Starting, storming, solving,
selling: Teaching problemsolving and teamwork skills
through a four-step model.
Lynn Donahue, Ed.D.
Communication/Journalism Department
St. John Fisher College
Goals:
1. Teach students to solve problems using a
problem-solving process.
2. Teach students to effectively collaborative
with each other using the combined
resources of the group.
3. Reduce student procrastination by
providing structure to the process.
4. Reduce interpersonal conflicts by
providing communication skills.
5. Provide opportunities for students to
receive multiple sources of feedback
through multi-level assessments.
The Problem-Solving Process
Define and
Analyze the
Problem
Generate
Arguments
Develop
Support
for your
Claims
Identify and
Evaluate
Solutions
Teamwork Skills:
Phases of Group Development (i.e.
Norming)
Active Listening (i.e. Paraphrasing)
Non-listening (i.e. Selective Listening)
Perceptions of Others (i.e. First
Impressions)
Speech Delivery (i.e. Audience
Engagement)
The Project Assignment:
Using secondary and primary research,
your group will research a topic and
propose a solution to a problem or issue
of social significance. There are three
goals:
1. First, you will learn how to problem-solve and
create effective arguments regarding a topic of
social significance.
2. Second, you will learn how to work effectively as
a team by applying interpersonal and group work
skills.
3. Last, you will learn, and have an opportunity to
apply, public speaking skills by presenting your
findings to the class during a final presentation.
Examples of Student Projects:
1. Reducing the spread of AIDS.
2. Combating the negative effects of
sexuality in the media.
3. Meeting the needs of the medically
uninsured.
4. Curtailing violence within schools.
A Four Step Group Process Model
Step 1: Starting
Establishing norms and identifying the problem
Step 2: Storming
Refining your Assertion and Creating Arguments
Step 3: Solving
Creating Solutions and Reducing Resistance
Step 4: Selling
Organizing your Information and Presenting the
Results
Examples of Student Presentations
Example #1:
Sexuality in the Media
Sexuality in the Media
By Kaitlyn Conboy,
Conboy,
Jason Cotugno,
Cotugno,
Laura Friedland,
Friedland, & Beth Wyand
Example #2:
AIDS in Africa
7 million South Africans will die of AIDS by 2010……….
Five-Tier Assessment
Tier 1: Group Portfolio (4 Phases, Outline of
Presentation, PowerPoint copies, Bibliography,
Meeting Notes (Comm 250)
Tier 2: Critical Critique of performance in group
applying communication concepts
Tier 3: Peer Evaluation of 1) member participation
and 2) individual and group presentation.
Tier 4: Instructor Assessment of Individual and
Group Presentation
Tier 5: Instructor Assessment of Individual and
Group Participation
Challenges:
Gaps were present in problem-solving process:
Some of claims were not supported with sufficient
evidence
Research wasn’t consistently cited in Power Point
Some of alternative arguments and rebuttals were weak
Students procrastinated:
Regardless of structure in class, students still left majority
of substance of project to last minute.
Some group work challenges:
Despite teaching communication and conflictmanagement skills, group members were resistant to
confront members not performing to the same level.
Peer evaluations were somewhat unhelpful – 4’s and 5’s.
Feedback became too complex
Thorough, but time-intensive and somewhat confusing for
students (and still difficult to grade subjective measures
like individual and group participation).
Accomplishments:
Created an assertion and 3 arguments with evidence:
Example: The growing rate of AIDS among African
people is due to the lack of education, good health care
and funding.
Created solutions: Example:
Safe sex/sex ed
Clean needles
Protect open cuts/sores
Clean needles
Proper medical care
Better schooling and educators
Worked collaboratively on project:
All students able to take on leadership roles during 4 Phases
Students gained insight on use of communication skills and
were motivated to use these skills in groups (result of critical
critiques, structured process).
Oral presentation was professional and well-done:
Students practiced individually and as a group and
implemented public speaking skills to an appropriate level.
Questions?
Discussion and Application:
Please answer the 3 questions individually.
Then get in groups of 3 and discuss your
answers.
1. How do you/could you apply the ProblemSolving Process and Four-Phase approach
to your group work?
2. How do you/could you apply the evaluation
tools to your group work?
3. What challenges do you experience in your
group work that you need feedback on?