Teamwork and Leadership Skill Development (Advanced) - Part 2
Manufacturing Engineering
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify advanced teamwork and leadership traits, and they
will demonstrate how to apply the advanced skills required to be successful in a workplace team environment
by completing the quiz and three project activities.
Specific Objectives
 Demonstrate critical thinking skills by assuming the role of a business owner (Emilia) and solving
problems in a scenario format.
 Demonstrate critical thinking skills by solving problems in a scenario format.
 Work in a group setting and develop solutions to problems in a parks and recreation department for a
local city.
 Create three evaluation criteria checklists to use in the selection of a cell phone that meets the needs
of three unique groups of customers.
Terms
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Empathy - the ability to understand and relate to the actions and feelings of another person.
Assumption - a belief held to be true by an individual without proof.
Insight - the ability of an individual to gain a deeper understanding of an observation or experience.
Logic - a system of reasoning that strives to understand the connection between facts.
Prejudice - an opinion formed (usually negative) about an issue or person, beforehand, without
adequate reasoning or an understanding of the facts.
Outcomes - an end result reached through a process of logical thinking.
Evaluation - the intentional process of collecting and analyzing information to determine the value or
effectiveness of a process or system.
Stakeholder - an individual who has a shared interest in the success of a group or enterprise.
Accuracy - the quality or state of being correct, precise, or free from error.
Objectivity - the ability to make an observation while remaining fair and impartial.
Bias - a belief or opinion that prevents an individual from being impartial.
Purpose - the goal to which one strives to attain.
Problem - a question proposed for a solution or consideration.
Cause - anything producing an effect or result
Solution - an idea proposed to resolve a problem.
Time
This lesson should take approximately 405 minutes (introduction, 45 minutes; presentation, 180 minutes; and
quiz and projects, 180 minutes).
TEKS Correlations
Preparation
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This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Manufacturing Engineering
 130.329 (c)
o (1) The student describes the importance of teamwork, leadership, integrity, honesty, work
habits, and organizational skills. The student is expected to:
(A) describe how teams function;
(B) use teamwork to solve problems;
(C) distinguish team roles such as team leaders and team members;
(D) identify characteristics of good leaders;
(E) identify employers' work expectations; and
(G) use time-management techniques to develop work schedules.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Occupational Correlation (O*Net) – www.onetonline.org/
Job Title: First-Line Supervisors of Production and Operating Workers
O*Net Number: 51-1011.00
Reported Job:
Assembly Supervisor, Department Manager, Manufacturing Supervisor, Molding Supervisor, Plant Manager,
Production Manager, Production Supervisor, Shift Supervisor, Supervisor, Team Leader
Tasks
 Enforce safety and sanitation regulations.
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Direct and coordinate the activities of employees engaged in the production or processing of goods,
such as inspectors, machine setters, and fabricators.
Confer with other supervisors to coordinate operations and activities within or between departments.
Plan and establish work schedules, assignments, and production sequences to meet production goals.
Inspect materials, products, or equipment to detect defects or malfunctions.
Soft Skills
 Active Listening
 Speaking
 Coordination
 Critical Thinking
 Management of Personnel Resources
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
References
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
 Teamwork and Leadership Skill Development (Advanced) – Part 2 slide presentation and notes
 Warm-up Activity (Slide 3)
 Teamwork and Leadership Skill Development (Advanced) – Part 2 Terms and Definitions handout for
each student
 Teamwork and Leadership Skill Development (Advanced) – Part 2 Terms and Definitions Answer Key
 Teamwork and Leadership Skill Development (Advanced) – Part 2 Essay Quiz handout for each student
 Teamwork and Leadership Skill Development (Advanced) – Part 2 Essay Quiz Answer Key
 Critical Thinking Activity Project handout for each student
 Problem Solving Activity Project handout for each student
 Evaluation Activity Project handout for each student
Introduction
The primary purpose of this lesson is to give students an understanding of how to develop advanced
leadership skills to help them be successful in the workplace in a team and upper-level management
environment.
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Say
o Your ability to lead and motivate highly intelligent and skilled people will depend on how well you
master advanced leadership skills.
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Ask
o What leadership traits impress you the most about the two best leaders you know?
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Say
o Today we will discuss advanced team leadership skills and you will participate in several team projects
that will give you a chance to put these skills in to practice.
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Show
o Photos and videos from the Internet of successful leaders and the impact they have had on their teams
and organizations.
Outline
OUTLINE
MI
I.
II.
III.
V.
Understanding Advanced Team
Leadership Skills
A. Critical Thinking
B. Evaluation Process
C. Problem Solving Skills
Applying Advanced Team Leadership
Skills
A. Critical Thinking Project
B. Problem Solving Project
C. Process Evaluation Project
Class Activities
A. Critical Thinking Activity Project Resolving Problems as a Leader in
a Scenario Project
B. Problem Solving Activity Project Creating Solutions for Problems
in a City Recreational Department
C. Evaluation Activity Project Creating Evaluation Criteria
Leadership Quiz
NOTES TO TEACHER
Begin the Advanced Teamwork
and Leadership Skill Development
slide presentation.
Have students work on the Bell
Work Activity. (Slide 2)
Warm-up Activity:
Teamwork and Leadership Skill
Development (Advanced) - Part 2
Terms and Definitions handout
Students (in pairs) will teach each
other the terms and definitions.
They may do computer-based
research to look up the meaning.
(Slide 3)
Students will complete the class
activity projects as assigned.
Administer quiz and grade using
answer key.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the slide presentation and lead the class in discussion.
 The teacher will determine how the project activities are broken up so that they are all completed
within the time frame of the lesson.
 The teacher will lead class discussions before and after each project as needed.
Independent Practice
 Students will complete the following assignments working individually.
o Critical Thinking Activity Project
o Evaluation Activity Project
o Advanced Teamwork and Leadership Skill Development Essay Quiz
 Students will complete the following assignments working in a group.
o Advanced Teamwork and Leadership Skill Development Terms and Definitions
o Problem Solving Activity Project
Summary
Review
Effective team leaders must develop critical thinking skills and have the ability to contribute to solutions to
problems. Anyone aspiring to excel as a team leader should put forth the effort to develop these advanced
skills.
Evaluation
Informal Assessment
The teacher will monitor students during activities to check for understanding.
Formal Assessment
 Daily grades on assignments
 Project grades
 Test grades over lesson quiz
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Extension
Research on the Internet, create a slide presentation, and present to the class how company leaders resolved
challenges in the creation of highly successful startup companies.
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Name_____________________________________Date_______________________Class____________
Teamwork and Leadership Skill Development (Advanced) – Part 2
Terms and Definitions
Directions
Use the Internet to research the definitions to the Advanced Leadership terms below.
1. Empathy
2. Assumption
3. Insight
4. Logic
5. Prejudice
6. Outcomes
7. Evaluation
8. Stakeholder
9. Accuracy
10. Objectivity
11. Bias
12. Purpose
13. Problem
14. Cause
15. Solution
Copyright © Texas Education Agency, 2015. All rights reserved.
Teamwork and Leadership Skill Development (Advanced) – Part 2
Terms and Definitions
Answer Key
1. Empathy - the ability to understand and relate to the actions and feelings of another person.
2. Assumption - a belief held to be true by an individual without proof.
3. Insight - the ability of an individual to gain a deeper understanding of an observation or experience.
4. Logic - a system of reasoning that strives to understand the connection between facts.
5. Prejudice - an opinion formed (usually negative) about an issue or person, beforehand, without
adequate reasoning or an understanding of the facts.
6. Outcomes - an end result reached through a process of logical thinking.
7. Evaluation - the intentional process of collecting and analyzing information to determine the value or
effectiveness of a process or system.
8. Stakeholder - an individual who has a shared interest in the success of a group or enterprise.
9. Accuracy - the quality or state of being correct, precise, or free from error.
10. Objectivity - the ability to make an observation while remaining fair and impartial.
11. Bias - a belief or opinion that prevents an individual from being impartial.
12. Purpose - the goal to which one strives to attain.
13. Problem - a question proposed for a solution or consideration.
14. Cause - anything producing an effect or result
15. Solution - an idea proposed to resolve a problem.
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Name_____________________________________Date_______________________Class____________
Teamwork and Leadership Skill Development (Advanced) – Part 2
Essay Quiz
Directions
Reflect on key discussion points from the lesson and answer the following essay questions. Each answer must
have at least five complete sentences.
1. How can feelings of bias and prejudice impact a leader’s ability to motivate others?
2. Is objectivity a positive or negative trait? Explain your answer.
3. In what way does empathy help us to better relate to others?
4. Describe an example of a faulty assumption?
5. Complete the sentence: “Every problem starts with a __________.” Then, discuss the first (Step 1) and
last steps (Step 6) of the problem-solving process.
Copyright © Texas Education Agency, 2015. All rights reserved.
Advanced Teamwork and Leadership Skill Development (Advanced) – Part 2
Essay Quiz Answer Key
1. How can feelings of bias and prejudice impact a leader’s ability to motivate others?
Answer (should contain some of these key points)
 Prejudice is an opinion formed (usually negative) about an issue or person, beforehand,
without an understanding of the facts.
 Bias is a belief that prevents an individual from being impartial.
 Both of these traits can impact a leader’s ability to be fair, open-minded, and
trustworthy. Employees may find it difficult to put forth their best effort for this type of
leader.
2. Is objectivity a positive or negative trait? Explain your answer.
Answer (should contain some of these key points)
 Objectivity is the ability to make an observation while remaining fair and impartial. This
is a very positive trait.
 This trait gives a leader the ability to look at all sides of an issue and make fair decisions.
3. In what way does empathy help us to better relate to others?
Answer (should contain some of these key points)
 Empathy is the ability to understand and relate to the actions and feelings of another
person.
 If a leader can develop empathy, they will be better able to understand the actions and
feelings of others. This may give them the opportunity to build better relationships and
build trust.
4. Describe an example of a faulty assumption?
Answer (should contain some of these key points)
 An assumption is a belief held to be true by an individual without proof.
 Some assumptions can be valid, for instance, if we observe an employee who has a high
skill level, strong work ethic, and highly professional demeanor, we might assume that
they also have an impressive educational background. This might be true, but until we
see their credentials, we cannot be certain. If we observe an employee with the
opposite traits, we might assume that they are poorly educated. But we could be wrong.
 Both assumptions could be faulty. We cannot be sure until we verify the facts. Leaders
should use caution when making key decisions with unverified or possibly faulty
assumptions.
5. Complete the sentence: “Every problem starts with a __________.” Then, discuss the first (Step 1) and
last steps (Step 6) of the problem-solving process.
Answer (should contain some of these key points)
 “Cause”
 Step 1: Define the problem.
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Step 6: Evaluate and make adjustments as required.
Defining the problem, creating, selecting, and implementing solutions helps us resolve
the problem; evaluating and adjusting the solution helps us maintain a long-term
solution to the problem.
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Name_____________________________________Date_______________________Class____________
Critical Thinking Activity Project
Directions
Read the following scenario and decide how the key character should best resolve the issue. You will have 30
minutes to come up with solutions and write a half-page summary of your findings. We will discuss your
results in class.
Scenario
Emilia owns a cleaning business. She has 25 employees in a medium-sized city of 230,000 people in the
Midwest. Her company has several long-term contracts around the city and the potential for several more
within the next year. Recently her foreman, Isaac, gave his two-week notice and plans to resign to go to
school. Emilia has to replace him; however, the current workload is very high and she must have someone
with experience in the company. She has two very experienced employees (Lucas and Dana), who have
expressed interest in the past of moving up in the company; each would make an excellent foreman. The
industry is very competitive and it is very difficult to find quality employees. Emilia is concerned that if she
selects either Lucas or Dana as foreman, she might lose the other one out of frustration. She must make the
decision within the next few days.
If you were Emilia, what would you do?
Summary (half-page)
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Name_____________________________________Date_______________________Class____________
Problem Solving Activity Project
Directions
Students will participate in a class discussion to gain a clear understanding of the problem-solving process. You
will work in groups of five to six students per group. After reading the scenario below, you will have five
minutes to organize in your groups before you begin to work on the problem. In your group, discuss the issues
and develop a game-plan to find solutions. Then you will have 30 minutes to come up with solutions and write
a half-page summary of your findings. We will discuss your results in class.
Scenario
Your group serves as volunteer members of the board of directors for the Parks and Recreation Department of
your city. Recently, several problems in the two city parks have been brought to light through complaints from
local citizens and require a special, private meeting of the board to recommend solutions for the mayor. The
group has had the opportunity to visit the two city parks and have verified that the complaints are true.
The complaints primarily involve maintenance issues: lights are broken on basketball courts and on walking
trails; trash cans at the softball parks are overflowing on a regular basis; citizens are ignoring the leash laws
while walking their pets; and sections of playground equipment are in disrepair.
Summary (half-page)
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Name_____________________________________Date_______________________Class____________
Evaluation Activity Project
Directions
Each student will develop three evaluation criteria checklists that will be used to select a cell phone that meets
the needs of three unique groups of customers. Students may use the Internet, newspapers, magazines, or cell
phone advertisements. The checklists may have up to 15 items; they may be written on paper or typed and
saved on a computer or digital media. Students will be allowed 45 minutes to complete the assignment (30
minutes for the activity and 15 minutes for discussion).
The checklists will be used by a local business to target specific groups for a marketing campaign. The three
groups of customers targeted are:
1. A 13 year-old only child of a single parent
2. A 30 year-old business owner
3. A senior citizen who lives alone
There are many cell phones on the market today; however, not everyone needs or should have the exact same
phone. Some customers may need specific features that will best fit their lifestyle requirements. A few
examples of checklist items are listed below:
o Parental controls
o Talk to text
o Screen dimensions
o Bluetooth connectivity capability
o Built-in Wi-Fi hotspot
o Upgradable memory cards
o Camera and video recording
o Find my phone feature (if lost or stolen)
Notes
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