·
Acquire and read "The One Minute Manager
Builds High Performing Teams" by Kenneth Blanchard et al.
·
Divide your students into four groups, one for
each of the four developmental levels outlined in the readings
·
Describe the behaviors, attitudes, and skill
levels that indicated the developmental level diagnosed
·
Develop a specific KISS action-plan workgroups
that facilitate students-helping-students
·
Write and submit a report in memo format to the
class-at-large via e-mail by the due date syllabus
We've all been part of a group or team effort at sometime in our
lives. Was yours one of those unenviable groups that was a nightmare or
did you have a positive and productive team effort?
Many situations can result in unsuccessful group results. In some
cases groups assign tasks to individuals who complete those tasks
independently. Then the group presents a series of individual reports
rather than a cohesive group presentation. Failure to communicate can
result in the group failing to produce the requisite work. An
anal-retentive or obsessive-compulsive personality may do all the work out of
fear of failure. Often when then occurs, this same individual will
complain that he or she had to do all the work when in reality others were
willing but not given the chance. Two or more alpha personalities may
compete for the dominant leadership role causing the group factions that are at
odds. These are only a few of the scenarios which can under mind group
performance, interfere with productivity, and culminate in an unpleasant group
experience.
A productive and enjoyable group experience in one in which each individual
is delegated responsibility based on an assessment of strength and
weaknesses. When this happens, members often feel others did the
"hard work" while they had the "easy" job because they were
playing to their strong suit. Productive groups establish a common goal
and work towards that goal. They offer a support structure that finds solutions
to problems rather than assign blame. Effective groups produce a
cohesive, professional product that represents each members contribution.
Most importantly, these groups have a positive experience from being part of a
team effort.
After reading "The One Minute Manager Builds High Performing Teams"
by Kenneth Blanchard et al. develop an action plan for
students-helping-students. Design your plan for development level four
students giving student assistance to development level one students in
acquiring beginning level skills and respect for safety or professional
standard appropriate for your course. Also provide for development level
three students to assist developmental level two students enabling your level
three student acquire self-confidence and level two students get past the D2
wall. Include your role as the teacher in each group. Describe
specifically how you will facilitate student learning and provide the
appropriate supervision for each development level. Conclude your action
plan with a description of how this will ultimately increase student learning
and decrease instructor work-load.
This assignment is worth 10% of your grade.
Reports meeting the following criteria will receive an "A."
·
Acquire and read "The One Minute Manager
Builds High Performing Teams" by Kenneth Blanchard et al. (2 points)
·
Divide your students into four groups, one for
each of the four developmental levels outlined in the readings (2 points)
·
Describe the behaviors, attitudes, and skill
levels that indicated the developmental level diagnosed (2 points)
·
Develop a specific KISS action-plan workgroups
that facilitate students-helping-students (2 points)
·
Write and submit a report in memo format to the
class-at-large via e-mail by the due date (2 points)
Extra Credit
Option 1
Describe a group project you in which you had an unpleasant
experience. Then discuss how the principles in "The One Minute
Manager Builds High Performing Teams" could have been applied to make
the same experience a positive and productive one.
Option 2
Contact from 1-3 of your 504 classmates and form a group to develop and
present your "ice-breaker" activity for your final on August
23. Once your have all agreed upon the group e-mail the instructor of
your intent and include the names of all group members. A NiceNet
conference area will be designated for your group to discuss your project
on-line. This is an excellent way to develop a group presentation.
Since it is asynchronous communication, the group members do not have to
arrange a common meeting time. Discussion provide more continuity than
e-mail. Participation in a workgroup offers distance learners the
opportunity to contribute to an in-class presentation even if they are
geographically remote or have a conflicting work or school schedule. (5
points for WR6 and 5 extra credit points for the FP on August 23)