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COBA Logo / Mood Slide

COBA Logo / Mood Slide. Teaching Enhancement Seminar. Some Thoughts on Project Teams. Today’s Topics. Psychology of project teams Steps to improve team performance. All Project Teams Evolve. Stage 1: Dependency -- everyone agrees to let one person call the shots; some work gets done.

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COBA Logo / Mood Slide

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  1. COBA Logo / Mood Slide

  2. Teaching Enhancement Seminar Some Thoughts on Project Teams The University of North Texas, BCIS Dept., Dr. Vedder

  3. Today’s Topics • Psychology of project teams • Steps to improve team performance The University of North Texas, BCIS Dept., Dr. Vedder

  4. All Project Teams Evolve • Stage 1: Dependency -- everyone agrees to let one person call the shots; some work gets done. • Stage 2: Disagreement -- members argue with each other to establish respect for their own ideas; little work gets done. The University of North Texas, BCIS Dept., Dr. Vedder

  5. All Project Teams Evolve, 2 • Stage 3: Trust -- members express their ideas in environment of mutual respect (still can have arguments); significant amounts of work get done. • Stage 4: Productivity -- members work harmoniously and with great efficiency; lots of work gets done. The University of North Texas, BCIS Dept., Dr. Vedder

  6. Argument isinevitable.Argument isnatural.Argument is necessary for the team to become productive.

  7. What Can You as Teacher Accomplish in a Semester? Get Each Team to Stage 3 (Trust)

  8. How to Reach Stage 3 (Trust) • Structure your project to minimize reasons for argument • Make teams use administrative tools • Allow teams to rate member performance The University of North Texas, BCIS Dept., Dr. Vedder

  9. Structure Your Project • Tight focus: What to learn? • Tight focus: Milestones • Some creativity on core issues, no creativity on peripheral issues • Detailed syllabus, with exhibits if necessary The University of North Texas, BCIS Dept., Dr. Vedder

  10. Use Administrative Tools • Team contract (provide template) • Responsibility matrix • Personal availability table • Purpose of team meetings The University of North Texas, BCIS Dept., Dr. Vedder

  11. Rate Individual Performance • Two-part milestone grade/member • Your professional assessment • Her/his personal performance grade • 100 points/member allocation to other team members • Termination of team membership The University of North Texas, BCIS Dept., Dr. Vedder

  12. Sample MS Grades4-p. team, 90 pt. prof. score (= 360 base); normalized indiv. scores; 200 “maximum” • A: 90 + ((360 x 25) / 100 = 90) = 180 • B: 90 + ((360 x 25) / 100 = 90) = 180 • C: 90 + ((360 x 10) / 100 = 36) = 126 • D: 90 + ((360 x 40) / 100 = 144) = 234 (If you do not normalize, each person’s score will reflect more than 100 points.)

  13. Normalization Divisors(Assuming each student given 100 points to allocate among the other team members)

  14. Firing a Team Member • Performance-based (poor or none) • Published procedure (in syllabus) • Submit in writing • Approved by instructor after verification • Fired member gets another team to hire • Fired member gets an “F” for the course The University of North Texas, BCIS Dept., Dr. Vedder

  15. Review • Psychology of project teams • Steps to improve team performance The University of North Texas, BCIS Dept., Dr. Vedder

  16. Teaching Enhancement Seminar The Successful Class or Paper Presentation: Structure, Content, and Delivery The University of North Texas, BCIS Dept., Dr. Vedder

  17. Today’s Topics • Organizing a presentation • Determining the best content • Controlling your platform behavior The University of North Texas, BCIS Dept., Dr. Vedder

  18. A Well-Organized PresentationBenefits Both The Speaker and The Audience.Good Evidence, Well Used,Helps Make a PresentationBelievable.

  19. Common Organizational Flawsinclude • Irrelevant or inappropriate content • No logical flow to the content • “Not ready” perception • Too technical, too detailed, too long for audience The University of North Texas, BCIS Dept., Dr. Vedder

  20. How to Create Structure • Identify correct approach / method to connect with audience • Develop objective and key idea(s) • Build a good, logical presentation outline The University of North Texas, BCIS Dept., Dr. Vedder

  21. Structure: The Approachaudience issues include • Perspective / background • Needs assessment • Perception of speaker The University of North Texas, BCIS Dept., Dr. Vedder

  22. Perspective of the Audiencerequirements to meet • Get and keep attention • Make relevant and meaningful • Make memorable • Stir to action The University of North Texas, BCIS Dept., Dr. Vedder

  23. Audience Needs“What’s in this for me?” • Left-brain (logical / factual) needs • Right-brain (emotive / feeling ) needs The University of North Texas, BCIS Dept., Dr. Vedder

  24. Perception of Speakerwhat you need to convince • Knowledgeable • Believable • Confident • Caring • About the subject (enthusiastic) • About the audience (“you”) The University of North Texas, BCIS Dept., Dr. Vedder

  25. Structure: The Objective • Recall that education is the goal • Educate to do what? • Phrase objective using action verb(s) • Start, Complete, … • Decide, Choose ... • Change, Redo, Update ... The University of North Texas, BCIS Dept., Dr. Vedder

  26. Structure: Key Idea • Heart of the message • Focus of the presentation • Everything else in support • Star-and-planet model The University of North Texas, BCIS Dept., Dr. Vedder

  27. Structure: A Logical OutlineArredondo model • Opener -- the “hook” • Preview -- what you will tell them • Body -- the message • Review -- what you just told them • Close -- call to action; what you want the audience to do The University of North Texas, BCIS Dept., Dr. Vedder

  28. The Openerkeep it brief • Get (right-brain’s) attention (RBO) • Orient left brain (LBO / Title) • Use: • Quotation; definition • Rhetorical question • Visual aid • Anecdote ; scenario The University of North Texas, BCIS Dept., Dr. Vedder

  29. The Preview • Anticipates the message (“Tell them what you’re going to tell them”) • Tells audience what are the issues you will address • Note that the Opener is NOT the Preview The University of North Texas, BCIS Dept., Dr. Vedder

  30. The Body • Key points (brainstorm; index cards or post-it notes) • Evidence for each key point • One or two transitional sentences between each point (signals a change, keeps audience on track) The University of North Texas, BCIS Dept., Dr. Vedder

  31. Sequence Content by ... • Time • Geography or spatial relationship • Size • Comparison or contrast • Topic The University of North Texas, BCIS Dept., Dr. Vedder

  32. The Review • Restates key points, not whole outline (“Tell them what you’ve just told them”) • Improves retention through use of repetition The University of North Texas, BCIS Dept., Dr. Vedder

  33. The Closekeep it brief • Provide feedback mechanism (LBC) • Ask audience to do something (what was your objective?) (RBC) • Try to come full circle (RBO, RBC) • Use action verbs The University of North Texas, BCIS Dept., Dr. Vedder

  34. Order of Creation Arredondo model 1. Body 2. Preview 3. Review 4. Opener 5. Close The University of North Texas, BCIS Dept., Dr. Vedder

  35. Remember ... • Use content appropriate for objective • Use content appropriate for audience • Use OPBRC model when creating a presentation • Organize presentation flow logically The University of North Texas, BCIS Dept., Dr. Vedder

  36. Toinfluence and persuade, a presenter must have both averbal style and a nonverbal style whichenhance the desired message.

  37. Speakers are their own best or worst visual aids. Arredondo, 1995

  38. Platform Behavior • Everything a speaker does • What audience sees, hears, and senses • Audiences judge speaker first, message second The University of North Texas, BCIS Dept., Dr. Vedder

  39. Effective Platform Behavior • Is appropriate for setting (formal / informal) • Enhances the message • Gets and keeps audience attention • Appears natural (“genuine”) to audience The University of North Texas, BCIS Dept., Dr. Vedder

  40. Perception • Can be more powerful than fact • “How will I sound to the audience?” • “How will I look to the audience?” The University of North Texas, BCIS Dept., Dr. Vedder

  41. Verbal Style • How a person uses language to convey meaning • Expressive elements include: • Vocabulary • Grammar and syntax • Sentence structure and length The University of North Texas, BCIS Dept., Dr. Vedder

  42. Importance of Verbal Style Verbal style dictates both the tone and the pace of the message The University of North Texas, BCIS Dept., Dr. Vedder

  43. Good Verbal Styleincludes these traits • Simple • Clear • Concise or direct • Correct • Appropriate The University of North Texas, BCIS Dept., Dr. Vedder

  44. Simple Verbal Style • Easy to understand • No “flowery” or overly complicated words The University of North Texas, BCIS Dept., Dr. Vedder

  45. Clear Verbal Style • Be specific • Explain needed terms, abbreviations, acronyms The University of North Texas, BCIS Dept., Dr. Vedder

  46. Concise / Direct Verbal Style • Shorter words, phrases, sentences • Easier to maintain lively pace • Easier for audience to understand and remember The University of North Texas, BCIS Dept., Dr. Vedder

  47. Correct Verbal Style • Word choice • Language use The University of North Texas, BCIS Dept., Dr. Vedder

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