Structured learning experience

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Structured learning experience

  1. 1. Definitions of team effectiveness abound and have been the subject of much debate. For example, groups are often evaluated in terms of their performance or effectiveness – but with little explanation as to what is meant by either of these terms. Performance is a useful term to denote the capability of a team (for either a comparative or isolated assessment) and the processes that the team undertake. However, the notion of performance can be unrepresentative of how effective the team actually is.
  2. 2. Performance and Effectiveness Incoming Information Good Poor Performance Performance Performance Process Effectiveness (Product) Int Officer Map Maker Logger
  3. 3. According to Henderson and Walkinshaw (2002), the performance and effectiveness of a team is defined as follows: • performance – the execution of an action; something accomplished; what is going on inside the team; • measure of performance – the extent to which a team executes the actions required in order to be effective; • effectiveness – the accomplishment of a desired result, especially as viewed after the fact; • measure of effectiveness – the extent to which a team meets the demands which are placed upon it.
  4. 4. Effectiveness pertains specifically to the accomplishment of the goals, milestones, and objectives as defined by the requirements of the context or the stakeholders. Performance pertains more closely to how well the task work and teamwork is carried out.
  5. 5. Potential Input Factors INDIVIDUAL LEVEL PROCESS OUTCOME FACTORS GROUP LEVEL FACTORS ENVIRONMENTAL FACTORS Group Member: Skills Status Personality Group Structure Group Norms Group Size Task Characteristics Reward Structure Level of environmental Stress GROUP INTERACTION PROCESS PROCESS LOSS PROCESS GAIN GROUP PERFORMANC E
  6. 6. ORGANIZATIONAL MATERIAL RESOURCES CONTEXT PROCESS CRITERIA OF EFFECTIVENESS GROUP EFFECTIVENESS TEAM DESIGN TEAM SYNERGY A design that PROMPTS and FACILITATES competent group work on the task via the: •Structure of the task •Composition of the team •Team norms about performance processes Assistance to the team in interacting in ways that: a. Reduce process losses b. Create synergistic process gains Task Output acceptable to those who receive or review it Capability of members to work together in the future is maintained or strengthened Members’ needs are more satisfied than frustrated by the group experience Sufficiency of material resources required to accomplish task well and on timeLevel of effort bought to bear on the team work Amount of knowledge and skill applied to the teamwork Appropriateness of task performance strategies used by the team An organizational context that SUPPORTS and REINFORCES competent teamwork via the: •Reward System •Education System •Information System
  7. 7. Dividing groups into subgroups that would participate and respond to achieving a common goal set by the a group Subdividing groups into smaller groups
  8. 8. A continuum of how much they know about the topic and then pairing experts with novices, or experts with experts etc. Randomly hand out cards/paper with images on such as bacon, egg, sausages (one on each card), strawberries, blueberries, blackberries, and other such groups of things. Then get them to find someone with a card that ‘goes’ with their card.
  9. 9. Imagine a map of your country on the floor – get them to stand where they were born (if not born in the your country widen the map) Either the nearest or the most separated work together Take a pack of playing cards – randomly give out the kings, queens and jacks or whatever. Pair/team up accordingly. Stick differently coloured dots on delegates or on their place names (if you use them) or on their manuals. (Do we still give out manuals?)
  10. 10. How about a bag of (preferably washed) socks – each picks one then finds their pair. For larger groups pairs join other pairs by size or colour to form larger sub-groups Alphabetical order of favourite food. Quite nice for discussion afterwards Distance travelled for a holiday. Great for the show-offs, not so great for the staycationers.
  11. 11. Find the person who is most like you/least like you. This is a great way to get people talking to each other at the start of the day Find the person you know the least in the room/whose job is least like yours or most like yours. Once in their pairs invite them to discuss what they are most hoping to gain from being on this programme.
  12. 12.  Group Counseling  a setting in which several persons having a common goal interact with each other and a group leader or co-leader in order to facilitate attitude or behavioral changes within group members  Group Dynamics  looks at what goes on within the group, between group members, and how the group interacts with the group leader
  13. 13. LEADERSHIP in a GROUP Who should lead?  A particular group member who emerges as a person who has influence over the group and who the active or more vocal members are  Needs to know which members say the least, who tries to dominate the group, who tends to argue, who is defensive, who does and does not share personal information, whether members seem to like being in the group whether the group is becoming cohesive and other intragroup feelings and behaviors
  14. 14. WHAT WILL WORK FOR A GROUP? Common topic Age Sex Personality Size of the group
  15. 15. Structured learning experience (SLE)” means experiential, supervised, in-depth learning experiences that are designed to offer students the opportunity to more fully explore career interests within one or more of the Career Clusters, as described in N.J.A.C. 6A:8-3.2, Career education and counseling. NJAC 6A:19-1.2
  16. 16. SLEs are designed as rigorous activities that are integrated into the curriculum and that provide students with opportunities to: demonstrate and apply a high level of academic attainment; develop career goals; and develop personal/social goals
  17. 17. Each board of education shall ensure that structured learning experiences for students with disabilities shall include educational programs and services designed to enable them to achieve the structured learning experience objectives in accordance with the student’s Individualized Education Program (IEP)
  18. 18. Each district board of education shall ensure that all structured learning experiences adhere to all applicable State and Federal laws and regulations, including the Fair Labor Standards Act and all applicable State and Federal child labor laws when placing students at a training site.
  19. 19. Transportation of the student to and from the site of the structured learning experience shall be the responsibility of the student, unless otherwise required
  20. 20. Appropriately certified and trained teacher Approved worksite or community site Identified learning goals for SLE Appropriate learning activities at the worksite or community site that support learning goals Written agreement between all parties
  21. 21.  Written, signed individual student training plan that identifies learning activities as well as prohibitions  Formative and summative assessment  strategies that include employer input  Identification of assessment results: graded  activity, course grade, course credit, etc.  Regular site supervision (1 x every 10 days)  Students must age 16 or older to participate
  22. 22.  Identify career interests, skills, and abilities;  Explore career goals;  Identify on-the-job support needs;  Develop employability skills and good work habits;  Build Self-esteem;  Gain an understanding of employer  expectations;  Develop an understanding of the link between academics and work;  Gain work experience, generally connected to a specific job function;  Develop an understanding of the workplace and the connection between learning and earning; and  Build a resume.
  23. 23.  Clear program goals CCCS and integrated academics;  Clear roles and responsibilities for students, worksite supervisors, mentors, teachers, support personnel, and other partners such as parents;  Training plans that specify learning goals tailored to individual students  with specific outcomes connected to student learning;  Collaboration among students, schools, and employers;  On-the-job learning;  Offer a range of work-based learning opportunities, especially those outside traditional youth employing industries (e.g., fast food);  Mentor(s) at the worksite;  Clear expectations and feedback to assess progress toward achieving goals;
  24. 24.  Perform job responsibilities;  Comply with expectations for job performance, behavior, and social interactions;  Communicate needs and suggest support strategies ;  Follow-through on commitments;  Adhere to workplace guidelines and procedures;  Show respect and be responsible;  Learn as much as possible about the work environment and the job; and  Reflect on the experience and work towards developing their career goals
  25. 25.  Select and approve the SLE worksite for a student;  Develop the training plan in collaboration with the employer, classroom teacher and team members;  When necessary train job coach;  Orient students to the workplace;  Orient students to their roles and responsibilities;  Communicate expectations for job performance, behavior, and social interactions;  Explain consequences for inappropriate behavior;  Orient employers to their roles as mentors and supervisors;  Conduct regular worksite visits to ensure compliance with Child Labor
  26. 26.  Laws and Regulations;  Design and coordinate the students’ worksite activities to ensure compliance with the students’ training plan and facilitate achievement of learning goals;  Help students communicate their support needs and strategies;  Help employers capitalize on students’ learning styles and identify support strategies;  Communicate with students and employers on a regular basis; and  Link work-based learning experiences to classroom learning and academic curriculum.
  27. 27.  Comply with Child Labor Laws & Regulations;  Model expectations;  Give clear, detailed, and repeated directions;  Communicate expectations for job performance, behavior, and social interactions;  Explain consequences for inappropriate behavior;  Identify the best methods of communication for each student;  Capitalize on each student’s learning style and identify support strategies; and  Discuss progress and improvements in performance with students and SLE teacher.
  28. 28. Recognize that you are the primary teacher of your children; Determine what opportunities your child has at home to practice and Learn activities of daily living “Development of a student’s competence at home helps to prepare for success at work.”
  29. 29.  Is the student independent with their personal hygiene & grooming?  Does the student use their own alarm clock?  Can the student get ready for school on time?  Who selects the clothes to wear?  Who sorts the clothes and does the wash?  Who folds the wash?  Who sets the table?  Who clears the table?  Who loads the dishwasher?  Who orders the food when you go out to eat?  Who pays the bill & calculates the tip?  Who writes the shopping list?  Who does the food shopping?  Who asks the clerk for information? Parents should reinforce the work
  30. 30.  Appropriate dress, grooming  Time management  Social skills  Appropriate communication  Self-advocacy skills  In addition, parents should:  Provide students the opportunities to discuss concerns and successes at the worksite  Provide feedback the SLE teacher  Parents can model workplace readiness skills for their children  Use family-friend network to help develop possible job sites in coordination with the SLE teacher
  31. 31. Distinguish between what you want for your child and what your child wants

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