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Studies have continually demonstrated the importance of team skills in information systems (IS) graduates. All too often, however, undergraduates find team projects to be frustrating because of poor team dynamics. This study was conducted to evaluate a structured team design and instruction process and its impact upon team outcomes. Twenty-four undergraduate System Analysis and Design teams were examined over a four-year period. Results suggest strong positive correlations between five instructional components and team outcomes.

PREPARING IS STUDENTS WITH EFFECTIVE TEAM SKILLS