Business
Department Highlight
I Don’t Want to Be a Groupie
Group-Work Evaluations
Described
below is a group evaluation process used in the Principles
of Marketing business course. It represents a process that
is revised often and welcomes any suggestions for improvements.
Purpose:
As more and more educators use group projects there is a need
and desire to assess group work. Group-Work Evaluations can
help students and educators determine strengths of the group
and areas that need improvement. Often times, if implemented
early, Group-Work Evaluations can diffuse “I Don’t
Want to Be a Groupie” comments and provide an understanding
of the benefits of group participation.
Learner
Outcomes:
• Develop ability to work productively with others
• Develop leadership skills
• Develop constructive feedback skills
• Develop respect for others
Step-By-Step
Procedure:
Marketing students participate in groups while operating a
business venture.
1. Randomly
Form Groups – students randomly select a Hershey chocolate
candy that determines their group members. Those students
with the same chocolate piece form a group. Groups are formed
at week five of the semester and members remain in these groups
for the rest of the course.
2. Conduct Team Building Exercises – these activities
are conducted over two-three class periods and take very little
time away from class lecture. They are important activities
in building a solid group.
a. Get Acquainted – students share general information
about themselves (i.e. first car, hobbies, etc.) with group
members.
b. Two True/ One False Statement – students share two
true statements and one false statement about themselves.
Other group members guess which of the three statements is
false.
c. Team Definition – student share their definition
of a team with group members.
d. Strength/Area For Improvement – each group member
shares one strength they bring to the team and one area in
which they need improvement.
3. Develop Group Guidelines – together group members
establish Group Guidelines that will be used to evaluate the
group process and learning outcomes. (i.e. come prepared to
group decisions, respect others opinions, share leadership
of discussions).
4. Group
Self Assessment – team members (using the established
Group Guidelines) self assess strengths and areas where the
group needs to improve. This is conducted several times throughout
the course.
5. Role
Play “5-S” Feedback Model – this model (developed
by Paula Theisen) outlines a process to give group members
constructive feedback for change. Students are asked to select
one of their Group Guidelines (i.e. come prepared to group
decisions) and write a “5-S” feedback response
pretending to ask a group member to change their behavior.
The “5 Specific Skills” in this model include:
Share intent, Specifically describe, State impact, Solicit
response, Stay solution-focused. Students then have opportunities
to practice giving constructive feedback through role playing.
Once completed group members than evaluate the process.
6. Semester
Group Evaluation – students submit a written evaluation
of each team member using the established team guidelines
as a tool to evaluate their strengths and areas that need
improvement.
Visit Other Business Department Assessment Initiatives
Economics Department Pilot
Supervisory Management Assessment Matrix
(To locate
on the ASL website - click on Assessment Plan Icon and then
Occupational Program Pilots)