

Reflective awareness

In this state emotions are managed effectively, but with a limited sense of independent self-identity. Table  11 provides illustrative interviewee quotes.

Emotional proficiency

Here there is ability to author one’s desires and life direction, maintaining a self-sustaining identity. Table  12 shows the quotes from the interviews.

Synthesized dimensions: an Integrated Perspective

The dimensions described above can be summarized by three conceptions denoted as the Outcome-Driven Learner, the Emerging Collaborator, and the Self-Directed Caregiver, as presented in an outcome space (see Table  13 ). It is important to note that these results depict variations in collective understandings rather than individual understandings. This implies that an individual’s descriptions of professional identity formation could be represented in all three categories, depending on the context and the focus at hand. By framing the results in this manner, the aim is to foster a deeper understanding of the multifaceted nature of professional identity formation, acknowledging the fluidity and complexity inherent in individuals’ experiences and perspectives. This approach encourages a nuanced exploration of the driving forces and values that shape professional identities, facilitating richer discussions and insights into the dynamics of professional development within various contexts and fields. The intention is therefore not to categorize or label individuals per se.

The outcome-driven learner

This individual demonstrates a strong interest in pursuing a career in the anesthesiology profession and is motivated to acquire the necessary skills, primarily through the formal curriculum. They emphasize personal achievement and recognition, viewing professionalism as excelling in knowledge application and adhering to external regulations. Their working relationships tend to have a transactional nature. Adherence to rules is often influenced by external rewards rather than purely personal beliefs.

They sometimes experience a sense of being an outsider in their professional environment, leading to stress as they perceive a lack of respect, value, and full integration.

The emerging collaborator

This individual is an active member of a professional team, working to establish their role within it. They look for role models to learn from and are beginning to experience a sense of belonging, although they may not feel completely at ease yet. External validation plays a significant role in shaping their self-perception, as they are still in the process of developing a fully independent identity. Their stress levels have reduced compared to their past experiences.

Their focus has shifted towards being a collaborative team member and adhering to external societal and professional standards. They can consider various viewpoints and are willing to put collective interests ahead of their own. They are characterized by their idealism, capacity for self-reflection, and a commitment to prioritizing ethical and morally sound actions.

The self-directed caregiver

This individual has a strong sense of self that is independent of external influences such as others, relationships, or their environment. They have developed an internal sense of purpose and take charge of shaping their own life path.

They place a high priority on fostering interpersonal connections, with a particular focus on understanding and nurturing relationships. Their approach to learning is marked by autonomous mastery, as they create their own principles for learning and adeptly adapt to complex situations. Moreover, they demonstrate emotional control, effectively managing their desires and the direction of their life.

Discussion and conclusion

The results provide coherent descriptions of the intricate and multifaceted process of professional identity formation within the field of anesthesiology. These insights can be effectively encapsulated within a framework, offering a comprehensive understanding of the subject. The implications of these findings extend to the enhancement of future specialty training programs for anesthesiologists, as elaborated upon below.

Different understandings

Different perspectives on professional identity formation in anesthesiology have been identified in this study. This variation in anesthesiologists’ understanding of learning within a specialty training program aligns with findings from our previous study [ 2 ] and are supported by other researchers [ 16 , 17 , 18 ]. In general, there is a developmental trajectory in understanding tied to the years of experience in anesthesiology, although this is not entirely predictable.

The differences in understanding professional identity formation encompass various priorities, values, and role interpretations. For example, while some emphasize personal achievements and compliance with external rules, others prioritize personal purpose, interpersonal connections, and autonomous learning while managing emotions.

This diversity suggests that there isn’t a single approach that fits everyone when it comes to developing professional identities in anesthesiology training programs. Recognizing this, it’s clear that a personalized approach is essential to meet the unique needs and preferences of each individual, which might also change over time. To effectively tailor the training program, it’s important to openly discuss and understand these various perspectives, benefiting both the learners and educational supervisors.

Impact on well-being

The trainees’ understanding of emotions, including their emotional intelligence and self-reflection abilities, is crucial in shaping their professional identity. We have found a spectrum of understanding ranging from instances where emotions overshadow rational thinking with minimal self-reflection to the ability to independently shape aspirations and maintain a strong self-identity. These differences can significantly impact an individual’s well-being [ 19 ].

Globally, there is a growing recognition of the importance of learner well-being in improving learning and performance of anesthesiologists [ 20 , 21 ]. Affect is a central part to patient safety [ 8 ]. Therefore, it’s essential to incorporate this aspect into improvement of future specialty training programs. Two areas of potential improvements are:

Firstly, integrating personal support mechanisms such as emotional intelligence training and self-awareness programs could be instrumental in helping anesthesiologists navigate the emotional challenges inherent in their profession. This is especially pertinent for “Outcome-driven Learner” who may struggle with initial self-doubt and feelings of inadequacy.

Secondly, creating a supportive social environment within training programs is crucial. This includes fostering a sense of belonging [ 22 ], offering mentorship, and addressing factors that can worsen negative emotions [ 21 ]. This is significant because studies indicate that a lack of support at work is strongly associated with burnout, emphasizing the need for organizational support [ 20 ].

View on interpersonal relationships

This study shows different understandings when it comes to personal interests and relationships with others. Some anesthesiologists prioritize personal achievements and recognition, while others value teamwork and focus on connections with others.

Firstly, this highlights the importance of balancing individual goals with group responsibilities. This balance is crucial for maintaining a work environment that is both cooperative and efficient, creating an optimal learning environment [ 23 ].

Secondly, it emphasizes the need to build a supportive and collaborative culture in anesthesiology practice. This culture is essential for fostering a shared dedication to patient care [ 24 ]. Emphasizing teamwork not only improves the quality and safety of patient care but also helps create a cooperative and unified professional community.

Patient-centered care

We have found that the professional identity formation involves a range of attitudes towards patients. In some instances, the patient seems almost invisible to the anesthesiologist, while in other cases, the patient takes center stage.

A study by Aagard and colleagues [ 25 ] highlighted a similar concern among anesthetic nursers. They found that nurses may sometimes focus too much on technical procedures and overlook the emotional and relational aspects of patient care. This emphasis on efficiency and specialization could lead to lack of attention to the human side of nursing care, particularly in interactions with patients.

Given that a fundamental tenet of professionalism is “prioritizing the patient’s interest over the provider’s interest” [ 17 ], it becomes crucial to address this dimension during specialty training programs for both anesthetic nurses and anesthesiologists. Recognizing and rectifying the potential oversight of patient-centric care in the face of highly practical specialty is essential for fostering a comprehensive and patient-focused approach within the anesthesia profession.

Study limitations and future studies

Our study, conducted at a single Swedish university hospital, offers valuable insights into professional identity formation among anesthesiology trainees. However, its applicability to other contexts may be limited by differences in anesthesiology training programs, cultural factors, and healthcare systems. Also, while phenomenography enabled us to capture diverse perceptions of professional identity, it is important to acknowledge that it may not have fully explored the essence of professional identity formation of anesthesiologists in depth.

Furthermore, the cross-sectional design of our study may not have adequately captured the longitudinal dynamics of identity development. Therefore, there is a need for further investigation to determine whether the majority of learners progress through the understanding spectrum during their training program, and how some individuals may attain certain understandings earlier than others. This exploration should consider both individual traits and external influences such as learning activities on the progression of professional identity.

Additionally, it is important to investigate how the presence of educators with different understandings may impact the learning environment and educational outcomes.

Furthermore, it would be beneficial to explore how variations in professional identity understandings among anesthesiologists may influence patient outcomes, taking into account the perspectives of patients themselves. This would provide a more comprehensive understanding of the relationship between professional identity and patient care.

In conclusion, when considering a specialty training program for anesthesiologists, a holistic approach to professional identity formation must transcend the confines of natural sciences and extend to include humanities, acknowledging the multidimensional nature of this professional developmental process [ 18 ]. The incorporation of tacit knowledge learning into formal teaching is paramount, necessitating a focused effort on areas marked by variation [ 19 ]. Effective teaching strategies should prioritize activities that enhance the learning process, empowering learners to construct their own goals, receive constructive feedback, engage in reflection, and consolidate their evolving understanding. This emphasis on the learning process, rather than rigid and prescriptive content, is pivotal in nurturing adaptable and resilient professionals.

Recognizing the significance of interventions becomes crucial, particularly when challenges arise in professional identity formation. Adopting a comprehensive perspective ensures a robust foundation for lifelong learning and sustained professional growth.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available due to promised anonymity of the participants but are available from the corresponding author on reasonable request and with permission of the participants in question.

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Acknowledgements

The authors wish to thank the study participants.

Funding was received for this study from ALFGBG /Swedish state under the agreement between the Swedish government and county councils.

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Hanna Chin, Linda Block & Helena Odenstedt Hergès

Department of Anesthesiology, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden

Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden

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H.C., Å.I., H.O.H. all contributed to the research idea and study design.H.C., Å.I., L.B., H.O.H. all participated in group discussions in the analysis phase and edited and revised the paper. Å.I. gave methodological advice along the research process. H.C. conducted the interviews and analyzed the data.H.C. wrote the manuscript. H.O.H. led the supervision of the project. All authors read and approved the final manuscript.

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Chin, H., Ingerman, Å., Block, L. et al. Navigating the complex dynamics of anesthesiologists’ professional identity formation in the context of their specialty training program: a phenomenographic perspective. BMC Med Educ 24 , 539 (2024). https://doi.org/10.1186/s12909-024-05527-7

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The Mind-Expanding Value of Arts Education

As funding for arts education declines worldwide, experts ponder what students — and the world at large — are losing in the process.

By Ginanne Brownell

This article is part of our special report on the Art for Tomorrow conference that was held in Florence, Italy.

Awuor Onguru says that if it were not for her continued exposure to arts education as a child, she never would have gotten into Yale University.

Growing up in a lower-middle-class family in Nairobi, Kenya, Ms. Onguru, now a 20-year-old junior majoring in English and French, started taking music lessons at the age of four. By 12, she was playing violin in the string quartet at her primary school, where every student was required to play an instrument. As a high school student on scholarship at the International School of Kenya, she was not only being taught Bach concertos, she also became part of Nairobi’s music scene, playing first violin in a number of local orchestras.

During her high school summer breaks, Ms. Onguru — who also has a strong interest in creative writing and poetry — went to the United States, attending the Interlochen Center for the Arts ’ creative writing camp, in Michigan, and the Iowa Young Writers’ Studio . Ms. Onguru, who recently returned to campus after helping organize Yale Glee Club’s spring tour in Kenya, hopes to become a journalist after graduation. She has already made progress toward that goal, serving as the opinion editor for the Yale Daily News, and getting her work published in Teen Vogue and the literary journal Menacing Hedge.

“Whether you’re in sports, whether you end up in STEM, whether you end up in government, seeing my peers — who had different interests in arts — not everyone wanted to be an artist,” she said in a video interview. “But they found places to express themselves, found places to be creative, found places to say things that they didn’t know how else to say them.”

Ms. Onguru’s path shows what a pivotal role arts education can play in a young person’s development. Yet, while the arts and culture space accounts for a significant amount of gross domestic product across the globe — in the United Kingdom in 2021, the arts contributed £109 billion to the economy , while in the U.S., it brought in over $1 trillion that year — arts education budgets in schools continue to get slashed. (In 2021, for instance, the spending on arts education in the U.K. came to an average of just £9.40 per pupil for the year .)

While experts have long espoused the idea that exposure to the arts plays a critical role in primary and secondary schooling, education systems globally have continually failed to hold it in high regard. As Eric Booth, a U.S.-based arts educator and a co-author of “Playing for Their Lives: The Global El Sistema Movement for Social Change Through Music,” said: “There are a whole lot of countries in the world that don’t have the arts in the school, it just isn’t a thing, and it never has been.”

That has led to the arts education trajectory heading in a “dark downward spiral,” said Jelena Trkulja, senior adviser for academic and cultural affairs at Qatar Museums , who moderated a panel entitled “When Arts Education is a Luxury: New Ecosystems” at the Art for Tomorrow conference in Florence, Italy, organized by the Democracy & Culture Foundation, with panels moderated by New York Times journalists.

Part of why that is happening, she said, is that societies still don’t have a sufficient and nuanced understanding of the benefits arts education can bring, in terms of young people’s development. “Arts education is still perceived as an add-on, rather than an essential field creating essential 21st-century skills that are defined as the four C’s of collaboration, creativity, communication and critical thinking,” Dr. Trkulja said in a video interview, “and those skills are being developed in arts education.”

Dennie Palmer Wolf, principal researcher at the U.S.-based arts research consultancy WolfBrown , agreed. “We have to learn to make a much broader argument about arts education,” she said. “It isn’t only playing the cello.”

It is largely through the arts that we as humans understand our own history, from a cave painting in Indonesia thought to be 45,000 years old to “The Tale of Genji,” a book that’s often called the world’s first novel , written by an 11th-century Japanese woman, Murasaki Shikibu; from the art of Michelangelo and Picasso to the music of Mozart and Miriam Makeba and Taylor Swift.

“The arts are one of the fundamental ways that we try to make sense of the world,” said Brian Kisida, an assistant professor at the University of Missouri’s Truman School of Public Affairs and a co-director of the National Endowment for the Arts-sponsored Arts, Humanities & Civic Engagement Lab . “People use the arts to offer a critical perspective of their exploration of the human condition, and that’s what the root of education is in some ways.”

And yet, the arts don’t lend themselves well to hard data, something educators and policymakers need to justify classes in those disciplines in their budgets. “Arts is this visceral thing, this thing inside you, the collective moment of a crescendo,” said Heddy Lahmann , an assistant professor of international education at New York University, who is conducting a global study examining arts education in public schools for the Community Arts Network. “But it’s really hard to qualify what that is.”

Dr. Lahmann’s early research into the decrease in spending by public schools in arts education points to everything from the lack of trained teachers in the arts — partly because those educators are worried about their own job security — to the challenges of teaching arts remotely in the early days of the Covid pandemic. And, of course, standardized tests like the Program for International Student Assessment, which covers reading, math and science, where countries compete on outcomes. “There’s a race to get those indicators,” Dr. Lahmann said, “and arts don’t readily fit into that.” In part, that is because standardized tests don’t cover arts education .

“It’s that unattractive truth that what gets measured gets attended to,” said Mr. Booth, the arts educator who co-authored “Playing for Their Lives.”

While studies over the years have underscored the ways that arts education can lead to better student achievement — in the way that musical skills support literacy, say, and arts activities lead to improved vocabulary, what have traditionally been lacking are large-scale randomized control studies. But a recent research project done in 42 elementary and middle schools in Houston, which was co-directed by Dr. Kisida and Daniel H. Bowen, a professor who teaches education policy at Texas A&M, is the first of its kind to do just that. Their research found that students who had increased arts education experiences saw improvements in writing achievement, emotional and cognitive empathy, school engagement and higher education aspirations, while they had a lower incidence of disciplinary infractions.

As young people are now, more than ever, inundated with images on social media and businesses are increasingly using A.I., it has become even more relevant for students these days to learn how to think more critically and creatively. “Because what is required of us in this coming century is an imaginative capacity that goes far beyond what we have deliberately cultivated in the schooling environment over the last 25 years,” said Mariko Silver, the chief executive of the Henry Luce Foundation, “and that requires truly deep arts education for everyone.”

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When Being 'Gifted' No Longer Feels Like a Gift

When psychologist Lewis Terman launched his decades-long study of high-IQ children in 1921, he had a specific goal in mind: to prove that "gifted" people were born leaders, and superior in just about every way. Although his theory didn't pan out, Terman did kick off national interest in identifying and cultivating intellectually gifted children. Just over a century later, experts in science, education, and psychology are grappling with questions about how we define giftedness, who qualifies as gifted, how we should teach and treat gifted children, and where the limits of their talents lie. On this episode, we hear stories about the challenges of growing up gifted, how musical prodigies are made — and identified, and what a chess wunderkind has to teach us about the value of raw talent vs. experience.

Wendler commentary: Performance measures

Originally written on August 21, 2012, with continued interest in the value equation for higher education this is worth looking at again.

No two universities are the same. No university was the same last year as it will be next year. Ditto for students. George Bernard Shaw opined, “The only man I know who behaves sensibly is my tailor; he takes my measurements anew each time he sees me. The rest go on with their old measurements and expect me to fit them.”

When US News & World Report publishes its annual college rankings, two things happen. First, it is the most widely read issue of USNWR. Second, without fail, the editors tell the readers not to pay too much attention to the rankings because there are so many “intangibles” in student/university fit. No matter how many data points there are, too few exist to answer every question for every student and each university.

Academics occasionally look askance at the USNWR College Rankings: Institutional leaders are wary of the findings. Interestingly, a university that comes out near the top of any heap rarely hesitates to trumpet that on its homepage. What was previously considered with disdain becomes a point of pride. Yet, it was reported by The New York Times that Emory University had been cooking the books for a decade in an effort to increase its standing in the disdained ratings.

Meanwhile, state boards of higher education are clamoring for performance measures, so that they might appropriately direct resources to a state’s assemblage of tertiary institutions. Sometimes boards use too few measures of “quality” assessment. Worse yet, university leaders follow boards in fear of budget implications.

The marketplace works. USNWR sells so many copies of the annual college rankings because reasonably smart people review these and find some value and consistency in them as one means to assess quality comparatively. However, universities must display integrity in reporting data, otherwise, no ranking of any kind has any value.

Diane Natalicio, president of the University of Texas at El Paso, asked the right question in a talk entitled, “Graduation Rates: Whose Success Do They Measure?” when she correctly points out that 70% of UTEP’s graduates are not counted in UTEP’s graduation rates. Transfer students, part-time students, returning students and those who enroll in the spring semester are all under the radar. Only students who are first-time freshmen, enrolled full-time, seeking a degree and start in the fall are counted.

Many non-traditional students attend universities. A six-year graduation rate may be meaningless to a single mom or dad working full-time and spending a decade earning a degree while supporting a family and holding down a full-time job. “Late” graduation is not a failure, but a stunning attainment of a life-long ambition: A success for university and student alike.

University graduation ceremonies on military bases are a sight to behold. I have been there. Not a single graduate in his or her 20s, and by the clanging pots and pans and air horns, those in their 40s and 50s graduated with a tsunami of pride from spouses, children, coworkers and friends. A six-year graduation rate may have great value in measuring a university’s success in dealing with an 18-year-old who just graduated from high school. Any university that tends to the needs of non-traditional students will likely be hurt in this graduation-rate derby.

Graduation rates as measures of success germinated in the NCAA as a means to monitor the academic performance of student-athletes. This is most likely a valuable measure for student-athletes who are almost always members of the group of students that we call first-time, full-time freshmen. An intercollegiate athletics vehicle for measuring academic progress has leached into public policy. When institutional leadership offers no alternate, more appropriate, measures for university performance, things sink to the lowest common denominator in the quality equation.

Performance expectations are not only legitimate but essential. The quality and effectiveness of an institution’s success must be measured for audiences internally and externally. Oversimplified, sound-bite-driven assessment is just that. Most confounding and disconcerting is that a measure such as six-year graduation rates misses the changing demographics of college goers, and works on a goldfish-swallowing, raccooncoat-wearing, notion of who goes to universities, and why.

A constant and deliberate “tailored” and evolving effort to collect data and look at trends grounded in a vision is required, not isolated snippets. Comparisons to peers from around the nation are appropriate, but peers must be true peers. For example, a state land grant university should never be compared to a state teachers’ college on any dimension.

Performance measures respectful to the needs of our universities and their students are required. However, tailored fit is essential. All else matters little.

Walter V. Wendler is President of West Texas A&M University. His weekly columns are available at https://walterwendler.com/.

The secrets of outperforming family-owned businesses: How they create value—and how you can become one

These days, organizations across industries and geographies are doing everything they can to bounce forward from recent economic, geopolitical, and technological disruptions.

For them, resilience may be a relatively new concept.

About the authors

This article is a collaborative effort by Eduardo Asaf, Igor Carvalho, Acha Leke , Francesco Malatesta, and Jose Tellechea, representing views from McKinsey’s Private Equity & Principal Investor’s Practice and its Family-Owned Business Special Initiative.

For family-owned businesses (FOBs)—companies in which founders or descendants hold significant share capital or voting rights—it’s just business as usual. 1 Refers to companies in which the family controls at least 20 percent of owned capital share or voting rights; note that voting rights may be controlling or noncontrolling. Regardless of what the world throws at them, many of these companies have survived and thrived over multiple decades. Some, such as Levi Strauss and L’Óreal, have been operating for well over a century.

FOBs have long played an outsize role in the global economy—a role that often goes unnoticed or underestimated. They account for more than 70 percent of global GDP, and they generate turnover of between $60 trillion and $70 trillion annually. They are responsible for about 60 percent of global employment, and they play a critical role in supporting education, healthcare, and infrastructure development across their communities around the world. 2 "Empowering family businesses to fast-track sustainable development,” United Nations Conference on Trade and Development, April 13, 2021.

McKinsey’s own recent research confirms FOBs’ adaptability, resilience, and impact: they have the structures and best practices required to withstand business challenges in uncertain times. And in general, they exhibit stronger performance than businesses that are not family owned, although the extent and drivers of that outperformance vary (Exhibit 1).

To understand FOBs’ history of outperformance and how the best among them create value and impact, we analyzed 600 publicly listed FOBs, compared their performance with that of 600 publicly listed companies that are not family owned, and surveyed another 600 primarily private FOBs around the world. Additionally, we interviewed leaders of more than 20 FOBs globally.

The findings were surprising.

For instance, while it has been widely known that FOBs deliver higher total shareholder returns (TSR) compared with non-FOBs, the root causes of this outperformance have been less well-known—until now. Our analysis shows that the higher TSR results from better underlying operational performance by FOBs, as compared with non-FOBs. The research also demonstrates how the performance and value creation strategies of FOBs shift as these businesses get bigger and older.

The data tell a compelling story of outcomes and impact, but they also begin to reveal what the highest-performing FOBs are doing differently when compared with peers, in two areas: mindsets and strategic actions.

They demonstrate four mindsets that are common to all FOBs but that take on outsize importance within the high performers, allowing them to gain and sustain a competitive advantage. The critical mindsets are a focus on purpose beyond profits, a long-term view and emphasis on reinvesting in the business, a conservative and cautious stance on finances, and processes that allow for efficient decision making.

The high-performing FOBs then combine these mindsets with five strategic actions in ways that others do not. Specifically, they actively diversify their portfolios, and they dynamically reallocate resources to the most promising businesses, regions, and channels. They are both efficient investors and operators. They maintain a relentless focus on attracting, developing, and retaining talent, and they continually review their governance mechanisms to ensure strong business performance across generations.

We’ll unpack this “4+5” formula further in this article. It’s important to note that the formula and the lessons it imparts are applicable to both FOBs and non-FOBs alike—and our research suggests that deploying it effectively can pay off over the long term. When we applied the formula to the family-owned companies in our research base, we estimated that it could create a 2.5- to 5.5-times increase in economic profit for them.

Indeed, FOBs around the world that successfully follow this formula have an opportunity to quadruple their value over the next five to ten years—bolstering their market performance, sharpening the resilience edge that has allowed them to keep the lights on for generations, and making an even greater impact across their communities.

FOB outperformance by the numbers

Our research shows that FOBs have created more value and impact than non-FOBs over the past decade—a dynamic that has largely held true regardless of which metrics we used to assess companies’ performance and despite the unique challenges FOBs face (see sidebar, “Unique challenges on the road to outperformance”). 3 Non-FOBs are defined as any company that does not meet a 20 percent threshold for family ownership in either share capital or voting rights.

Between 2017 and 2022, FOBs posted an average TSR of 2.6 percent, compared with 2.3 percent for non-FOBs. In that same five-year period, FOBs achieved average economic profit of $77.5 million, surpassing the non-FOBs average economic profit of $66.3 million. 4 Economic profit is the difference between revenue received from the sale of goods and services and the costs of producing those goods and services, including opportunity costs. FOBs also generated (on average) an economic spread that was 33 percent higher than that of non-FOBs in the same period. 5 Economic spread is the difference between a company’s return on invested capital and its weighted average cost of capital.

Unique challenges on the road to outperformance

It’s important to acknowledge the unique challenges that all family-owned businesses (FOBs) face—all the better to appreciate how the very highest-performing FOBs in our research base have managed to ascend.

A cautious approach to finances is a trademark of FOBs that helps them weather economic shocks, although it can also delay their recovery. An aversion to taking on debt, for example, might constrain an FOB’s ability to enact critical process changes, or it could hinder expansion plans.

Additionally, FOBs tend to underinvest in R&D, which can limit innovation and entrepreneurial initiatives. This challenge can be compounded as the business moves further and further away from the founder’s entrepreneurial vision and prioritizes value preservation over high-risk business bets.

Family-owned businesses also face unique governance challenges relating to their ownership. For instance, all FOBs, regardless of size, industry, or regional focus, are confronted with succession-related questions as the business passes from one generation to the next. The founding generation may have been focused on aggressive growth, but subsequent generations may wrestle with maintaining or even transforming the company.

It has been posited that the largest wealth transfer in history will take place over the next 25 years, with an estimated $100 trillion moving from baby boomers to their heirs and charities. 1 The transfer of wealth from boomers to ‘zennials’ will shape the global economy,” Financial Times , August 22, 2023. Inheritors may find themselves grappling with several new challenges, including a changing global order , a push toward sustainable and inclusive investing, and the AI revolution. 2 “ Global flows: The ties that bind in an interconnected world ,” McKinsey Global Institute, November 15, 2022. How they lead through these disruptions will have a lasting impact on their companies, on business generally, and on society.

A broader look at performance among both FOBs and non-FOBs reveals further variations based on the size, age, and maturity level of these companies. For instance, the midsize FOBs in our research base, with annual revenues between $150 million to $5 billion, performed better than non-FOBs by being more efficient investors. They have delivered 10 percent higher capital turnover over the past five years compared with non-FOBs. Why? These midsize FOBs face fewer of the traditional market pressures to deliver short-term results. Their focus on the long term and their streamlined decision-making processes allow them to be more effective than non-FOBs at identifying investment opportunities that are in line with their purpose and goals, acting decisively, and quickly allocating resources against those opportunities.

Meanwhile, the large FOBs in our sample, with annual revenues between $5 billion and $100 billion, tend to be efficient operators that have delivered 1.5-percentage-point higher operating margins over the past five years compared with non-FOBs. The numbers likely reflect large FOBs’ ability to take advantage of process-related efficiencies and supply chain relationships developed over successive generations (Exhibit 2).

In addition, the family-owned businesses in our research base that are 25 years old and younger tend to have an aggressive growth mindset, increasing revenues twice as fast as non-FOBs as they channel the entrepreneurial energy of the founder. As they mature and transition into new generations of leadership, however, some FOBs start thinking less about big bets and more about preserving value. Others just lose the founder’s entrepreneurial edge. Their growth slows, falling more in line with that of non-FOBs (Exhibit 3).

4+5 equals FOB outperformance

Our research also revealed a notable gap in performance among FOBs and non-FOBs on our economic profit power curve , with a performance edge appearing across all quintiles. And the best-performing FOBs fared much better than the best-performing non-FOBs: the top two quintiles show a performance gap three times larger than the average of the lower quintiles. What’s more, the highest-performing FOBs capture the largest share of economic profit and drive outperformance across the entire FOB category (Exhibit 4).

Who are these outperformers? They comprise more than 120 FOBs in our research base, with ages ranging from under a decade to several centuries. They span ten sectors and operate across the world. Their average annual revenues range from $1 billion to $95 billion, with average economic profit of $730 million and average EBITDA margin of 20 percent.

Through our analyses, we learned that these top FOBs display four mindsets that are common to other FOBs but that are more pronounced in the outperformers. And, unlike most other FOBs, the outperformers combine the four critical mindsets with five strategic actions that help them achieve and sustain top-quintile performance that truly differentiates them (Exhibit 5).

Four critical mindsets of outperforming FOBs

Traces of the following four critical mindsets can be found in the DNA of all family-owned businesses, but these mindsets are more pronounced in the highest-performing FOBs relative to others.

1. They focus on purpose beyond profits

Our research shows that 93 percent of respondents from the highest-performing FOBs believe their company has a clear purpose beyond creating value for shareholders, as compared with 86 percent of the overall group of FOBs we surveyed. This sense of purpose can take many forms. It can be inward looking and focused on building the company’s legacy—for instance, by maintaining a strong reputation, protecting the brand image, or nurturing a strong company culture. Or it can be outward facing, focused on maximizing value for customers or generating positive impact in their communities. Whatever its nature, FOB respondents say they are willing to spend the time and resources needed to bring this purpose to life. Of the respondents from the highest-performing FOBs, 91 percent say they have formal mechanisms to ensure that employees understand, appreciate, and role model their purpose and values , as compared with 84 percent of the overall group of FOBs surveyed.

One place where this mindset is most strongly reflected is in the highest-performing companies’ efforts to support their communities. In our survey, leaders in 58 percent of the outperforming FOBs strongly agree with the assertion that their companies “embrace social responsibility and sustainability,” compared with 39 percent of leaders of other FOBs. One example of community support is a family-owned financial-services company in Latin America that tracks its environment, social, and governance efforts as closely as it does its financial performance. To foster transparency and accountability, it participates in all major market indexes that monitor sustainability and governance—both domestically and abroad.

The purpose-driven mindset is also reflected in the outperforming companies’ approach to hiring, promotion, and retention. Loyalty is a key value in most of these companies and, in our interviews, leaders revealed an ability to look “through the cycle” and avoid layoffs in crisis periods. One Indian conglomerate with roots dating back to the 1800s has basically adopted a “never fire” approach to talent management.

2. They take a long-term perspective and reinvest in the business

Leaders of outperforming FOBs cite their long-term perspective as one of the top three reasons for their success, alongside the ability to innovate and to expand into new markets and regions. They ruthlessly optimize for the longevity and resilience of the organization, even if it comes at the expense of short-term performance.

Ownership structure plays a critical role in the outperformers’ ability to maintain this long-term perspective: 92 percent of outperforming businesses in our research base have at least a 40 percent family ownership. Since they are not beholden to the demands of shareholders or the pressures of quarterly earnings reports, they can take a more patient and strategic approach to investing, which can ultimately lead to sustainable growth and success. One family-owned European retailer, for instance, had for decades remained resolutely focused on an “always buy, never sell” philosophy. In the late 1990s, it acquired an unprofitable brand, and, over a six-year period in which the acquired brand’s performance remained low, the company weathered public scrutiny and pressure to sell. Over time, however, the waiting game eventually paid off and the brand became one of the company’s most successful acquisitions.

Our research also revealed that FOBs, in general, tend to reinvest in the business rather than extract as much as they can from the company through dividends (Exhibit 6). They are not under the same pressures that non-FOBs are increasingly under to prioritize higher dividends to meet shareholder expectations. Indeed, over the past five years, FOBs worldwide delivered dividend yields that were 12 percent lower (on average) than those of non-FOBs.

3. They are financially conservative and cautious about debt and high-risk investments

In general, FOBs tend to be financially cautious, with leverage ratios that are, on average, six percentage points lower than those of non-FOBs. The outperforming FOBs have even lower leverage ratios, by nearly ten percentage points (Exhibit 7).

Interestingly, however, the outperformers say they take on more debt compared with other FOBs. For instance, about 40 percent of the outperformer respondents told us they use debt to finance more than 50 percent of their investments. By contrast, other FOB respondents told us they use debt to finance only 12 percent of their investments. Given that they are using their own money, FOBs often prefer to invest their funds in marketing, sales, manufacturing, and other parts of the business where there are clear paths for growth and some precedent for returns, rather than invest in high-risk areas such as R&D.

This cautious approach to finances also helps the outperformers weather significant economic shocks such as the 2008 global credit crisis and the recent COVID-19-triggered downturn—and emerge in better shape than other FOBs and non-FOBs. For example, a family-owned logistics business in Europe credits its financial conservatism as a critical factor in its relatively quick recovery from global supply chain shortages in 2021. Through the crisis period, the company held a steadfast focus on the long term and prioritized preserving its strong cash position, which allowed it to avoid bankruptcy the past few years while others were falling prey to industry contraction.

4. Their internal processes allow for efficient decision making

Our conversations with leaders in outperforming FOBs point to greater efficiency in decision making, in part because of two factors: centralized but flexible processes and engaged employees.

Despite the existence of investment committees, for instance, the big decisions taken by leaders and teams in outperforming FOBs are usually highly influenced by a single individual or several members of the family who can act more decisively than leaders in non-FOBs. The non-FOBs usually rely on multistage, multiparty processes that can be difficult and time-consuming to navigate.

Interestingly, the outperforming FOBs distinguish between efficient decision making and fast decision making: when family members agree, they make choices quickly. But when family members disagree, the outperformers take advantage of their flexible structures and processes to consider all the different points of view. They understand that decision making can be both quick and deliberate—and that the ability to adjust as needed is a true differentiator in performance.

The benefit of having engaged employees is that “once the CEO has a strategy in mind, it is easier to implement any changes,” leaders at one Japanese FOB told us. This approach to decision making has allowed the company to execute major category and market expansions every ten to 15 years.

Five strategic actions that set outperforming FOBs apart

Through our analyses, we discovered that the very best FOBs combine the four critical mindsets just described with five strategic actions that truly set them apart.

1. They actively diversify their portfolios

The outperforming FOBs in our research base have highly diversified portfolios. One conglomerate reaches more than one billion customers across its consumer goods, agriculture, and real estate divisions, among others. Another FOB started in waste management but has expanded into logistics, clean energy, and mobility solutions. Indeed, our research shows that 40 percent of the outperformers garner more than half of their revenues from streams outside their  core businesses . By contrast, only 7 percent of other FOBs had a similar share of noncore business revenues (Exhibit 8).

Moreover, 70 percent of the outperformers told us they will prioritize expansion beyond the core over the next five years by moving into new industries or geographies or by targeting disruptive businesses.

M&A seems to be the go-to diversification strategy for these organizations. Some 66 percent of respondents to our survey told us they pursued M&A to access new technologies, 63 percent to enter new industries, and nearly 60 percent to tap into new geographies.

Of course, not all M&A pursuits yield the same returns. Previous McKinsey research has found that programmatic M&A —that is, carefully choreographing a series of deals around a specific business case or M&A theme, instead of pursuing more organic, episodic, selective, or large transactions—is far more likely to lead to stronger performance and less risky for any organization. FOBs seem to be taking this message to heart: when asked about their M&A activity, about 40 percent of all FOBs told us they had pursued two or more small or midsize deals per year for the past ten years.

The current findings support previous McKinsey research  that shows FOBs tend to make smaller but more value-creating deals than non-FOBs. Leaders at a family-owned industrials company in Europe told us they actively try to avoid “core myopia.” For years, they said, they had failed to recognize growth opportunities in recycling and sustainability. Now, they prioritize and pursue small acquisitions that they think can enhance their market position. They decide which companies they intend to acquire and for how much, “remaining patient and avoiding rushing into transactions until the opportune moment arises.”

Further, many of the outperforming FOBs seemed more willing than peers to take bolder risks on occasion, with 58 percent indicating they had pursued at least one large deal in the past ten years, compared with 36 percent of other FOBs indicating the same.

2. They dynamically reallocate resources

Previous McKinsey research confirms that dynamic resource allocation   is one of the best ways to achieve growth in an organization. Companies that reallocate more resources more often have been shown to generate significantly higher returns to shareholders, experience less long-term variance on returns, and have a higher likelihood of avoiding acquisition or bankruptcy.

Our analyses show that outperforming FOBs aggressively and dynamically allocate their resources toward businesses, regions, and channels they believe will drive the most growth. In fact, about 60 percent of the outperformers said that, over the past five years, they had shifted more than 30 percent of their capital across businesses or regions, targeting higher-value opportunities. By contrast only 20 percent of other FOBs had done the same (Exhibit 9).

In general, FOBs enjoy an advantage in this area compared with non-FOBs. Their focus on purpose along with their longer-term perspective and efficient decision-making structures allow them to avoid the politics and inertia  that can drive allocation discussions off the rails.

Leaders from outperformer FOBs we spoke with say they take specific actions—in some cases, even cultural changes—to guard against inertia. A century’s worth of diversification has given one family-owned conglomerate in Asia footholds across a wide range of sectors—from petrochemicals to energy, retail, and telecommunications. But to balance out its strategic pursuit of growth, the conglomerate has also built into its finance and strategy discussions formal reevaluations of business performance. It periodically divests underperforming divisions and reduces its ownership interests while reinvesting those resources in higher-growth opportunities. This culture of growth through continuous improvement is so strong that last year the company announced a multibillion-dollar plan to transition from its core business in petrochemicals—which at one point accounted for more than three-quarters of the company’s revenues—to new opportunities in renewables.

Leaders attribute the company’s success to the founders’ direct, personal involvement in identifying big bets and building the financial, operational, and talent competencies required to reallocate resources and act on those bets.

3. They are efficient investors and operators

As mentioned earlier, at the outset of their tenures, FOBs tend to perform better than others because they can allocate capital more efficiently. But as they grow and scale, their outperformance tends to come more from efficient operations. Interestingly, the very best FOBs can do both.

Our data shows that the high-performing FOBs have a capital turnover ratio of 1.4—in line with that of outperforming non-FOBs and higher than that of all other FOBs in our sample. The high performers also report operating margins that are almost 10 percent higher than that of outperforming non-FOBs and nearly twice that of other FOBs in our research base (Exhibit 10).

Their higher-than-average investment and operating performance is driven by three factors. First is their operating DNA, which is passed down through generations and shapes the way their businesses operate, including decision making, customer service approach, talent management, and even developing functional expertise. In South Korea, for instance, the chairman of a family-owned apparel and footwear manufacturer has visited the production line daily for decades and knows each worker by name. Such direct involvement from the company founder has helped foster a sense of loyalty and ownership among employees. Through this access, workers are also getting a first-hand perspective on the operational challenges and opportunities across the organization—and, as a result, are deeply motivated to weigh in with potential solutions.

Second, compared with the other FOBs in our research base, the outperformers use a broader set of data to evaluate organizational performance. For instance, these businesses used more key performance indicators (KPIs) to measure executive performance, including top- and bottom-line figures and valuation metrics. When we asked all the FOB respondents in our research base which of seven designated metrics they had considered in evaluating executive compensation, the outperformers were 10 percent more likely, on average, to indicate that they were tracking all the KPIs we listed.

The last and arguably biggest differentiator is that outperforming FOBs focus on innovation. They invest twice as much in R&D as other FOBs do, and back up those investments with performance management systems. One US-based family-owned company that provides telecommunications and automotive services established a series of programs to support the creation of a tech-venture ecosystem in a part of the country that has not traditionally been a tech hub. The company launched an accelerator for tech start-ups and a not-for-profit program to drive job creation in adjacent industries. Through direct and indirect investments in these programs and companies, the company is helping others while ensuring its own access to top technology innovations and talent in the region.

4. They maintain a relentless focus on attracting, developing, and retaining talent

Talent management is an obsession for the highest-performing FOBs. In our survey, 86 percent of respondents at outperforming FOBs agree or completely agree that their company attracts the best talent. More than 90 percent either agree or completely agree that their company successfully identifies, trains, and develops top performers.

One family-owned luxury retailer in Europe takes an end-to-end approach to talent management. To attract recent graduates and younger workers, the company developed and launched a two-year, nine-part social media campaign—a series of “day in the life” posts filmed by and with existing employees. It also established a program to identify and train thousands of internal ambassadors to help and onboard newer workers. Partly due to these initiatives, the group has been voted a top employer among business school students for 18 years in a row in the retailer’s home country. At the senior-leader level, the company focuses on offering competitive salaries, which it benchmarks constantly. It also provides leaders exclusive proximity to members of the founder family, which creates a sense of personal attachment and accountability for the company’s results among senior leaders.

As a result of these efforts, the company boasts an average length of service between six and seven years—about three times higher than the typical tenure for employees at luxury retail companies. Almost one-quarter of the company’s workforce has been employed there for more than 15 years, and of these, more than 70 percent have been with the company for more than 20 years. The leaders’ perspective is that recruiting exceptional talent and retaining them for long tenures has allowed the company to build and maintain a strong culture of artistic expression, attention to detail, and long-term vision—traits that are crucial to success in a business that hinges on creativity and reinvention.

Also in our survey, more than 80 percent of outperforming FOB respondents report that their companies have built effective training programs to develop the next generation of family members. A family-owned electronics retailer in Africa, for instance, puts all family members interested in joining the company through a rigorous interview process (even tougher than their standard recruiting process) and places them in jobs that are aligned with their skill sets. An Asian FOB in the apparel industry mandates that family members do a series of role rotations, periodically tasking them with initiating new M&A deals, ventures, or resolving existing challenges to evaluate their problem-solving skills.

5. They continually review their governance mechanisms to ensure strong corporate performance across generations

Our research reveals that outperforming FOBs take the separation of family and business matters very seriously. About 80 percent of the outperformer company respondents reveal there is formal documentation in their companies with clear guidelines on the roles and responsibilities of family members. More than 90 percent of the outperformer respondents told us there is an effective and independent board of directors in place, compared with 72 percent of respondents from of all other FOBs who say the same. And 85 percent of respondents from outperforming FOBs report that their companies have a formal forum that meets regularly to discuss family and business issues, compared with only 66 percent of all other FOBs in our research base.

In interviews, leaders in the outperforming FOBs touted the benefits of having strict guidelines about family member roles and responsibilities, especially if the business is still family-led. At a second-generation 100 percent family-owned healthcare services business in the United States, two siblings share leadership roles. One is the president and focuses on strategic responsibilities across three business units, while the other is the chief growth officer and focuses on sales. Their positions very intentionally intersect but don’t overlap. And the siblings bring unique and complementary skills to the leadership team. Before they reached their current positions, however, the siblings spent time in different parts of the company to develop a sense of ownership and connection to the company culture, deepen their understanding of processes, develop their management skills, and most importantly, earn the trust and respect of the broader organization. What’s more, this pathway to leadership has been institutionalized at the company: a third-generation family member is on a similar development journey and currently serves as chief of staff.

Family governance, when well-executed, can be a powerful way to build corporate culture. However, FOBs may also want to look outside blood lines for leadership. Research has shown that professional management, when well identified and given the right conditions to prosper, can produce better results than family-only structures. 6 Nicholas Bloom, Raffaella Sadun, and John Van Reenen, “Family firms need professional management,” Harvard Business Review , March 25, 2011. Indeed, FOBs are increasingly tapping into the expertise of professionals from outside the family, and our research shows that the outperformers do so even more. For instance, 95 percent of the outperforming FOBs in our research base indicated that they actively involve nonfamily executives in setting portfolio strategy, compared with 85 percent of all other FOBs in the research base.

One outperformer, a CPG company based in Latin America, decided last year to break a generations-long sequence of family leadership and hire a CEO externally. A family-owned European pharmaceutical company did the same. Both organizations followed practices that would be standard for any company, family-owned or not. For example, both engaged a global recruiter to conduct their searches and asked them to focus on talent rather than cultural fit. As FOBs grapple with the question of succession, they would do well to keep their focus more on longevity of the business rather than on continuing family stewardship.

This formula of four critical mindsets plus five strategic actions can help to ensure that FOBs capitalize on the potential for significant, profitable, and sustainable growth. The value at stake is substantial: companies that have implemented this formula successfully have been able to climb higher on the economic-profit curve over the past five years, moving up one or two quintiles. Others that follow this formula can do the same and potentially realize a fourfold increase in value creation over the next decade, according to our estimates.

The implementation will of course look different depending on the organization. Companies facing imminent generational transitions may need to focus first on shoring up their governance mechanisms and succession planning. Businesses in stagnant or vulnerable industries may want to focus first on dynamic capital allocation practices to boost their investments in R&D, new business building, and M&A. The formula must be applied judiciously, and with careful attention to what will be most effective given their specific circumstances.

Regardless, the 4+5 formula provides a path for FOBs (and non-FOBs), of all sizes and ages, to improve their performance and continue to do what they have done for decades—support sustainable and inclusive economic growth, raise employment, and improve healthcare and education in communities around the world.

Eduardo Asaf is a partner in McKinsey’s Mexico City office, where Igor Carvalho and Jose Tellechea are consultants; Acha Leke is a senior partner in the Johannesburg office; and Francesco Malatesta is an associate partner in the Dubai office.

The authors wish to thank Aliyah Allie, Michael Birshan, Fredrik Dahlqvist, Gemma D’Auria, Heinz-Peter Elstrodt, Avinash Goyal, Franck Laizet, Ari Libarikian, David Quigley, Liz Hilton Segel, and Sergio Waisser for their contributions to this report.

This article was edited by Roberta Fusaro, an editorial director based in the Waltham, Massachusetts, office.

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