UNIVERSITY of LIMERICK The Problem...Problem Based Learning Guide Page 7 A.1: What is PBL? PBL is a learning strategy that draws upon real life situations to generate learning outcomes

Problem Based Learning Guide

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UNIVERSITY of LIMERICK OL LS COIL L UI MN I GH

PBL Guide

Yvonne Delaney Bob Pattinson, & Michael O’Brien

31st

August 2009


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Table of Contents Section Description Page

Introduction

Staff Roles

A1 What is PBL

A2 Why use PBL for the Certificate in Management

A3 How does the PBL Tutorial Operate?

A4 Participant Roles in the Tutorial

A5 Diagram of Participant Roles

A6 The Assessment Process

A7 What does the Tutor do?

A8 Participation Policies

A9 Conclusions

B1 Tutorial Timetables

B2 Introduction to the 8 Step Approach to PBL

B3 The 8 Step Approach in detail

B4 Agenda

B5 The Tutorial Memo

B6 Detailed Explanation of the Roles that Participants play

B7 Examples of Formulating Learning Objectives from the PBL Cycle

Step 5

B8 Learning Objectives versus Learning Outcomes

B9 Personal Study

B10 PBL Tutorial Assessment Process

C1 Peer Assessment Form

C2 Self Assessment Form

C3 Tutor Assessment Forms

D1 Appendix A: Assessing the Case Study Examination

D2 Appendix B: Exercise Content of the Modules Linking the TMA’s

Triggers, Skills

D3 Appendix C: Mapping the Assessment Process

D4 Appendix D: Working as a team in PBL

D5 Appendix E: Concepts Maps

D6 Appendix F : Reflective Journal


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Introduction

The purpose of this Guide is to give you an understanding of the use of Problem-Based

Learning (PBL) within the Certificate in Management Curriculum at the Management

Development Unit (MDU) in the University of Limerick. The aim is to give you enough

information about the ‘nuts and bolts’ of PBL for you to feel comfortable in your first PBL

session.

You may notice from the course timetable for the Autumn Semester that the first day of the

program involves a practice PBL session, and therefore there are PBL workshops

incorporated into each of the remaining five days of the first semester of this program.

Section A of the guide sets out to answer the following key questions you may have about

PBL:

o What is PBL?

o Why use PBL for the Certificate in Management

o How does the PBL Tutorial Operate?

o What roles do the participants play in the Process?

o What additional roles are involved?

o How will I be assessed?

o What does the Tutor do?

o Participation Policies

o Conclusions

Section B of the guide details the following:

o Daily Timetables

o Course Timetable

o Detailed Explanation of the 8 Step Process

o Agenda

o Tutorial Memo

o Detailed Explanation of the roles the participants play in the Process

o Examples of Formulation Learning Objectives

o Learning Objectives versus Learning Outcomes

o Personal Study Plan

o Detailed Explanation of the Assessment Process


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Section C of the guide details the range of Assessment Forms used in PBL

• Peer Assessment Forms

• Self Assessment Forms

• Tutor Assessment Forms

Section D of the guide details the Appendices


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Staff Roles in PBL Certificate in Management

Name Role Responsibility email Phone No. Yvonne

Delaney

Course

Director,

PBL Tutor

[email protected]

Bob Pattinson Unit Director,

PBL Tutor

[email protected]

Michael

O’Brien

PBL Tutor [email protected]

Brid Henley PBL

Administrator

[email protected]


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Section A: PBL Overview


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A.1: What is PBL?

PBL is a learning strategy that draws upon real life situations to generate learning outcomes

that reflect the professional knowledge, skills and behaviours that demonstrate behaving

and acting like an effective manager.

In PBL, the course content focuses on what managers do rather than where they work.

Moreover, the role of the tutor is more of a facilitator than a single source of expert

knowledge; and participants become increasingly self-directed learners. Much of the

learning gained from PBL stems from the interactions of the participants in the workshop

and the sharing of ideas and information

A.2: Why use PBL for the Certificate in Management?

The Certificate in Management uses PBL because it:

o Recognises that each participant comes to the course with an existing inventory of

management knowledge and skill which can be usefully shared within the group to

add value to the learning process

o Empowers participants to take responsibility for their own learning

o Challenges participants to engage in active learning by taking real management

problems (triggers) drawn from a wide range of organisations

o Provides an effective mechanism for developing key management skills such as

leading teams, influencing others through the logic of argument, problem solving,

decision making, critical thinking, and communications via discussion, presentations,

e-mail, memos and teamwork.

o Builds self-confidence and esteem; as competence in these traits develops quickly as

the course progresses

o Allows participants to engage more fully in the self assessment and peer assessment.


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A.3: How does the PBL Tutorial Operate?

The Certificate in Management structures each of the course days in the University into

three learning segments:

1. Tutor Input

a. Some of these will be PowerPoint presentations, but many will involve group

tasks, case studies, videos, and guidance on the Tutor Marked Assignment

b. In the PBL workshop the tutor acts as a coach

2. Skills Exercises

There are three skills exercises

for the group

There is one skills exercise

for the Individual

Group Individual

1. Team Constitution

2. Job Specification

3. Selection Interview

1. Presentation of Personnel

Development Plan

3. PBL Workshop

For each of the four modules covered in the first semester, there will be a real

management problem (trigger) linked to the elements of the module being

examined.


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“The 8 Step Approach to PBL

This trigger helps to kick-start the 8 step PBL learning process which is summarised in

chronological sequence below:

3.

Brainstorming

7.

Closing discussion

1.Clarifying unfamiliar

concepts

2.

Defining the Problem

4.

Analysis/ Systematic Classification

5.Formulating Learning

Objectives

6.

Personal Study

8

Evaluation

PBL 8 Step Process

3.

Brainstorming

7.

Closing discussion

1.Clarifying unfamiliar

concepts

2.

Defining the Problem

4.

Analysis/ Systematic Classification

5.Formulating Learning

Objectives

6.

Personal Study

8

Evaluation

PBL 8 Step Process

A4: Participant Roles in the Tutorial

There are four roles to be undertaken in the PBL process: discussion leader (DL), recorder,

observer, and team member. The purpose of these instructions is to explain these roles as

summarised in the table below; To aid the learning process, the discussion Leader may wish

to appoint two additional roles to the observer and recorder roles, thus providing the

following role diagram a more detailed analysis of the roles is detailed in Appendix A.

Discussion Leader Recorder

Opening Discussion

Leads the group through steps one to

five, working through the triggers. The

emphasis here is on facilitating the group

discussion. An effective action would be:

• Everyone contributes

• There is a positive “can do”

approach

• The team set out the learning

objectives

• Everyone feels good about the

process

Closing Discussion

Leaders set the agenda and draw

the ideas from the group and

summarise the key points. Helps

the recorder get the process

started.

Three key roles

(1) Takes notes of the discussion

(2) Categorise the result from

Brainstorming

(3) Write the tutorial memo

The content of the opening discussion

tutorial memo and the closing discussion

tutorial memo are described in Appendix

G.

Observer Team Member

Observes and evaluates

(1) Group dynamics

(2) Each participants contributions

At the conclusion of the discussion, the

observer gives feedback:

(1) Overall group performance

(2) Recorder replies of each

participants performance

There should be both praise and

constructive criticism so that the group

can learn and understand where

improvements can be made next time.

Contributes to the discussion:

o Elaborating on the topics

o Asking for information and

clarification

o Listening actively

o Summarising what has been

discussed

o Giving feedback

o Asking for feedback

o Receiving Feedback

For the closing discussion the team

member should have carried out

personal study, made notes and be

prepared to contribute to the discussion


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Timekeeper The Scribe

Can assist the discussion leader with

agreed time checks, ideally linked to time

parameters set for each item on the

agenda.

.

Can help by writing ideas of the team on

the flip chart or whiteboard. This would

greatly assist the recorder as well as

providing visual input for the team.

prepared to contribute to the discussion

PBL Tutor

The tutor acts as a guide and facilitator

to the participants rather then a subject

matter expert conducting death by

power point.

Recognising that the course participants

are mature supervisors and managers,

However, tutors are available at and

between workshops to act as sounding

boards and help with the learning

process.


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Matti Helela (2008) Discussion Leader Recorder

The discussion leader

Is like a heater

Giving energy

To group synergy

© 2008 Matti Helelä

Make the team interactive

Make everyone active

Everyone’s contribution

Is our constitution


A positive atmosphere

Without fear

Is the best you can provide

As a guide


With an open ear

The recorder must hear

And use his or her potential

To write down the essential


Observer Team Member

The observer pays attention

To the level of preparation

The level of contribution

And its distribution



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A5: Diagram of Participant Roles

When it is the Scribe’s time to make a contribution, another team member could

take over. Alternatively, all the team members without a specific role could take a

turn at being the scribe. Note that even the observer and the recorder will be scribe

during the main discussion.

Timekeeper

3.Brainstorming

7.

Closing discussion

DiscussionLeader

Scribe

Team Member

Recorder

Observer

PBLTeam Meeting

Timekeeper

3.Brainstorming

7.

Closing discussion

DiscussionLeader

Scribe

Team Member

Recorder

Observer

PBLTeam Meeting


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A6: The Assessment Process

How will I be assessed? Assessment includes assessment of tutor marked assignments; skills based exercises and

PBL tutorial performance in the PBL tutorial. Self and peer assessment are carried out. The

student’s growth as a learner is considered in assessment.

Before going into the detail of how you will be assessed in the PBL tutorial, it is worthwhile

reminding you of the overall assessment for the semester for each module

Overall Assessment of the Semester from Each Module

1 Tutor Marked Assignment (Summative Assessment) 60%

2 4 Skills Based Practical Exercises (Summative Assessment) 40%

3 PBL Tutorial Performance Formative Assessment Formative

Total 100%

Formative assessment is carried out to provide you with feedback on your skills

development. You will receive quantitative and qualitative feedback but this is purely to

help you build on your key goals and work on any development areas. As part of the PBL

process you will also be assessing your PBL tutor.

No marks from the formative assessment contribute to your final assessment.

The latter, called Summative Assessment comprises of the TMA’s and skilled based

assignments outlined in the table above and detailed in more detail in part B of this guide.

A7: What does the Tutor do?

The tutor acts as a guide and facilitator to the participants rather then a subject matter

expert conducting death by power point.

Recognising that the course participants are mature supervisors and managers, a great deal

of the learning process is conducted and led by the course participants. The PBL process

places the tutor in a supportive role, there to lend a hand and offer guidance when

required. At times there will be some formal inputs, but in the main the tutor is in the

background of the learning process rather then the leading light.

However, tutors are available at and between workshops to act as sounding boards and help

with the learning process. They will be providing 1:1 and written feedback at the skills based

exercises, the PBL discussion and the TMA’s

Please make good use of the tutor as they are a resource to be tapped into through out the

course.


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A8: Participation Policies

PBL is a learning strategy that draws upon real life situations to generate learning outcomes that

reflect the professional knowledge, skills and behaviours that demonstrate behaving and acting as

an effective manager.

Accordingly your attendance; and critically your participation in tutorials are essential. If for any

reason you are unable to attend tutorials, it is a prerequisite that you must contact the course tutor.

Following an absence and in agreement with the course tutor you must submit a Personal Tutorial

Memo (PTM) within two weeks of the missed tutorial. The PTM must contain the following regarding

your missed tutorial:

• Personal reflections on the learning objectives concerning the closed task. Use theoretical

key concepts and models and apply them to a practical context.

• List the keywords and concepts employed.

• Indicate and identify the sources you have studied, using in-text references, bibliography,

etc.

Given your central role and contribution to the PBL process, we also encourage a professional and

business-like approach to tutorial punctuality. Again, please advise the course tutor if you are

experiencing difficulties or if you will be late for any reason.

A9: Conclusion

After studying this PBL Guide, you should have an understanding of how PBL works. Your feedback

and suggestions to enhance this guide are warmly welcome to the writers.

PBL is an effective learning approach when implemented by a team of tutors who constantly

seek to find better ways to answer to the changing demands in the workplace. We need

new triggers from your companies and other organizations, since PBL is built around the

problems and practices that occur in the profession to be studied. Problem-based learning

seeks to enhance the professional identity and learning among the learners and make their

transition from school to work as smooth as possible.


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Section B: PBL Details


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B.1: Tutorial Timetables

Daily Tutorial Timetable

The following tables shows a suggested schedule and structure for the tutorial. In

this model, the closing discussion (steps 7 and 8) takes eighty minutes, including ten-

minute feedback given by the observer. Then we take a break for twenty five

minutes, and after that our opening discussion (steps 1 – 5) lasts one hour.

Table 1. Timetable for a PBL Tutorial (Apply to the First PBL Tutorial only)

8.45 DL arrives and makes sure the tables are in a PBL formation.

Everyone is seated with their papers and nameplates ready

before 8:45am

9:00–9:05 Step 1 Read trigger and clarify unfamiliar words

Open

9.05–9.15 Step 2 Define the problem

• Discuss the issue briefly

• Recorder writes down all the suggestions

• Name the issue

9.15–9.45 Steps 3–4 Brainstorm and categorize

9.45–10:00 Step 5 Formulate the learning objectives and keywords


• Select two or more learning objectives

• Select keywords for information search

Step 6 Independent study and Resources 10:30–10:35 Step 7 Appoint/announce the recorder and observer

Assess the previous memo

Check/amend the agenda

Close

10:35–11:35 Closing discussion

• What sources did you study?

• Discussion based on the DL’s agenda and questions

• Involve everyone!

11.35-11.40 Closing summary by recorder

11.40-12.00 Step 8 Evaluation by observer


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Table 2. Timetable for a PBL Tutorial (Apply to every other PBL tutorial)

Suggested Timetable for a PBL Tutorial

8.45 DL arrives and makes sure the tables are in a PBL formation.

Everyone is seated with their papers and nameplates ready

before 8:45am

9:00–9:05 Step 7 Appoint/announce the recorder and observer

Assess the previous memo

Check/amend the agenda

Close

9.05–10.05 Closing discussion

• What sources did you study?

• Discussion based on the DL’s agenda and questions

• Involve everyone!

10.05–10.10 Closing summary by recorder

10.10–10:20 Step 8 Evaluation by observer

10:45–10:50 Step 1 Read trigger and clarify unfamiliar words

Open

10:50–11:00 Step 2 Define the problem

• Discuss the issue briefly


• Name the issue

11:00–11:30 Steps 3–4 Brainstorm and categorize

11:30–11:45 Step 5 Formulate the learning objectives and keywords


• Select two or more learning objectives

• Select keywords for information search

*11.45-15-00 Step 6 Personal study and review with Tutor


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Table 3. Semester Tutorial Timetable

Date Workshop

Theme

9.00-10.30 10.50-12.20 13.00-14.30 14.50-16.30 Prior Reading TMA Submission

31/08/2009 Introduction

Welcome

Introduction

• Aims and

Objectives

• Assessment

Process

• Reflective

Learning

Skills Exercise 1

• Writing a Team

Constitution

(Trial run of

some of the PBL

steps)

• Library Visit

• Concept Maps

Skills Exercise 2

Writing Job

specification for 3

PBL roles:

1. Discussion

Leader

2. Observer

3. Recorder

Tutor input

Practice PBL

session using

Sample trigger

Management &

Leadership

Briefing TMA 1

Course Hand book

How to write a job

specification

Sample team

construction

Triggers

Management &

Leadership

N/A

07/09/2009 Management

and Leadership

Open PBL

Tutorial

• Trigger1

Skills Exercise 3

• In tray

Group Work on

• Trigger 1

• Feedback

• Tutor input

• Briefing TMA

2

• Independent

Study

Course Handbook

and readings

28/09/2009 Motivating the

Team

Closing PBL

Tutorial

Trigger 1

Opening PBL

Tutorial

• Trigger 2

Group Work on

• Trigger 2

• Feedback

• Tutor input

• Independent

Study

• Briefing on

TMA 3

Course Handbook

and readings

29 September

TMA 1

27/10/2009 Managing

Communication

Closing PBL

Tutorial

Trigger 2

Opening PBL

Tutorial

• Trigger 3

Group work on

• Trigger 3

• Feedback

• Independent

Study

• Briefing TMA

4

Course Handbook

and readings

23 October

TMA 2

16/11/2009 Selecting

Teams

Skills Exercise 4

Presentation on

Personnel

Development

plan

Closing PBL

Tutorial

• Trigger 3

Opening PBL

Tutorial

• Trigger 4

• Feedback

Group Work on

• Trigger 4

• Briefing on

TMA 4

Course Handbook

and reading

27 November

Managing

Communications

TMA 3

07/12/2009 Reflective

Learning

Skills Exercise 5

Selection

Interview

Skills Exercise 5

Selecting

Interviewing

Closing PBL

Tutorial

• Trigger 4

• Feedback

Discussion on

Reflective

Learning Journal

Prior Reading for

Semester 2

18th

December

Selecting the

Team

TMA 4


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.

B.2: Introduction to the 8 Step Approach to PBL In problem-based learning, each learning task is approached systematically, step by step. The

8-step approach used in this course means that each learning task is opened (steps 1 – 5) and

closed (steps 6, 7 and 8) in a clearly structured fashion. Each opening discussion results in

clear learning objectives formulated by the student team itself. After an active personal study,

the students close the learning task together in a closing discussion.

Students open a new learning task in each tutorial session, including the formulation of new

learning objectives. To prepare for the next tutorial, each student finds and explores relevant

information. The students close the learning task in the next tutorial by sharing what they

have learned during personal study. The purpose is to understand the theoretical concepts

and to apply them in practice.

After closing the learning task in the tutorial, the students open the next task. This means that

they define new learning objectives based on the management problem” given by the tutor in

the form of a text or videotape or another “trigger”. Students themselves take turns as the

discussion leader, the recorder and the observer, while the instructor’s role as the tutor is to

facilitate the flow of discussion with guiding questions when necessary.

By explaining their own reflection and hearing other perspectives, students learn and build up

their own knowledge more effectively than they would by listening to readily given solutions.


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B.3: The 8 Step Approach in detail Opening

1. Clarifying unfamiliar concepts

2. Defining the problem

3. Brainstorming

4. Analysis/Systematic classification

5. Formulating learning objectives

Closing

6. Personal study

7. Closing discussion

8. Evaluation

Except for the first and last tutorials of the course, each tutorial starts with a closing

discussion and evaluation (step 8). This usually takes 1 hour and 20 minutes. The subsequent

opening discussion (steps 1 to 5) usually takes 60 minutes. A suggested timetable is provided

in the following pages.

The following description of the 8-step approach is written directly for students.

Step 1: Clarifying unfamiliar concepts

• Read or view the trigger given by the tutor.

• To understand the trigger, check any unfamiliar terms and ask what they mean.

Step 2: Defining the problem

• Discuss the trigger.

• Think about the possible problems and formulate one.

• Ask yourself: “What is going on here?” The word “problem” here refers to what the trigger

is all about. In other words, defining the problem is comparable to giving a title to the

issue, in the form of a sentence: either a statement or a question.

Step 3: Brainstorming

• Elaborate on the problem and think about what you already know about the problem

area.

• Write down words, concepts and ideas related to the problem.

• Try to come up with many ideas and do not be critical at this stage.


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Step 4: Analysis / Systematic classification

• Give the results of your brainstorming to the recorder.

• Assisted by the recorder, analyze the results of the whole team’s brainstorming.

• Think about the relations between the different concepts.

• Use these concepts and their relations to build a conceptual framework or map, also

called “working theory,” based on your conceptions.

Step 5: Formulating learning objectives

• Formulate two to four learning objectives in the form of questions or statements.

• The learning objectives should guide you to apply new theoretical concepts to a jointly

selected practical solution, related to the trigger or a chosen company, product or

phenomenon.

Step 6: Personal study

• Study the required, and hopefully the recommended, sources. You are also expected to

find more sources yourself, since one major goal is to learn to find, evaluate and apply

new sources to practical solutions.

• Keep the learning objectives clearly in mind. Instead of reading every word or line in your

text, try to find answers to the learning objectives, since they are the guiding light in your

study.

• Apply the content of your study to the example given in the trigger or to the context

chosen for the learning objectives. To apply theory, you are expected to find and analyze

relevant examples in the real world (outside the textbook), including your own

experiences.

• Make notes to check that you understand the main ideas in your study. Making notes

helps you to prepare for the closing discussion.

• Draw a concept map or illustrations of the outcome of your study. You may combine the

various theories you have studied or even improve them according to your own views if

you can argue your perspective.

• Compare your findings with the concept map (categorization of brainstorming) in the

opening memo, to understand your learning.

• Write down your sources and try to evaluate their reliability. In other words, prepare to

explain to your team members with whom you have been “discussing.”

• Contemplate your learning process. In other words, make some notes about how the

material affected your thinking. (This will also help you to include qualitative comments

about your learning in the theme-specific self-assessment forms that you are expected to

hand in.)


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Step 7: Closing discussion

• Be present in the tutorial and arrive on time. It is better to be ten minutes early than one

minute late.

• Contribute to team knowledge construction by sharing your learning. Provide information

and suggestions for joint consideration and public debate.

• Argue your opinions and perspectives.

• Use the whiteboard and audiovisual tools to facilitate your presentation when applicable.

• Ask questions to check your understanding and to challenge the others.

• Listen to the others. Give critical and constructive feedback about their ideas and

perceptions. Challenge their statements with well-grounded argumentation.

• Move between different perspectives and try them.

• If needed, adopt another person’s perspective and evaluate it critically.

• As a team, try to come up with a shared view of the key concepts and models. In addition

to solid theory, make a strong application to the example given in the trigger or to the

context chosen for the learning objectives.

Step 8: Evaluation

• Evaluate the level of the discussion from the perspectives of

(1) Group dynamics and

(2) Your learning in relation to reaching the learning objectives.


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Summary

Contents of the Tutorial Process using the 8 Step Process

Opening Discussion Content

1. Clarify Concepts

Briefing description of how the team approaches the

topic represented by the Trigger

2. Define the problem Title of the topic set out in the form of a question,

statement or concept

3. Brainstorm Note on how the group conducts the brainstorm

4. Analyse and classify concepts Outline of the conceptual, framework based on the

teams current knowledge Concept Map (covered in

detail later) to usually summarise the outcomes of the

brainstorm

5. Formulate learning objectives Two to four learning objectives or outcomes dealing

with the chosen problem area.

Closing Discussion

6. Formulate learning Objectives Repeat of those recorded in the opening discussion

7. Closing Discussion o Summarise the central learning results arising

from the discussion

o Use subheadings based on the topics and

concepts discussed

o Usually highlight the concepts, with explanations

and practical examples given in the discussion

o Key theoretical concepts covered

o Sources studied by the participants

8. Evaluation o Evaluation of the tasks and learning results

o Main feedback comments from the observer

(group dynamics rather then personal feedback)


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B.4: Agenda

The purpose of the agenda is to provide a specific structure for the discussion. The DL should ask the

tutorial team, at the beginning of the tutorial, whether the team accepts the agenda as such or

whether someone would like to suggest any changes. Any team member could also ask the DL, if

need be, if a certain topic would be brought up in the discussion, if the agenda doesn’t clearly suggest

it. A well-prepared agenda serves the team throughout the discussion, as it shows how the discussion

is moving from topic to topic, even when it seems to zigzag back and forth.

The agenda shows

How the discussion flows


Perhaps “a table of contents” would be a good phrase to describe the nature of the expected agenda,

since the agenda may consist of headings and subheadings. Alternatively, the agenda may include

questions, although the DL should have a larger reserve of questions in his or her notes without

including them all on the agenda. The DL can use these questions to lead the closing discussion.

An agenda that includes only the usual timeframe for the procedure that always takes place and the

learning objectives chosen in the previous tutorial is only a reminder of previously given information.

We also welcome the use of concept maps and models on the agenda, if applicable. The agenda

should always visualize the structure of the planned discussion for the whole team, whether

constructed as a list or as an inspiring illustration.

B5: The Tutorial Memo

The recorder writes the tutorial memo. Note there is one for the opening Discussion and another for

the closing Discussion, as shown in the following page. The recorder includes a summary of the

observer’s main feedback comments on the group dynamics in the memo. The observer may help

here by providing a copy of the observer’s notes to the recorder.


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Tutorial Memo Contents of the Tutorial Memo

Close task 1.1

Learning

objectives

Learning objectives defined in the previous tutorial and recorded at

the end of the previous memo.

Discussion

(use subheadings)

Well-structured description of the central learning results on the

basis of the closing discussion. Theory and application.

• The memo must reflect the contents of the discussion (no

content from outside, unless the team authorizes the recorder

to add more specific information as an appendix).

• The structure should be based on the topics and concepts rather

than on a chronological sequence of comments.

• Concepts should be visually highlighted and followed by

explanations and practical examples given in the tutorial

discussion.

Keywords Theoretical key concepts related to the topic.

• The recorder selects the main keywords on the basis of the

memo contents.

Sources Sources studied by the participants.

Evaluation Evaluation of the task and the learning results.

• The main feedback comments from the observer (group

dynamics rather than personal feedback).

Open task 1.2

Discussion Brief description of how the team approached the topic represented

by the trigger.

Problem Title of the topic or chosen perspective in the form of a question,

statement or concept.

Categorization of

brainstorming

Outline of the conceptual framework based on the team’s current

knowledge.

• Drawing (or photo) of the illustration.

Learning

objectives

Objectives and tasks on the basis of the chosen problem area.


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B6: Detailed Explanation of the Roles that Participants play

Discussion Leader

The DL prepares the agenda and leads the discussion, also taking care of the timing. A

successful tutorial from a DL’s perspective means that everyone contributes to the learning

discussion in a positive atmosphere, the team reaches its learning objectives, and everyone

feels good about the discussion afterwards.

The discussion leader

Is like a heater

Giving energy

To group synergy


The discussion leader plays the most important role in a PBL tutorial. The outcome of the

tutorial lies very much on the DL, who must therefore be very well prepared as to the

contents, concepts and structure of the topic. The DL should understand the highlights or

main points of the topic and take care that these are included on the agenda.

The DL prepares the meeting agenda, encourages and facilitates the participation of the other

team members, regulates the flow of communication, summarizes the essential points,

paraphrases to enhance understanding, and concludes the session. The DL also makes sure

that the recorder gets all the essential information and the tempo is right. The agenda covers

the main points of the topic; it is much more detailed than just the list of learning objectives.

The DL keeps questioning and keeps the discussion going by encouraging the participants and

by giving everyone the chance to express their views, making everyone responsible for their

contribution. The challenging part is to build a bridge between people, referring to previous

statements, and throwing the same ball forward. There is no discussion if people, one after

another, just read their findings from paper! The DL encourages the peers to go to the

whiteboard to draw or design or write down the most essential information.

Make the team interactive

Make everyone active


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Everyone’s contribution

Is our constitution


Sometimes the discussion may be escalating to its heights and the rules and good manners

may be forgotten. This is when the DL has to put the group back into order – not rudely but

decisively. Raising hands is usually the best way to express the willingness to say something.

A positive atmosphere

Without fear

Is the best you can provide

As a guide


As a discussion leader, the student learns real leadership and management skills for the

future.

(4.2) Recorder

The recorder‘s main responsibility is to take notes. The recorder also categorizes the results

from brainstorming, while the other team members provide their active contribution to

creating an understanding of the team’s view.

The recorder is expected to prepare properly to be able to grasp the essentials of the

discussion. The recorder is welcome to ask for help and clarification from the peer group as

well as the tutor.

The recorder writes a tutorial memo and makes it available to all team members according to

the team agreement. It is recommended to post the memo in e-mail.

With an open ear





Page 29


Team members are expected to read the memo after each tutorial. The memos are helpful

reading material for the examination as well. The following table summarizes the expected

contents of the memo. A template for the tutorial memo is given through a link in Appendix 1

(link group 2).

In our tutorials at University of Limerick, the recorder writes a tutorial memo and posts it on

the e-mail for everyone to see. The memo should be available early enough for the team

members to review the contents of the discussion when preparing for the next tutorial. The

tutorial team should decide about the general deadline for posting the memo. Further, the

memo is evaluated with constructive feedback at the beginning of the following tutorial. In

our tutorials, it has been customary for the previous observer to give the first comments

about the pluses and minuses of the memo. This way, the observer continues his or her

feedback for the recorder after reading the memo. The whole team should nonetheless read

the memo and be prepared to provide their comments. It enhances their learning further and

helps them to write better memos.

Since our tutorials include a closing discussion and an opening discussion concerning the

following learning task, the memo correspondingly includes these two parts. The recorder

does not normally participate in the discussion, since he or she has to focus on making notes.

Naturally the recorder should ask for clarification from the DL and the team when needed.

As you can see in our suggested tutorial schedule above, the closing discussion includes five

minutes for a summary given by the recorder at the end, right before the observer’s ten-

minute feedback. Thus, we do hear the recorder’s voice in the tutorials. Summarising the

discussion is not all that easy, and it partly depends on the structure of the closing discussion

and on the easiness of the topic. Some recorders might tend to repeat too many details, while

others focus more on the big picture. The recorder’s role is a great opportunity for the

students to learn the skills related to making notes, summarising them, and writing and

publishing the final memo.

A good tutorial memo reflects the contents of the discussion. Sometimes the discussion may

zigzag from point to point. The recorder should nonetheless structure the memo logically

according to the contents of the discussion. In other words, the structure should be based on

the topics and concepts, rather than on a chronological sequence of the comments in the

discussion. The concepts could be somehow visually highlighted and followed by explanations

and practical examples given in the tutorial discussion. In addition, the recorder should

include a simple list of the main keywords at the end of the closing discussion. On the basis of


Page 30

the memo contents, the recorder should select these keywords according to his or her own

discretion.

With an open ear





The recorder should not add content from outside the discussion, unless specifically agreed in

the discussion. For example, if the team did not have time to elaborate on something that was

briefly mentioned, the team may decide that the recorder adds this information as an

appendix to the memo. This kind of addition would nevertheless be an exception rather than

a customary practice.

In our tutorials, the DL normally asks the team members what sources they have studied.

Often the recorder circulates a list where the participants can write their sources. This

information is then easily included in the memo.

The recorder should use headings and subheadings according to the contents of the

discussion and according to recorder’s own discretion. The layout should confirm to the

proper document standard. Thus, writing the memo should support the studies related to

word processing and document writing and vice versa. The memo should also include the

illustrations shared in the tutorial discussion, and thus the recorder may practice using the

drawing features of the word processing program.

In the opening discussion, the recorder or another team member should facilitate in the

analysis and categorization of brainstorming. In many of our tutorials, we have designated the

observer (sometimes together with the DL) for this purpose, since the recorder may want to

focus on writing the memo during the analysis phase as well.

The recorder should also write down the main feedback comments from the observer,

particularly the evaluation of the group dynamics rather than the personal feedback given to

each team member. If agreed, the observer may send his or her own summary of the

evaluation and to the recorder before the memo is published.

When the opening discussion begins and the students start to suggest alternative problem

definitions, it is hard for the team to remember the suggestions after a while. Therefore, the


Page 31

recorder should keep record of the suggestions (it wouldn’t hurt for everyone to do this).

Then the DL may ask the recorder to repeat the suggestions so far. Or if the DL is not very

active in this role, the recorder could take the initiative in reporting his or her notes if need

be.

The recorder should draw an illustration of the brainstorming analysis and categorization to

be included in the memo. Or the recorder may take a digital picture of the illustration, since

many students seem to carry a phone with a camera.

Finally, the recorder writes down the learning objectives formulated by the team. Here again,

the recorder should keep record of the suggestions to facilitate the final selection and

formulation. It may be advisable for the recorder to write the problem and learning objectives

on the whiteboard for everyone to see them clearly. If not, the recorder should read the final

learning objectives out loud. This way everyone gets them in the right form and any

corrections are easier to make before the tutorial is over.

The recorder should also include the keywords decided in this connection. The suggested

contents of the tutorial memo are given below.

(4.3) Observer

The observer observes group dynamics and each participant’s personal contribution in every

tutorial. The tutor should encourage the observer to share feedback effectively. After hearing

the observer’s feedback at the end of the discussion, the tutor should adjust his or her own

comments according to the feedback already given. Repeating the same comments may not

be wise, but the tutor might emphasize certain points or add some missing perspectives or

observations. The tutor should show that the students are co-owners of the assessment

process through self and peer assessment.

In our tutorials, we have used the observer mainly in the closing discussion, but we

sometimes assess the opening discussion in some other way. We select the discussion leaders

and recorders from an alphabetical list, to make the system easy, but usually we appoint the

observer at random each time, still making sure that everyone acts in this role once before

anyone is chosen for the second time.

It is important that the observer remain quiet during the discussion, focusing on intensive

observation and making notes. If the observer participates in the discussion, he or she easily

neglects the main responsibility. It is easier to make sharp observations without participating


Page 32

in the discussion. The observers have told us that it is a very educating experience to learn to

keep one’s mouth shut even when tempted to participate in the discussion. Silence

observation provides good intensive training for that. Naturally giving room to other people

may still be a challenge to talkative students every time, and they should be encouraged to

listen to the others and not always be the first to offer their views right after the discussion

leader begins a new topic or asks a new question.

.

Feedback should focus on pluses and minuses, always challenging everyone to perform

better, still making it clear that there is room for mistakes and the tutorial is a safe place to

make them, as long as everyone tries their best. The attitude towards collaborative learning is

what counts.

Whatever it takes

Make space for mistakes

Not to spoil creativity

As the basis for activity


The observer should pay attention to how well the participants have prepared for the tutorial

(including their notes) and how effectively they refer to and discuss with their sources (using

the author’s name) and, in the best case and especially at advanced levels of study, how well

they compare or even challenge their sources. This way all students gradually learn to refer to

evidence and they begin to understand the value and purpose of source references. Further,

the observer should notice the use of theoretical concepts and their application to the

practical context (based on the trigger or other relevant context) through the participants’

own examples. The observer’s comments may cover how well the members listen to each

other, even how they use their voice and body language. Mutual respect and group support

are also commented, and anything related to professional behaviour and team values. The

guiding principle in our tutorial performance feedback and assessment is this: We evaluate

and assess what we consider valuable.

According to our experience, some observers have been very good at giving feedback about

the overall group performance, while others have focused a great deal on giving individual

feedback...


Page 33

The observer pays attention

To the level of preparation

The level of contribution

And its distribution


Thanks to our feedback system, the students learn to give and receive constructive criticism

and use it to improve their performance. They also gain self-confidence, which is decisive in

their personal and professional growth. This way we really help our students to have better

work opportunities in the future.


Page 34

B7: Examples of Formulating Learning Objectives from the PBL Cycle Step 5

Topic or Problem raised by the Tutor Sample learning objectives (Use a question,

statement, or concept)

Motivation Examine theories of motivation and

evaluation of their relevance to the

problem identification in the trigger

Job Satisfaction What are the main factors leading to

positive job satisfaction?

Team work Analyse factors which influence group

cohesiveness and performance

Leadership Review the factors that determine effective

leadership

Management What is Managerial Effectiveness?

Organisation Structures & Design Explore the factors that help to make an

effective organisation structure

Communication How can transactional analysis contribute

to effective interpersonal communication?

Group Dynamics Examine methods of analysing the

behaviour of individual members

Selection How do assessment centres improve the

process?

Decision - Making What factors contribute to effective

decision–making in groups?

HOT TIPS:

☼ Learning Issues are things that you think you should learn about or need to

learn about to use to progress the PBL case package.

☼ Learning Outcomes are things you should be learning and researching as part of

your study for the PBL case package.

☼ Ideally, your Learning Issues and Learning Outcomes should be closely

matched


Page 35

B8: Learning Objectives versus Learning Outcomes

Learning Objectives Learning Outcomes

In the opening Discussion the

team: o Reads the Trigger and develops

the ideas via the brainstorming

on the problem to be

investigated

o Generates relevant management

concepts that relate to the

problem

o Designs a concept map

(Appendix L)

o Writes 2-4 learning objectives

o To help write learning objectives,

a team member needs to ask:

o ‘What needs to be

learned in order to

understand and solve the

problem’

o Examples: Motivation Problem

o To examine theories of

motivation and evaluate

their relevance to the

problem ‘Identify the

Triggers’

In the closing discussion the team: o Notes what they have learned

from the PBL discussion

o Example: Motivation Problem

o Goal setting theory linked

to expectancy theory,

demonstrate that joint

goal setting can help

motivation different ways

o Hackman and Oldham

(1986) Job enrichment

theory, shows how the

fivefold framework

helped to set out a plan

to enrich jobs and

empower individuals


Page 36

B9: Personal Study (From the PBL Cycle Step 6)

After the Opening Discussion, the recorder will circulate the first Tutorial Memo,

which summarises the key points raised in the discussion under the following

headings:

(1) Clarify Concepts

(2) Define the problem

(3) Brainstorm

(4) Analyse and classifying objectives

(5) Formulate learning Objective

In addition, the tutor will provide some guided reading around the concepts raised

in the Triggers.

The purpose of the personal study steps in the PBL process is to help you develop

the following skills:

(1) Sourcing Information

(2) Analysing Information

(3) Identifying the core issues

(4) Applying knowledge to a practical problem

(5) Solving Problems creatively

(6) Applying Critical thinking

(7) Writing notes to help you contribute to the discussion

Please note that one further purpose of the Personal Study step is to help you gain

the knowledge and skills with which to tackle the Tutor Marked Assignment

The following suggestions are made on how you might best structure your personal

study in preparation for the closing discussion


Page 37

How to Structure your Personal Study

1. Sources Search for additional sources to those provided by

the tutor, as one major goal of the course is to help

you learn to find, evaluate and apply new sources to

practical solutions.

2. Learning Objectives Study the two sets of sources by focusing on the

learning objectives, rather then reading every word

or line or text.

Aim to find answers to the learning objectives set by

your group in the opening discussion.

3. Apply Theory to

Practice

Apply the context of your study (e.g. What is

managerial effectiveness?) to the example given in

the trigger.

Analyse relevant examples from your own

organisational experiences to support your ideas on

how the theory works in practice.

4. Make Notes To check that you understand the main ideas in

your study.

To help you prepare for the closing discussion.

5. Draw a Concept Map

(Student Guide)

Does Job Satisfaction Matter?

Economic View

Ethical View

Behavioural View

Feedback and Recognition

6. Compare Your Findings

with a concept Map

This will help you understand your learning

7. Evaluate the reliability

of Your Sources

Does the theory hold true in practice

Prepare to explain to your team members how your

experiences fit the theory.

8. Contemplate your

learning process

Make notes about how the material effects your

thinking.

Highlight your key learning points which you can

now apply to your job.

Job

Satisfaction


Page 38

B10: PBL Tutorial Assessment Process

PBL Tutorials Assessments (Formative)

In each semester you will participate in five PBL tutorials. In which you will take part

in the following:

• 4 Opening Discussions

• 4 Closing Discussions

For two of the five tutorials, you will be a team member and for three Tutorials you

will in turn play the role of discussion leader, recorder and observer

For the following 3 modules, one of the skills based practical exercises completed for

each module, is linked to PBL tutorial performance

Module

Skills based exercise

Formative Assessment

Management and

Leadership

Acting as Discussion

Leader


Motivating The Team Acting as Observer


Managing

Communications

Acting as Recorder



Page 39

PBL Tutorial Performance (Formative) The PBL Tutorial Performance will be assessed from two sources:

• Self Assessment

• Peer Reviews

• Tutor Assessment

These Formative assessments will be based upon your performance in the Opening

Discussion and the Closing Discussion. Your role in these discussions will vary from

module to module, depending upon which role you happen to play on the day.

However, over the five tutorial discussions you will be formatively assessed once as

Discussion Leader, Observer, and Recorder, and twice as a team member.

How are the Assessments Made? The PBL Tutorial Performance (Formative) Assessment, whether a self assessment or

a peer assessment, uses a standardised behaviour anchored rating scale covering six

key criteria:

1. Tutorial preparation and motivation

2. Contribution to the team knowledge

3. Understanding the discussion and applying theory to the task

4. Critical Thinking skill

5. Professional behaviour

6. Giving and receiving feedback

Appendix I displays the behaviour-anchored scale

Section C contains the self assessment form and the peer assessment form.

Self-Assessment Form

The purpose of the self-assessment method is to help you reflect upon your learning

process and to improve your skills in evaluation performance. This form may also

assist you preparing for your tutorial.

A key element of the form is the section on comments, where you have the

opportunity to list out the key points supporting your rating. You are requested to

complete the form and return a copy to the tutor within 48 hours of the tutorial

discussion. This is so that you will be able to express your thoughts before the event

begins to fade from memory.


Page 40

Peer Assessment Form

The key criterion in column one of this forms summarises the main features of a

team member operating at Level 3 on the rating scale. You are asked to complete

one of these forms for every member of your team and return copies to your tutor

at the same time as you return the self-assessment form. This speedy return will

allow for each team member to receive feedback in time to reflect on how to

perform better the next time.

The Tutor will summarise the key comments on to one anonymous feedback sheet

and return this summary to each member of the team


Page 41

Summary of the Assessment Process for each module in the First semester

Autumn 2009 Tutor Marked Assignments 60% Skills Based Practical Exercised 40% Tutorial Performance

(Formative)

Management and

Leadership

Q1 How would you attempt to

distinguish between an effective and

an ineffective manager? What

criterion would you use to assess

your own performance as a manager

Q2 With the aid of one or more

leadership theories, outline a plan for

developing you own leadership skills

1.Completion of an individual in

tray exercise :

To assess:

Planning and Organising

Time Management

Delegation

2.Acting as discussion leader of a

PBL group

(I)

40%

Formative

(I)

Self Assessment

Peer Assessment

PBL Tutor Assessment

Selecting The Teams Q1 .Comment critical on the benefits

to be gained from effective

induction, and outline how you would

plan and implement a program for a

new member of you team

Q2 .Discuss the role human resource

planning and development may play

in helping an organisation to achieve

it’s strategic objectives

1.Planning, Preparing and

evaluation a selection interview

2.Writing a Job specification for

the PBL roles of:

Discussion Leader

Observer

Recorder

(I &G)

30%

10%

(G)

Self Assessment

Peer Assessment



Page 42

Autumn 2009 Tutor Marked Assignments 60% Skills Based Practical Exercised 40% Tutorial Performance

(Formative)

Management and

Communications

Q1. What do you see as the benefits

of transactional analysis as a

technique for improving

interpersonal communication?

Q2.Define assertiveness and outline

the practical steps one might take to

develop assertiveness skills.

1.Make a formal presentation on

a personal development plan to

develop two key managerial skills

2.Acting as a recorder at a PBL

meeting, with the responsibility

for taking notes, categories the

results of the brainstorming and

writing a tutorial

40%

(I)

Formative

(I)

Self Assessment

Peer Assessment


Motivating the

Teams

Q1 Explain the major differences

between motivation and job

satisfaction. Support your answer

with practical examples

Q2. Apply Belbins Team type’s

analysis to your work team and

comment on the level of group

cohesion and performance. How

might you improve these two

1.Preparation of a team

construction for the PBL tutorial

2..Preparation of a Motivation

Plan for a member of your staff

Acting as the observer at a PBL

meeting, with the responsibility

for:

Observing and evaluation the

group

Providing feedback to the group

Providing individual feedback

20%

20%

(G)

Formative

(I)

Self Assessment

Peer Assessment



Page 43


Section C: PBL Assessment Forms


Page 44

C1: Peer Assessment Form

Peer Assessment Form Discussion Group

Team member assessed

Date

Criteria Level 3 Benchmark Evidence Rating 0-5

Tutorial Preparation and

Motivation

• Show Interest in

the triggers

• Has read the main

sources

• Has researched

extra sources

• Has prepared

notes and

illustrations

Contribution to team

knowledge

• Demonstrates

active listening

• Builds positively,

but uncritically,

and doesn’t

challenge

• Prepares notes and

sources

• Focuses on the big

picture

Understanding the

discussion and applying

the theory

• Can describe

relevant concepts

and apply them

• Can link theory to

practice to present

the big picture

• Lacks deeper

knowledge

• Partly doubts own

knowledge


Page 45

Peer Assessment Form (cont’d) Critical thinking skills

• Often generates

new ideas and

question different

view points

• Argumentation is

mainly logical

• Often makes clear

points

• Makes logical

points

• Identifies relevant

problems

• Finds relevant

solution

Professional behaviour

• Hardly any absence

or late arrivals

• Show respect to

others

• Demonstrates

active listening

• Shows interest in

the viewpoint of

others

• Thinks of the well-

being of the team

Giving and receiving

feedback

• Listens actively

• Builds positively on

what others say

• Shows

appreciation

feedback received

and benefits from

most of this

feedback


Page 46

C2: Self Assessment Form

Self Assessment Form Evidence

Date

What have you learned

about the PBL experience

in this PBL tutorial

What has your

contribution been to the

PBL team

How specifically will your

improve your contribution

to the team


Page 47

C3: Tutor Assessment Form

Name of Tutor Evidence

Date

Academic Structure of Session Content covered Demonstrated understanding of the content Preparation of Session Accuracy in end of session report

1 2 3 4 5

Social Punctuality Reliability Responsiveness to student needs

1 2 3 4 5

Communication Clarity of explanation

1 2 3 4 5

General Timing (pacing and sequencing) Overall Structure Continuity (follow up from previous session and/or link to current learning

1 2 3 4 5


Page 48


Section D: Appendices


Page 49

Appendix A - Assessing the Case Study Examination

5 4 3 2 1 0

Problem

Identification

Identifies all aspects of the

problem.

|__|

Identifies all of the major

problem aspects, leaving out

only a few minor aspects.

|__|

Identifies most of the major

problem aspects and most of

the minor aspects.

|__|

Identifies some of the problem

aspects, but misses the big

picture and most of the minor

aspects. |__|

Identifies the bare minimum of

the problem.

|__|

Fails to identify the problem in

any meaningful way.

|__|

Theoretical Concept

Explanation

Theory related to the problem

is relevant and accurate.

Explanation and terminology is

very accurate. Explores

multiple theories. Application

challenges or combines theory

when appropriate. |__|




accurate. Explores more than

one or two theories per topic

and compares them.

|__|




somewhat accurate. Theory is

limited to one or two major

theories per topic with limited

or no comparison. |__|


is somewhat relevant and

accurate but limited.


somewhat accurate with some

errors. Does not compare

different theories or

viewpoints. |__|


is often irrelevant and with

multiple errors. Explanation

and terminology is

disorganized and hard to

follow. Explores minimal

theory. |__|

No theory related to the

problem, or all theory

irrelevant and inaccurate.

Missing or incorrect

terminology.

|__|

Application of Theory Application supports the

different theories to the

problem, challenging theory

when appropriate. Explains the

big picture clearly and logically.

Explains the connection

between different

perspectives.

|__|

Application supports the

theory. Explains the big picture

and builds some connections

between different

perspectives.

|__|

Application supports the

theory. Attempts to build big

picture, but with limited

success.

|__|

Application is not always

supported by theory. Fails to

adequately build big picture.

|__|

Description seldom supported

by theory or theory with very

little application. Minimal

dialogue between theory and

application. Fails to build big

picture.

|__|

Theory without any application

or no dialogue between theory

and explanation. Fails to build

big picture.

|__|

Synthesis into a

Working Plan or

Solution

Builds and explains a sound

plan or solution that is well

supported by theory and

analysis and contains all

needed components.

|__|

Builds and explains a plan or

solution that is supported by

theory and analysis and

contains all key components,

with some minor components

missing. |__|

Builds and explains a plan or

solution that is somewhat

supported by theory and

analysis, with some key and

minor components missing.

|__|

Builds a plan or solution that is

missing some key and minor

components and lacks

sufficient support of theory

and analysis.

|__|

Builds the beginning of a plan

or solution but misses many

key and minor components and

lacks support of theory and

analysis.

|__|

Fails to create any meaningful

plan or solution.

|__|

Clarity between

Source-based Inform-

ation and Reasoning

Fluent dialogue with sources,

referring to them accurately

without gaps. High clarity

between source-based

information and the student’s

reasoning |__|

Refers to sources clearly

without gaps. Cited

information is fluently

integrated into the student’s

own narration.

|__|

References to sources make

the origin of the information

clear. Cited information is

rather fluently integrated into

the student’s own narration.

|__|

Refers to the sources but cited

information is not fluently

integrated into student’s own

narration or there are clear

defects in the in-text

references. |__|

Refers to sources here and

there. Repeats source-based

information mostly without

personal reflection or

explanation.

|__|

Hardly refers to sources. Pieces

of scattered information are

not connected.

|__|

Self-assessment instructions: To pass, you must gain 1–5 in each criterion.

Check the relevant box for each criterion above | V | Final grade given by the instructor ________ |__| Failed

http://myy.haaga-helia.fi/~liibba/assessment/trigger-exam-rubric.doc

This

is th

e to

p o

f the

pa

ge w

hen y

ou a

ppe

nd th

is d

ocu

ment to

your re

port. T

his

sh

ould

be

the

last p

ag

e.


Page 50

Appendix B -

Exercise Content of the Modules Linking the: o TMA’s

o Triggers

o Skills

Module

TMA Trigger Skills Exercises

Management

and Leadership

Q1 Effective/ Ineffective

Management features

Criteria for assessing own

managerial effectiveness

Q2 Apply Leadership theories

to an action plan for

developing own leadership

skills

1. A chance of promotion

o Planning and organising

o Time Management

o Scheduling

o Management Styles

2. A Change of Job

o Managerial

effectiveness

o Leadership Styles

1. In tray Exercise

o Planning Organising &

Scheduling

o Time Management

o Delegation

o Decision Making

o PBL discussion leader

o Leadership

Motivating the

Team

Q1 Differences between

motivation and job

satisfaction

Q2 Applying Belbin to own

team

Steps to improve team

effectiveness

1. Call Centre Supervisor

needs to improve team

performance

o Profile of the 6 team

members

2. Chairing the

sports/social

committee

o Planning Events

o Motivating Involvement

1. Preparation of Team

constitution

o Team effectiveness

o Group formation

2. PBL meeting observers

o Group Behaviour

o Cohesiveness and

effectiveness of the group

o Team skills

Management

Communication

Q1 Practical benefits of

transactional analysis for

improving internal

communication

Q2 Defining assertiveness

Practical steps towards

developing assertiveness

skills

1. Sales figures

presentation

o Ineffective presentation

techniques and level of

preparation

2. Team Briefing

o Level of preparation

and follow up

1. Making a formal

presentation on a PDP

o Use of Power point

2. Acting as PBL recorder

o Note taking

o Categorising

Brainstorming

o Writing a tutorial memo

Selecting The

Team

Q1 Benefits of effective

Induction

Inducting a new member of

the Team

Q2 The role of human

resources planning and

development in helping an

organisation achieve its

strategic objectives

1. The New Customer

Services Manager

Induction Training and

Selection

1 Planning, preparing,

conducting, evaluating a

selection interview

2. Writing a Job specification

for 3 PBL roles:

1. Discussion Leader

2. Observer

3. Recorder


Page 51

Appendix C

Mapping the Assessment Process (In chronological order) Sources of Assessment

Assessment

instruction

Individual

or Group

%

Mark

Self Peer Tutor Submission

Dates 1. 31/08/2009

Skills Exercise 1 Team

Constitution

Group 8 September

2. 31/08/2009

Skills Exercise 2

Job Specification

Group 8 September

3. 08/09/2009

Skills Exercise 3

In tray

Individual 8 September

4. TMA 1

Management and

Leadership

Individual 18 September

5. TMA 2

Motivating the Team

Individual 16 October

6. 17/11/2009

Skills Exercise 4

Presentation on

Personal Development

Plan

Individual

7.TMA 3

Management and

Communication

Individual 6 November

8. 07/12/2009

Skills exercise 5

Selection Interview

Group

9. TMA 4

Selecting the Teams.

Individual 18 December

10.PBL performance in 4

roles

o Discussion Leader

o Recorder

o Observer

o Team Member

Individual

Assessment

forms completed

on the day of

each role

Team member

Summary form:

18th

December


Page 52

Appendix D: Working as a team in PBL

PBL and me: a student guide to problem-based learning at CSU © Charles Stuart University 2007 - 11 –

Working as a team in PBL The sooner you function as a team (and not as a group of individuals), the easier and more enjoyable PBL will be for

you, as team formation is a key component of PBL. Tuchman’s theory on group formation outlines five stages. Your

team may or may not pass through these stages, but it is beneficial to be aware that these stages are a normal

process.

Stage 1: Forming Your team is new, even though you know all the team members by name and perhaps some members quite well.

You will be uncertain as to how to proceed as you are now out of the safe comfort zone of being told what to learn

and into a more self-directed leaning mode. It’s scary, yes, but with time you WILL become familiar with the

process. As an individual you will want to be accepted in the team and be assured that the team is a safe place to

express your views and ideas, without fear of put downs. You will need to set some ground rules here about

member behaviour.

You may be asking yourself questions such as: “Will I be accepted?”, “Will I embarrass myself?”, “What will the PBL

Tutorial sessions be like?” and “Will I have to do something I really don’t want to?” You are not alone if you are

feeling a little apprehensive about the whole PBL deal and working as a team. The building of trust between team

members is an important component of small group process.

Stage 2: Storming As individuals you will adjust to working in a team and in doing so some conflict and competition is likely to develop

during this stage. Some personal relationship issues may develop or some or one of you may attempt to take over

the organisation of the team’s tasks. You may disagree on the organisation of the team; its leadership and

structure. You may have to make slight adjustments to your ideas, attitudes and feelings to suit the team as a

whole. Some team members may be very vocal and some remain silent during this stage. You should focus on

treating everyone in the team fairly and with compassion, and you will move through this stage of adjustment.

Stage 3: Norming You will get through the storming stage and develop into a cohesive team with your own team identity. Each of you

is valued for active participation in the team by contributing to the team knowledge, communicating effectively

with team members and solving team issues as they arise. You are open to other members‟ ideas and you are

willing to change your own thoughts based on the facts presented by other team members. In this stage you will

share data and knowledge, question each other about the validity of the knowledge, give feedback to each other’s

ideas and explore each others information. As a team you will be creative and you will be feeling good about being

a part of such an effective team


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Stage 4: Performing Not every team will reach this stage where the team is more than the sum of the parts. Team identity, trust and

morale are high in this stage, but you will function efficiently as a PBL team even if you never reach this level of

team work. There is great trust in each other and most effort is directed at the task at hand. If your team reaches

this stage you will truly enjoy working with your team and you may resent the inevitable break-up of the team at

the end of the semester

Stage 5: Mourning If you built trust, respect and cohesion in your team and you are all actively engaged in the

PBL process, you may resist the dissolving of your team and having to move forward into another team and

beginning the process over again.


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Guidelines for Students in PBL Teams

1. Speak aloud. Your ideas and plans are a vital contribution to the team thought process, and provide your

peers and facilitator with a means of recognising your ability and effort.

2. Maintain eye contact with team members. Avoid looking to the facilitator for approval or with an

expectation that the facilitator will provide answers.

3. Everyone sit at the table if possible.

4. When you do not know, say so. Identifying what you do not know is a vital part of the learning process,

and an expected professional behaviour.

5. Risk a hypothesis even if you are uncertain. Placing your hypothesis on the table for group discussion

has great learning value for all team members. They will help you justify your plan and/or teach you

another perspective.

6. Keep the group scribe involved. Because the scribe is often at the board, a special effort is needed to

remind the scribe to participate in the discussions. Also be certain that the scribe has captured your ideas

and plans in the notes.

7. Avoid bogging down in resources. Generally it is unwise to read from books or handouts as a source of

“answers” to the learning issues or to get lists of hypotheses. When the team is “stuck” it is appropriate to

call a break and move forward at a later time. The exception is the use of the medical dictionary to define

new terms.

8. Keep the brainstorming table clear of computers and resource books

9. Follow the team process. The case unfolds in stages. Attention to each part of the process will guarantee

opportunities for success for all team members. Steps are listed here. Repeat these with each new segment

of the scenario disclosed.

a. Read/review the information presented

b. Determine what information/facts is/are relevant

c. Generate/modify a list of ideas/hypotheses which could explain the problem(s)

d. Generate/modify a list of plans by which you would pursue the problem(s)

e. Generate a list of learning issues which encompass both basic and clinical sciences

10. Conduct thorough independent research. Before concluding the team discussions, discuss resources

that might be used to research each of the learning issues. Research your learning issues and bring

materials to the next session that you found most helpful. Allow your group access to these.

11. At the beginning of the next session, plan to summarise the case. Your summary at this stage will

permit you and the team members to incorporate your new knowledge.

Do your best work at all times? You are the professional


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HOT TIPS:

☼ You ALL have knowledge and experiences to bring to your group. Do not be afraid to speak up.

☼ You will learn excellent interpersonal and negotiation skills from working in small groups.

☼ Remember your group does not need to reach an agreed decision. Different members may have

different ideas and you should, as a team, consider all of them


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Appendix E

Concepts Maps


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Appendix F

Reflective Journal

Documents

UNIVERSITY of LIMERICK The Problem...Problem Based Learning Guide Page 7 A.1: What is PBL? PBL is a learning strategy that draws upon real life situations to generate learning outcomes