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September 21, 2004• Welcome

– Introduction to Dr. Herbelin, – Team Class, – Syllabus

• Introduction to Science, History• Burning / Phlogiston catastrophe.• Teamwork & Jigsaw (w/ random, assigned

people)– Start at 3:30 pm– Code of Cooperation on Thursday!

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Team Training Exercise

Adapted for use at LCC by Armando Herbelin *

* Adapted with permission from the work of Lee L. Lowery, Jr., PhD, P.E.Department of Civil Engineering - Texas A&M University

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Topics

• Presentation (15 minutes)

– Introduction• Motivation – Why do we use learning teams?• What is it? / What will we do?

– Why do we have team training?• What are some potential problems with learning teams?

– What can help us work in teams?

• Team Work– Jigsaw Exercise (45 minutes)

– Codes of Cooperation (10 minutes)

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Why do we use Learning Teams?

Team Learning is more:

Active

Effective

Interesting

Meaningful

Successful

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More Active

• Why sit through hours of droning lecture?

10 weeks 5 credits

50 minutes per credit

= 2500 minutes= 41.7 hoursz z z z z z z z z z z z z z z z z z z z z z z z z

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More Effective

Lecture

Reading

Audio-Visual

Demonstration

Discussion Group

Practice by Doing

Teach Others / Immediate Use

5%

10%

20%

30%

50%

75%

90%

National Training LaboratoriesBethel, Maine 1-800-777-5227

Dale, Edgar, Audio-Visual Methods in Teaching, third edition, Holt Rinehart, Winston, 1969.

Learning Pyramid Average Retention Rate

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More Interesting

• Homework – problems & examples simplified to the trivial case.– Instructors hope that students will be able to solve

these alone.– Real-world problems are much more complex.

• Team Activities– With team activities, we use several brains to

effectively tackle real-world problems.

• These situations are more complex but team members multiply their talents and achieve.

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More Meaningful

What Employers Want:

1. Learning to Learn

2. Group Effectiveness: Interpersonal Skills, Negotiation, and Teamwork

3. Listening and Oral Communication Skills

4. Competence in Reading, Writing, and Computation

5. Adaptability: Creative Thinking and Problem Solving

6. Personal Management: Self-Esteem, Goal Setting, Motivation and Personal/Career Development

7. Organizational Effectiveness and Leadership

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More Successful

• LCC Chemistry 100:

• Fall 2003: – First exam was given in individual format. – Average score = 82%

• Winter 2003: – First exam was given in hybrid team format,

½ Team & ½ Individual efforts – Average score on individual portion = 94%

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What is it? / What will we do?

• What is a team?

• What do we do in teams?

• How do we form teams?

• How do we grade teams?

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What is a team anyway?• A team is a small number of people with

complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.

– Small Number– Complementary Skills– Common Purpose & Performance Goals– Common Approach– Mutual Accountability

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What do we do in teams?

• Not just more problems that could be worked individually– Cement knowledge by tackling problems where

we use & apply the concepts.

• Adjusts instructor to student ratio – From 1:48 to 1:4 or 1:12

• Team Working Goal:– To spend class time discussing the material – not

just finish up fast.

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How do we form teams?

• The literature says:– Not self selected– Academically heterogeneous– Women and other represented groups in

pairs [unless late in semester…]

• LCC Chemistry 100: – Self-Select using out of class schedule.

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How do we grade teams?• Peer Component of Grade

– Activity Logs are used to rate team members on preparation & participation.

– Full credit for completed logs.– Honest ratings allow instructor intervention/help.

• Team Accountability– Team Exercises & Activities– Team Homework Review– Team portion of Exams

• Individual Accountability– Self: You’re still responsible for your learning.– Preparation before class required.– Exams have both a team & individual component.

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Why do we have team training?

• What are some potential problems with learning teams?– 10 Common

Teaming Problems

• How do we work in teams?– Formalized Roles?– Team Members’ Responsibilities

• Remember the benefits too!

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Ten Common Teaming Problems1. Floundering

2. Overbearing participants

3. Dominating participants

4. Reluctant participants

5. Unquestioned acceptance of opinions as facts

From Scholtes, Peter R., The Team Handbook, Joiner Associates (1988)

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Ten Common Teaming Problems

6. Rush to accomplishment• In-class exercises are designed to help you

spending time discussing the material.

7. Attribution• Who gets credit for the team’s work?

8. Discounts and "plops“9. Wanderlust: digression and tangents10.Feuding members

• Jerry Springer is not available to visit our class this quarter.

From Scholtes, Peter R., The Team Handbook, Joiner Associates (1988)

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Team Composition and Roles• It is essential that the right people be assigned to the team. • Each person should be selected based on his or her

knowledge and expertise. • In addition to selecting the appropriate people, there are also

key roles that are essential to the overall team's success. Key roles include: – meeting leader

– Facilitator

– team member

– Recorder

– Timekeeper

– encourager/gatekeeper

– devil’s advocate.

• Roles should rotate among team members.

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Meeting LeaderThe team leader is the person who manages the team: calling and, if necessary, facilitating meetings, handling or assigning administrative details, orchestrating all team activities, and overseeing preparations for reports and presentations.

The team leader• Is the contact point for communication between the team and

the instructor• Coordinate and prepare agenda• Coordinate time,date and place of meeting• Make sure all necessary resources are available for the meeting• Keeper of Code of Cooperation• Monitor the decision making process• Coordinates process check

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Team Member• Team members:

– Team members should consider their participation as a priority responsibility, not an intrusion on their real jobs.

– Are responsible for contributing as fully to the classroom activities, sharing their knowledge and expertise, participating in all meetings and discussions, even on topics outside their areas.

– Carry out their assignments between meetings. The tasks will be selected and planned at the meetings.

– Should be open minded about others' ideas, share information, and contribute constructively to the team process.

– Should help each other understand the material.

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Other Important Roles

• Recorder– Responsible for making sure that the

process(es) being used by the group is documented.

– This includes writing down all the important points of a discussion and preparing the minutes of a meeting.

• Time Keeper– Responsible for keeping the team moving

so that they finish the task at hand.

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Other Important Roles• Encourager/ Gatekeeper

– Has the task of giving encouragement to all the other team members. When a team member makes a contribution, they can comment “good idea” or “nice thought”, etc.

– Also has the responsibility of maintaining a balanced level of participation for all the members. They will encourage the silent members and try to hold back the verbose, dominate members.

– A team functions when all members ideas and thoughts are heard; the encourager/gatekeeper helps ensure this.

• Devil’s Advocate– The devil’s advocate takes a position opposite to that held

by the team to ensure that all sides of an issue are considered. This responsibility should be undertaken by all team members.

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To Realize the Benefits of a Team CultureRequires a Change in ‘Classroom Behavior’

FROM TO

Directing Guiding

Competing Collaborating

Relying on Rules Relying on Guidelines

Lecturing Team Activities

Consistency/Sameness Diversity/Flexibility

Secrecy Openness/Sharing

Passive Active

Isolated Decisions Involvement of Others

Results Thinking Process Thinking

Benefits of Team Culture

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• Learn the essential elements of a functioning team

• Learn some important aspects of team building and team functioning

• Prepare and present a short, informative talk to a small group

• Work as a group to accomplish a task

Jigsaw Exercise Goals

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• A Jigsaw is an active learning exercise in which:

– a general topic is divided into smaller, interrelated pieces (e.g., the puzzle is divided into pieces)

– each member of a team is assigned to read and become an expert on a different piece of the puzzle (e.g., one person is given the Team Building Issues puzzle piece, another the Team Composition & Roles piece, etc.)

– after each person has become an expert on their piece of the puzzle, they teach the other team members about that puzzle piece

– after each person has finished teaching, the puzzle has been reassembled and everyone in the team knows something important about every piece of the puzzle

Team Dynamics Jigsaw

Functioning as a successful team requires the integration of many different activities. If any piece of the puzzle is missing, the team is generally a group and not a team

Stages ofTeam Development

RecurringPhases

Good Team Members

Team BuildingIssues

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Jigsaw Deployment Flow Chart ExpertGroups

Workshop Facilitators Individual Teams Time

Read the Assigned Material

Expert GroupsPrepare a 5-Minute Tutorial

Deliver 5-Minute Tutorials to your team members.

We will skip doing a process check today to save some time.

Jigsaw Instructions

AssignReading Assign

Topics

5 minutes

3 minutes

5 minutes

10 minutes

20 minutes

Fill out Evaluation

2 minutes

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Becoming An Expert

• Expert groups discuss the reading material and help one another to prepare a 5 minute tutorial to use in educating your team members later in the class

• In developing your tutorials try to:– develop a common, expert group tutorial

(same topics, same emphasis, etc.)– Plan to use the whole five minutes.

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Educating Your Team• One at a time, each team member will

present his/her tutorial to the other members of the team

• The order of the tutorials will be expert 1 first, expert 2 second, expert 3 third, and expert 4 fourth

• If the tutorial finishes before five minutes are up do not go on; check for clarification and discuss the information until the instructor signals you to proceed to the next tutorial

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Team Exercise• Each team spends:

– 2 minutes introducing themselves (yes it’s fast)– 1 minute assigning tasks (Topics 1-4)– Now we break up - Expert Groups.

• Expert groups spend:– Up to 5 minutes reading about their topic– 10 minutes planning what to say:

• In your notes, write down a title for your topics.• Making a short list of notes, underlining the slides?

– Watch the clock – you only get a total of 15 minutes!

• Teams reform and educate each other on their expert topics – 5 minutes per person.

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Your Temporary Teams:Name Team # Name Team # Name Team #

Trisha Berg 1 Savannah Estey 5 Alexis Link 9

Kenneth Bjur 2 Katie Evans 6 Wesley Macdougall 10

Cathrine Black 3 Roy Gearhart 7 Samantha Martin 11

Briana Burke 4 Justin Gordon 8 Paul Mendenhall 12

Brittney Burke 5 Barbara Hagdahl 9 Deborah Moser 1

Connie Cagle 6 Ryan Hallstrom 10 Scott Ramey 2

Amber Chattick 7 Tammy Harding 11 Jill Rivas 3

Jackie Cook 8 Wendy Harrison 12 Mike Rogen 4

Jamie Crandell 9 Ashley Hartsoch 1 Joseph Rogerson 5

Luke Curtis 10 Sara Hodson 2 Kathrine Ross 6

Ada Daggy 11 Amanda Homan-hall 3 Greg Saverchenko 7

Lara Dean 12 Heidi Kangas 4 Amanda Stoddard 8

Joshua Derby 1 Angela Lauzis 5 Sheena Trucke 9

Katelyn Doran 2 Morgan Lee 6 Laura Vorse 10

Monica Doran 3 Tesha Leonardson 7 Kristina Wardle 11

Cynthia Elliott 4 Kibb Lightfeldt 8 Art Wheeldon 12

        Kyle Wilen 1

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Expert GroupsBack – left of room:

Topic 3

Back – right of room:

Topic 4

Front – left of room:

Topic 1

Front – right of room:

Topic 2

Or use tables outside – but don’t waste time…

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Jigsaw Evaluation• Fill out the table, give honest peer evaluations

(be fair/polite too)

• Team Names!

• Full (first & last names) on evaluation sheet please!

• If you had to take a detailed exam, what grade would you get overall? (Write it on the evaluation sheet.)

• Add to active learning log!

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Code of Cooperation

• Should be developed, adopted, improved or modified by all team members.

• Should always be visible to team members.

• Sets a norm for behavior (Code of Ethics for your team)

34Adapted from the Boeing Airplane Group team Member Training Manual

1. EVERY member is responsible for the team's progress and success.

2. Attend all team meetings and be on time. 3. Come prepared. 4. Carry out assignments on schedule. 5. Listen to and show respect for the contributions of other

members; be an active listener. 6. CONSTRUCTIVELY criticize ideas , not persons. 7. Resolve conflicts constructively. 8. Pay attention, avoid disruptive behavior. 9. Avoid disruptive side conversations.10. Only one person speaks at a time.11. Everyone participates , no one dominates.12. Be succinct, avoid long anecdotes and examples.13. No rank in the room.14. Respect those not present.15. Ask questions when you do not understand.16. Attend to your personal comfort needs at any time but

minimize team disruption.17. HAVE FUN !!!18. ?

Code of Cooperation (Example)

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Code of Cooperation (Example)Ten Commandments - An Effective Code of

Cooperation1. Help each other be right, not wrong.2. Look for ways to make new ideas work, not for reasons they won’t.3. If in doubt, check it out! Don’t make negative assumptions about

each other.4. Help each other win, and take pride in each other’s victories.5. Speak positively about each other and about your organization at

every opportunity.6. Maintain a positive mental attitude no matter what the circumstances7. Act with initiative and courage, as if it all depends on you.8. Do everything with enthusiasm; it’s contagious.9. Whatever you want; give it away.10.Don’t lose faith.

11.Have fun!

Ford Motor Company

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Code of Cooperation

• Each team should develop their own code of cooperation, then sign it.

• If we run out of time in class, make sure you finish your code before you turn it in.