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Cover. course syllabus. blended model instructor version. evening classes . MGT 217 Group Dynamics and Learning Strategies. Benedictine Hallmarks 2011-2012 STABILITY  STEWARDSHIP. next. Content Links. MGT 217. Group Dynamics and Learning Strategies. instructor version.

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  1. Cover course syllabus blended model instructor version evening classes MGT 217 Group Dynamics and Learning Strategies Benedictine Hallmarks 2011-2012 STABILITY  STEWARDSHIP next

  2. Content Links MGT 217 Group Dynamics and Learning Strategies instructor version 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

  3. About MGT 217 | Group Dynamics and Learning Strategies 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*. 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. * http://www.ben.edu/academic_programs/moser/about/index.cfm hallmarks of a Benedictine Education: Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  4. Hallmarks MGT 217 | Group Dynamics and Learning Strategies 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: Love of Christ and Neighbor Prayer:a Life marked by liturgy, lection and Mindfulness Stability:commitment to the daily life of this place, its heritage and tradition Conversatio: the way of formation and transformation Obedience: a commitment to listening and consequent action Discipline: a way toward learning and freedom Humility: knowledge of self in relation to God, others and creation Stewardship: responsible use of creation, culture and the arts Hospitality: openness to others Community: call to serve the common good Portrait (1926) by Herman Nieg (1849–1928); Heiligenkreuz Abbey, Austria Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  5. Expectations MGT 217 | Group Dynamics and Learning Strategies Student Expectations • 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. • 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 information concerning netiquette: Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  6. Financial Aid MGT 217 | Group Dynamics and Learning Strategies Financial Aid Information 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. • 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). 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. Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  7. Netiquette MGT 217 | Group Dynamics and Learning Strategies About Netiquette Inappropriate Online Usage 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. Flaming is neither productive nor appropriate for the learning environment Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar, punctuation and spelling corrections 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 Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language Netiquette Basics Follow the Golden Rule (“One should treat others as one would like others to treat oneself”) Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice 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 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 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 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. Confidentiality and Privacy 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 Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  8. Library MGT 217 | Group Dynamics and Learning Strategies 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 numberwith 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: Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  9. Other Resources MGT 217 | Group Dynamics and Learning Strategies 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 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. 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 Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  10. IDEA MGT 217 | Group Dynamics and Learning Strategies 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 Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  11. Course Overview MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Course Overview This course is an overview of organizational structures, group dynamics, and learning strategies. The Course Grading Scale Course Description 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. • Course Materials • Required Textbook and Materials • Adams, Katherine and Galanes, Gloria. (2012) Communicating in Groups: Applications and Skills. (8th ed.). ISBN 978-0-07-353427-5 • Ellis, David. (2012) Becoming a Master Student: Concise (13th ed.). ISBN 978-0-495-91281-1 • Discussion Forum Guidelines • 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. Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  12. Learning Outcomes MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Course Outcomes Based in Bloom’s Taxonomy about Bloom’s Taxonomy Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  13. Management 217 Checklist Session 1A MGT 217 | Group Dynamics and Learning Strategies • Assignment Overview • The purpose of this assignment is to allow the student the opportunity to learn and understand their program checklist. Students will learn that the checklist is individual to each student. Some students come into the program with a varied number of courses and electives that they may or may not be given allowable transfer credit. Some students may not have any transfer credits. It is suggested that the students use their checklist as a working document by adding course grades as they are completed while working through their program. • Required materials: • Student must have a copy of their program checklist in order to complete the assignment. If the student does not have a copy of their checklist they need to contact their advisor. If the student’s checklist is not complete they can use a blank checklist. • The assignment is intended to ensure the following: • You will be able to understand Graduation requirements for obtaining a Bachelor’s degree at Benedictine University. • You will be able to understand how to read your checklist. • You will be able to understand how many courses you were allowed as transferable credit. • You will be able to understand how many general education requirements you will need to complete your program. • You will be able to understand how many bridge courses (BAM only) you will need to complete your program. • You will be able to understand how many prerequisites you will need to complete your program. • You will be able to understand how many Major program requirements you will need to complete your program. • You will be able to understand how many elective credits you will need to complete your program. • Graduation Requirements • Please refer to your checklist and read this section. • The following information is a complete breakdown of information pertaining to your checklist. Use this as a guide while navigating your checklist requirements, answering questions and completing your summary of evaluation. • General Education Requirement • Each student must complete a total of 42 semester hours of general education courses. This number will vary depending on how many transfer credits the student completed prior to enrolling in their program. Some of the courses are included in the program schedule. The BAM schedule includes these three courses: Finite Math (MATH 105), Converging Hemispheres (HUMN 240) and The Contemporary World (HUMN 250). For the BAOL program four courses are included on the program schedule: MATH 105, HUMN 240, HUMN 250 and Cultural Anthropology (ANTH 200). • NOTE: GRADE OF “C” OR BETTER REQUIRED FOR BASIC SKILLS, ECON 101 AND BRIDGE COURSES • The following is a breakdown of requirements: • Basic Skills • Twelve (12) credit hours required. • MATH 105 is in the program schedule, but can be waived if MATH 110 or equivalent is transferred prior to admission into the BAM/BAOL program. • The prerequisite for MATH 105 is MATH 095 or placement test. The student should refer to their checklist to identify if they have transfer credit for MATH 095 or if it indicates that the student needs to take a Math placement test. • Arts & Humanities • Nine (9) credit hours required, including General Ethics (PHIL 24) or equivalent. • Music Appreciation (MUSI 104) and Art Appreciation (FNAR 100) may be taken to fulfill the Arts and Humanities requirement. • At least one course needs to be in an area other than Philosophy. • Natural Sciences • Six (6) credit hours required • Impact of Nutrition (NUTR 100) may be taken to fulfill the Life Science requirement. • Physical Geography (GEOG 105) may be taken to fulfill the Physical Science requirement. • Social Sciences • Nine (9) credit hours required, including Introduction to Economics (ECON 100) or equivalent and Survey of Psychology (PSYC 100) or equivalent. • ECON 100 can be fulfilled by taking both ECON 101 and ECON 102. • PSYC 100 can be fulfilled by taking Social Psychology (PSYC 210). • Social Science Core Elective can be fulfilled by taking Cultural Anthropology (ANTH 200). • Common Core • Six (6) credit hours required; including HUMN 240 and HUMN 250. • These courses cannot be transferred in. • continued on the next page  Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  14. Management 217 Checklist Session 1A MGT 217 | Group Dynamics and Learning Strategies • Major Bridge Requirements (BAMonly) • Students who have completed the AABA program will have fulfilled the major bridge requirements. Students that did not complete the AABA will have to enroll in courses to fill these requirements unless they transferred them in. • Nine (9) credit hours required which include: • Business Statistics I (MGT 150) Prerequisite: MATH 105 • Accounting I (ACCT 111) Prerequisite: MATH 105 • Accounting II (ACCT 112) Prerequisite: MATH 105 & ACCT 111 • Major Program Requirements • NOTE: GRADE “C” OR BETTER REQUIRED FOR MAJOR COURSES • Transfer credits for selected major courses will only be accepted prior to admission into the program. MGT 217 must be the first course taken for the BAM program and MGT 387 must be the last course taken. For the BAOL program, MGT 217 is first course taken and PSYC 389 is the last course taken. • Thirty six (36) major credit hours needed in the BAM program. • Listed below are the major courses that have prerequisite requirements: • Business Statistics II (MGT 251); Prerequisite MGT 150. • Organizational Behavior (MGT 320): Prerequisite PSYC 100 (PSYC 210 will also satisfy this requirement). • Applied Microeconomics (ECON 227); Prerequisite ECON 100 (ECON 101 & ECON 102 will also satisfy requirement). • Accounting & Financial Management (MGT 275); Prerequisite ACCT 112. • Thirty nine (39) major credit hours needed in the BAOL program. • Listed below are the major courses that have prerequisite requirements: • Organizational Behavior (MGT 320): Prerequisite PSYC 100 (PSYC 210 will also satisfy this requirement). • Basic and Applied Statistics (PSYC 250); Prerequisite MATH 105. • Operations Management (MGT 333); Prerequisite MGT 150 and MGT 247. • Research Methods (PSYC 299); Prerequisite PSYC 250. • Organizational Leadership Capstone (PSYC 389); Prerequisite PSYC 299. • General Electives • General elective credit hours may be earned by taking courses that do not provide duplicate credit. Elective credits may also be demonstrated through a Work/life experience portfolio through the Prior Learning Assessment Program (PLA). No more than 30 external elective credit hours can be earned, including portfolio credit and CLEP examinations. • Students who have transfer credit may find that some credits have been applied as elective credit. This will be reflected in the summary evaluation on page two (2) of their checklist. The student can also find this information on their student account under transfer credit. The student’s advisor can also help them understand how credits were applied. • Students who need general elective credits can also take courses from other programs, the main campus or other colleges and universities (students need to remember the 55 credit hour rule). • Students can also complete the Work/life portfolio which allows a maximum of Eighteen (18) elective credit hours. • Courses from the on-line HRM certificate program (18 maximum hours) can also be used to fill elective credits. • Summary of Evaluation • The summary evaluation consists of hours required, hours completed and hours remaining for the students General Education Requirements, Major Bridge Requirements (BAM only), Major Program Requirements and General Electives. The summary also includes a section with a breakdown of transfer credits accepted. • Complete the following steps in the summary of evaluation section: • First add down each column of hours completed and hours remaining to make sure the totals are correct on your summary. Do not attempt to add across as the calculations do not always add up, this does not mean your summary is incorrect. • Calculate the total of the Summary Evaluation by adding the hours completed and hours remaining sums. Your total should add up to a minimum of 120 credit hours. Some students may be over the 120 depending on what they transferred in. • If your totals do not add up to at least 120 you will need to contact your advisor, but you can still complete the given assignment with information that was provided. • If you have transfer credits from more than one institution add them together. • The sum of transfer credits should be the same as the total in your summary of hours completed column. • Special Notes (last section on checklist) • Each student is responsible for reading this section of their checklist. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  15. Course Schedule MGT 217 | Group Dynamics and Learning Strategies Student Evening Course Schedule Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  16. Session 1A MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 1A Activities, Assignments and Agenda Learning Objectives Evaluate current strengths and weaknesses in areas of student and job success Discuss the characteristics of a ‘master student’ Describe the criteria for determining whether a group or an individual should be used to solve a problem. Distinguish between small group communication, public communication, interpersonal communication, and intrapersonal communication. Describe how groups use technology to enhance their interactions. Identify the different organizational groups Contrast primary and secondary groups Explain the four ethical standards any member of a group should be held to. • Reading: • Communication In Groups Applications and Skills Chapter 1, pp. 1-26 • Becoming A Master Student Concise Chapter 1-2 pp.1-76 • Individual Assignments • Communicating In Groups: Applications and Skills, Chapter 1 Exercises – answer questions 1-3, p.25 • Communicating In Groups: Applications and Skills, Ethical Dilemma- answer questions 1-4, p.24 • Study Group Assignments • Students will read the article “The Master Student” in chapter 1 in the textbook Becoming a Master Student Concise. The instructor will divide the students into groups of 3-4 and ask students to list 10 qualities of people they admire. The instructor will create a combined list of 20 for the entire class. The instructor will ask the students to rank the qualities according to those that would have a greater contribution to success in school, small groups and organizations. • Becoming A Master Student Concise, pp. 23-27 The Discovery Wheel exercise • Becoming A Master Student Concise Journal Entry 7, Discovery/Intention Statement, p.49 Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  17. Session 1B MGT 217 | Group Dynamics and Learning Strategies r> Faculty Evening Session 1B Explain why systems theory is a useful perspective for studying small groups. Identify inputs, throughput processes, and outputs of a group system. Justify why communication is the heart of a groups throughput processes Summarize the role of a groups environment Discriminate between open and closed systems Relate the role of feedback in helping a system adapt to changing environments Explain why nonsummativity is a systemic characteristic of groups Describe what interdependence means to the functioning of a small group system. Identify online learning enhancement tools • Activities, Assignments and Agenda • Reading: • Communicating In Groups: Applications and Skills, Chapter 2 pp. 26-46. • Becoming A Master Student Concise Chapter 3, pp.76-93 •  Individual Assignments • Communicating In Groups: Applications and Skills, Media and Technology p. 40- Students will submit a 2-3 page essay. • Individual Discussion Assignments • What is the difference between primary and secondary groups? List the groups to which you belong and classify as primary or secondary groups. Why is it important to classify groups? Please make your initial post by midweek, and respond to at least one other students' post by the end of the week. • Study Group Assignments • To demonstrate virtual communication , the following our examples of online communication to help students become more familiar with communicating on-line: • Complete the registration at www.zotero.org and locate your classmates • Create your own avatar at www.voki.com and use to communicate in the discussion board. Learning Objectives Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  18. Session 1A MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 2A Learning Objectives Explain communication and message Identify the five characteristics of communication Differentiate between listening and hearing Discuss the four listening preferences Describe paraphrasing as a technique for active listeners Analyze the four ways to use language to maximize effectiveness in small groups. Summarize the principles and functions of nonverbal communication Compare and contrast computer-mediated communication in small groups to face to face communication in small groups Discuss effective reading and note taking techniques Discuss Final Project Activities, Assignments and Agenda • Reading: • Communication In Groups: Applications and Skills- Chap. 3, pp. 47-83 • Becoming A Master Student Concise- Chap 4-5, pp.94-133 • Individual Assignments • Communicating In Groups: Applications and Skills, Apply Now, Chap 3, p.81 –1-2 page essay • Becoming A Master Student Concise , Journal Entry 12, Chap.5 p.115 • Study Group Assignments • Communicating In Groups: Applications and Skills, Media and Technology-Chap 3, p.72 • Communicating In Groups: Applications and Skills , Resources for Review and Discussion, Chap 3, pp.82-83. Exercise #2. • Class Assignments • Becoming A Master Student Concise- Journal Entry 13, Chap. 5, p.. 120 • Becoming A Master Student Concise, Chapter 7, ‘Critical Thinking Exercise 19’, p.159 (Instructor will assign student groups for final project) Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  19. Session 1A MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 2B Activities, Assignments and Agenda Learning Objectives Explain how communication structures and maintains a small group Describe two major challenges of all groups Discuss the phases that many groups experience according Gersick’s model of punctuated equilibrium and Tuckman’s model of group development Outline the communicative dynamics of each stage of group socialization Evaluate the types of roles and their functions in groups Discriminate between rules and norms, and describe the four norm development processes Summarize three major elements that contribute to a groups climate Explain why diversity and the four learning styles documented by Kolb are beneficial to a group Discuss the Myer-Briggs Type indicator personality inventory. Distinguish between the three dimensions on which cultures differ Describe the principles that will help group members make the most of their differences • Reading: • Communicating In Groups: Applications and Skills- Chap 4-5 pp. 86-154 • Becoming A Master Student Concise- Chap  6-7, pp.134-173 • Individual Assignments • Communicating In Groups: Applications and Skills- ‘Ethical Dilemma’, Chap 4. p.108. 2-3 page essay • Discussion • There are many styles self assessments in chpt 1 of the Ellis book that can help you identify ways to accommodate your learning style. Please share your results for the following assessments. • The discovery wheel results. • Strongest of the multiple intelligences. • Learning Style Inventory mode results. • Based on the results of the assessments, which learning strategies suggested do you think may work well you ?  • Please make your initial post to the discussion questions by midweek, and respond to at least one other students' post by the end of the week. • Study Group Assignments • Continue working on Group Project • In Class Assignments • Complete Critical Thinking Exercise 21, Becoming A Master Student Concise, p.168and prepare for in-class discussion. Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  20. Session 1B MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 3A • Activities, Assignments and Agenda • Reading: • Communicating In Groups: Applications and Skills, Chap 6-7, pp.156-225 • Becoming A Master Student Concise, Chapter 8 pp. 174-193. • Individual Assignments • Communicating In Groups: Applications and Skills, ‘Apply Now Chap 6, p.184 Answer questions 1-3. • Communicating In Groups: Applications and Skills, ‘Apply Now’ Chap 7, p.198 Answer Questions 1-3. • Study Group Assignments • Communicating In Groups: Applications and Skills, Resources For Review And Discussion, Exercise 1, p. 225. • Assigned student groups will gather for discussion on final project • In Class Assignments • Becoming A Master Student Concise, Chap 8, ‘Journal Entry 19’, p.175 Learning Objectives Explain why critical thinking is important to small group problem solving Describe three techniques used to enhance group creativity Discuss attitudes most advantageous to critical thinking in a group Summarize how group members should use critical thinking during the information gathering stage of problem solving Identify five key steps to evaluating information and five reasoning errors Justify why using a systematic procedure produces better solutions for group problem solving Explain how the problem-solving process can be used to accommodate any of the five characteristics of problems Discuss the functional theory of problem solving and decision making Relate P-MOPS to a simple or complex problem and describe the various techniques that can be used to help at various stages of P-MOPS Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  21. Session 1B MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 3B Discuss three existing myths about conflict in small groups. Distinguish between task and relational group conflict Compare and contrast the five major conflict styles Describe how group members can disagree ethically and maximize their chances to influence the group Describe the steps of the nominal group technique Relate the four steps of principled negotiation to managing conflict in groups Discuss speaking in class and making the grade in group presentations • Activities, Assignments and Agenda • Reading: • Communicating In Groups: Applications and Skills, Chap. 8, pp.226-251 • Becoming A Master Student Concise, Chapter 8 pp. 174-193 (continued) • Individual Assignments • Communicating In Groups: Applications and Skills, ‘Ethical Dilemma’, Chap 8, p.241-242. Write a 2-3 page essay answering questions 1-4. • Individual Discussion Assignment • Describe a time when you had conversation with a poor listener. What verbal and non-verbal cues gave the impression of poor listening? What recommendations would you make to the person to help her/him to become a better listener? Consider content from reading of Chapter 3 in the Adams & Galanes book. Please make your initial post by midweek, and respond to at least one other students' post by the end of the week. • Study Group Assignments • Continue to work on your group project. • In Class Assignments • Complete Journal Entry #20, Becoming A Master Student Concise, p. 178 and prepare for class discussion Learning Objectives Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  22. Session 1A MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 4A Activities, Assignments and Agenda Learning Objectives Distinguish between leadership and leaders Evaluate the seven sources of a leader’s power and influence Analyze different approaches to understanding leadership Identify six recommendations for leading group discussion Describe how establishing a climate of trust, developing teamwork, and promoting cooperation can help develop the group. Discuss what it means to encourage distributed leadership Explain the ethical guidelines for group leaders • Reading: • Communicating In Groups: Applications and Skills, Chap 9, pp.252-289 • Becoming A Master Student Concise, Chap. 10, pp. 212-235 • Individual Assignments • Communicating In Groups: Applications and Skills, Chap. 9, ‘Ethical Dilemma’, p. 287, Answer questions 1-4 in a 2-3 page essay.. • Study Group Assignments • Communicating In Groups: Applications and Skills, Chap 9, ‘Apply Now’, p.282 • Impromptu speeches – have students give impromptu speeches to get a feel for what it will be like to be in front of the class. Be sure to choose topics that are not serious to put students more at ease: for example “Should the toilet paper roll be placed on the hinge so the paper rolls down or over?” (The purpose of this activity is for the student to get a feel for being in front of the class, this way you can identify some potential delivery problems pre-presentation and work with the students on the potential obstacles) • Assigned study groups will gather for discussion on final project. The group will elect a moderator who will submit minutes for the team’s discussion. • In Class Assignments • Communicating In Groups: Applications and Skills, ‘Apply Now’, Chap. 9, p.268 • Becoming A Master Student Concise, ‘Critical Thinking Exercise 24’, Chap.10, p. 217 Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  23. Session 1B MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 4B • Activities, Assignments and Agenda • Reading: • Communicating In Groups: Applications and Skills, Chap 10, pp. 292-314 • Individual Assignments • Communicating In Groups: Applications and Skills ,Chap. 10, ‘Resources For Review And Discussion’ , Exercise 2, p. 314 . Submit a 1-2 page essay. • Individual Discussion Assignment • Based on your reading of Chapter 4 in the Ellis book, describe three techniques that you may use when you find a reading assignment difficult. Please cite techniques from the textbook. Please make your initial post by midweek, and respond to at least one other students' post by the end of the week. • Study Group Assignments • Continue working on your group project. • Learning Objectives • Distinguish the choices group members can make in the planning, organizing, and presenting stages. • Differentiate between the three types of public discussions. • Identify the role of the moderator in any type of public discussion. • Describe the essential components of the introduction, the body, and the conclusion of an oral presentation. • Compare and contrast the four methods of presenting a speech. • Explain the relevant criteria to evaluate an oral presentation. Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  24. Session 1A MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 5A Activities, Assignments and Agenda Learning Objectives Discuss techniques for observing problem solving groups Evaluate group oral presentations • Reading: • Communicating In Groups: Applications and Skills, Appendix, pp. A1-A21 • Becoming A Master Student Concise, Chap. 10, pp. 212-235 (continued) • Individual Assignments • Final Project – submit 8-10 page type written paper (due class 5b) • Study Group Assignments • Each student will complete a problem- solving process rating scale (figure A.6.) per group. • Groups will given 20 minute oral presentation and PowerPoint slide show. • In Class Assignments • Becoming A Master Student Concise, ‘Critical Thinking Exercise 25’, Chap.10, p. 220 • Becoming A Master Student Concise, ‘Journal Entry 23: Discovery Wheel-coming full circle’, Chap. 10, p.230. Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  25. Session 1B MGT 217 | Group Dynamics and Learning Strategies Faculty Evening Session 5B • Relate healthy behavior to success in college • Explain why an individual and group presentation should appropriate the situation. • Explain how the canons of rhetoric relate to speech • Activities, Assignments and Agenda • Reading: • Communicating In Groups: Applications and Skills, Chap 10, pp. 292-314 • Individual Assignments • Communicating In Groups: Applications and Skills, ‘Apply Now’, Chap 10, p.301 • Communicating In Groups: Applications and Skills, ‘Resources For Review And Discussion’, Chap 10, Exercise 3, p.314. Submit 1-2 page essay. • Individual Discussion Assignment • In your own words, please define plagiarism. Based on the Benedictine University Academic Policy (AHP), what are the possible consequences of plagiarism and/or other violations of AHP. How does proper use of APA style help us avoid plagiarism?Please make your initial post by midweek, and respond to at least one other students' post by the end of the week. • Study Group Assignments • Group Final Project –Each group will submit 8-10 type written paper via drop box in D2L. • In Class Assignments • N/A Learning Objectives Love of Christ and Neighbor  Prayer  Stability  Conversatio Obedience  Discipline  Humility  Stewardship  Hospitality  Community

  26. Faculty Evening Session 5B Session 1A MGT 217 | Group Dynamics and Learning Strategies Activities, Assignments and Agenda (continued) Final Project Divide the class into groups of four to six students and ask each group to prepare a classroom presentation on a topic of interest. This may be a controversial event , (such as the Toyota crisis in January 2010) current event (such as "How can medical costs be contained?") or a topic of specific relevance to small group communication (such as "What effect does genderhave in the small group?"). This type of project lends itself to the kind of information presented in Chapter 5. Each group will prepare a 20 minute oral presentation with a PowerPoint slide show and submit a written reports 8-10 pages that evaluate the dynamics of the assigned team , leadership strategies. For the oral presentation and written report the Instructor will: Ask each group to make a detailed list or outline of the current information members have about their topic; then identify the information gaps that need to be filled. Ask each group to brainstorm strategies for how they will plug their information gaps. Encourage them to be creative and to think of ways to gather information other than simply visiting the library. Use information they have gathered (a magazine or newspaper article, a printed interview or tape recording of a personal interview, a videotape of a relevant television show) and evaluate the information on the basis of the guidelines presented in the text book. For example, students should ask themselves: What is the source saying? What evidence is presented to support the claim? Why do the students believe the source is credible or not credible? How valuable and relevant is the information to their chosen topic? Ask the students to select one or two items of information that express specific opinions regarding the topic. (For example, if the topic is "Should parents be able to choose which public or private school their children may attend?" students should try to find an article that supports school choice and one that opposes it.) Then ask the students to check the article for errors in reasoning. They should try to find as many "holes" in the argument as possible by looking for errors of over generalizing, ad hominemattacks, inappropriate statements of causal relationships, either‑or thinking, incomplete comparisons, or assertions presented without evidence. Present these arguments in your oral presentation and provide reasoning for the best possible solution. Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community

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