course syllabus
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m o d e l
instructor version
weekend classes
MGMT 581
Team Building
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MGMT 581
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Team Building
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
Team Building | MGMT 581
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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3
About
Team Building | MGMT 581
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Hallmarks
Team Building | MGMT 581
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Team Building | MGMT 581
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Team Building | MGMT 581
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Team Building | MGMT 581
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Team Building | MGMT 581
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Other Resources
Team Building | MGMT 581
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Team Building | MGMT 581
Faculty Weekend Course Overview
Course Description and Page Navigation
The course develops a working knowledge of team building, its theoretical basis and its strengths and
weaknesses as an organization development intervention. Working in teams has become necessary in most
organizations because of the complexity of tasks to be performed and the interdependence necessary to get the
job done. The intensity of teamwork applied may vary from one situation to another and from one context to
another. Teams vary from being very tightly coupled with high intensity of member interaction - at one extreme, to
very loosely-coupled teaming with lower levels of member interaction. The intensity varies with the degree of
interdependence needed for the team to function well. In all situations however, members must possess the skills
and adaptive capabilities that facilitate working in a coordinated and cooperative way with others to achieve the
best possible outcomes.
2 semester hours.
Course Materials
Required Textbook and Materials
Thompson, L., (2011). Making the team: a guide for managers. (4th ed.). ISBN: 9780136090038
Suggested Course Materials
Weekly news article from scholarly or other accredited source.
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Team Building | MGMT 581
Faculty Weekend Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
•
Assignments
apply the core concepts and skills for teamwork
Points
Developing Course Materials:
Teamwork in the News
10 pts each
5 pts ea/wk
5 pts ea/wk
•
develop insight, command of, and the skills needed to engage in
successful team building
Discussion Question(s)
Response Post(s)
•
analyze the aspects of: performance, reward systems,
communication, collective intelligence, leverage, and cooperation
Chapter Summaries /Outlines
•
acquire knowledge and exposure needed to be able to experience
positive outcomes
•
demonstrate how to apply learned skills to real world situations
•
explain how creative strategies affect team building and
teamwork activities
•
explain how brainstorming activities and strategies for high
performance encourage success in the marketplace
•
compare and develop methods for incorporating teamwork in
day-to-day activities as well as in “big picture” missions and goals
•
explain and illustrate: networking, social capital, leadership tools
in the context of teamwork, the dynamics of relationships in
teams, and self-esteem and self-identity in context of the team
20 pts ea/wk
Strategic Plans
• Team Building Exercises
100 pts
Team Organization Plan
100 pts
Written Assessment Prompts
• Short Answer Quiz
150 pts
•
•
Case Analysis
150 pts
Discussions in Class
• class participation
• in class activities (F2F &
Web 2.0)
Group Designed Team Building
Seminar/Webinar
Presenter's Outline (outline of
the individual’s component of
the group presentation)
Total Points for course
75 pts
200 pts
25 pts
1000 pts
about Bloom’s Taxonomy
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12
Learning Outcomes
Team Building | MGMT 581
Faculty Weekend Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
The Basics of Teamwork
•
•
•
•
•
01 B
online
Internal Dynamics
•
•
•
•
•
•
•
02 A
F2F
External Dynamics
•
•
•
•
02 B
online
Managing, Facilitating, Guiding and
Efficiency
•
•
•
•
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Thompson Part 1 – Chap 1 – 3
Review selected source (ie. Team
Building in the News)
Summary of Part 1
Creating icebreaker activities
Developing team-building activities
Thompson Part 2 – Chap 4 – 9
Short Answer Quiz
Review selected source (ie. Team
Building in the News)
Summary of Part 2
Case Analysis
Assembling a team
List of traits needed for teamwork
Thompson Part 3 – Chap 10 – 13
Creating icebreaker activities (readdress this topic from Sess. 01A)
Group: Team Building Seminar
Group: Team Building Webinar
Thompson Appendices 1 – 4
Review selected source (ie. Team
Building in the News)
Summary of Part 3
Strategic Plan: Team Organization
Plan (written assignment)
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Course Schedule
Team Building | MGMT 581
Faculty Weekend Session 1A
Learning Objectives
1. Develop goals that can be reached by team-members
2. Compare and contrast individual strengths with strengths of teams and teamwork
3. Evaluate and utilize the equity method
4. Verify the processes and methods of teamwork
5. Establish targets, benchmarks and performance criteria
6. Develop communication skills within a team setting
7. Create plans for future work and future goals
8. Analyze and implement different brainstorming methods
9. Use brainstorming tactics in a team-setting
10. Develop idea-generating techniques instead of brainstorming
11. Outline the processes for generating new concepts and creative ideas
12. Evaluate the keys to promoting creative teamwork
13. Engaging creativity exercises and team building
Activities, Assignments and Agenda
Reading: Thompson Part 1 – Chap 1 – 3
Study Group and In Class Assignments
Individual Assignments
Strategic Plan: Team Building Exercises: We can
explore the dynamics of teamwork through the ways
in which individual members approach tasks and
challenges. Make a list of three objectives – these
can be goals for your current organization, or the
purpose of a future/fictional group. Develop a teambuilding activity for each of the goals. Explain how
these team-building activities accomplish the goals.
Reflect on the successes and challenges of these
methods. (written assign., 3-4 pgs – APA format)
Teamwork in the News: Each week select a source to
share with the class that connects somehow to this
week’s readings. Bring a sample of this source to class.
Be prepared to summarize and share the information
with the class, leading an informal discussion.
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material. Be
prepared to share these points in class discussion.
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In Class Activities: (suggested activity) As groups,
prepare two or three different “icebreaker” activities
and demonstrate with the class how these activities
work. Then explain how these are useful in team
building situations.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Session 1A
Team Building | MGMT 581
Faculty Weekend Session 1B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Develop goals that can be reached by team-members
Compare and contrast individual strengths with strengths of teams and teamwork
Evaluate and utilize the equity method
Verify the processes and methods of teamwork
Establish targets, benchmarks and performance criteria
Develop communication skills within a team setting
Create plans for future work and future goals
Activities, Assignments and Agenda
Reading: Thompson Part 2 – Chap 4 – 9
Individual Assignments
Discussion Question: Why should organizations utilize
teamwork? How are teams organized in your organization
(school, work, church, charity etc.)? How does team
context affect teams in your organization?
Short Answer Quiz: Use D2L to create a short answer
quiz covering the material thus far. This quiz should include
“short answer” or “essay” questions. This quiz can use “real
world” scenarios. It is recommended that the instructor not
rely on T/F and Multiple Choice as those tend not to target
Evaluation, Examination, Discussion or Development (as
goals).
Study Group and Online Assignments
Case Analysis (Group): At the opening of each chapter,
Thompson outlines a brief case which illustrates ideas and
concepts furthered in the chapter. Students should choose
one of these for the Case Study. Students should address
these 5 subtopics: 1) clearly identify the “actors” (the
person(s) involved, 2) summarize the scenario, 3)
specifically state the conflict, dilemma or situation, 4) state
an opinion or solution concerning the case, and 5) support
ideas with course material and course discussions. Type
this in an essay format and use the 5 subtopics as
headings.
Online Activities: (suggested activity) Students complete
an internet “scavenger hunt.” The instructor prepares
questions in D2L or on some Web 2.0 format (wiki, blog,
chatroom). Groups work together to complete the
scavenger hunt. Have groups share with the class how a
“virtual hunt” is different from a F2F?
Online Activities: (suggested activity) Create a “mindmap”
or “graphic web” graphic organizer, connecting ideas from
the course and Chapters 2 & 3. Use a web resource such
as https://bubbl.us/ (Bubbl Us – Brainstorming Made
Simple).
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about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1B
Team Building | MGMT 581
Faculty Weekend Session 2A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Analyze the aspects of direct vs. indirect communication
Create organizational hierarchies for an individual organization
Develop goals for individuals within a collective
Compare and contrast individualism vs collectivism
Explore egalitarianism in reference to its influence on team atmosphere
Assess cultural intelligence and cultural values
Evaluate work ways in a team building culture
Become more culturally sensitive through cross-cultural teamwork
Activities, Assignments and Agenda
Study Group and In Class Assignments
Reading: Thompson Part 3 – Chap 10 – 13
Group Designed Team Building Seminar: As a
team, students should develop a Team Building
Seminar. This seminar should include: 1) a mission
statement, 2) a list of objectives, 3) an agenda, 4)
strategies for successful teambuilding, 5) essentials
for leading, coaching and mentoring, and 6) activities
and lessons to help build strong teamwork in an
organization.
Individual Assignments
Teamwork in the News: Each week select a source
to share with the class that connects somehow to this
week’s readings. Bring a sample of this source to
class. Be prepared to summarize and share the
information with the class, leading an informal
discussion.
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material.
Be prepared to share these points in class discussion.
Presenter’s Outline and Summary: Each group
member is responsible for a 3 – 5 minute speaking
segment during the presentation. The student should
summarize what s/he is said or will be said in a brief
synopsis. Include a bibliography of sources.
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Group Designed Team Building Webinar: Students
may choose to create a “webinar” as opposed to a
traditional seminar. This webinar should be published
online and should follow the same criteria outlined
above.
In Class Activities: (suggested activity) Students
engage in various types of team-building activities:
collaborative, communication, decision making,
brainstorming, and trust activities. Examples include:
back-2-back drawing, building the tower, cat’s cradle,
egg drop, human spring, the maze, toe-to-toe, and
pipeline.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 2A
Team Building | MGMT 581
Faculty Weekend Session 2B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Analyze the aspects of direct vs. indirect communication
Create organizational hierarchies for an individual organization
Develop goals for individuals within a collective
Compare and contrast individualism vs collectivism
Explore egalitarianism in reference to its influence on team atmosphere
Assess cultural intelligence and cultural values
Evaluate work ways in a team building culture
Become more culturally sensitive through cross-cultural teamwork
Activities, Assignments and Agenda
Study Group and Online Assignments
Reading: Thompson Appendices 1 – 4
Strategic Plan: Team Organization Plan: As
groups, prepare an Organizational Plan. This
plan should focus on strategies and procedures
which will restructure organization to allow for
more teamwork. This plan should include:
Individual Assignments
Discussion Question: Team Spirit and Team Mind
could have a significant influence on enhancing
creativity in teams -- Do you agree? Why or why not?
Discuss how nurturing leadership can be instrumental
in creating and maintaining high performance teams.
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about
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Describe the concept(s) in focus
• Provide interpretations of the concept (what it
means to you)
• Apply additional journal readings to enrich
interpretation
• Apply concepts to situations if required by the
assignment, and
• Discuss the merits of the application
• Discuss implications
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 2B