| Re
oar

 

VOLUME XV, NUMBER 2

& INNOVATION ABSTRACTS

sen 8 Y THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD), COLLEGE OF EDUCATION,

sale aaa OF TEXAS AT AUSTIN « WITH SUPPORT FROM THE W. K: KELLOGG FOUNDATION AND THE a W. Ge eel eeu iel

Teamwork: Teaching Reality

Educational research has indicated that learning
increases as more senses are involved in the learning
process. For example, information that is seen and heard
is better retained than if it is only heard. On-the-job
training is often considered the best method of training
because it offers both retention and transference of
training. When on-the-job training is applied with peer
cross-training to develop multi-skilled team employees,
education takes on a more practical, real-life approach. To
facilitate an increase in student learning, the curriculum
for Principles of Management has been designed to reflect
the business organization environment.

Study Manual

A 250-page study manual supplements the text. This
manual contains detailed class lecture notes and supple-
mentary materials that normally would be given to the
students over the semester. Having a written lecture
allows an instructor to focus on experiential and practical
application exercises in class instead of repeating textbook
material. Approximately one hour each week is spent on
lecture material and the remaining two hours on exercises.

Group Work

Each class is divided into groups of seven (depending
on class size). Groups are formed using an approach that
mirrors the process by which a business organization
might be created. Students take a general knowledge test
the second day of class; those receiving top grades are
designated as group leaders. In choosing group members,
leaders must conduct one-on-one interviews with every
person in the class. Then, the leaders privately identify, on
paper, the six individuals to whom they wish to extend
job offers. Students who receive only one offer are
automatically placed on the team making the request.
Students who receive multiple offers are allowed to
choose their team. Every attempt is made to keep the
teams equal, so some negotiating may be necessary to
placate the whims of both leaders and members. The
names of students not receiving a job offer are discussed
with the leaders who must choose among them to com-
plete their group rosters. The rosters are not made public
until every student is placed on a team.

 

Examinations

All exams, with the exception of the final, are given as
group exams. Six mini-exams are given during the course
of the semester over material from the main text. Three
general exams are administered over the lecture material.
The group exams allow students to discuss all aspects of
each answer. It is hoped that students who did not
understand concepts discussed in class will have an
opportunity to learn by listening and discussing ideas
with their peers. This method allows students to learn the
material without being penalized. Students who are
absent from group exams and any other group activity
must make up the grade individually.

The final exam is taken individually, but is open-book
and open-note. This approach discourages students from
merely memorizing answers for short-term purposes. The
final exam consists of short-case situations which must be
interpreted by the student using information from the
texts. The answers, however, cannot be taken directly
from the books. This approach reflects real life, because
when they become employees these same students will be
expected to use all resources available to them to solve a
problem or complete a project.

Projects

The capstone for the course is a corporate research
project. The groups examine a selected corporation from
many different perspectives: mission, strategy, goals,
marketing function, financial performance, management
philosophy, international operations, social responsibility,
and others essential to the underlying success or failure of
business ventures. Students are expected to make a
polished, hour-long oral presentation using audiovisuals
to emphasize main points. Since much of this information
is not readily accessible, students must conduct inter-
views, analyze primary and secondary sources, and make
decisions involving interpretations of limited facts.

Grades

Grades are then categorized: individual (final exam,
computer simulation game score); group (mini-exams,
general exams, experiential exercises, research project);
and peer evaluation. The peer evaluation allows group

 

 

THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, EDB 348, Austin, Texas 78712