3 "Myths" Students Believe About Teamwork

March 31, 2025

Over the years I have used a lot of team projects in my courses, and I always get an earful from my students about that. It's typical for students to dread school team projects, and I can't say I blame them. In my Organizational Behavior course, teamwork is actually one of the topics students are expected to learn about. Inevitably, our class discussions on teams bring out the frustrations and misconceptions students have about working in such collaborative contexts.

student myths

Team projects are common in college courses. They are often used by instructors who are well-versed in the knowledge of their fields, but who don't understand how to construct team projects that help students learn to be good team members. As such, students end up with negative impressions of teamwork and are left wondering why these experiences are so often poor.

These "bad" teams, coupled with students' lack of work experience, result in incorrect beliefs about collaborative work and negatively affect their engagement and excitement about working in teams. In a future post, I will write about the role of instructors and how they might improve their team projects. For now, let's talk about three common "myths" students hold with regard to teamwork.

Myth #1: “Real teams don’t have these problems.”

Students think that all the problems they have in school team projects disappear when working in "real-world" team environments. For example, students don't think social loafing (or "slacking") will occur at work, since people are trying to hold onto their jobs and act professionally. They also assume that the purpose/goal of a work project will be clearly stated and understood by all team members. A lot of students wait until close to a deadline to work on a project, but believe that will not be the case in organizational teams. Or they might mistakenly think the resources they need for a team project will always be readily available. The grass is always greener when it comes to organizational teamwork.

The reality, however, is very different. In organizational work, people sometimes slack, goals can be unclear or go unexplained, members may be left waiting for another member's work to be completed, or resources may be lacking. It's important for instructors to have discussions with their students about potential problems that can (and do) occur in organizational teams in their respective fields, and draw comparisons to students' experiences in school teams. In addition, savy instructors can encourage good practices in the way they construct, assess, and communicate about team projects in their courses.

Myth #2: “The grade is the only thing that matters.”

Of course, the grade they receive is important to students and it is reasonable to think about that, from their perspective. However, it is equally important for students to appreciate what else they gain from a team experience.

A grade-centric perspective is particularly prevalent when instructors don't discuss the reasons behind team assignments. Why are students being asked to work in teams? How does working in a team for a particular assignment ultimately make them better employees and collaborators? This needs to be communicated clearly to students, along with the general overall benefits students gain from working in a collaborative environment. Along with such discussions, I insist that student teams talk about, determine, and formally state 1-2 goals for their project that have nothing to do with grades. For these discussions to happen, however, instructors have to know the answers to these questions themselves and believe the answers are important.

Myth #3: "When our team is having a problem, I don't need to tell my instructor."

Some students are more than willing to let their instructor know if there is a problem within their team. However, I have found that the majority of students suffer in silence. This can be due to a variety of reasons, but the end result is the same - a poor team experience and an unhappy, confused student. Students must be encouraged to communicate when issues arise, but to do so within a framework and process that mirrors what they can expect to encounter in organizational contexts. in my workshop, I share such a framework with instructors and provide ways to interact positively and effectively with students in the role as instructor.

Creating meaningful team experiences

I have had my share of bad experiences and frustrating interactions with students about working in teams. In fact, I had quite a few bad team experiences as a student myself.

Using student team projects can be daunting for instructors; at times, instructors may wonder why they are using team projects at all. In my workshop, I try to help instructors avoid these problems. I provide the tools instructors need to promote positive team experiences, in addition to the domain-oriented knowledge students are learning in the project.

I encourage you to reach out to me about scheduling my student teams workshop where we work toward this goal. You can find information about this workshop (and others) on the workshop page of this website.

By Rhetta Standifer July 15, 2025
Successful teams share characteristics of success
A woman is sitting in a chair in front of a laptop computer.
By Rhetta Standifer July 8, 2025
If you are like me, you often sigh when you know you have a meeting coming up. Meetings can feel like productivity black holes—no structure, no energy, and honestly, no clear reason for existing. Virtual meetings? They're often even worse. People show up in body only, cameras off, muted, or clearly multitasking their way through whatever's happening on screen.  But there are things that team leaders can do to make virtual meetings useful and engaging. In fact, virtual meetings are opportunities to connect with members and for members to connect with each other. In this post, we’ll talk about managing virtual meetings and what to do once you are in them. As team leader, you have the ability to transform these digital gatherings from dreaded time-wasters into meaningful opportunities for your team to connect and get stuff done. Make Every Meeting Matter First thing to remember: everyone is busy and may not be jumping for joy about the prospect of having to make time for another meeting. So right off the bat, virtual meetings should be announced in advance (ideally, as part of a regular schedule or meeting routine) and distribute an agenda ahead of time that clearly describes the purpose of the meeting and whether attendees are expected to do anything in advance or in preparation for it. (Sure, emergencies happen and sometimes you need to call an urgent team huddle, but that should be the exception, not your go-to move.) Set Ground Rules That Actually Work Some companies have "topless" meetings (calm down—that means no laptops). In virtual meetings, that's obviously not realistic. But you can still create norms that encourage real engagement. Gently but firmly discourage multitasking. Make it clear that you want people to be fully present, not half-listening while they tackle their inbox or play solitaire. And here's a counterintuitive tip: ditch the mute button as much as possible. Research shows that ambient noise—the dog barking, the baby crying—actually humanizes virtual meetings and makes them feel less sterile. (Unfortunately, Zoom has filters in place now that damp down such noise, but you can try.) When someone's cat inevitably walks across their screen, lean into it. Let people enjoy the moment. The key is explaining the why behind these expectations. Help your team understand that asking questions, responding to each other, and actually connecting during meetings is how trust and relationships develop. It's not just about getting through the agenda—it's about building something together. Model the Behavior You Want to See As the team leader, you're setting the tone for everything that happens in that virtual space. How you listen, how you respond, how you handle conflict—it all matters more than you might think. Model active listening. Keep conflict productive and focused on ideas, not personalities. When you see collaborative behavior, call it out and celebrate it. If someone highlights a teammate's success or builds on someone else's idea, acknowledge that publicly. You're not just running a meeting—you're shaping your team's culture one interaction at a time. Share the Spotlight If you're the only one talking, you're doing it wrong. Virtual meetings work best when they're actual conversations, not one-person monologues with a captive audience. Call on people to share what they're working on. Ask for input and ideas. Consider having the team discuss agenda items in small groups, then come back together to share their collective thinking. The more people actively participate in real dialogue, the more value everyone gets from the time investment. The Bottom Line Virtual meetings—like their in-person counterparts—are opportunities to build team cohesion, strengthen relationships, and reinforce the behaviors that make your team effective. Don't just march through your agenda items. Create space for connection and collaboration. Your team members (and their cats) will thank you for it.
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