COM 353 Course Pack Fall 2016

COM353 SMALL GROUP COMMUNICATION

team

“The strength of the team is each individual member.

The strength of each member is the team.”

--Phil Jackson

Fall 2016

T/TH 11:00-12:15 - MOORE 206 -22322956 Adam Barragato • Barra1ak@cmich.edu • @BarraGOTOAdvice OFFICE: MOORE 221E • HOURS: TR 12:30-3:00 or by appt.

Questions? Comments? Concerns?

E-mail

Adam @ Barra1ak@cmich.edu

If you do NOT hear back from him in 24 hours, e-mail him again (unless you e-mail him on Saturday night/Sunday, he’ll respond Monday morning).

WHERE T FIND IT

SYLLABUS

Pages 4-10

Objectives......................................................4 Policies & Points...........................................5 Student Responsibility..............................6 Individual & Team Evaluation.................7 Team Dependability Points.....................8 Grading Scale................................................9 Schedule................................................86-87 UNIT 1: Teams as Systems

Pages 12-37

PREP 1......................................................................................12 Strength Finders KEY....................................................16-17 PREP 2......................................................................................18 PREP 3......................................................................................20 Paper 1 Directions...............................................................24 PREP 4...............................................................................26-29 PREP 5.....................................................................................30 PREP 6.....................................................................................32 Team Project 1 Evaluation & Directions...............34-37 UNIT 2: Conflict

Pages 40-57

PREP 7......................................................................................................................40 PREP 8......................................................................................................................42 Conflict Style Inventory: Calm........................................................................44 PREP 9......................................................................................................................46 Conflict Style Inventory: Angry.......................................................................48 PREP 10....................................................................................................................50 PREP 11....................................................................................................................52 Team Project 2 Evaluation & Directions................................................54-57 UNIT 3: Problem Solving

Pages 60-75

PREP 11............................................................................................................................................................60 Team Roles......................................................................................................................................................62 PREP 12............................................................................................................................................................64 PREP 13............................................................................................................................................................66 PREP 14............................................................................................................................................................68 PREP 15............................................................................................................................................................70 Project 2 Evaluation & Directions.....................................................................................................72-75 UNIT 4: EQ Leadership

Pages 78-85

PREP 16............................................................................................................................................................................................78 PREP 17............................................................................................................................................................................................80 PREP 18............................................................................................................................................................................................82 Paper 2 Directions..................................................................................................................................................................84-85

GEAR UPCY UR GROUPS ourse

bjectives

UNIT 1: DEVELOPING SYSTEMS You will learn to evaluate input from others, create roles and norms based on team needs, and evaluate output.

UNIT 2: CONQUERING CONFLICT You will learn to express conflict maturely, counteract negative conflict styles, and identify your personal conflict style.

Overall Goal: You will learn teamwork-as-asystem by constructively addressing conflict and solving problems in nontraditional and creative ways, while being personally transformed and transforming others.

UNIT 3: SOLVING PROBLEMS You will learn to deeply understand problems and creatively brainstorm solutions.

UNIT 4: TRANSFORMING LEADERSHIP You will learn to grow your emotional intelligence in order to help transform and motivate teammates.

You will work with the same team the entire semester. Therefore, your success in this class revolves around your willingness to learn and apply the principles in each UNIT. 4

• Syllabus

Please LE RN Responsibly Read policies carefully for the best learning outcome

Just completing a prep or showing up is not enough. You need to be 1) on time 2) present mentally and 3) physically. You bring VALUABLE INSIGHT to the class, I want to hear your ideas.

PREPARE & PARTICIPATE

You get 2 free absences, use them carefully. REMEMBER: An absence includes either showing up late, unprepared, or not at all (this includes presentation & feedback days).

NO EXCUSES OR EXCUSED ABSENCES

I have worked very hard at making this class worth the $1200 you pay to take it. Please show up prepared, alert, and ready to share your ideas.

GIVE ME YOUR BEST.

8Y TH3 NUM8ER 2 NOTE: I will not accept late work.

Please be advised that failure to complete individual or team assignments on time will result in a ZERO.

UNIT 4: TRANSFORMING TEAMMATES

The Point Breakdown TOTAL: 480 pts.

Paper 2..........................40 pts.

Team Dependability.....*25 pts. *(up to 25 pts. depending on how your teammates and I evaluate you)

Team Project 3.........120 pts.

UNIT 3: SOLVING PROBLEMS

(NOTE: This particular project has internal deadlines) ATTENDANCE (50 pts.)

Team Project 2..........80 pts.

UNIT 2: CONQUERING CONFLICT

UNIT 1: DEVELOPING SYSTEMS

Team Dependability...*25pts. *(up to 25 pts. depending on how your teammates and I evaluate you)

Syllabus quiz.............5 pts.

Paper 1.....................40 pts.

Team Project 1........80 pts.

If you either show up unprepared, late, or miss class entirely more than twice, you will lose 5 points each time after that. I DO NOT EXCUSE ABSENCES. USE THEM CAREFULLY & WISELY. This includes presentation & feedback days FINAL ACTIVITY (15 pts.)

On the final day of class, we do a team activity that will take the majority of the time. It is a 15 point C/NC activity. You have to be present to earn the points.

Syllabus • 5

THE 3 R’s OF RESP NSIBILITY

In order to be successful in this class you need to do the following....

1. READ: Articles onSmallteamcom.com SmallTeamCom.com

Smallteamcom.com is a blog that is college student tested and instructor approved! Better yet, it’s mobile friendly! The blog has all the articles you need to complete each PREP, written by your instructor.

2. REFLECT: On the Preps COM353

SMALL GROUP COMUNICATION

team

“The strength of the team is each individual member.

The strength of each member is the team.”

--Phil Jackson

MWF 11:00-11:50 - MOORE 206 - 22262593 MW 2:00-3:15 - MOORE 214 - 22259056

OFFICE: MOORE 221E • HOURS: MW 3:30-5:00 and T 2:00-4:00 or by appt.

Upon reading the blog posts (carefully), you will be asked to answer coinciding questions in your course pack in your own words of course!

NOTE: YOU WILL NOT EARN CREDIT FOR ATTENDANCE IF YOU ARE NOT PRESENT IN CLASS ON TIME WITH COMPLETED PREP IN COURSE PACK. SEE POLICY ON P.5

3. REPRESENT: The principles 6

• Syllabus

You are expected to LIVE OUT and REPRESENT these principles in your team. However, if there is a problem, I ask that you notify me as soon as possible, especially if someone is NOT doing their part.

P eriodic Table of E valuation TEAM

INDIVIDUAL

As a team you will share a grade based on the As an individual you will earn a grade based on the following four elements in each project/presentation. following four elements.

Sy SYNERGY

Cr CREATIVITY

E EXECUTION

Synergy is the ability to work as a team in a way that magnifies each other’s strengths. The end result is a product greater than the sum of the individuals combined.

Each product should be highly unique to your team’s interests, have a level of audience interaction, and showcase non-traditional thinking.

Highly prepared teams present professional products within time limits, following the guidelines, and without the use of note cards.

As a team, deep learning is showcased through your ability to exemplify the major principles we discuss in class and dedication to creating syngery.

You will individually reflect on how you can apply the principles learned in class via two different papers. Papers are graded harshly. Please read the directions carefully and do NOT write in one sitting.

You will be individually evaluated two different times by myself and your teammates based on how dependable you are. Your overall score will be posted at the end of the semester.

See p. 8.

DLL DEEP

~60% of grade

Attendance = participation and preparation. In order to earn full credit for attendence you have to show up ON TIME with your prep completed in your course pack. No excuses.

Pa PARTICIPATION

Re REFLECTION

De DEPENDABILITY

Individually, deep learning is showcased through your attendance and ability to apply the principles we discuss in class to grow as an individual team member.

LEARNING

~40% of grade

Syllabus • 7

Give BL D Don’t Suck!

46-50 pts. - GAVE GENEROUSLY • Provided valuable input consistently • Showed up prepared to all team meetings and classes (including feedback days) • Did equal share of the work • Kept a positive attitude throughout process

END RESULT: GAVE LIFE TO THE TEAM

35-45 pts.- GAVE WHAT THEY COULD END RESULT: GAVE SOME LIFE THE TEAM

• Provided valuable input semi-consistently • Busy schedule/lack of drive led to missed meetings & being unprepared for class • Did less than equal share of the work • Had midly poor attitude throughout process

20-35 pts. - GAVE LITTLE TO NOTHING • Provided valuable input inconsistently • Rarely showed up to meetings and was not always prepared for class • Failed to do equal share of work • Mainly in poor spirit through process

END RESULT: SUCKED LIFE OUT OF TEAM

Don’t be a vampire and suck life out of your team! Give 100% or lose points in dependability reports (due twice from each team member). Teammates will evaluate you on how much you gave the team (only descriptively). I’ll decide what you earned numerically, based on your peer-evaluations and classroom presence.

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• Syllabus

Ma e The Team Work

A

BOVE AND BEYOND 90-93% A- • 94-100% A

Characteristics: • Prepares for class in detail & reviews course pack before projects/exams • Consistently attends class and shares ideas with teammates & class • Leads team to work together through encouragement & enthusiasm • Extremely dependable & goes above and beyond team expectations • Helps teammates become stronger individuals

B

A IT MORE EFFORT

80-82% B- • 83-86% B • 87-89% B+ Characteristics: • Prepares for class in semi-detail/doesn’t always review • Attends prepared and participates regularly • Works with team by offering input regularly • Brings mainly positive attittude to class and team • Mostly dependable, slightly exceeeds expectations

C

LACK OF OMMITTMENT NOTE: 10% of your grade is based on how your teammates evaluate you (see p. 6). Lack of commitment to this class can have an adverse effect on your team and thus grade.

D

70-72% C- • 73-76% C • 77-79% C+

Characteristics: • Consistantly misses class/shows up unprepared • Offers little input, if any to the team • Lack of positive attitude toward class and team • Not very dependable, meets expectations

ID NOT DO

60-62 D- • 63-66% D 67-69% D+ • 59% < E

Characteristics: • Rarely attends class prepared, if at all • Brings bad attitude to class and team • Not at all dependable and unable to meet expectations

Syllabus • 9

INFO that’s GOOD to KNOW

Please read through carefully, as your success in my class relies on both your understanding of CMU Policies and your well being.

Family Emergency/Bereavement Policy: I understand that family emergencies will arise as well as the unexpected loss of loved ones. I ask that you in the case of a family emergency or loss of a loved one you notify me via e-mail as soon as possible. Every situation is different therefore it is IMPERATIVE that you are prepared for the worst case scenario and thus have your work completed (when possible) in the case of an emergency that hinders you from coming to class. I will make accomodations on a case by case basis. PLEASE save absences for reasons such as these or sickness. I work hard at accomodating those in challenging circumstances. Please keep me informed.

Academic Dishonesty: IN THE CASE YOU ARE CAUGHT PLAGIARIZING (i.e. taking credit for the use of someone else’s work) you will recieve a ZERO for that assignment.

In the academic community the high value placed on truth implies a corresponding intolerance of scholastic dishonesty. Written or other work which a student submits must be the product of his/her own efforts. Plagiarism, cheating and other forms of academic dishonesty, including dishonesty involving computer technology, are prohibited.

Religious Observances: It is Central Michigan University policy to permit students to be absent from classes or examinations for reason of observing religious holidays.

Students are allowed to make up course requirements when they are unable to avoid a conflict between their academic and their religious obligations. Absence from classes or examinations caused by observing religious holidays does not relieve students from responsibility for any part of the coursework required during the period of absence. Please contact me via e-mail ahead of time in order to arrange make-up work.

Accomodations: Please contact me during office hours or after class regarding accomodations you need in order to be successful in my class. CMU provides individuals with disabilities reasonable accommodations to participate in educational programs, activities and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact Susie Rood, Director of Student Disability Services at (800) 9501144, extension 3018 or email her at sds@cmich.edu, at least 4 weeks prior to registering for class. Students may find additional ADA information and forms at http://www.cmich.edu/student_disability_services.htm.

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• Syllabus

UNIT 1: TEAMS AS SYSTEMS

UNIT 1: PREP 1

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Teams as Systems: Principles & Variables a. Interrelated:

Q1: Systems Principles

b. Interacting:

c. Balance:

d. Shared Vision:

e. SYNERGY:

Q2: Systems Variables a. INPUT:

b.PROCESS:

c. OUTPUT:

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In-Class Application BAD SYSTEMS

GOOD SYSTEMS Characteristics (NOT principles)

Characteristics (NOT principles)

•

•

•

•

•

•

Real-Life Examples of a GOOD system (your exmaple)

Real-Life Example of a BAD system (your example)

•

•

WHY:

WHY:

Real-Life Examples of a GOOD system (Adam’s example)

Real-Life Example of a BAD system (Adam’s example)

• PIT-CREW

• MISSION TRAFFIC

WHY:

WHY:

In-Class Application 1. Assessing INPUT (how?)

Your Ideas • • •

2. Evaluating PROCESS (how?)

Your Ideas • • •

3. Recognizing OUTPUT (how?)

Your Ideas • • •

Today’s Take-away:

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REMINDERS/TIPS ABOUT SYSTEMS VARIABLES VERSUS PRINCIPLES • VARIABLES: This is how a system learns how to work together,

over time. It’s more of a “game plan” for how you should go about creating teams. Start with the INPUT (find out about each person).

Once you know about everyone, you can begin to figure out how to work together, or PROCESS (your norms, policies, roles, strategy, and etc). When you get OUTPUT, go back to the process and figure out how you can improve to get a better OUTPUT, or in some cases, continue to achieve the same OUTPUT, assuming You’re happy with it!

•PRINCIPLES:

.

S V

This is really a “checklist” or “dashboard” to see whether you are a SYSTEM or just a bunch of RANDOM PARTS. Use this checklist to see if your team is a WELL OILED machine or just a bunch of SPARE PARTS.

CONCEPTUALIZING THE VARIABLES INPUT: This is OUR PERSPECTIVE or everything we BRING to the table including our MBTI, Strengths, and etc. It’s our job as teammates to BEGIN by assessing each other’s input and sharing our own. This is the FIRST and most important step.

PROCESS: This is HOW WE DO IT, or work together, once we understand each other. This is where roles get created, hopefully positive ones, if we do it correctly. This also includes team meetings, how we deal with conflict (regulate), and lead each other.

OUTPUT: This is WHAT we achieve as a result of HOW we work together and

WHO we are. Sounds confusing doesn’t it? Either way, output is MORE than just the grade or the end task, it’s also the perceived level of team spirit.

STRENGTHS FINDERS

For YOUR convenience write down your TOP 3 Strengths

STRENGTH 1:

STRENGTH:

STRENGTH 2:

IN A NUT SHELL THEY:

STRENGTH 3:

HOW IT SHOWS ITSELF IN TEAMS:

Integrator

Include left out people to generate Social Improvement.

People with the Integrator talent are accepting of others. They show awareness of those who feel left out, and make efforts to include them.

Fixer

Troubleshoot to solve problems.

People with the Fixer talent are adept at dealing with problems; their give is to figure out what is wrong and resolving it.

Group Relations

Relate in order to integrate groups.

People who are with the Group Relations talent enjoy close relationships with others; finding deep satisfaction in working hard together with friends to achieve a goal.

Prioritizer

Focus on important things.

People with the Prioritizer talent can take a direction, follow through, making adjustments necessary to stay on track; prioritizing, followed by action.

Unifier

Connect and unite people & things.

People with the Unifier talent have faith in the links between all things. They believe there is a reason for every event.

Organizer

Arrange and Optimize resources.

People with the Organizer talent like to figure out how all of the pieces and resources can be arranged for maximum productivity.

Flexibility

Adapt in chaotic environments.

People with the Flexibility talent prefer to ‘go with the flow.’ They tend to be ‘now’ people who take things as they come; living one day at a time.

Understand Others

Empathic to people’s emotions to help solve problems.

People with the Understand Others talent can sense feelings of other people by imagining themselves in others’ lives or situations.

Prudent

Deliberate carefully to find a safe solution.

People with the Prudent talent take serious care in making decisions or choices. They can anticipate obstacles.

Foreman

Commanding (people).

direct

People with the Foreman or Capitan talent have presence. They can take control of a situation and easily make decisions.

Solutions Finder

Ideate new problems.

solve

People with the Equalizer talent are keenly aware needing to treat all people the same and fairly, by setting up clear rules and adhering to them.

Hard Worker Historian Information Excavator Thinker Presenter

16

and

ways

to

Achieve results.

Contextualize situations in order to not repeat the same mistakes.

People with the Hard Working talent have a great deal of stamina. They take great satisfaction from being busy and productive.

People with the Historian talent enjoy thinking about the past. Understand the present by researching its history.

Dig and validate information.

People with the Information Excavator talent have a craving to know more.

Also enjoying the collection and archiving of information.

Like to look at all parts of the picture and.

People with the Thinker talent are characterized by their intellectual activity: introspective with an appreciation of intellectual discussions.

Communicate information.

People with the Presenter talent generally find it easy to put their thoughts into words. They are good conversationalists and communicators.

STRENGTH:

IN A NUT SHELL THEY:

HOW IT SHOWS ITSELF IN TEAMS:

Equalizer

Are fair and treat people the same.

People with the Equalizer talent are keenly aware needing to treat all people the same and fairly, by setting up clear rules and adhering to them.

Consensus

Harmonize in order to solve conflicts.

People with the Consensus talent look for seek harmony. They don’t enjoy conflict; preferring to find areas of agreement.

Excellence

Maximize performance by Focusing on People’s Potentials.

Those with Excellence focus on strengths as a way to stimulate personal and group excellence; seeking to transform something strong into superb.

Compete with others to win.

People with the Winner talent measure their progress in relation to the performance of others. They strive to be the first place and love contests.

Student

Learn to do things to reduce time to performance

People with the Student talent have a great desire to learn and continuously improve; the process of learning, rather than the outcome, engages them.

Confidence

Use self-confidence to lead or create new ways.

People with the Confidence talent feel assured in their ability to manage their own lives; possessing an inner confidence that their decisions are right.

Commitment

Take ownership and do what they say they will.

People with Commitment take ownership of what they say they will do.

Taking responsibility and adhering to values such as honesty and loyalty.

Initiator

Get the party started! Or, in other words they start momentum.

People with the Initiator talent can make things happen by turning thoughts into action. They are often impatient.

Planner

Plan and identify relevant obstacles (to avoid them).

Planners create alternative ways to proceed. Given any given scenario, they can quickly spot the relevant patterns or issues and find a functional path.

Charismatic

Meet People to create new relationships.

Charismatic people love the challenge of meeting new people and winning them over; getting satisfaction from breaking the ice and making connections.

Personalizer

Individualize people to understand their differences.

Personalizers are intrigued with the unique qualities of each person. Their gift is to figure out how people who are different can work together productively.

Winner

Potential Cultivator Develop people’s potential.

Potential Cultivators recognize and cultivate the potential in others. They can spot and get satisfaction with the signs of small improvement

Motivator

Use their positive attitude and motivation to move people.

People with the Motivator talent have an enthusiasm that is contagious. They are upbeat and can get others excited about what they are going to do.

Recognition

Get recognition and be in front of others.

People with the Recognition talent want to be seen as very important in the eyes of others; highly independent, they want to be recognized.

Always do the ‘right thing’.

People with the Believing talent have certain core values that are unchanging.

From these values emerges a defined purpose in life.

Envision a better Future.

People with the Visionary talent are inspired by the future and what could be, inspiring others with their visions of the future.

Structurer

Are disciplined and create routines to avoid rework.

People with the Structure talent enjoy routine and structure. Their world is best described by the order they create.

Analyst

Analyze to find root causes.

People with the Equalizer talent are keenly aware needing to treat all people the same and fairly, by setting up clear rules and adhering to them.

Believing Visionary

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UNIT 1: PREP 2

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Emotional Intelligence (EQ) Principles and Steps

Q1: EQ Definition a. Trust:

b. Identity:

c. Achievement:

d. Overall Definition of EQ (in your own words):

Q2: EQ Steps a. Perspective Taking:

b. Regulating Individuals:

c. Regulating Team Spirit:

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(how itâ&#x20AC;&#x2122;s usedin teams)

In-Class Application STEP 1: Perspective Taking (HOW?) Your Ideas

Adam’s Ideas

•

•

•

•

•

•

STEP 2: Regulating Individuals (HOW?) Your Ideas

Adam’s Ideas

•

•

•

•

•

•

STEP 3: Regulating Team Spirit (HOW?) Your Ideas

Adam’s Ideas

•

•

•

•

•

•

Today’s Take-away:

UNIT 1: PREP 3

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Meyers Briggs Personality Type (MBTI)

Q1: Your Four Letters First Letter

Second Letter

Third Letter

Fourth Letter

Q2: The Four Dimensions 1. Explain what the FIRST DIMENSION tells us about tetters E and I?

2. Explain what the SECOND DIMENSION tell us about letters N and S?

3. Explain what the THRID DIMENSION tell us about letters T and FT?

4. Explain what the FOURTH DIMENSION tell us about letters J and P

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UNIT 1: PREP 3

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Meyers Briggs Personality Type (MBTI)

Q3: Meaning of Each Letter

DIMENSION 1: Extrovert versus

Introvert explanations

E-

IDIMENSION 2: iNtuitive

versus

Sensing explanations

DIMENSION 3: Thinking

versus

Feeling explanations

N-

S-

T-

FDIMENSION 4: Judging versus

J-

P-

Perceiving explanations

In-Class Application Questions for Discussion in Class: 1. How can we use each other’s letters to create strong systems?

2. How can we guess people’s letters without stereotyping?

3. What circumstances/situations could affect your letters?

4. How can we encourage others to explain their letters in teams?

Today’s Take-away:

In-Class Application Team Member: _______________ MBTI LETTERS:________________

Team Member: _______________ MBTI LETTERS:________________ Team Member:_______________ MBTI LETTERS:________________ Team Member: _______________ MBTI LETTERS:________________

er 1 p a P l a u d i v i Ind m e t s y S r u o Y , Your Team t!)

rs fi t n i r p e n fi (Read the

Total: 40 points

(rubric on blackboard)

DIRECTIONS There are four questions to answer in this paper. Each answer should be AT LEAST one

full page double spaced in times new roman, 12 pt. font, and in a way that shows you have reflected on the concepts we discussed from preps 1-3. (however, I encourage you to write more than one page for each question). PLEASE DO NOT PROVIDE HEADINGS ON THE TOP OF YOUR PAPER WITH YOUR NAME AND CLASS SECTION. When you submit it to blackboard, it shows up under your name and section of this class. Also, make sure you write this as one large paper. Do not number each question but instead have an opening that previews the paper, transitions, and a conclusion that wraps up the entire paper.

1. BEGIN REFLECTING ON PREPS 1-3 Tips on Reflecting:

1 P

E T S

• Don’t write this in one sitting.

• Read the directions (above) multiple times before writing.

• Read the questions (below) carefully before answering AND look at the rubric on blackboard carefully as well.

2. ANSWER THE QUESTIONS 1. Tell me about your perspective that you bring to the team you will be working with in this class. Make sure to be specific as to what you think is important to know about you. Please discuss your MBTI letters and strengths, just make sure to explain how they translate in teams. Please be detailed here, providing a strong rationale for not only what your perspective is, but why it is that way as well.

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2. Elaborate on a recent group you worked in (preferably in college) that did not have Emotional Intelligence. Make sure to use the terminology from prep 2 to explain examples of both the principles and steps of EQ that were missing.

STE

P2

ANSWER THE QUESTIONS (CONT.) 3. Elaborate on a different, but recent group you worked in (preferably in college) that was NOT a system. Make sure to use the terminology from prep 1 to explain examples of both system principles as well as variables that were either missing or not working all that well.

4. Without being generic or simplistic, what major lessons (expand on at least two) you can you take from preps 1-3 (feel free to use your take-aways BUT explain them deeply).

The more detail you provide regarding what you learned the better. Remember, I cannot read minds, so if you just state your take-aways with no clarification, you will lose points.

3 P

E T S

STE CON P 2 T.

3. REVISE Have you done the following?

• Answered each question ACCURATELY, THOROUGHLY, and in the LENGTH REQUIRED? • Used examples to back up your answers in questions 1, 2, & 3?

• Cleaned up your answers and read them aloud correcting confusing sentences, spelling errors, and ideas that have not been thought out?

4. SUBMIT UPLOAD: Your final paper to Blackboard on time (see schedule), assuming it has been reviewed MULTIPLE TIMES and FOLLOWS THE DIRECTIONS. Adam will GRADE IT and PROVIDE FEEDBACK on Blackboard within 2 weeks of submission.

4 P E T S 25

UNIT 1: PREP 4

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Understanding Your Role in Role Development Definition of Fundamental Attribution Error:

Q1: Fund. Att. Error

Q2: Common Neg. Roles a. How do you encourage The PROCRASTINATOR:

b. How do you encourage The CONFUSED:

c. How do you encourage The CONTROL FREAK:

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UNIT 1: PREP 4

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Developing Team Positive Roles Cont.

DirectionsCREATIVE and POSITIVE role names and provide descriptions based on the needs of your team.

Q3: New ROLES

a. ROLE 1: Name & Description:

a. ROLE 2â&#x2030; : Name & Description:

TEAM

COM353

Name:

Stats at a Glance RBI (MBTI):

Position (Role):

RESPONSIBILITIES:

COM 353

Strengths: 1.

2.

3.

Q4: Your Role Directions: Fill in your baseball card! Come up with a NEW position (ROLE) that you want to play and responsibilities that fit your strengths and MBTI!

In-Class Application TEAM

Strengths: 1.

COM353 Stats at a Glance

2.

Strengths: 1.

COM353 Stats at a Glance

3.

RBI (MBTI):

RBI (MBTI):

Position (Role):

Position (Role):

Responsibilities:

Responsibilities:

COM 353 TEAM

1.

Stats at a Glance

2.

3.

TEAM

3.

Strengths: 1.

COM353

Stats at a Glance

RBI (MBTI):

RBI (MBTI):

Position (Role):

Position (Role):

Responsibilities:

Responsibilities:

COM 353

2.

COM 353 Strengths:

COM353

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TEAM

COM 353

2.

3.

In-Class Application Cont.

Questions for Discussion in Class: 1. Has there been a time when YOU were a victim of Fundamental Att. Error?

2. What OTHER negative roles exist in teams and what do they look like?

3. How can teams limit negative roles from forming?

Todayâ&#x20AC;&#x2122;s Take-away:

UNIT 1: PREP 5

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Making Meetings more like Movies

Q1: Meeting Must Haves a. The HOOK:

b. The CONFLICT:

c. The CLOSE:

Directions: Please make sure to write down each roleâ&#x20AC;&#x2122;s main tasks in complete sentences. a. The Hype-Man/Woman:

d. The Riddler:

b. The Task-Master:

e. The Checker:

c. The Parrot:

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Q2: Meeting Roles

In-Class Application Questions for Discussion in Class: 1. Why do we have DIFFERENT roles for meetings?

2. How do we hold each other accountable to these roles?

3. Why is it important to actually use these roles in meetings?

Todayâ&#x20AC;&#x2122;s Take-away:

UNIT 1: PREP 6

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Teams as Systems: Summary

Q1: Draw a systems Model

32

In-Class Application Diagram a system model incorporating each Team Memberâ&#x20AC;&#x2122;s Ideas

PROJECT 1: Teams GUIDELINES as Systems AND TIPS : N I MISS

rate at demonst h t s ie it iv t is c ULTIPLE a nfictional) M o n in r s o s l a la n c e io (fict Engage th d in UNIT 1. ur choosing e o s y s f u o c is M d A e E ms w whether a T m using ter te s y s d a b r a good o

&

K C I T S D R YA

ATIVE ecute a CRE x e u o y ll e on how w tions, show d a t e s n a e s b e r is p n s atio clas tes.

Team evalu t goes beyond boring 12-15 minu in h a h it t w n s io m t syste presenta ARNING of E L P E E D g casin

Look at the examples on the blog and read rubric on p. 36 for more info!

2 EP

Choose a TEAM

TIPS: Pick a team....

Don’t tell us about your system show us by executing TWO activities that showcase your team’s system.

(Read the next page). NO LECTURING!

34

ST

EP

4

3 EP ST

TIPS:

TIPS: 1. Focus on PREPS #’s 1-6 & 2. Think about HOW the PREPS apply to the team you’ve chosen.

1. EVERY MEMBER knows about & 2. Is passionate about!

ENGAGE US

Apply Systems Terminology

ST

ST

EP

1

NOTE: No videos are allowed to be used in your presentation.

Create a VISUAL-AID TIPS: 1. Use it to GUIDE US! & 2. DON’T READ OFF THE VISUAL!

TIPS for CREATING ACTIVITIES It’s as EASY as 1,2, 3....

Start with Input!

• MBTI? • Strengths?

• Skills?

Start your presentation with an INPUT activity, more specifically, how can we learn about your presented team?

h ac r e ? s e oe mb tem d at me sys h W eam the t to ing r b

How can you help the class understand what your team brings to the system?

2nd Activity is the team’s PROCESS!

1NPUT an yc e vit uc t cti rod hou is a nt it Th lp i w NG! he team URI T e th LEC

INPUT

First Activity is your team’s

What’s their PROCESS?

Checklist for Process Does the activity show us how the team works together?

Does the activity explore the team’s strengths/weaknesses?

Does the activity showcase a challenge your team deals with?

Does the activity engage each team member in their specific input?

Tips for Asking ???’s 1. Don’t ask YES/NO Questions! These are close ended and don’t lead to discussion.

2. Give us TIME to process the questions.

3. Don’t answer the questions for us; you may have to rephrase the question.

How do they USE their individual input to solve mysteries?

3

After ACH ACTIVITY, Ask Questions!

LEARN: Assuming the activity is symbolic, ask questions

that help us understand what we were supposed to learn...

LABEL: Make sure to have the questions on the PPT or have them on a sheet of paper for the individual teams to examine. People will forget if you simple ask them out loud.

LEAD: Lead the discussion by paraphrasing what people are

saying and/or ask for clarification. It might be helpful to have teams discuss these questions indvidually before reporting to the class. 35

TEAM:____________________________

Project 1: Presentation Evaluation Excellent • Average • Poor • Missing 4 3 2 0

DEEP LEARNING 1a. Team jumps into first activity and gives proper direction for individual teams to get started.........

1b. First activity understanding the

DL DEEP LEARNING

engages individual teams in presented team’s input..............

1c. Team engages teams/class in thoughtful discussion that helps class understand the first activity/team’s input.......

2a. Team jumps into second activity and gives proper direction for individual teams to get started.........

2b. Second activity engages individual teams in understanding the presented team’s process.......

2c. Team engages teams/class in thoughtful discussion that helps class understand the second activity/team’s process...

3. The activities understanding

executed showcase of PREPS

a

STRONG 1-6..............

4. Team closes by creatively showcasing whether team is a good system using systems principles....

Grading Note: In this section I’m looking at how well you can format your presentation so we learn about the imortan infrmation from PREPS 1-6 via two creative activities. Think about the fictional team you’re presenting - How can you help the class understand who they are (input) and how they work together as a team (process).

SYNERGY

Sy SYNERGY

1.

Each weight

4 in

team

Total: ___/32

3

2

member pulls equal the presentation...............

2. Team members took feedback from feedback day and made adjustments appropriately......

3. Team’s individual personalities and skillsets are showcased in the overall presentation........

4. The sum of the parts are greater than the whole combined (it’s a remarkable presentation)...

Grading Note: In this section, I’m looking at how well you worked together as a team. This means that all team members have important roles, bring a piece of who they are to the presentation, and together, you create a memorable presentation that stands out from the crowd.

36

Total: ___/16

0

Project 1: Presentation Evaluation Excellent • Average • Poor • Missing 4 3 2 0

EXECUTION 1. Team has planned, prepared, and alotted necessary time for each activity, there are no awkward gaps in time........

E

2. Team has carefully explained the directions for the activities and offers help to teams when needed........

EXECUTION

3. Team knows visual aid) and 4.

Team presentation

what’s on each slide (of the does NOT read off slides........

is able to go without the use of

through entire note cards..........

Grading Note: In this section, I’m looking at how well you executed your ideas via your activities. As a team, you have to practice this presentation and think through all of the possible pitfalls. Remember, the expectations for this presentation are much higher than what you may be used to.

CREATIVITY

Cr CREATIVITY

Total: ___/16

4

3

2

0

1. Both activities are symbolic in that they creatively showcase the input and process of the team in question....

2. Team steers clear of ANY lecturing, keeps entire presentation interactive and engaging................

3. Team text on

creates a VISUAL, visual slides and using it as

aid limiting a guide.......

4. Team helps us walk in the shoes of the team presented via their overall presentation.........................................................

Grading Note: Finally, in this section I’m looking at how well you made the class understand your presented team, as a system. As long as you steer clear of lecture, create a VISUAL, visual aid, and help us walk in the shoes of your presented team, you’ll earn a high grade.

Total: ___/16

OVERALL:

Presentation Total: ____/80

Percentage: ____%

TIME: ___________

Teams will lose 1 point for every :30 they are under/ over the alotted time limit(12-15 minutes total)

37

UNIT 2: CONFLICT

UNIT 2: PREP 7

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Conflict ReDefined

Q1: How do you define conflict

A.

B.

C.

a. Definition from Blog (write it exactly as you see it):

Q2: Conflict reDefined

b. Definition of Expressed:

c. Definition of Interdependent parties:

c. Definition of Perceieved Threat:

d. Definition of Resources, Interference, Incompatible Goals:

40

In-Class Application Directions: Below are MULTIPLE definitions of conflict. As a team, CREATE a definition of conflict based on A) what you believe conflict is and B) characteristics you find in all of these definitions. Be clear, specific, and detailed in your definition.

1. M. Afzalur Rakhim notes there is no single universally accepted definition of conflict. He notes that one issue of contention is whether the conflict is a situation or a type of behavior. Citing a review of definitions of organizational conflicts in 1990 by Robert A. Baron, Rakhim notes the following common elements in the definitions of conflict: ·

there are recognized opposing interests between parties in a zero-sum situation;

·

there must be a belief by each side that the other one is or will act against them;

·

this belief is likely to be justified by actions taken;

·

conflict is a process, having developed from their past interactions;

2. An interactive process manifested in incompatibility, disagreement or dissonance within or between social entities.

3. An activity which takes place when conscious beings (individuals or groups) wish to carry out mutually inconsistent acts concerning their wants, needs or obligations.

4. Conflict is an escalation of a disagreement, which is its common prerequisite, and is characterized by the existence of conflict behavior, in which the beings are actively trying to damage one another.

5. A disagreement through which the parties involved perceive a threat to their needs, interests or concerns.

6. To come into collision or disagreement, be contradictory, at variance, or in opposition, to clash.

7: An expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce resources, and interference from others in achieving their goals.

Team Definition of Conflict:

Today’s Take-away:

UNIT 2: PREP 8

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Communicating Conflict Styles

Q1: Conflict Styles Chart

a. Assertiveness:

a. Cooperation:

Q2: Conflict Styles Defined Style: __________________

Style: __________________

______ WIN _______ LOSE

______ WIN _______ LOSE

Quick Description:

Quick Description: Style: __________________ ______ WIN _______ LOSE Quick Description:

Style: __________________ ______ WIN _______ LOSE Quick Description:

42

Style: __________________ ______ WIN _______ LOSE Quick Description:

In-Class Application WHAT DO THEY SOUND LIKE? COMPETING

COLLABORATING

•

•

•

•

•

• COMPROMISING

•

•

•

• •

• AVOIDING

•

ACCOMODATING

•

•

•

•

•

•

•

•

•

•

•

•

HOW DO YOU RECOGNIZE YOUR STYLE? • • • • •

CONFLICT STYLES QUESTIONNAIRE Directions: Circle one number on the line below each statement and then tally up the letters to see which numbers are highest.

WHEN I FIRST DISCOVER THAT DIFFERENCES EXIST......

A. I make sure that all views are out in the open and treated with equal consideration, even if there seems to be substantial disagreement.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic B. I devote more attention to making sure others understand the logic and benefits of my position than I do to pleasing them.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic C. I make my needs known, but I tone them down a bit and look for solutions somewhere in the middle.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic D. I pull back from discussion for a time to avoid tension.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic E. I devote more attention to feelings of others than to my personal goals.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic F. I make sure my agenda doesnâ&#x20AC;&#x2122;t get in the way of our relationship.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic G. I actively explain my ideas and just as actively take steps to understand others.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic H. I am more concerned with the goals I believe to be important than with how others feel about things.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic I. I decide the differences arenâ&#x20AC;&#x2122;t worth worrying about.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic J. I give up some points in exchange for others.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic

44

CONFLICY STYLES KEY A _____ + G _______ = _________ Calm

Collaborating

Assert your views while also inviting other views. Welcome differences; identify all main concerns; generate options; search for solution that meets as many concerns as possible; search for mutual agreement.

Perspective on Conflict. Conflict is natural, neutral. So affirm differences, prize each person’s uniqueness. Recognize tensions in relationships and contrasts in viewpoint. Work through conflicts of closeness.

Compromising C ______ + J _________ = __________ Calm Urge moderation; bargain; split the difference; find a little something for everyone; meet them halfway.

Perspective on Conflict: Conflict is mutual difference best resolved by meeting in the middle.

If each comes halfway, progress can be made by the democratic process.

Accommodating E ______ + F ________ = __________ Calm Accept the other’s view; let the other’s view prevail; give in; support; acknowledge error; decide it’s no big deal or it doesn’t matter.

Perspective on Conflict. Conflict is usually disastrous, so yield. Sacrifice your own interests, ignore the issues, put relationships first, keep peace at any price.

Avoiding D ______ + I _________ = __________ Calm Delay or avoid response; withdraw; be inaccessible; divert attention.

Perspective on Conflict: Conflict is hopeless; avoid it. Overlook differences, accept disagreement or get out.

Competing B ______ + H _______ = _________ Calm Control the outcome; discourage disagreement; insist on my prevailing viewpoint.

Perspective on Conflict: Conflict is obvious; some people are right and some people are wrong. The central issue is who is right. Pressure and coercion are necessary.

45

UNIT 2: PREP 9

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Conflict Strategies P1 a. Definition of Conflict Filters:

Q1: Recognize the Filter

Types of Conflict Filters 1. Previous Experiences:

2. Gender Roles:

3. ____________:

a. Threat:

b. Slow-Burn:

b. Expect the Unexpected :

46

Q2: Anger Principles

In-Class Application WHEN DO YOU USE EACH STYLE? COMPETING

•

•

COLLABORATING

•

•

•

•

COMPROMISING • • •

AVOIDING

•

•

•

•

•

•

DEALING WITH ANGRY PEOPLE Your Ideas Adam’s Ideas •

•

•

•

•

•

•

•

Today’s Take-away:

ACCOMODATING

CONFLICT STYLES QUESTIONNAIRE - TAKE 2 Directions: Please answer the questions based on HOW YOU FEEL WHEN......DIFFERENCES PERSIST AND FEELINGS ESCALATE...... or essentiallly, answer the questions under the impression the conflict has gone on for too long and you are ANGRY K. I enter more actively into discussion and hold out for ways to meet the needs of others as well as my own.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic L. I put forth greater effort to make sure that the truth as I see it is recognized and less on pleasing others.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic M. I try to be reasonable by not asking for my full preferences, but I make sure I get some of what I want.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic N. I donâ&#x20AC;&#x2122;t push for things to be done my way, and I pull back somewhat from the demands of others.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic O. I set aside my own preferences and become more concerned with keeping the relationship comfortable.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic P. I interact less with others and look for ways to find a safe distance.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic Q. I do what needs to be done and hope we can mend feelings later.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic R. I do what is necessary to soothe the otherâ&#x20AC;&#x2122;s feelings.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic S. I pay close attention to the desires of others but remain firm that they need to pay equal attention to my desires.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic T. I press for moderation and compromise so we can make a decision and move on with things.

Not at all Characteristic 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 Very Characteristic

48

CONFLICY STYLES KEY Collaborating A _____ + G _______ = _________ Calm K _____ + S _______ = _________ Storm Compromising C ______ + J _________ = __________ Calm M ______ + T ________ = __________ Storm Accommodating E ______ + F ________ = __________ Calm O ______ + R ________ = __________ Storm Avoiding D ______ + I _________ = __________ Calm N ______ + P ________ = __________ Storm Competing B ______ + H _______ = _________ Calm L ______ + Q _______ = _________ Storm

49

UNIT 2: PREP 10

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Conflict Strategies P2 a. What’s a WIN in conflict:

Q1: What’s a WIN?

b. What’s YOUR win in conflict?

C________________

R________________

I________________

B________________

50

Q2: C.R.I.B.

In-Class Application

Todayâ&#x20AC;&#x2122;s Take-away:

UNIT 2: PREP 11

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Conflict Model/Flow-Chart

Q1: Model/FLow-Chart

52

In-Class Application

Todayâ&#x20AC;&#x2122;s Take-away:

PROJECT 2: SURVIVAL GUIDE GUIDELINES AND TIPS

K

C I T S D R A Y

TIPS: Reflect on the following...

Make it relevant to students by: 1. Using pop-culture examples, 2. Offering quizzes to assess ourselves, & 3. Giving us TIPS! (use the application part of the preps)

ST

EP

4

3 EP ST

ENGAGE US

TIPS: Pick a format that allows readers to pick and choose the issues they need help with and provides interaction and reflection (See page 55)

All of the PREPS (1-11) you completed for UNITS 1 and 2. Make sure to go BACK to the blog if you need to revisit concepts.

54

CHOOSE YOUR FORMAT

ST

ST

EP

1

REFLECT ON PREPS!

Look at examples on the blog and read rubric on p. 56 for more info!

2

&

helps nal product fi r u o y s ll e on how w n from Unit d io e t s a a b m r is fo n ly in atio Team evalu t and learn how to app all digital devices terac at for students in easily accessible form 1 & 2 in an

EP

: N I S MIS

ICE all into PRACT s t u p t a U h t ite it forCM al guide” r iv W v . r S u s M “ E a T S te ms.

Crea T & SY groups/tea ut CONFLIC e o g b e a ll n o c io t in a rking inform eed help wo n o h w n a freshm

GET IT TO ADAM TIPS: 1. Keep it DIGITAL (see page 55) & 2. E-mail it to Barra1ak@gmail.com

A g in t a Cre

& , s k c i r T , s Tip Tools!

Allow your readers opportunities to reflect on specific and important concepts that you were asked to reflect on in this class (i.e. conflict styles, role, and etc.). Make sure to HELP readers interpret the interactive parts in your own words, as well. Do this by creating at least TWO quizzes.

REMEMBER: Steal things, but put your own spin on it. Make sure you explain WHY you used the media you did!

REMEMBER: Everybody LOVES buzzfeed quizzes because they compare us to fictional characters!

Try to use your fictional team (from project 1) for a quiz!

Take advantage of the digital format. Use different kinds of pictures including memes, animated gifs, and pictures you took on your phone, even embed relevant video clips. I’m not grading you on graphic design skills, but I want it to look professional. WAIT! Please do NOT use visuals I have already created!

Decide what format you want to use. I recommend creating a free blog through wordpress or use of “google slides.” Using collaborative programs like these allows you to see what your team members have done and are doing (allows for regulation).

REMEMBER: Google drive is free, easy, and quick to use. Just get a FREE Gmail address by going to gmail.com!

55

TEAM:____________________________

Project 2: Survival Guide Evaluation Excellent • Average • Poor • Missing 4 3 2 0

DEEP LEARNING

1. All info from Unit 1 (Preps 1-6) are discussed via separate posts/slides in deep but helpful manner.........

2. All info from Unit 2 (Preps 7-11) are discussed via separate posts/slides in deep but helpful manner..............

3. All posts/slides showcase the application (how to use the concepts) in a group/team setting.......

DL

4. All posts/slides are considered “quality” in amount of good content discussed from prep in question...

DEEP LEARNING

5. The FIRST original quiz created by the team is helpful for a student to interpret how they work in teams...

6. The SECOND original quiz created by the team is helpful for a student to interpret how they work in teams...

7. in

All terms

information presented of the way it is

is accurate defined..............

8. All information is presented uniquely in the team’s own words, interpretations, and examples.......

Grading Note: In this section I’m looking for how well you examined all the important information from PREPS 1-11, but also whether you explained how to APPLY these ideas to make great teams. It might help to look at the “application” portion of your preps. Also, all quizzes MUST be ORIGINAL (created by the team) otherwise you’ll earn a 0.

Finally, A quality post looks at one prep (or one part of a prep) AND is more than one slide if you’re using google slides.

SYNERGY

Sy SYNERGY

4

Total: ___/32

3

2

1. Each team member creates at least 3 QUALITY posts/ slides (please put contributors name for each post/slide).........

2. Team members took feedback from feedback day and made adjustments appropriately......

3. Team’s individual personalities and skillsets are showcased in the overall creation of the guide......

4. The sum of the parts are greater than the whole combined (it’s a remarkable survival guide)...

Grading Note: In this section, I’m looking at how well you worked together as a team. This means that all team members bring a piece of who they are to each post/slide and together, you create a memorable survival guide that stands out from the crowd. slides).

56

Total: ___/16

0

Project 2: Survival Guide Evaluation Excellent • Average • Poor • Missing 4 3 2 0

EXECUTION 1. Survival guide has consistant professional looking feel for each “post” (or set of slides/blog post for each concept)........

E

2. Team uses slide/blog format to their advantage, using more than one slide for each “post” or provides long, detailed posts....

EXECUTION

3. The suvival guide is personalized by the team, creating their own unique “team brand”........................

4. Follows the “survival guide” format by making it easy for students to “pick and choose” what they want to read..........

Grading Note: In this section, I’m looking at how well you executed the format for your survival guide. I’m not looking for a coherent or thematic structure, but instead unique, quality, and engaging posts/ slides that showcase the major elements discussed in Units 1 & 2.

CREATIVITY

Cr CREATIVITY

Total: ___/16

4

3

2

0

1. Information is written in “student friendly” format; CMU students would actually be engaged in this...

2. Team uses lots of relevant and “student friendly” examples that showcase the concepts in unique way................

3. Overall the slide/posts have a balance of visual (pictures, gifs, videos) and text components.....

4. Both original quizzes created use relevant pop culture examples to better understand who we are like....

Grading Note: Finally, in this section I’m looking at how well you were able to tailor the information we learned to college students who are likely scared of and unsure of how to work in groups in college. I’m also looking at how creative you were in making your quizzes similar to buzzfeed quizzes.

Total: ___/16

OVERALL:

Presentation Total: ____/80

Percentage: ____%

Remember: The output (grade) doesn’t matter as much as how you move forward. Regardless of what you earn, look through the feedback carefully, and make adjustments!

57

UNIT 3: PROBLEM SOLVING

UNIT 3: PREP 12

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Understanding Design Thinking Problem Solving a. Step 1- Empathize

Q1: Four Steps Defined

b. Step 2 - Define:

c. Step 3 - Ideate:

d. Step 4 - Prototype:

Q2: Problem Solving Tips a.

b.

c.

d.

60

In-Class Application

Todayâ&#x20AC;&#x2122;s Take-away:

TOP 3 End of the Year Team Struggles ....and tips on how to HELP get the team moving forward.

3 2 1 62

FATIGUE. We ALL have a ton going on. If you have a team member (or members) that are fatigued...

1. It might be hepful to look at the MAP we completed at the beginning of the year and compare how much everyone has going on to remind them they have NO excuse.

2. You could always come up with a ROLE for them that would energize them. Is there something they are REALLY excited or interested in, can you connect it to the team project?

DISTRACTIONS. It’s easy to get distracted and LOSE FOCUS on what’s most important. Here are some tips on getting re-focused: 1. Try sitting down with EVERYONE in your team and say “Hey, why are all of us here in college?” Try to remind them that this class is COSTLY and therefore it might be helpful to treat it like an investment.

2. Have the ENTIRE team go out and do something fun. Whether it’s grabbing pizza at the cabin, or all going to one person’s apartment and bonding over something fun - it might help refocus everyone.

CONFUSION. CONFUSION. If getting confused in college was a job, we’d all have successful and long lasting careers...

1. READ THE DIRECTIONS. I know, it’s a long shot, but sometimes reading them CONTINUOUSLY is the best way to fix this.

2. Make sure that ALL OF YOUR team members ALSO read the directions.

I know this drives MANY team members crazy (that their other members have no idea what is going on). Have everyone sit down and READ over the directions multiple times.

In-Class Application TEAM

Strengths: 1.

COM353 Stats at a Glance

2.

TEAM

Strengths: 1.

COM353 Stats at a Glance

3.

RBI (MBTI):

RBI (MBTI):

Position (Role):

Position (Role):

Responsibilities:

Responsibilities:

COM 353 TEAM

1.

Stats at a Glance

2.

3.

TEAM

Strengths: 1.

COM353

Stats at a Glance

RBI (MBTI):

RBI (MBTI):

Position (Role):

Position (Role):

Responsibilities:

Responsibilities:

COM 353

3.

COM 353 Strengths:

COM353

2.

COM 353

2.

3.

UNIT 3: PREP 13

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Step 1: Empathize via Surveys a.

Q1: Survey ? Best Practices

b.

c.

d.

e.

Create 3 questions that get to the heart of your teamâ&#x20AC;&#x2122;s problem

64

Q2: Survey Questions

In-Class Application

Todayâ&#x20AC;&#x2122;s Take-away:

UNIT 3: PREP 14

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Step 2: Define a.

Q1: Understanding Results

b.

c.

d.

a.

b.

c.

66

Q2: Using Metaphors

In-Class Application

Todayâ&#x20AC;&#x2122;s Take-away:

UNIT 3: PREP 15

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Step 3: Ideation a. Creativitity Myth:

Q1: Brainstorming Myths

b. Expert Myth:

c. Eureka Myth:

d. Brainstorming Myth:

Q2: Better Brainstorming a. Tip 1:

b. Tip 2:

c. Tip 3:

68

UNIT 3: PREP 15

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Step 3: Ideation

Q3: Brainstorms a. What is a COMMUNICATION CAMPAIGN?

b. Slogans

b. Social Media

c. Traditional/Untapped Mediums

Todayâ&#x20AC;&#x2122;s Take-away:

UNIT 3: PREP 16

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Step 4: Prototype

Q1: Checklist a.

b

c.

d.

e.

70

In-Class Application

Todayâ&#x20AC;&#x2122;s Take-away:

DESIGN THINKING TEAM PROJECT 3:

GUIDELINES AND TIPS PROBLEM SOLVING

ST

EP

Choose a PROBLEM

Read information on the blog and the rubric on p. 74 for more info!

2

1

K C I T S D R YA

TIPS:

TIPS:

EP

4

1. Make sure EVERYONE can login

& 2. Invite Barra1ak@gmail.com to your google doc template

ST

ST

EP

3

1. Pick a problem on campus EVERY member is passionate about & 2. Let Adam know immediately!

KEEP IT IN ONE DOCUMENT

Setup GOOGLE DOCS

EP

&

TIVE CUTE a CREA ou E X E y e th ll e ow w well y is based on h ns AND how n o o ti ti lu a o s lu l a a v n e Team the traditio the problem. d in n o d y e e lv b o s v e o in g eople solution that e class and p th to s p te s r present you

ST

: N I MISS

ing problem solv g in k in th n ent desig u will docum rstanding of o e Y d n s. u u r p u m o y ca e n lem o s.

Showcas n actual prob y through the FOUR step a e lv o s to g urne by tryin resent your jo p & p te s h c ea

WORK STRATEGICALLY

TIPS:

TIPS:

Please keep a RUNNING document with each step labeled so it’s easy for Adam to read and offer feedback.

1. Make sure to meet your deadlines with the paper portion 2. Take Adam’s feedback 3. READ DIRECTIONS -----> (next page)

NOTE: Deadlines are PERMANENT. If written portion is NOT FULLY completed on time you will not earn credit for it.

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THE FOUR STEPS TO PROBLEM SOLVING Follow EACH STEP in the writing portion using Google Docs (40 pts).

The presentation (80 pts.) will focus on steps 1, 2, & 4.

STEP 3:

STEP 1: 10 points

What to Do: 1. Contact the person on campus that deals directly with the problem and ask them about the major ideas surrounding the problem.

10 points

STEP 2: 10 points

STEP 2:

What to Do:

1. Make sense out of Step 1 by figuring out what the major 2. Create a SURVEY and send it out to problem is based on survey results.

CMU students .

What to REPORT: (in complete sentences and paragraphs) 1. The completed interview with the person/people that deal with the problem.

2. The survey questions you are going to ask CMU students.

What to REPORT: (in complete sentences and paragraphs) 1. A formal explanation of the survey results (including the results link for data and word clouds for open-ended questions). See template for all questions.

2. A CREATIVE metaphor that

GET APPROVAL BEFORE SENDING. explains the problem well IN LIGHT

DUE: Tue. November 1st of the survey results.

What to Do:

( 1. Come up with at LEAST 12 different & CREATIVE solutions to the problem.

What to REPORT: (in complete sentences and paragraphs) 1. A list of brainstorms within 1-3 sentences each that briefly explain the brainstorm.

NOTE: If brainstorms are NOT creative/nontraditional and unique OR not explained, you will not earn full credit and be asked to go back to the drawing board.

10 points

What to Do: 1. Choose the best brainstorm(s) that you believe will completely solve the problem.

What to REPORT: (in complete sentences and paragraphs) 1. Elaborate on following: A. What is your solution?

(EXPLAIN IN DETAIL).

B. Prototype of what your solution will look like?

C. Why it solves the problem?

D. Why it will work?

DUE: Tue. November 15th

DUE: Tue. November 8th 10 - HIT THE MARK! STEP 2 GO! 5 - RE-READ DIRECTIONS, FIX & RESEND! 0 - NOT COMPLETED ON TIME

STEP 4:

GRADING FOR EACH STEP 10 - HIT THE MARK! STEP 3 GO! 10 - HIT THE MARK! STEP 4 GO! 5 - RE-READ DIRECTIONS, FIX & 5 - RE-DO BRAINSTORMS & RESEND! RESEND 0 - NOT COMPLETED ON TIME 0 - NOT COMPLETED ON TIME

DUE: Tue. November 22nd 10 - HIT THE MARK! 5 - RE-READ DIRECTIONS, FIX & RESEND! 0 - NOT COMPLETED ON TIME

FYI: YOU CAN’T GET FULL CREDIT FOR A REVISION IF YOU DON’T RESPOND TO ALL FEEDBACK VIA THE GOOGLE DOC BEFORE THE NEXT DUE DATE

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TEAM:____________________________

Project 3: Presentation Evaluation Excellent • Average • Poor • Missing 4 3 2 0

DEEP LEARNING 1a. Team begins presentation by exploring STEP 1 of the Design Thinking Problem Solving Process.........

1b. Team explains the important parts of the interview and the demographic information of the survey results..............

DL DEEP LEARNING

2. Immediately following STEP 1, team goes into STEP 2, explaining the IMPORTANT results from their surveys...

2a. Team follows up results with their metaphor; metaphor is explained well based on the results of their survey...

3. Team follows up STEP 2 with STEP 4: Their prototype/explanation of prototype...............................

3a. Team explains relevant information about their prototype and why it will/has began solving the problem...

4. in

STEPS 1, 2, a detailed

and and

4

are all explained helpful manner.........

5. Based on the presentation, it is clear to the audience (in Adam’s opinion) that they have followed the DTPS process...

Grading Note: In this section I’m looking at how well you organized your presentation to showcase 3 steps of the Design Thikning Problem Solving method (NOTE: Don’t share STEP 3). Remember, your “client” is hearing most of this information for the first time, you’re job, as a team, is to help them understand how you got to your solution(s).

SYNERGY

Sy SYNERGY

1.

Each weight

4 in

team

Total: ___/32

3

2

member pulls equal the presentation...............

2. Team members took feedback from feedback days and made adjustments appropriately......

3. Team’s individual personalities and skillsets are showcased in the overall presentation........

4. The sum of the parts are greater than the whole combined (it’s a remarkable presentation)...

Grading Note: In this section, I’m looking at how well you worked together as a team. This means that all team members have important roles, bring a piece of who they are to the presentation, and together, you create a memorable presentation that stands out from the crowd.

74

Total: ___/16

0

Project 3: Presentation Evaluation Excellent • Average • Poor • Missing 4 3 2 0

EXECUTION 1.

Team has the necessary

E

planned, time

prepared, and alotted for each step........

2. Team has carefully explained all of the steps, sequentially and in a conversational manner.........

EXECUTION

3. Team knows visual aid) and 4.

Team presentation

what’s on each slide (of the does NOT read off slides........

is able to go without the use of

through entire note cards..........

Grading Note: In this section, I’m looking at how well you executed the presentation of your google document. As a team, you have to practice this presentation and think about how you can get all of the IMPORTANT information from your document into a 15-18 minute presentation.

CREATIVITY

Cr CREATIVITY

Total: ___/16

4

3

2

0

1. Graphs used to showcase data are highly visual and easy for the class to read and make sense out of....

2. Metaphor used is highly creative and helpful for the class to understand the major problem................

3.

The visual aid only uses text

is HIGHLY visual and WHEN necessary..................

4. The prototype presented is and highly unique and

of high quality creative.....................

Grading Note: Finally, in this section I’m looking at how well you showcased your data, metaphor, and overall visual aid (making sure it’s visual). I’m also looking at the overall quality and creativeness of your prototype. This really is really about “wowing” your client.

Total: ___/16

OVERALL:

Presentation Total: ____/80

Percentage: ____%

TIME: ___________

Teams will lose 1 point for every :30 they are under/ over the alotted time limit(15-18 minutes total)

75

UNIT 4: EQ & LEADERSHIP

UNIT 4: PREP 17

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

EQ Leadership a. Self-Awareness:

b. Self-Regulation:

c. Motivation (intrinsic):

d. Empathy:

e. Social Skills:

78

Q1: EQ Leadership P1

a. (Awareness) Johari Window:

b. (Self-Regulation) Triggers:

c. (Motivation) What is a WHY:

d. (Motivation cont.) What is YOUR WHY:

Q2: How to GROW in EQ

In-Class Application

80

In-Class Application

Todayâ&#x20AC;&#x2122;s Take-away:

UNIT 4: PREP 18

Please read corresponding blog post at smallteamcom.com and answer ALL questions below in COMPLETE SENTENCES.

Servant Leadership

Q1: Defining Servant Leadership

a. Autonomy:

b. Mastery:

c. Purpose:

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Q2: Motivating Others

In-Class Application

Todayâ&#x20AC;&#x2122;s Take-away:

2 r e p a P l a u d Indivi e l y t S p i h s r e d Your Lea !) t s r fi t n i r p e (Read the fin

Total: 40 points

(rubric on blackboard)

DIRECTIONS There are four questions to answer in this paper. Each answer should be AT LEAST one full page

double spaced in times new roman, 12 pt. font, and in a way that shows you have reflected on the concepts we discussed from preps 16-18. (however, I encourage you to write more than one page for each question). DO NOT PROVIDE HEADINGS WITH YOUR NAME AND COURSE SECTION. When you submit it to blackboard, it shows up under your name and section of this class. Also, make sure you write this as one large paper. Do not number each question but instead have an opening that previews the paper, transitions to each question, and a conclusion that wraps up the entire paper.

1. BEGIN REFLECTING ON PREPS 17 & 18 Tips on Reflecting:

1 P

E T S

• Don’t write this in one sitting.

• Read the directions multiple times before writing.

• Read the questions (below) carefully before answering and look at the rubric on blackboard carefully as well.

2. ANSWER THE QUESTIONS 1. This is a two part question. First, explain ALL five parts of EQ leadership in your own words. Second, explain to me whether or not you agree with this style of leadership AND WHY. 2. Out of all five parts of EQ leadership discuss with me which parts you feel you are strong in and what areas you think you can grow in. In the areas you think you can grow in, be specific as to HOW you are going to grow in those areas (for example, you may discuss Johari Window, Triggers, your Why and etc.)

84

STE

P2

ANSWER THE QUESTIONS (CONT.) 3. This is a two part question. First, explain servant leadership in your own words. Second, explain how you would use servant leadership in your future teams or how you have used it in your current team this year. Either way, please be specific in terms of the three ways to motivate others.

4. Without being generic or simplistic, what major lessons (expand on at least two) can you take from preps 17 &18 (feel free to use your take-aways and explain a bit further).

The more detail you provide regarding what you learned the better. Remember, I cannot read minds, so if you just state your take-aways with no clarification, you will lose points.

3 P

E T S

STE P CON 2 T.

3. REVISE Have you done the following?

• Answered each question ACCURATELY, THOROUGHLY, and in the LENGTH REQUIRED? • Used examples to back up your answers in questions 1, 2, & 3?

• Cleaned up your answers and read them aloud correcting confusing sentences, spelling errors, and ideas that have not been thought out?

4. SUBMIT Upload your final paper to Blackboard on time, assuming it has been reviewed MULTIPLE TIMES and FOLLOWS THE DIRECTIONS. Adam will GRADE IT and PROVIDE FEEDBACK on Blackboard within 1 week of submission.

4 P E T S 85

COM 353 - MW SCHEDULE - SPRING 2016 WEEK 1 - Introduction to Small Team Communication & EQ Tuesday August 30th Thursday September 1st -Pick Up Course Pack @ CMU Bookstore -PREP 1 -Systems TO BE -Read Syllabus (on blackboard or course pack) -Complete Strength Finders Survey & Syllabus COMPLETED -Check out smallteamcom.com Quiz on (Blackboard) before Friday at MIDNIGHT UNIT 1 -SYSTEMS WEEK 2 - Introduction to Systems Tuesday September 6th Thursday September 8th -PREP 3 - MBTI -PREP 2 - EQ in Teams TO BE -Remember to take your MBTI test and COMPLETED -Be prepared to meet your TEAM! -Read the directions for the first project pgs. 34-36 submit your FOUR letters before NOON Tuesday September 13

th

TO BE COMPLETED

-PREP 4 - Roles

-PREP 5 - Meetings -Paper 1 due FRIDAY by Midnight via BB

Tuesday September 20

th

TO BE COMPLETED

WEEK 5 - Systems Concluded Thursday September 29th

Tuesday October 11

Presentations Day 2

UNIT 2 - CONFLICT WEEK 6 - Introduction to Conflict Thursday October 6th

-PREP 7 - Conflict Redefined -If you haven’t yet, look over the directions for your second team project pgs. 52-54 th

TO BE COMPLETED

-PREP 6 - Systems Model

Presentations Day 1

Tuesday October 4th TO BE COMPLETED

WEEK 4 - Systems Cont.

Thursday September 22nd

-Feedback Day - Come prepared with well thought out ideas about your 1st project & get feedback

Tuesday September 27th TO BE COMPLETED

WEEK 3 - Systems Cont.

Thursday September 15th

-PREP 8 - Communicating Conflict Styles

WEEK 7 - Conflict Cont.

Thursday October 13th

-PREP 9 - Conflict Strategies P1

-PREP 10 - Conflict Strategies P2 -Complete team dependability surveys Round 1 via BB after completing your second project

REMINDERS Syllabus Quiz & Strengths due by Friday September 2nd by midnight via blackboard. Failure to do it on time will result in a 5 point loss.

Make sure you start working on your first paper (based on PREPS 1 -3) Don’t wait until the last minute!

Paper 1 due by Friday September 16th by midnight via BB. Read directions carefully!

FEEDBACK day is not the first time you meet as a team.

Come prepared with ideas! Make sure to read directions!

Don’t forget to E-MAIL Adam your visual aid or link to visual aid BEFORE PRESENTING.

The next project comes quickly, make sure you read the directions before Thursday

FEEDBACK day is not the first time you meet as a team.

Come prepared with ideas!

WEEK 8 - Conflict Concluded Tuesday October 18

th

TO BE COMPLETED

-Feedback Day - Come prepared with well thought out ideas about your 2nd project & get feedback

Thursday October 20th -PREP 11 - Conflict Model/Flow Chart -Complete team dependability surveys Round 1 via BB after completing your second project

Your second project is due Tuesday October 25th by midnight.

E-mail it to Adam!

UNIT 3 - PROBLEM SOLVING WEEK 9 - Introduction to Problem Solving Tuesday October 25th Thursday October 27th -PREP 12 - Design Thinking Problem Solving -PREP 13 - STEP 1 TO BE -Read directions for 3rd team project pgs. 70-72 -Bring laptops to begin working on STEP 1 COMPLETED -Project 2 DUE by midnight :) WEEK 10 - Problem Solving Cont.

Tuesday November 1 Thursday November 3rd -Workshop Day - Complete STEP 1 -PREP 14 - STEP 2 NOTE: Step 1 is due by Midnight -Make sure you send surveys out by now! st

TO BE COMPLETED

WEEK 11 - Problem Solving Cont.

Tuesday November 8

Thursday November 10th

th

TO BE COMPLETED

-Workshop Day! Bring laptops to compile your results NOTE: Step 2 is due by Midnight

-PREP 15 - STEP 3 -Be prepared to begin your brainstorming and/or fix STEP 2

WEEK 12 - Problem Solving Concluded Tuesday November 15th -Workshop Day! Brainstorming finalization TO BE COMPLETED NOTE: Step 3 is due by Midnight

Thursday November 17th -PREP 16 - STEP 4 -Be prepared to begin your brainstorming

UNIT 4- LEADERSHIP WEEK 13 - Introduction to Leadership Thursday November 24th Tuesday November 22nd TO BE COMPLETED

-PREP 17 - EQ Leadership -Note: Step 4 is due by Midnight

Thanksgiving NO CLASS :)

REMINDERS Make sure to stay on track for each step of the final presentation, or you will lose points.

STEP 1 is due Tuesday November 1st by midnight in your google doc. It must be completed for full credit.

STEP 2 is due Tuesday November 8th @ midnight in your google doc. It must be completed for full credit.

STEP 3 is due Tuesday November 15th @ midnight in your google doc. It must be completed for full credit.

STEP 4 is due Tuesday November 22md @ midnight in your google doc. It must be completed for full credit.

WEEK 14 - Leadership Concluded Tuesday November 29 Workshop Day: Make adjustments to STEP 4, TO BE COMPLETED presentations, and etc. th

Thursday December 1st -PREP 18 - Servant Leadership

WEEK 15 - Problem Solving Presentations Thursday December 8th

Tuesday December 6th TO BE COMPLETED

Presentations Day 1 -Complete team dependability surveys Round 2 via BB after completing your presentation

Presentations Day 2

WEEK 16 - Final Meeting Week Thursday December 15th Tuesday December 13 th

TO BE COMPLETED

Leadership Paper Due by Midnight via Blackboard NO CLASS

FINAL ACTIVITY - 15 pts. (see policy page on syllabus) We meet @ 10:00 AM

Start working on your Individual Paper 2. Due Tuesday Dec 13th by midnight.

Don’t forget to E-MAIL Adam your visual aid or link to visual aid NIGHT BEFORE PRESENTATION. Don’t forget that we meet once during finals week. Final paper is due by Tuesday Dec. 13th.