Building Teams & Resolving 2 MANAGING ORGANIZATIONAL CHANGE Abstract Recently it has been announced that two powerhouse motorcycle industry leaders will join forces. Harley Davidson, was established in 1903 and is known primarily as an American motorcycle manufacturer icon. They have decided to join forces with Honda Motor Company. Honda is a Japanese manufacturer of motorcycles as well as automobiles, aircraft and power equipment. The goal of this instrument will be to identify key issues with combining forces as well as specific steps the management teams will need to take in order to have a successful transition implemented. We will explore strategies for team building surrounding benefits of a cohesive group. We will apply methods to improve negotiation, skills and lastly we will address skills necessary to manage serious confrontation. 5 real life scenarios for conflict. 1) How will the groups come together to combine cultural differences including language barriers 2) How will the marketing team agree on a new image? ie: HD’s nostalgia vs Honda’s diverse platform 3) How will leaders deal with cost cutting measures and hostile employees who resist changes? 4) How will the team deal with global competition?ie: agree on new models Performing Stage: Each Member needs to take look at the real like scenarios and write about solutions using Tuckman’s 5 methods of Team Building. Apply methods to improve negotiation, skills and address skills necessary to manage serious confrontation References (in ALPHA order) THE DEBATE ASSESSMENT: A FEW TIPS BASED ON AN EXAMPLE “Euthanasia should be legalised in Australia” Constructs & demonstrates a reasoned critical argument using ethical (theoretical) frameworks & elective module content to defend an ethical position First speaker introduces the topic, and states which position the team is defending (e.g. ‘we will convince you that euthanasia should be legalised in Australia’). The first speaker goes on to introduce each member of their team & very briefly outlines what each speaker will be doing (e.g. Susie will define what we mean by the term ‘euthanasia’ and argue that the practice of euthanasia occurs elsewhere under conditions that are controlled and reasonable …., Tom will argue that health care practitioners have a moral responsibility to alleviate suffering, as required by the principle of beneficence, and to respect patient autonomy …. And, finally, Mary will sum up our arguments and demonstrate that … All speakers should attempt to employ one of the ethical theories studied in this unit (e.g. euthanasia can be justified from a deontological perspective inasmuch as it …). They should also include reference to the principles of health care ethics (e.g. the principle of respect for patient autonomy would require h.c.p’s to …. And the principle of justice would rule that …. Of course, a compassionate h.c.p. would ...

1. Building Teams & Resolving 2
MANAGING ORGANIZATIONAL CHANGE
Abstract
Recently it has been announced that two powerhouse motorcycle
industry leaders will join forces. Harley Davidson, was
established in 1903 and is known primarily as an American
motorcycle manufacturer icon. They have decided to join forces
with Honda Motor Company. Honda is a Japanese manufacturer
of motorcycles as well as automobiles, aircraft and power
equipment. The goal of this instrument will be to identify key
issues with combining forces as well as specific steps the
management teams will need to take in order to have a
successful transition implemented. We will explore strategies
for team building surrounding benefits of a cohesive group. We
will apply methods to improve negotiation, skills and lastly we
will address skills necessary to manage serious confrontation.

2. 5 real life scenarios for conflict.
1) How will the groups come together to combine cultural
differences including language barriers
2) How will the marketing team agree on a new image? ie: HD’s
nostalgia vs Honda’s diverse platform
3) How will leaders deal with cost cutting measures and hostile
employees who resist changes?
4) How will the team deal with global competition?ie: agree on
new models
Performing Stage: Each Member needs to take look at the real
like scenarios and write about solutions using Tuckman’s 5
methods of Team Building.
Apply methods to improve negotiation, skills and address skills
necessary to manage serious confrontation
References (in ALPHA order)
THE DEBATE ASSESSMENT: A FEW TIPS BASED ON AN
EXAMPLE

3. “Euthanasia should be legalised in Australia”
Constructs &
demonstrates a reasoned
critical argument using
ethical (theoretical)
frameworks & elective
module content to defend
an ethical position
First speaker introduces the topic, and states which position the
team is
defending (e.g. ‘we will convince you that euthanasia should be
legalised
in Australia’). The first speaker goes on to introduce each
member of
their team & very briefly outlines what each speaker will be
doing (e.g.
Susie will define what we mean by the term ‘euthanasia’ and
argue that
the practice of euthanasia occurs elsewhere under conditions
that are
controlled and reasonable …., Tom will argue that health care
practitioners have a moral responsibility to alleviate suffering,
as required
by the principle of beneficence, and to respect patient autonomy
…. And,
finally, Mary will sum up our arguments and demonstrate that

4. …
All speakers should attempt to employ one of the ethical
theories
studied in this unit (e.g. euthanasia can be justified from a
deontological
perspective inasmuch as it …). They should also include
reference to the
principles of health care ethics (e.g. the principle of respect for
patient
autonomy would require h.c.p’s to …. And the principle of
justice would
rule that …. Of course, a compassionate h.c.p. would see ….).
Ethical
theories are covered in week 3 of the unit.
All speakers would refer to elective eModule material and any
other
academic sources in which the topic of euthanasia is considered
from a
legal and ethical perspective. For instance, one speaker might
refer to an
author who argues that there is no difference between killing
(deliberately ending a patient’s life) and letting die
(withdrawing medically
futile treatment). They could say: “if it is ethically and legally
acceptable
to withdraw medically futile treatment, then it is should follow
that
euthanasia also be legalised because the outcome is the same”.
Or, if a
patient wishes to have their lives ended, then, subject to certain
conditions (such as those required in countries where euthanasia
is
already legalised), health care professionals are duty bound to
provide it

5. and to object to doing so would be a violation of the principle
of respect
for patient autonomy. The principles of health care ethics are
covered in
week 4 of the unit.
Other arguments would need to be proposed and defended.
Some
speakers could address the notion of human dignity and what it
means in
relation to the topic. To argue in favour of legalising
euthanasia would be
to defend the attributed notion of human dignity, but not the
intrinsic
notion of human dignity (human dignity is discussed in weeks 1
and 2).
Human rights are understood to protect human dignity (week 1)
The last speakers should respond to some of the points raised by
the
opposing team. The final speaker then sums up the team’s
points.
Argument demonstrates
knowledge,
understanding and
application of national
and international ethical
frameworks, professional
codes of ethics and
conduct

6. Some speakers should include reference to international
charters, e.g.
the UDHR (the negative team could argue that the UDHR was
founded on
the very basis of human dignity and an equal right to life …. It
was a
response to the atrocities committed during world war II when
some lives
(e.g. the disabled) were considered to be ‘unworthy of life’. To
legalise
euthanasia, would be a return to this very concern.
They could also interpret professional codes of ethics to support
the view
that deliberately acting to end a patient’s life is beyond the
scope of
professional practice and, indeed, contrary to the values
promulgated
within that code of ethics.
If the debate was about research ethics, then the Declaration of
Helsinki
would be relevant.
Other charters and codes were covered in week one eModule
and lecture
material and could be drawn on to support arguments in favour
of (or
opposed to) other topics
Argument demonstrates
knowledge and
understanding of cultural,
social, legal, and spiritual

7. factors influencing health
care conduct
In a liberal democracy (like Australia), there are different
worldviews …. .
Some people object to legalising euthanasia because …
(mention cultural,
religious, spiritual factors here).
In a multicultural society (like Australia), some people will
object to being
implicated in … The role of conscientious objection could also
be
employed in a debate about euthanasia.
Health care professionals promote a culture of … and, for this
reason, …..
The social organisation of professions …. . Societies in which
professionals
practice expect that … or, rightly, require that …
The role of the law is not to dictate morality … (see prescribed
text book
for further arguments about this matter). The law can be
changed or
upheld to …
Team work A successful team has prepared the debate together
so that:
the
debate

8. becomes
evident in class. That is, different speaker don’t repeat the
same
points raised by another speaker
signed
and stapled together before handing it to the tutor
– the
need
to time the debate when practising
has prepared some responses/ rebuttals to points that the
opposing side might argue
Academic Skills Unit
Mastering the Debate
Academic Skills LEO module: Writing at ACU
ACU Study Guide Chapter 14
https://leo.acu.edu.au/mod/book/view.php?id=785432
https://leo.acu.edu.au/course/view.php?id=12421&section=4
Session outline

9. A structured
argument with two
sides arguing for and
against a particular
contention.
What is a debate?
• Team based argument on single topic
• Work to persuade a judge or audience
• Each team presents and sticks to the team line
Why debate?
Improve speaking skills
Develop convincing arguments
Work against your natural point of view
Enhance self-esteem and academic confidence

10. Future competitive success
Format
Affirmative team
• Presents arguments
• Listens and takes notes
preparing for rebuttal
• Presents rebuttal
Negative team
• Listens and takes notes
preparing for rebuttal
• Presents arguments
• Presents rebuttal
Structure
Think essay
• Introduction, body and
conclusion
Each point builds on

11. the last
Decide as a team:
• Save the best to last or
lead with your strongest?
The team line
• Main line of argument (affirmative or
negative)
• All members reaffirm the team line
– Take their individual arguments
– All build together
• Not necessarily word-for-word repeated
Sample (simple) structure
Affirmative
team
First speaker define, present
team line, outline order, present
first point.
Second speaker reaffirm team line,
rebut previous negative, present
next point.

12. Third speaker reaffirm team line,
rebut remaining points, present
summary of entire case and round
off debate.
Negative team
First speaker Accept or reject
definition, present team line, outline
order, rebut 1st positive, present
first point.
Second speaker reaffirm team line,
rebut previous positive, present next
point.
Third speaker reaffirm team line,
rebut remaining points, present
summary of entire case and round
off debate.
Supporting evidence - types
Systematic
reviews
Randomised
controlled trials

13. Uncontrolled studies
Observational case studies
Expert opinion
Supporting evidence – who?
Rubric
Clues
Theories on
health care
ethics
National and
international
frameworks
Professional
codes of
ethics
Professional
codes of
conduct
Cultural,
social, legal
and spiritual
factors

14. Supporting evidence - use
Distinguish one point of view from another
Cause and effect link
Refute opposing argument
Substantiate a claim
Compare or link to redirect argument
What skills are needed?
Public
speaking
Critical
thinking
Researching
Writing
Listening
Organising
Rebuttal

15. • Logic
– Why were they wrong?
– What evidence do you have?
• Choose your battles
– Link to what your team has said
• Play the ball
– Focus on the facts and
evidence
– Respect
Critical thinking
• Questioning your own conclusions
(reflection anyone?)
• Anticipation of opposing points
• Formulating counter arguments
• Considering multiple (competing)
perspectives
• Theoretical foundations for ethical
perspective
Delivery
Tone

16. Speed
Clarity
Language
Body
language
Humour
Online resources
• https://www.artsunit.nsw.edu.au/speaking-
competitions/debating-and-public-
speaking-resources
• http://idebate.org/debatabase/
https://www.artsunit.nsw.edu.au/speaking-
competitions/debating-and-public-speaking-resources
http://idebate.org/debatabase/�Academic Skills UnitSession
outlineWhat is a debate?Why debate?FormatStructureThe team
lineSample (simple) structureSupporting evidence -
typesSupporting evidence – who?Supporting evidence -
useWhat skills are needed?RebuttalCritical
thinkingDeliveryOnline resources
CONDUCTING A
DEBATE
A FEW MORE TIPS

17. YOUR TEAMS
O Each team will have 2 to 4 members
O Each group will have 2 teams:
O Normally, the affirmative team present first.
However …
O If there is an odd number in a team, the
team with the most members will go first
GETTING ORGANISED
O The whole group works together to prepare the
debate
O Each team will know what the other team is
arguing – so, can prepare rebuttals to the
opposing team’s arguments
O The group mark is awarded to all group
members, as described in the marking criteria

18. O The assessor has the ability to adjust the group
mark if the planning and participation sheet
indicates that some students did not contribute
equally to the preparation
RESEARCHING YOUR TOPIC
O Each student must research their own part
of the debate and pass on any helpful
articles/ other sources to group members
that could inform the debate
O Some useful resources are available on LEO
O Use the course material (human dignity, human
rights, ethical theory, the principles of health care ethics,
codes of ethics, codes of professional conduct etc) to
support your arguments
O Use some (less) material sourced
independently
WORKING IN YOUR GROUP
O Provide your contact details to each other
when you join your group
O Arrange regular meeting times
O Plan your preparation – each team member
should fulfil their agreed responsibilities in a

19. timely way
O If you are unable to contact a team member
(they are not responding after several
attempts), please contact the LIC at least
one week prior to the debate
PAPERWORK TO BE SUBMITTED
O ONE ACU assessment cover sheet signed by all debate
team members (affirmative & negative)
O ONE OVERVIEW of your debate, set out in the same
order that your debate members will present e.g.
I. Title of Debate
II. Affirmative 1st Speaker (Mark Jones)
III. Negative 1st Speaker (Susie Lee)
and so forth until all team all group members’ arguments

20. are recorded in dot form
Paperwork to be submitted
cont’d …
O ONE REFERENCE LIST IN APA CONVENTION
(affirmative & negative). Include only those references you
have cited on your overview
O ONE PLANNING AND PARTICIPATION SHEET
to
display the depth of work undertaken at each meeting –
minutes can be included
into the team effort recorded and signed by the
individual student
O ONE GROUP MARKING CRITERIA SHEET

21. Paperwork cont’d …
O ONE INDIVIDUAL MARKING GUIDE FOR EACH
STUDENT
O Each student’s script/ notes (with name on
each page). You are encouraged to submit your
script/ notes to enable the tutor to follow and
recall your argument
O Your written script/notes are not marked and do
not need to follow any format or be referenced.
PAPER WORK
O Must be submitted prior to the debate
O One student in the group should assume
responsibility for compiling the papers,
stapling them, and handing them to the

22. tutor prior to the debate
THE DEBATE ITSELF
O Each debate team member will have 5
minutes to present their arguments- if you
go over this time by more than one minute
you will be asked to be seated by the debate
moderator (i.e. your tutor)
O This is an equity matter – each student
should have the same amount of time to
present and defend their arguments
DEBATE STRUCTURE
O FIRST SPEAKER OF EACH TEAM:
affirmative team, we will be arguing that …”)
in
points of their argument (e.g. “our second
speaker is Bill Wu and he will argue x, y & z”)

23. team’s argument
position
DEBATE STRUCTURE CONT’D…
O SECOND (& THIRD) SPEAKERS OF EACH
TEAM:
side’s arguments
own side’s position
DEBATE STRUCTURE CONT’D …
O FINAL SPEAKER FOR EACH TEAM
rther rebuttals

24. favour of their team’s position
O At the completion of the debate, the floor is
open for class discussion (facilitated by
tutor). Debate group remains seated at front
of class
PRESENTATION STYLE
O Arguments should be
presented in an
engaging manner
O Do not just read from
your notes (hand cards
are useful)
O It is a mature and
respectful discussion
- not a fight
PRESENTATION CONT’D
O Speak slowly (at
least, don’t rush),
clearly & audibly

25. O Express enthusiasm/
passion, but remain
objective
O A reasoned opinion
differs from being
‘opinionated’
O https://www.youtube.com/watch?
v=iC6WEFuhk6o
Watch the debate at the above link
https://www.youtube.com/watch?v=iC6WEFuhk6o
https://www.youtube.com/watch?v=iC6WEFuhk6o
https://www.youtube.com/watch?v=iC6WEFuhk6o
Some more links to debates
O https://www.youtube.com/watch?v=YRzjYNLbDXs
Physiotherapy research is not relevant to clinical practice
O https://www.youtube.com/watch?v=GlFbuqunb1I
Mental health
O https://www.youtube.com/watch?v=mNED7GJLY7I
“animals should be off the menu”

26. O https://www.youtube.com/watch?v=uEOssW1rw0I
Stan Grant in IQ2 debate
O https://www.youtube.com/watch?v=95KtqGkq2CU
“Democracy is not for everyone”
https://www.youtube.com/watch?v=YRzjYNLbDXs
https://www.youtube.com/watch?v=YRzjYNLbDXs
https://www.youtube.com/watch?v=GlFbuqunb1I
https://www.youtube.com/watch?v=GlFbuqunb1I
https://www.youtube.com/watch?v=mNED7GJLY7I
https://www.youtube.com/watch?v=mNED7GJLY7I
https://www.youtube.com/watch?v=uEOssW1rw0I
https://www.youtube.com/watch?v=uEOssW1rw0I
https://www.youtube.com/watch?v=95KtqGkq2CU
https://www.youtube.com/watch?v=95KtqGkq2CU
Don’t forget to have fun!