In today’s connected world, forming teams of people to execute projects is seen as a challenge in government agencies and public and private organisations alike. For large enterprises, a small group of thoughtful and committed people performing different roles could essentially change the world. At the same time, however, it is hard to select an effective team with appropriate skills who can work collaboratively. In this project, as a starting point, the study's objectives required formulating skillset models and designing the theoretical framework to investigate project members’ capabilities. This study used three undergraduate courses’ data as input to find the skill features required in team project assignments. Additionally, possessing soft skills and Technological Savvy skills can help minimize member underperformance. Our case study of Predicting Teamwork Performance (PTPA) system also discovered some attributes that directly influence team projects and evaluating the results pointed out team members' strengths and weaknesses. Therefore, this theoretical framework can help team leaders recognize the skillsets necessary for project management.
- The technological savvy skill is a specific ability that can be measured and defined. Measurement in our case study showed how well the technical skill variables related to teamwork performance.
- Teammates with good programming, creativity, communication and logical skills have associated technological savvy skills.
- The TSS model is a vital asset to consider when developing project management roles. The study also identified soft skills that are adaptive to team processes.
- Although technological savvy skills are essential in team projects, soft skills help teammates work well no matter how much or little technical knowledge they have.
- Balancing technological savvy skills and soft skills are primary determinants in how well teams perform.
Lin, H., & You, J. (2021). Teamwork-performance prediction by using soft skills and technological savvy skills. Journal of University Teaching & Learning Practice, 18(8). https://doi.org/10.53761/188.8.131.52