In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes.

在本文中，我们报告了对教学设计团队成员关注的问题和其他重要事项的研究。具体来说，我们研究了设计团队的成员在参与团队追求时如何描绘自己动机的质量。这是一种自我评价，称为价值区分。我们的研究采用案例研究的形式，重点是美国一所大学的教学设计团队。根据对团队成员的访谈和对他们工作的观察，我们围绕三个主题对研究参与者的价值区别进行了描述：（a）区别价值比项目目标更能指导他们的决策；（b）相互竞争的价值差异可能难以调和；（c）它们的价值区别可能伴随着无法预料的成本。总体而言，这些主题反映出价值的差异是参与者团队参与的一个真实方面，而不仅仅是他们对情况因素的主观反应。这将对那些管理团队或帮助团队进行改进产生影响，我们将对此进行讨论。我们还将讨论对教学设计团队的研究如何仅关注外部动力团队成员的经验，而不关注他们的价值差异等因素，如何不能完全说明人们为团队成果做出贡献的意义。这将对那些管理团队或帮助团队进行改进产生影响，我们将对此进行讨论。我们还将讨论对教学设计团队的研究如何仅关注外部动力团队成员的经验，而不关注他们的价值差异等因素，如何不能完全说明人们为团队成果做出贡献的意义。这将对那些管理团队或帮助团队进行改进产生影响，我们将对此进行讨论。我们还将讨论对教学设计团队的研究如何仅关注外部动力团队成员的经验，而不关注他们的价值差异等因素，如何不能完全说明人们为团队成果做出贡献的意义。