商务与管理沟通（英文 第12版）教案 Locker-BAC12e-IM-Ch07 Working and Writing in Teams

7-

Chapter7

WorkingandWritinginTeams

TableofContents

DescriptionoftheChapter

2

EssentialstoCover

3

StrategiesforIncreasingLearning

4

DealwithLearners’Expectations

4

GradeonTeamProcess,NotJustTeamProduct

5

ConsiderYourRoleasTeacherinaCollaborativeClassroom

5

ChooseAssignmentsthatWorkWellforCollaboration

5

AssignSeveralTeamProjectsSoThatTeamsCanMature

6

AllowIn-ClassTimeforTeamWork

6

MakeUseofOnlineCollaborativePlatforms

6

ProvideExamplesforDiscussionandAnalysis

6

Connect

6

ApplicationExercises

7

ResolvingaTeamConflictatMadisonInc.

7

UnderstandingBehaviorsThatContributetoSuccessfulStudentTeams

7

IdentifyingEffectiveandIneffectiveResponsestoCriticismandStepsinConflictResolution

8

Chapter7Quiz

8

Chapter7TestBank

9

LearnSmartAchieve®

9

SmartBook®

9

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

9

7.1ReviewingtheChapter

9

7.2BrainstormingWaystoResolveConflicts

11

7.3ComparingMeetingMinutes

12

7.4PreparingaContributionScorecard

12

7.5RecommendingaPolicyonStudentEntrepreneurs

13

7.6RecommendingaFairWaytoAssignWorkaroundtheHolidays

13

7.7RecommendingaDressPolicy

13

7.8RespondingtoCustomerComplaints

14

7.9AnsweringanEthicsQuestion

14

7.10InterviewingWorkersaboutCollaborating

14

7.11NetworkingforTeamFormation

14

7.12WritingaTeamActionPlan

15

7.13WritingTeamMeetingMinutes

15

7.14KeepingaJournalaboutaTeam

15

Take-HomeQuizNo.1

17

7.15AnalyzingtheDynamicsofaTeam

18

7.16Dealingwitha“Saboteur”

18

ExercisePlanningTable

18

PPTLectureOutline

20

LessonPlanIdeas

20

EstablishingTeams

20

ManagingConflict

21

DiscussingRolesinTeamsandTeamInteraction

21

DiscussingConflictResolution

21

DiscussingEffectiveMeetings

21

UnbundlingaCollaborativeTask

22

QuestionoftheDay

22

DescriptionoftheChapter

Thischapterdiscussestheinterpersonalskillsneededforsuccessfullyworkingandwritinginteams.Itdescribessuccessfulstrategiesforteaminteractions,conflictresolution,effectivemeetings,technologyinteams,andcollaborativewriting.

Thelearningobjectivesinclude:

LO7-1 Differentkindsofproductiveandnonproductiverolesinteams.

LO7-2 Groupdecision-makingstrategies.

LO7-3 Characteristicsofsuccessfulteams.

LO7-4 Techniquesforresolvingconflict.

LO7-5 Techniquesformakingmeetingseffective.

LO7-6 Technologiestouseinteamwork.

LO7-7 Technologiesforcollaborativewriting.

EssentialstoCover

LO7-1 Differentkindsofproductiveandnonproductiverolesinteams.

Effectiveteamsbalanceinformational,interpersonal,andproceduralteamroles.

LO7-2 Groupdecision-makingstrategies.

Groupthinkisthetendencyforgroupstoputsuchahighpremiumonagreementthattheydirectlyorindirectlypunishdissent.Thebestcorrectivestogroupthinkaretoconsciouslysearchforadditionalalternatives,totestone’sassumptionsagainstthoseofarangeofotherpeople,andtoprotecttherightofeachpersoninthegrouptodisagree.

LO7-3 Characteristicsofsuccessfulteams.

Successfulteamssetcleardeadlines,schedulefrequentmeetings,dealdirectlywithconflict,haveaninclusivedecision-makingstyle,andhaveahigherproportionofmemberswhoworkedactivelyontheproject.

LO7-4 Techniquesforresolvingconflict.

Toresolveconflicts,firstbeanactivelistener.Then,makesurethepeopleinvolvedreallydisagree.Next,checktoseethateveryone’sinformationiscorrect.Discovertheneedseachpersonistryingtomeet.Thepresentingproblemthatsurfacesasthesubjectofdissensionmayormaynotbetherealproblem.Searchforalternatives.Repairnegativefeelings.

Constructivewaystorespondtocriticismincludeparaphrasing,checkingforfeelings,checkinginferences,andbuyingtimewithlimitedagreement.

Usestatementsaboutyourownfeelingstoowntheproblemandavoidattackingtheaudience.Inconflict,Istatementsaregoodyou-attitude!

LO7-5 Techniquesformakingmeetingseffective.

Tomakemeetingsmoreeffective:

Statethepurposeofthemeetingatthebeginning.

Distributeanagendathatindicateswhethereachitemisforinformation,discussion,oraction,andhowlongeachisexpectedtotake.

Allowenoughtimetodiscusscontroversialissues.

Payattentiontopeopleandprocessaswellastothetaskathand.

Ifyoudon’ttakeformalvotes,summarizethegroup’sconsensusaftereachpoint.Attheendofthemeeting,summarizealldecisionsandremindthegroupwhoisresponsibleforimplementingorfollowinguponeachitem.

LO7-6 Technologiestouseinteamwork.

Moderntechnologiesallowforteamcollaborationthroughmeetings,scheduling,andcreatingdocumentsandpresentations.

LO7-7 Techniquesforcollaborativewriting.

Collaborativewritingmeansworkingwithotherwriterstoproduceasingledocument.Writersproducingajointdocumentneedtopayattentionnotonlytothebasicstepsinthewritingprocessbutalsototheprocessesofteamformationandconflictresolution.Theyalsoneedtoallowmoretimethantheywouldforsingle-authoreddocuments.

TheLessonPlanIdeassectionoffersseveraldifferentwaystoapproachthismaterial.

StrategiesforIncreasingLearning

Collaborativeassignmentsrequiredifferentteachingstrategiesandmoreoversightoflearnerworkandinteractionstobesuccessful.Ifyou’renewtothisteachingmethod,youmayfindthefollowingremarkshelpfulingettingstarted.

Inateam,peoplemaynotwork“equally.”Theymaynotallwriteasmuchastheywouldwithindividualassignments.Buttheyarelearningimportantskillsaboutworkingwithothers—skillswhoseimportancejustifiestakingclasstimeforteamdynamicsandcollaboration.

DealwithLearners’Expectations

Manylearnerscometotheclasswithextensiveexperienceinteamsbutnoknowledgeaboutteamdynamics.

Considerbeginningcollaborativeworkbyaskinglearners(inteams)toidentifywhattheylikeanddon’tlikeaboutteamwork.Teamsputtheirlistsonthechalkboardoroverheadprojector.

Youcanthenrespondtothelists,pointingoutthatsomethings(notbeingabletoputofftheworkuntilthelastminute,havingtoadjustyourworkstyletothatofothers)areindeeddisadvantagesofteamwork,butthatotherperceiveddisadvantages(unequaldivisionofwork)canbepreventedorovercomewithgooddynamics.

Youcouldalsomodelthedotplanningmethodbygivinglearnersstripsofdotsintwocolors—oneforeffective,oneforineffective—andaskthemtoratetheitemsonthelistthemselves.Thendiscussasaclass.

GradeonTeamProcess,NotJustTeamProduct

Manyinstructorspreferaprocedureinwhichotherteammembersassignpartoftheteamprocessgrade.Youmightconsideraskingeachlearnertowriteaboutotherteammembers(seeexercise7.14KeepingaJournalaboutaTeamor7.15AnalyzingtheDynamicsofaTeam).Whenlearnersworkinthesameteamsfortheentireterm,youcanhavelearnerswriteappraisalsatmidtermandattheendofthecourse.Atmidterm,inadditiontogivingthewriteragradeontheappraisalasanassignment,giveeveryoneinclassastatementoftheprocessgradeyouwouldgiveifyouweregivinggradesthatday—whatgoodthingsthepersonshouldcontinueduringtherestoftheterm,andwhatthingsyouwouldexpecthimorhertodotoraisethegrade.Youmightfindthatyoudisagreewiththeappraisalssometimes,inwhichcaseyouneedtosaysodirectlyinyourowncommentsabouttheprocessgrade(youdon’tneedtotalkmore—thereareotherpositiveroles).

Withmidtermappraisals,learnerswhowerenotperforminguptoparoftenreallyshapeupduringthesecondhalfofthecourse.Onelearnerstoppedeatingduringmeetingsafterateammembersaidthathiseatingwasdistracting.Peoplemakeanefforttobeontime.Andsoforth.

ConsiderYourRoleasTeacherinaCollaborativeClassroom

Recentpedagogysuggeststhatincollaborativeclassrooms,teachersshouldexpectlearnerstoworktowardfindingtheirownanswersandsolutions,ratherthanmakingthemselvesresponsibleforlearners’learning.Thismightmeanwaitingforteamstoaskforinputduringteamworkshopsratherthanofferingitbeforetheyask.Oritmeansnotmovingsystematicallyfromoneteamtoanothersothatlearnerswaittobetaught.Whencontentmaterialneedstobetaught,itmeansexchanginga40-minutelecturefora15-minutemini-lessonfollowedbylearnersworkingthroughapplicationinteams.Toestablishasenseofcommunitybeyondindividualteams,itmeanssettingupteam-to-teamdialogues,ratherthanhavingteamsworkinisolation,withonlytheteachertoturntoforguidanceandhelp.

Someresearchoncollaborativeteamssuggeststhatonereasonsometeamsdobetteristhatsuccessfulteamselicitmoremini-lessonsfromtheinstructor—ineffect,theygetmoreteaching.

Ifyou’reusingcollaborativewritingteams,consideralsousingcollaborativelearningteams,havingteamstakequizzestogether,etc.Ifyouuseexercise7.12WritingaTeamActionPlan,learnerscanbeheldresponsiblefortheirteam’sactionsbyestablishingaplan.

ChooseAssignmentsthatWorkWellforCollaboration

Assignmentsthatrequirecomplexdecisionsthatcanbenefitfrommanymindsworkwellforcollaboration.Ifyoudecidetodeviseyourowncollaborativeassignments,youmaywanttoconsiderfindingwaystounbundlethewritingprocess.Byunbundle,wemeandevisingindividualassignmentsthatarepartsofalargerteamproject.Theseindividualassignmentsaredesignedtomakeexplicitthestepsthatmostsuccessfulwritersandmembersofsuccessfulwritingteamscompleteintuitively—exploringtopics,analyzingtheaudience,etc.Completingsuchpreliminaryassignmentshelpslearnersrecognizethatproductivecollaborationbeginswithindividualeffort,andithelpsteamsavoidinitialmeetingsinwhichdiscussionissoscatteredthattheyareunabletotakethefirststepsthatwillleadthemtoafinaldocument.You’llnoticethatmanyexercisesthroughoutthetextbook,notjustinChapter7,willworkwellforcollaborativeassignments.

AssignSeveralTeamProjectsSoThatTeamsCanMature

Ifyouassignonlyonecollaborativeassignment,teamshavenoimpetustoresolveconflicts;justsurvivingtheexperienceseemsenough.Usetwoorthreeassignments(andallowteamstoreviseallbutoneofthem)sothatlearnersarerewardedfordealingconstructivelywiththeirconflicts.Anexamplewouldbeatopicproposalthatleadstolargerassignment.

AllowIn-ClassTimeforTeamWork

Giveyourlearnersplentyofin-classtimetoworkontheircollaborativeprojects,sincethemorepeoplewhoareworkingtogether,thelongeraprojecttakestogetoffthegroundandreachcompletion.Aimfortwotofourhoursofin-classtimeforeachteamassignment,spreadoutovertwoormoredays.Ifyouunbundleassignments,you’llneedevenmoretime.

MakeUseofOnlineCollaborativePlatforms

Askyourlearnerstodraftandrevisetheircollaborativewritingprojectsonacollaborativeplatformandinviteyouasaneditor.Youcanreadandcommentontheirworkastheydeveloptheirprojectandyoucanviewtherevisionhistorytoseewhoisdoingwhat.ThismethodisparticularlyhelpfulforonlineorhybridcoursesasyoucanrefertotheirworkduringconferencesonthephoneorviaSkype(orsomeotheronlinecommunicationprogram).Thismethodalsoallowsyoutoelectronicallyreplicatethecomputerlaborworkshopday.

ProvideExamplesforDiscussionandAnalysis

Oneofthebeststrategiesforgettinglearnerstounderstandistoprovideexamples.Examplesofbotheffectiveandineffectivecollaborativeworkcanbefoundinthenewsandbysharingpersonalexamples.

Connect

Connect®BusinessCommunicationallowsyoutoenhancetheskillsofstudents,andpreparethemforthenetworkedworldusingthelatestproven-effectiveadaptiveresources.Itoffersassignable,auto-gradedactivitiesproventoincreasetestscores,retentionrates,andattendance.

EachchapterisavailableinSmartBook®formatandincludesLearnSmartAchieve®.Inaddition,therearenumerouschapter-specificactivitiesavailableinConnect.Activitiesincludeachapterquiz,aTestBank,andavarietyofApplicationExercises,containingmatching,multiple-choice,andrankingquestions;caseanalysisexercises;andvideocases.Belowarealistofavailableassetsandsuggestionsforincorporatingthemintoyourcourse.

ApplicationExercises

ResolvingaTeamConflictatMadisonInc.

LO:7-4

AACSB:Communication

Blooms:Understand;Apply

DifficultyLevel:Medium‒Hard

Thiscaseanalysisexercisehelpslearnersanalyzeaconflictandapplywhatthey’velearnedinChapter7todeflateconflictandresolveit.

Useasreviewafterlectureanddiscussion:

Providelectureonconflictresolution(PPTslides7.22–7.28).Asklearnerstotakecarefulnotesontoday’slecture.

Assignexercise7.3ComparingMeetingMinutes(adapttocomparelearnersminutesfromthelectureonconflictresolution)or7.2BrainstormingWaystoResolveConflictsindividually.

Followwithsmallgroupdiscussion.Gathertogetherasalargegroupandaskeachgrouptosharetheirresponses.

Useasaprecursortoaworkshopordraftingday:

ResolvingaTeamConflictatMadisonInc.wouldworkwellbeforeacomputerlabdaywhereyou’llasklearnerstostartworkingontheirownprojects.Startclasswithareviewofconflictresolution,thenasklearnerstostartworkingontheirown.

UnderstandingBehaviorsThatContributetoSuccessfulStudentTeams

LO:7-3

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexercisehelpslearnersrecognizethebehaviorsthatcontributetosuccessfullearnerteams.

UseUnderstandingBehaviorsThatContributetoSuccessfulStudentTeamsasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter7forstudy.

AssignUnderstandingBehaviorsThatContributetoSuccessfulStudentTeamsasaquizonasectionofthereading.

Useasreviewafterlectureanddiscussion:

Givelectureoneffectiveteamworkandfollowwithanactivity:

Asklearnerstocompleteexercise7.2BrainstormingWaystoResolveConflicts,7.4PreparingaContributionScorecard,or7.12WritingaTeamActionPlanindividuallytoapplythechapter’scontent,thendiscussinsmallgroups.Reviewanswersasaclass.

AssignUnderstandingBehaviorsThatContributetoSuccessfulStudentTeamsContextashomeworktoreview.

IdentifyingEffectiveandIneffectiveResponsestoCriticismandStepsinConflictResolution

LO:7-4

AACSB:Communication

Blooms:Understand;Apply

DifficultyLevel:Medium‒Hard

Thismatchingexerciseaskslearnerstoidentifyeffectiveandineffectiveresponsestocriticismandstepsinconflictresolution.

UseIdentifyingEffectiveandIneffectiveResponsestoCriticismandStepsinConflictResolutionasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter7forstudy.

AssignIdentifyingEffectiveandIneffectiveResponsestoCriticismandStepsinConflictResolutionasaquizonasectionofthereading.

Useasreviewafterlectureanddiscussion:

Givelectureonresponsestocriticismandstepsinconflictresolution(PPTslides7.27–7.26)andfollowwithanactivity:

Asklearnerstocompleteexercise7.2BrainstormingWaystoResolveConflictsor7.16Dealingwitha“Saboteur”asagroup,makesuretoaskthemtolookatnonverbalcommunicationaspartoftheirsearch.Reviewanswersasagroup.

AssignIdentifyingEffectiveandIneffectiveResponsestoCriticismandStepsinConflictResolutionashomeworktoreview.

Chapter7Quiz

Themultiple-choicequiztestslearners’understandingofthechapter’scontent.

Chapter7TestBank

Thequestionbankutilizestrue/false,multiplechoice,andshortanswerquestionstothoroughlytestthelearners’understandingofthechapter’scontent.

LearnSmartAchieve®

LearnSmartAchieve®developsandimproveseditingandbusinesswritingskills.Thisadaptivelearningsystemhelpsstudentslearnfaster,studymoreefficiently,andretainmoreknowledgeforgreatersuccess.

SmartBook®

SmartBook®isthefirstandonlyadaptivereadingexperiencedesignedtochangethewaystudentsreadandlearn.

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

Answersfortheend-of-chapterexercisesandcasesinChapter7aregivenbelow.

7.1ReviewingtheChapter

LO:7-1–7-7

DifficultyLevel:Easy

Whatare10kindsofproductiverolesinteams?Whichrolesdoyouprefertoplay?(LO7-1)

Seekinginformationandopinions,givinginformationandopinions,summarizing,evaluating,coordinating,encouragingparticipation,relievingtension,checkingfeelings,solvinginterpersonalproblems,andlisteningactivelyare10kindsofproductiverolesinteams.

Theanswertothesecondpartofthequestionwillvarybylearnerexperience.

Whatarefivekindsofnonproductiverolesinteams?(LO7-1)

Blocking,dominating,clowning,withdrawing,andover-speakingarefivekindsofnon-productiverolesinteams.

Whataresometeamdecision-makingstrategies?(LO7-2)

Twostrategiesthatareoftenusedinorganizationalteamsarethestandardproblem-solvingprocessanddotplanning.

Namefivecharacteristicsofsuccessfulteams.(LO7-3)

Successfulteamssetcleardeadlines,schedulefrequentmeetings,dealdirectlywithconflict,haveaninclusivedecision-makingstyle,andhaveahigherproportionofmemberswhoworkedactivelyontheproject.

Whatisgroupthink?Haveyoueverexperiencedit?(LO7-3)

Groupthinkisthetendencyforteamstoputsuchahighpremiumonagreementthattheydirectlyorindirectlypunishdissent.

Theanswertothesecondpartofthequestionwillvarybylearnerexperience.

Whataresometechniquesforresolvingconflict?(LO7-4)

Toresolveconflicts,firstmakesurethatthepeopleinvolvedreallydisagree.Next,checktoseethateveryone’sinformationiscorrect.Discovertheneedseachpersonistryingtomeet.Thepresentingproblemthatsurfacesasthesubjectofdissensionmayormaynotbetherealproblem.Searchforalternatives.Repairnegativefeelings.

Whataresometechniquesforrespondingtocriticism?(LO7-4)

Constructivewaystorespondtocriticismandgetclosetotherealconcernincludeparaphrasing,checkingforfeelings,checkingforinferences,andbuyingtimewithlimitedagreement.

Whataresometechniquesformakingmeetingseffective?(LO7-5)

Statethepurposeofthemeetingatthebeginning.

Distributeanagendathatindicateswhethereachitemisforinformation,fordiscussion,foraction,andhowlongeachisexpectedtotake.

Allowenoughtimetodiscusscontroversialissues.

Payattentiontopeopleandprocessaswellastothetaskathand.

Ifyoudon’ttakeformalvotes,summarizetheteam’sconsensusaftereachpoint.Attheendofthemeeting,summarizealldecisionsandremindtheteamwhoisresponsibleforimplementingorfollowinguponeachitem.

Whataresometechnologytoolsforcollaboration?(LO7-6)

Technologiescouldincludetoolsforvirtualmeetings(suchasSkype,FaceTime,orGoogle+),toolsforschedulingandassignments(variouscalendaringtools),andtoolsforcollaboration(includingGoogleDocsandMicrosoftOffice),andteamwikis.[Theanswertothequestionwillvarybylearnerexperience.]

Whataresometechniquesforcollaborativewriting?(LO7-7)

Payattentiontonotonlythebasicstepsinthewritingprocessbutalsototheprocessesofteamformationandconflictresolution.

Haveyoueverbeenpartofateamthatwroteadocumentasawholeteamratherthanassigningoutpieces?Ifso,howdidtheprocessworkforyourteam?(LO7-7)

Theanswertothequestionwillvarybylearnerexperience.

7.2BrainstormingWaystoResolveConflicts

LO:7-4

DifficultyLevel:Medium

MikeandTakashibothfindwritingdifficult.Elisehasbeengettingbettergradesthaneitherofthem,sotheyoffertodoalltheresearchifshe’llorganizethedocumentandwrite,revise,edit,andproofreadit.Elisethinksthatthismethodwouldleaveherdoingadisproportionateshareofthework.Moreover,schedulingtheworkwouldbedifficult,sinceshewouldn’tknowhowgoodtheirresearchwasuntilthelastminute.

Theteamshouldplan,organize,anddecideaboutrevisionsasateamandplaytoeachother’sstrengths.IfMikeandTakashidotheirresearchearly,Elisecanhelpthemfindheadings;shemaybeabletosuggeststrategiesfromChapter7thatimprovewriting.

Becauseoftheirclassandworkschedules,LarsandAndreawanttoholdteammeetingsfrom8p.m.to10p.m.,workinglaterifneedbe.ButJuan’swifeworkstheeveningshift,andheneedstobehomewithhischildren,twoofwhomhavetobeinbedbefore8.Hewantstomeetfrom8a.m.to10a.m.,buttheothersdon’twanttomeetthatearly.

Theteammembersshouldbeawareofeachother’stimeconstraintsandresponsibilitiesandconsideralternatives.Forexample,theteamcouldconsidermeetingatJuan’shouseduringtheeveninghours,sohe’dbeathomewithhischildren.

Lynnwantstodividetheworkexactlyequallywithfirmduedates.Marciaistryingtogetintomedicalschool.Shesaysshe’dratherdothelion’sshareoftheworksothatsheknowsit’sgood.

Theteamshouldplan,organize,anddiscussrevisionsasateam.Theteammembersshouldbealsoawareofeachother’stimeconstraints,needs,responsibilities,andperspectives.Lynnmaybeconcernedthatshedoesnotdomorethanherfairshare;ifshe’swillingtodoless,shehasnoconflictwithMarcia.TheteammayagreethatJessieshouldcomewhenshecanbutcontributelesstotheproject.Theteamshouldtalkthingsthrough,listenactivelyandwithoutjudgment,andrespondappropriatelytoemotions.

Jessie’sfatheristerminallyill.Thisteamisn’tveryimportantintermsofwhat’sgoingoninherlife,andsheknowsshemayhavetomisssometeammeetings.

TheteamshouldfindwaystoworkaroundJessie’sschedule.Theycouldprovideherwithassignmentsthatshecancompleteoutsideofmeetingsanduseappropriatetechnologiestomaintaintheconnection.

Sherryisawarethatsheisthepersoninherteamwhoalwayspointsoutthelogicalflawsinarguments:she’stheonewhoremindstheteamthattheyhaven’tdoneallthepartsoftheassignment.Shedoesn’twantherteamtoturninaflawedproduct,butshewonderswhethertheotherteammembersseeherastoocritical.

Sherryshouldraisetheissuedirectly:“I’mawarethatI’mdoingmostoftheevaluating.Idowantourpapertobegood,butIwonderifIseemtoocritical.”Onesolutionwouldbetoletadifferentmemberoftheteamplay“ChiefCritic”eachdaysothatresponsibilityforevaluationisshared.

Jim’steammissedseveralquestionsontheirteamquiz.TalkingtoTae-Sukafterclass,JimlearnsthatTae-Sukknewalloftheanswers.“Whydidn’tyousayanything?”Jimasksangrily.Tae-Sukrespondsquietly,“Toddsaidthatheknewtheanswers.Ididnotwanttoarguewithhim.Wehavetoworktogether,andIdonotwantanyonetoloseface.”

TheteamcouldaskTae-Sukforhisanswersfirst.Thenhewouldnotbedisagreeingwithanyone.

7.3ComparingMeetingMinutes

LO:7-5

DifficultyLevel:Easy

Thisassignmentsoundssoeasyastobetrivial.Butlearnerswilldiscoverthatnotwoofthemhaveemphasizedthesamethings;inmostclasses,somelearnerswilloffermoredetailthanothers;inmanyclasses,theminuteswillrecorddifferent“facts.”

Learnersoftenaskhowdetailedtheirminutesshouldbe.There’sno“right”answertothat.Someorganizationsusedetailedminutes,specifyingnotonlythetopicsdiscussedbutalsothepointsraisedindiscussion.Otherorganizationstrytokeeptheirminutesshortbygivingonlytheessentials:motionsmadeandvotestaken.Whatevertheorganization’spreferences,minutesmustincludedecisionsmadeandwhoistodowhatafterthemeeting.Shareyourownexperiencewithminutes(eitherasarecorder,areader,orauser)withyourlearners.

Besidesgivinglearnerspracticetakingminutes,thisassignmentforcesthemtolistenattentivelyandprovidesnotesforlearnerswhomissedclassduetoillnessorconflicts.

7.4PreparingaContributionScorecard

LO:7-1

DifficultyLevel:Medium

Theinitialmeetingbetweenteammemberscansetthetoneforsuccessfulteamwork.Acontributionscorecard,oratasklist,canhelpteamsintheformationstageestablishexpectationsandgoals.Teammemberscompletethescorecardinfourareas:

Yourdevelopmentgoals.

Stepsyouneedtotaketomovetowardyourgoals.

Theknowledgeandexperienceyoucanbringtothisproject.

Waystoleveragetherangeofyourknowledgeandexperience.

Aftertheinitialmeeting,teammembersusethescorecardstomonitorandevaluatetheirprogress.Theteamasawholerevisitsthescorecardsduringtheprojecttomanageexpectationsandmakeprogresstowardgoals.

7.5RecommendingaPolicyonStudentEntrepreneurs

LO:7-2

DifficultyLevel:Medium

Solutionswillvary,andallmaybe“right.”Therecommendationshouldshowthattheteamconsideredasmanyoftheramificationsoftherecommendationaspossible.Didtheteamtreatdifferenttypesofcommercialactivitydifferently;forexample,areoccasionalsalesoneBaytreateddifferentlythanhavingtheuniversityhostafull-blowne-commerceretailsite?

7.6RecommendingaFairWaytoAssignWorkaroundtheHolidays

LO:7-7

DifficultyLevel:Medium

Teamswillrecommenddifferentsolutions,butmakesuretheydefendthemadequately.Youmaywanttoaskteamstofirstconductanaudienceanalysis(seeChapter2)beforedevelopingtheirplananddrivingtheircommunications.Giveteamsclasstimetoconductinitialplanning.Youmayalsoholdaclassbrainstormingsessionbeforelearnersbreakintotheirteams.Thisactivitygiveslearnersachancetotrytheirhandatarealworkplacescenario.Letthembecreativewiththeirrecommendations,butmakesuretheyarepracticalfortheworkplace.

7.7RecommendingaDressPolicy

LO:7-7

DifficultyLevel:Medium

Therecommendat