The document discusses how using group charters in online group work can create an effective learning experience. It summarizes research comparing student outcomes in groups that used a charter versus those that did not. Groups with a charter felt better prepared, were less worried, had more efficient discussions with fewer overall posts, and achieved better grades. Students identified the most important charter components as defining roles and responsibilities, quality standards, a code of conduct, conflict resolution plans, and setting timeframes and deadlines. The research suggests introducing a group charter early in a project can help establish trust and structure for successful collaboration.
Use of Synchronous Collaborative Wikis in an Online Learning EnvironmentDavid Wicks
In this study, synchronous collaborative (super) wikis were used in a graduate level course for K-12 educators. Collaborative teams using synchronous wikis developed high levels of expertise and perceptions of mutual shared cognition.
Today’s student generation is Edtech from gadgets, online and Internet-savvy. They are all computer heroes, and they often engage better with their electronics than they do with paper and pencil.
Use of Synchronous Collaborative Wikis in an Online Learning EnvironmentDavid Wicks
In this study, synchronous collaborative (super) wikis were used in a graduate level course for K-12 educators. Collaborative teams using synchronous wikis developed high levels of expertise and perceptions of mutual shared cognition.
Today’s student generation is Edtech from gadgets, online and Internet-savvy. They are all computer heroes, and they often engage better with their electronics than they do with paper and pencil.
Running Head ALPHA1Running Head ALPHA 4.docxhealdkathaleen
Running Head: ALPHA 1
Running Head: ALPHA 4
Trident University International
Team Alpha
Roy Alford, Monserrat Gonzalez, Mark Crase, Raymond Putnam
MGMT 508 Leadership of Teams
Module 2 SLP 2
Dr. Michael Alexander
September 15, 2019
List of Practical Tips
· Listen to each other and give constructive feedback to one another which will help with the overall project.
· Create a Google Doc to see how each team member is progressing on their sections and on there the team can talk to each other.
· Maintain Clarity: In virtual teams, it is easy for members to start tripping over each other on what areas of responsibility are assigned to individuals. Clear direction is important for the team’s success and to avoid the bystander effect in which members count on others to take action (Sullivan, 2017).
· Commit to a Communication Charter: Communication is often less frequent and less rich with virtual teams due to technology limitations while meaning/understanding can be lost between team members (Greenberg, P., Greenberg & Lederer, 2007) To avoid this, communication must have clear and specific rules to be followed (Watkins, 2013).
Team Alpha: SLP 2
When working in a team, connection is one of the most important aspects as it relates to team functioning and commitment. Without great communication, a team will not succeed together and accomplish their goals. Aside from great connection there is a lot that goes into a team’s great interaction. In this Session Long Project, Team Alpha will discuss how we established task and interpersonal connection, which collaboration tools we used, discuss the barriers we encountered, and finally how we addressed those barriers.
Task and Interpersonal Connection
First and foremost, we believe that Team Alpha’s resources like the module discussion was a great way for us to stay connected and create our strong communication. From a start we knew from our instructor’s instructions that we had to use this tool to stay communicated. This was easy for us because we already log-in the student portal to view our assignments, so it was a great way to begin our communication. This led to our task connection through collaboration we were able to work together and come to a decision to establish our own tasks that would eventually lead to the completion of our assignment.
We established interpersonal connection through supportiveness. According to the home module background readings, through supportiveness, Team Alpha was able to encourage each other and stay up to date on how each of us was doing with our designated sections in the assignment. Reviewing each other’s work and giving feedback was a great way to know we each were doing a good job and gave us the motivation to continue to work hard. Being supportive towards one another lead to trust and information sharing. Our team dynamic is strong, and we accomplish our goals.
Collaboration Tools
The third question for Module 2 was, did team ...
PEER RESPONSES: WEEK 3 - DISCUSSION 1
3
Week 4 - Discussion 1
wk4d1hv
Heather Regennitter
12/1/2016 6:02:23 PM
The CIRO (context, inputs, reactions, outcomes) method for training evaluation is objective based in the long run. Context is referring to the environment that the training was used for and if it effectively should have met the needs of the organization. This also applies to how the objectives were chosen. The inputs evaluation focuses on the participants and the equipment and facilities needed for the program. This includes budgets as well as stakeholders and anyone involved in the process. The reactions evaluation gauges the reactions of the trainees to the training program. It is important that they receive the training well so they can implement it and encourage others to do so. The outcomes must be measurable against the objectives that were first put in place.
An example of this would be my current project at work. I am the process owner for a LEAN event. Part of our lean event is starting with a project charter, an SOP, and a SIPOC. The charter contains team members, current metrics and project goals. The SIPOC identifies the suppliers, inputs, process, outputs, customers involved in the process. At the end of the project, to conduct a CIRO evaluation, we would look closer at the project charter and the SIPOC to evaluate the context and inputs. The reactions of employees are being gauged during the project but also after the project is completed we will do a follow up to see if there are unmet needs and if the trainees were happy with the LEAN event. We will identify if the employees thought the GEMBA walk and KAIZEN event were useful to the task at hand. The outcomes will be evaluated based on if our new processes were implemented and if we improved our performance metrics. We will also evaluate if the employees learned new skills.
The CIRO method can be a great tool for measuring training effectiveness because it focuses on a well thought out plan as well as metrics. There is a lot of information that must be analyzed in the CIRO method such as who is involved and why the training is taking place. There are also downsides to the CIRO method. If you do not have specific goals in place it can be hard to measure. You may also lose focus and might not be able to put all of your attention to the problem at hand. You may end up with excess data that does not help the CIRO evaluation.
Kopp, D. M. (2014). Human resource development: Performance improvement through learning. San Diego, CA: Bridgepoint Education.
Rashawn Mitchell
RaShawn Mitchell
12/1/2016 11:29:13 PM
Stufflebeam's CIPP model of evaluation is decision focused approach to evaluation; it emphasizes the systematic provision of information for program management and operation. (Koop, 2013) CIPP stands for context, input, process, and product which are the four different aspect points of this model. Each aspect show.
Group assignments: Improving the experience for students and teachersLearningandTeaching
While potentially providing students with a great opportunity to collaborate with their peers, group assignments are fraught with the complexity and stress of human interactions, particularly when combined with submission deadlines. As teachers, we often assume that students can ‘magically’ plan and organise group interactions and deliver outstanding assignments on time. How can teachers expect this without providing some guidance about how groups actually operate?
In these slides, Lee Ridge highlights some strategies to increase student collaboration and improve outcomes using group assignments.
AERA 2009 - Strategies for Instructors on How to Improve Online GroupworkMichael Barbour
Koh, M. H., & Barbour, M. K. (2009, April). Strategies for instructors on how to improve online groupwork. Paper discussion presented at the annual meeting of the American Educational Research Association, San Diego, CA.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
This presentation is based on a pilot study and dissertation on reciprocal teaching in a community college course for higher levels of learning using discussion forums.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Running Head ALPHA1Running Head ALPHA 4.docxhealdkathaleen
Running Head: ALPHA 1
Running Head: ALPHA 4
Trident University International
Team Alpha
Roy Alford, Monserrat Gonzalez, Mark Crase, Raymond Putnam
MGMT 508 Leadership of Teams
Module 2 SLP 2
Dr. Michael Alexander
September 15, 2019
List of Practical Tips
· Listen to each other and give constructive feedback to one another which will help with the overall project.
· Create a Google Doc to see how each team member is progressing on their sections and on there the team can talk to each other.
· Maintain Clarity: In virtual teams, it is easy for members to start tripping over each other on what areas of responsibility are assigned to individuals. Clear direction is important for the team’s success and to avoid the bystander effect in which members count on others to take action (Sullivan, 2017).
· Commit to a Communication Charter: Communication is often less frequent and less rich with virtual teams due to technology limitations while meaning/understanding can be lost between team members (Greenberg, P., Greenberg & Lederer, 2007) To avoid this, communication must have clear and specific rules to be followed (Watkins, 2013).
Team Alpha: SLP 2
When working in a team, connection is one of the most important aspects as it relates to team functioning and commitment. Without great communication, a team will not succeed together and accomplish their goals. Aside from great connection there is a lot that goes into a team’s great interaction. In this Session Long Project, Team Alpha will discuss how we established task and interpersonal connection, which collaboration tools we used, discuss the barriers we encountered, and finally how we addressed those barriers.
Task and Interpersonal Connection
First and foremost, we believe that Team Alpha’s resources like the module discussion was a great way for us to stay connected and create our strong communication. From a start we knew from our instructor’s instructions that we had to use this tool to stay communicated. This was easy for us because we already log-in the student portal to view our assignments, so it was a great way to begin our communication. This led to our task connection through collaboration we were able to work together and come to a decision to establish our own tasks that would eventually lead to the completion of our assignment.
We established interpersonal connection through supportiveness. According to the home module background readings, through supportiveness, Team Alpha was able to encourage each other and stay up to date on how each of us was doing with our designated sections in the assignment. Reviewing each other’s work and giving feedback was a great way to know we each were doing a good job and gave us the motivation to continue to work hard. Being supportive towards one another lead to trust and information sharing. Our team dynamic is strong, and we accomplish our goals.
Collaboration Tools
The third question for Module 2 was, did team ...
PEER RESPONSES: WEEK 3 - DISCUSSION 1
3
Week 4 - Discussion 1
wk4d1hv
Heather Regennitter
12/1/2016 6:02:23 PM
The CIRO (context, inputs, reactions, outcomes) method for training evaluation is objective based in the long run. Context is referring to the environment that the training was used for and if it effectively should have met the needs of the organization. This also applies to how the objectives were chosen. The inputs evaluation focuses on the participants and the equipment and facilities needed for the program. This includes budgets as well as stakeholders and anyone involved in the process. The reactions evaluation gauges the reactions of the trainees to the training program. It is important that they receive the training well so they can implement it and encourage others to do so. The outcomes must be measurable against the objectives that were first put in place.
An example of this would be my current project at work. I am the process owner for a LEAN event. Part of our lean event is starting with a project charter, an SOP, and a SIPOC. The charter contains team members, current metrics and project goals. The SIPOC identifies the suppliers, inputs, process, outputs, customers involved in the process. At the end of the project, to conduct a CIRO evaluation, we would look closer at the project charter and the SIPOC to evaluate the context and inputs. The reactions of employees are being gauged during the project but also after the project is completed we will do a follow up to see if there are unmet needs and if the trainees were happy with the LEAN event. We will identify if the employees thought the GEMBA walk and KAIZEN event were useful to the task at hand. The outcomes will be evaluated based on if our new processes were implemented and if we improved our performance metrics. We will also evaluate if the employees learned new skills.
The CIRO method can be a great tool for measuring training effectiveness because it focuses on a well thought out plan as well as metrics. There is a lot of information that must be analyzed in the CIRO method such as who is involved and why the training is taking place. There are also downsides to the CIRO method. If you do not have specific goals in place it can be hard to measure. You may also lose focus and might not be able to put all of your attention to the problem at hand. You may end up with excess data that does not help the CIRO evaluation.
Kopp, D. M. (2014). Human resource development: Performance improvement through learning. San Diego, CA: Bridgepoint Education.
Rashawn Mitchell
RaShawn Mitchell
12/1/2016 11:29:13 PM
Stufflebeam's CIPP model of evaluation is decision focused approach to evaluation; it emphasizes the systematic provision of information for program management and operation. (Koop, 2013) CIPP stands for context, input, process, and product which are the four different aspect points of this model. Each aspect show.
Group assignments: Improving the experience for students and teachersLearningandTeaching
While potentially providing students with a great opportunity to collaborate with their peers, group assignments are fraught with the complexity and stress of human interactions, particularly when combined with submission deadlines. As teachers, we often assume that students can ‘magically’ plan and organise group interactions and deliver outstanding assignments on time. How can teachers expect this without providing some guidance about how groups actually operate?
In these slides, Lee Ridge highlights some strategies to increase student collaboration and improve outcomes using group assignments.
AERA 2009 - Strategies for Instructors on How to Improve Online GroupworkMichael Barbour
Koh, M. H., & Barbour, M. K. (2009, April). Strategies for instructors on how to improve online groupwork. Paper discussion presented at the annual meeting of the American Educational Research Association, San Diego, CA.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
This presentation is based on a pilot study and dissertation on reciprocal teaching in a community college course for higher levels of learning using discussion forums.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
7. Case study: Learners are presented with a description of a problematic situation and asked to identify or solve the problem. Critical incident technique: A group of learners is given a very brief narrative of a problem or situation to which they must respond. Examples of Group Work
13. Group charters allow group members to establish rules of operation at the beginning of the group’s existence. Establishing an agreement among group members at the onset of the course may alleviate some of the frustrations that are inherent when communication among individuals working on a joint activity is inadequate. Why a Group Charter?
18. During the forming phase, learners want to gain trust of one another. One way of increasing trust in the group environment is for learners to agree on task assignments, communication strategies, and timelines for collaborative activities (Tu & Corry, 2002). Forming Stage
19. Gould and Padavano (2006) suggested that explaining the importance of group work along with using group charters is fundamental in improving learner satisfaction with online group work. The forming phase of group development may be the ideal time to introduce the group charter as a tool to aid learners in developing trust within the group. Forming Stage
20. Code of conduct;Bandow, 2001; Doran, 2001; Gould & Padavano,2006; A. Morgan, 2002; Page & Donelan, 2003 Conflict resolution plan; Page & Donelan Decision making structure; A. Morgan Group goals; A. Morgan; Salas et al., 2005 Components of a Group Charter
21. Components of a Group Charter Group name; A. Morgan Meeting times (including time zone, and length of meeting);Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan
22. Member roles and responsibilities;Bandow; Doran; Gould & Padavano; Page & Donelan; Salas et al. Member skills or knowledge inventory;Bandow; Doran; Gould & Padavano; Page & Donelan Components of a Group Charter
23. Penalty for lack of member participation; A. Morgan Preferable method of communication;Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan Components of a Group Charter
24. Standard for quality of work;Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan; Salas et al. Time frames and deadlines;Bandow; Doran; Gould & Padavano; Page & Donelan Components of a Group Charter
25. (a) What is the experience of learners in online groups, with and without the use of group charters? (b) What components of the group charter are most critical to the learners’ educational experience? Two Questions
26. The participants for this study were observed in an online accounting class that was divided into two sections of an online course room; each section constituted a case study or a “bounded system” (Merriam, 1998, p. 27). The group activity that was employed for this research was the muddiest point. “The muddiest point, though extremely simple, focuses on understanding, a somewhat deeper level of learning than simple recall” (Angelo & Cross, 1993, p. 120). The Participants
28. Charter Section Felt Prepared 8 Charter 7 Non-Charter 6 5 4 Learners 3 2 1 0 Not Prepared Prepared
29. Charter Section Less Worried 6 Charter 5 Non-Charter 4 Learners 3 2 1 0 No Concerns Concerns
30. Charter Section More Efficient Charter Non-Charter 800 700 600 500 400 Number of Postings 300 200 100 0 Total Term Postings
31. Charter Section Learners More Efficient Charter 100 Non-Charter 90 80 70 60 50 40 Number of Forum Postings 30 20 10 0 Average Postings Average Postings With Without Two Major Two Major Posters Posters
32. Charter Section More Effective Charter Average Non-Charter Average 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% Average Grades 40.00% 30.00% 20.00% 10.00% 0.00% Overall Grade Tests Group Work
33. Charter Section Assessments Scores Increased More Charter Average Non-Charter Average 30.00% 25.00% 20.00% 15.00% Increase in Assessment Scores 10.00% 5.00% 0.00%
34. Learners Identified Important Components (a) determining the members’ roles and responsibilities, (b) establishing the standard for the quality of work, (c) agreeing on a code of conduct, (d) establishing a conflict resolution plan, (e) agreeing on time frames and deadlines.
35. Thank you! Questions? Contact: Ann Esarco, PhD McHenry County College 8900 U.S. Highway 14 Crystal Lake, IL 60012 aesarco@mchenry.edu
Editor's Notes
Examples of Group Work: Action Maze:A programmed case study, where learners are given a list of detail to take them to the first decision point. As decisions are made, learners are directed further in the action maze to find out the consequences of their decisions and perhaps, what the next set of alternative actions available. This activity is effective for teaching troubleshooting (Laird, 1985).
Examples of Group Work:Case study:Learners are presented with a description of a problematic situation and asked to identify or solve the problem.Critical incident technique:A group of learners is given a very brief narrative of a problem or situation to which they must respond.
Examples of Group Work:Formal debate:Students are divided into teams to present opposing viewpoints. Some may act as respondents or judges. This can be accomplished asynchronously through discussion forums or e-mail lists.
Examples of Group Work: Group projects:Groups work on projects, such as writing research papers and creating PowerPoint presentations to be posted to the class.
Examples of Group Work: Muddy Points:Group members must each pose a muddy point to the group. Group members help to clarify the muddy point to each other. Group members select one muddy point to send forward to another group for help with clarifying the point.
Why a Group Charter?Group charters allow group members to establish rules of operation at the beginning of the group’s existence. Establishing an agreement among group members at the onset of the course may alleviate some of the frustrations that are inherent when communication among individuals working on a joint activity is inadequate.
When to Introduce a Group Charter?
Stages of a group’s development, FormingReliance on polite, safe, patterned behavior; members looking to leader for direction; desire for acceptance; approaches to resolving conflict not developed; individual expectations not formed; group purpose and methods not formed; tasks not determined or delegated; methods and procedures not determined; rules of behavior not well developed somembers keep things simple and avoid controversy.
Stages of a group’s developmentStormingGroup attempts to organize for the task, and conflicts emerge; group attempts to decide who is to be responsible for what, what evaluation and reward criteria will be; power structure is not stable; some members may be silent while others may attempt to dominate; confusion; loss of interest; lack of progress; violation of code of conduct and team rules.
Stages of a group’s development, NormingA sense of belonging and group cohesion; a sense of personalaccomplishment; individual roles understood; freedom to expressopinion; trust between group members; unified mission; healthy balance of power; effective group process; sincere attempt to reach consensus; little or no violation of team rules; productive; attack problems, not each other, “we” overtakes “me” mentality.
Stages of a group’s development, PerformingFun and exciting; high commitment to group; feeling of high trust and friendship; involvement with group inspires members’ best performance; creative use of existing resources; highly effective orchestration of activities and abilities; humor, flexibility, versatility, smooth task and process flow within the group; pride in group accomplishments; volunteering participation; commitment to decisions; expressions of appreciation and caring.Don’t forget “adjourning,” separation anxiety.
Forming StageDuring the forming phase, learners want to gain trust of one another. One way of increasing trust in the group environment is for learners to agree on task assignments, communication strategies, and timelines for collaborative activities (Tu & Corry, 2002).
Forming StageGould and Padavano (2006) suggested that explaining the importance of group work along with using group charters is fundamental in improving learner satisfaction with online group work. The forming phase of group development may be the ideal time to introduce the group charter as a tool to aid learners in developing trust within the group.
Components of group charter:Code of conduct;Bandow, 2001; Doran, 2001; Gould & Padavano,2006; A. Morgan, 2002; Page & Donelan, 2003Conflict resolution plan; Page & DonelanDecision making structure; A. MorganGroup goals; A. Morgan; Salas et al., 2005
Components of a Group CharterGroup name; A. MorganMeeting times (including time zone, and length of meeting);Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan
Components of a Group CharterMember roles and responsibilities;Bandow; Doran; Gould & Padavano; Page & Donelan; Salas et al.Member skills or knowledge inventory;Bandow; Doran; Gould & Padavano; Page & Donelan
Components of a Group CharterPenalty for lack of member participation; A. MorganPreferable method of communication;Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan
Components of a Group CharterStandard for quality of work;Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan; Salas et al.Time frames and deadlines;Bandow; Doran; Gould & Padavano; Page & Donelan
Two Questions(a) What is the experience of learners in online groups, with and without the use of group charters? (b) What components of the group charter are most critical to the learners’ educational experience?
The ParticipantsThe participants for this study were observed in an online accounting class that was divided into two sections of an online course room; each section constituted a case study or a “bounded system” (Merriam, 1998, p. 27). The group activity that was employed for this research was the muddiest point. “The muddiest point, though extremely simple, focuses on understanding, a somewhat deeper level of learning than simple recall” (Angelo & Cross, 1993, p. 120).
Two GroupsCharter and Non-Charter
Charter Section Felt Prepared
Charter Section Less Worried
Charter Section More Efficient – The Section
Charter Section Learners More Efficient – The Learners
Charter Section More Effective – The Section
Charter Section Assessment Scores Increased More
Learners Identified Important Components(a) determining the members’ roles and responsibilities,(b) establishing the standard for the quality of work,(c) agreeing on a code of conduct,(d) establishing a conflict resolution plan, (e) agreeing on time frames and deadlines.