ORTESOL 2012 Presentation

1. Erica Harris
Lewis & Clark College
ORTESOL 2012 Presentation

2. In small
groups…
Share an example
from your learning
or teaching
experience of:
1. an effective
group project
– why was it
effective?
2. an ineffective
(nightmare?)
group project
– why was it
ineffective? http://www.flickr.com/photos/myheimu/7995643041/

3.  Seminar: Conflict Resolution course
 What makes a team effective?
 Team projects – a process for your courses
 Grading for team projects
 Q&A

4.  Advanced level content-based course
 Textbook: Training in Interpersonal Skills: TIPS for
Managing People at Work, 5th ed. (Robbins &
Hunsaker, 2009)
 5-part course:
1. Self-awareness
2. Communicating
3. Leading
4. Teaming
5. Problem Solving

5.  Need for interpersonal skills training
 Need for self-awareness first
 Each chapter:
 Self-assessment exercise
 Skill concepts
 Concept quiz
 Group exercises (interactive, role play)
 Application & action plan

6.  Characteristics of High-Performing Teams
(pp. 268-269):
1. Small size ( <10 members)
2. Complementary skills
3. Common purpose
4. Specific goals
5. Common approach
6. Mutual accountability

7.  Obstacles to Effective Teamwork (pp. 270-271):
1. Weak sense of direction
2. Infighting
3. Shirking of responsibilities
4. Lack of trust
5. Critical skills gaps
6. Lack of external support

8.  Overcoming Obstacles to Effective Teamwork
(pp. 271-272):
1. Create clear goals
2. Encourage teams to go for small wins
3. Build mutual trust
4. Appraise group and individual performances
5. Provide the necessary external support
6. Offer team-building training
7. Change the team’s membership

9. Students need to be taught how to work in
teams.
 Doesn’t come automatically
 Many students have little / no experience, or
negative experiences
 Students need to understand the value of
group work
 Teachers need to know how to implement
effective teams – quickly!

10. 1. Team decides: 3. Evaluation:
 Communication  Team evaluation
 Roles  Self-evaluation
 Conflict resolution process  Personal reflective paper
 Timeline with deadlines for  Peer-evaluation
each step
2. Final project &
presentation:
 Present final project
 Present about team’s
processes

11. in your courses…

12.  You choose group members (usually) based
on your personal criteria
 Students may indicate preferences, or you
may assign randomly
 In class, discuss:
 why teamwork is important
 benefits of peer learning
 Make team process part of your grading
criteria

13. 1. Team plan for:
 communication
 working together
 resolving possible conflict
2. Team timeline of major deadlines and goals
3. Final project and/or presentation
4. Team evaluation (completed together)
5. Self evaluation (individual & confidential)
6. Peer evaluation (individual & confidential)
Intermediate class: Team Project Assignment

14.  Personality profiles (self-awareness)
 In-class work time
 Conflict resolution options & escalation
 Your plan for team members who:
 have poor attendance
 don’t do their share of the work
 receive poor peer evaluations
 cannot resolve conflict with teammates

15. Questions?
Team project documents:
http://www.slideshare.net/harri
se/
Contact Erica:
harrise@lclark.edu
http://www.flickr.com/photos/bourguiboeuf/8154926246/

16. Robbins, S. P., & Hunsaker, P. L. (2009). Training in interpersonal
skills: TIPS for managing people at work (5th ed.). Upper Saddle
River, NJ: Pearson Prentice Hall.