members to appraise each other's contributions and is
conducted by forced distribution over a number of
questions covering a variety of topics. The peer evalua-
tion is an essential component of the learning process
because it teaches accountability, a trait required in
establishing the concept of total quality management.

This teaching style and strategy is designed to improve
learning from a situation that closely resembles a business
environment. Seldom do employees work totally on their
own; usually they are able to bounce ideas off one
another and use any available resource to assist them in
doing a complete and competent job. A common com-
plaint from students is that much of what they learn does
not mirror what they do in their jobs; they believe many
concepts either do not reflect the real world or are just not
applicable to their particular situation. This exercise in
group dynamics allows for not only a sharing of ideas
and viewpoints, but it also contains excellent transference
of training techniques that can be adapted readily to the
workplace.

Self-managed Work Teams

This transference of training can be increased in highly
motivated classes by the creation of self-managed work
teams. Teams create their own group mission supported
by goals and objectives attained by developing strategies
for learning. Each group then works at its own pace in
achieving these objectives. Performance appraisal
systems are established by the group to show attainment
of competencies required for course completion. This
class approach, while appearing to be highly ambiguous,
often evolves into a very task-oriented situation.

One problem inherent in the traditional lecture style of
teaching is that students become dependent on instruc-
tors to repeat the textbook in their lectures, thus releasing
them from any obligation to read the material. However,
this method’s success is dependent on each member
contributing a fair share to the group effort; each must
read the assignment and participate. The method also
avoids a common problem with “active” learning
activities: the more dependable students do not feel that
they must carry other group members on their shoulders.

One way to avoid having the more dependable
students carry a heavier burden is to give the mini-tests
individually prior to administering them to the groups.
Rarely do students outscore their respective teams, a
result that can only reinforce the value of group dynam-
ics. The central purpose of this teaching technique is to
assist all students in learning as much as they can from as
many “teachers” as possible. Each person in the class is a
potential resource for knowledge and experience. The
challenge is making that information available to every-

one else. It is that pooling of knowledge that keeps us
from “reinventing the wheel.” As more and more
attention is given to groups in the workplace, it becomes
counterproductive to focus so much of the attention in
college education on developing isolated skills.

A second problem which occurs but is often correct-
able involves change. Students are accustomed to the
lecture style of learning that emphasizes individuality
and independence. Some people have difficulty depend-
ing on others for their grades. Others, through their
experiences, have become loners who are slow to contrib-
ute to group information. They truly believe, “If you
want something done right, do it yourself.” This situa-
tion can be corrected once students see the benefit of
being involved.

Conclusion

Colleges ideally operate in a dynamic environment
where the classroom is the vehicle for change. Based on
this hypothesis, group learning is an alternative to the
lecture standard. It gives students options, allows them
to make choices, and helps them draw conclusions and
face consequences. Giving the students choices allows
them to maintain some internal control. Giving the
students teams forces them to plan and to act as part of a
group—much like a business situation.

Russell Kunz, Program Coordinator, Management Develop-
ment

For further information, contact the author at Collin
County Community College, 2800 East Spring Creek
Parkway, Plano, TX 75074.

 

Suanne D. Roueche, Editor

January 29, 1993, Vol. XV, No. 2

©The University of Texas at Austin, 1993
Further duplication is permitted by MEMBER
institutions for their own personnel.

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD),
Department of Educational Administration, College of Education, EDB 348, The University of Texas at Austin, Austin, Texas
78712, (512) 471-7545. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation. Issued weekly
when classes are in session during fall and spring terms. ISSN 0199-106X.