Appendix one; Shared leadership behaviors checklist

Session date: name of team: ……

Dear observer:

Please read each item carefully. Write the names of your team members above the columns, based on tour observations of your team members behaviors during the TBL class, please select the answer that you believe most accurately describes your team member’s behavior. Please evaluate yourself too.

Very Often / Occasionally / Seldom / Rarely
4 / 3 / 2 / 1
Seventh student / Sixth student / Fifth student / Forth student / Third student / Second student / First student
Keep the team focused on objectives
1.Sets team goals
2.Identifies what may be overlooked
3.Encourages participation from each member
Provide friendly team climate
4.Is friendly
5.Is respectful
6.Shows concern for others and their welfare
7.Monitors the team’s energy levels and emotional states
8.Helps the team resolve conflict
Make strategic decisions to achieve the best decision
9.Encourages others to provide innovative solutions
10.Tries to enhance quality of team decisions
Self-management
11.Can work well without close supervision
12.Seeks and welcomes honest feedback
Teams’ Spirit
13.Is loyal to team goals
14.Sees team members as colleagues rather than competitors
15.Offers support to the leader
16.Is enthusiastic about TBL classes
Contribution and Commitment
17.Provides comments to solve problems
18.Comes fully prepared to class

Scoring proceture; Calculate the mean of responses. Higher scores signify a higher level of shared leadership behaviors. Items 1 to 10 measure leadership behaviors, 11 to 18 followership behaviors.

Appendix two: Shared leadership capacity measure

Dear student:

Read each item carefully. Please select the best answer that you think better describes your willingness and abilities in the team-based learning class.

1 = not at all / 2 = once in a while / 3 = sometimes / 4 = fairly often / 5 = almost always
1 / 2 / 3 / 4 / 5 / Items
□ / □ / □ / □ / □ /
  1. I would like to set team goals

□ / □ / □ / □ / □ /
  1. I desire to take the responsibility of leading team members to progress on team goals

□ / □ / □ / □ / □ /
  1. I would like to determine the tasks that should be performed in team

□ / □ / □ / □ / □ /
  1. I wish to provide friendly team climate

□ / □ / □ / □ / □ /
  1. I would like to encourage participation from each member

□ / □ / □ / □ / □ /
  1. I believe each team member can assign tasks

□ / □ / □ / □ / □ /
  1. I think Each team member is able to take responsibility of encouraging progress on team goals

□ / □ / □ / □ / □ /
  1. I think each team member has especial capabilities that make him qualified to be team leader

□ / □ / □ / □ / □ /
  1. I can assign tasks and timeframes

□ / □ / □ / □ / □ /
  1. I have enough ability to lead my team members

□ / □ / □ / □ / □ /
  1. I am able to provide friendly team climate

□ / □ / □ / □ / □ /
  1. I can understand other group members’ perspectives

□ / □ / □ / □ / □ /
  1. I seek and welcome honest feedback of my teammates

□ / □ / □ / □ / □ /
  1. I can cooperate with the other team members

□ / □ / □ / □ / □ /
  1. I know I should follow advice from other team members if he/she can lead the team

Scoring Procedure: Calculate the mean of responses across each item of shared leadership capacity. Items 1 to 8 measure Willingness toward sharing and accepting leadership. Items 9, 10 and 11 measure Recognition of herself/himself as a leader. Items 12, 13, 14, and 15 measure Recognition of herself/himself as a follower. Higher scores signify a higher level of shared leadership capacity.