Starting, storming, solving, selling: Teaching problem-solving and teamwork skills through a four-step model.

Lynn Donahue, Ed.D.Communication/Journalism DepartmentSt. John Fisher College

Goals:1. Teach students to solve problems using a

problem-solving process.2. Teach students to effectively

collaborative with each other using the combined resources of the group.

3. Reduce student procrastination by providing structure to the process.

4. Reduce interpersonal conflicts by providing communication skills.

5. Provide opportunities for students to receive multiple sources of feedback through multi-level assessments.

Define and

Analyze the Problem

Generate Arguments

DevelopSupportfor your Claims

Identify and Evaluate Solutions

The Problem-Solving Process

Teamwork Skills:

Phases of Group Development (i.e. Norming)

Active Listening (i.e. Paraphrasing)

Non-listening (i.e. Selective Listening)

Perceptions of Others (i.e. First Impressions)

Speech Delivery (i.e. Audience Engagement)

The Project Assignment:

Using secondary and primary research, your group will research a topic and propose a solution to a problem or issue of social significance. There are three goals:

1. First, you will learn how to problem-solve and create effective arguments regarding a topic of social significance.

2. Second, you will learn how to work effectively as a team by applying interpersonal and group work skills.

3. Last, you will learn, and have an opportunity to apply, public speaking skills by presenting your findings to the class during a final presentation.

Examples of Student Projects:

1. Reducing the spread of AIDS.

2. Combating the negative effects of sexuality in the media.

3. Meeting the needs of the medically uninsured.

4. Curtailing violence within schools.

A Four Step Group Process Model

Step 1: StartingEstablishing norms and identifying the problem

Step 2: Storming Refining your Assertion and Creating Arguments

Step 3: SolvingCreating Solutions and Reducing Resistance

Step 4: SellingOrganizing your Information and Presenting the

Results

Examples of Student Presentations

Example #1:

Sexuality in the Media

Sexuality in the MediaSexuality in the Media

By By KaitlynKaitlyn ConboyConboy, ,

Jason Jason CotugnoCotugno, ,

Laura Laura FriedlandFriedland, & Beth , & Beth WyandWyand

Example #2:

AIDS in Africa

7 million South Africans will die of AIDS by 2010……….

Five-Tier AssessmentTier 1: Group Portfolio (4 Phases, Outline of Presentation, PowerPoint copies, Bibliography, Meeting Notes (Comm 250)

Tier 2: Critical Critique of performance in group applying communication concepts

Tier 3: Peer Evaluation of 1) member participation and 2) individual and group presentation.

Tier 4: Instructor Assessment of Individual and Group Presentation

Tier 5: Instructor Assessment of Individual and Group Participation

Challenges:Gaps were present in problem-solving process:

Some of claims were not supported with sufficient evidenceResearch wasn’t consistently cited in Power PointSome of alternative arguments and rebuttals were weak

Students procrastinated:Regardless of structure in class, students still left majority of substance of project to last minute.

Some group work challenges:Despite teaching communication and conflict-management skills, group members were resistant to confront members not performing to the same level.Peer evaluations were somewhat unhelpful – 4’s and 5’s.

Feedback became too complexThorough, but time-intensive and somewhat confusing for students (and still difficult to grade subjective measures like individual and group participation).

Accomplishments:Created an assertion and 3 arguments with evidence:

Example: The growing rate of AIDS among African people is due to the lack of education, good health care and funding.

Created solutions: Example:Safe sex/sex ed Clean needlesClean needles Proper medical careProtect open cuts/sores Better schooling and educators

Worked collaboratively on project: All students able to take on leadership roles during 4 PhasesStudents gained insight on use of communication skills and were motivated to use these skills in groups (result of critical critiques, structured process).

Oral presentation was professional and well-done:Students practiced individually and as a group and implemented public speaking skills to an appropriate level.

Questions?

Discussion and Application:

Please answer the 3 questions individually. Then get in groups of 3 and discuss your answers.

1. How do you/could you apply the Problem-Solving Process and Four-Phase approach to your group work?

2. How do you/could you apply the evaluation tools to your group work?

3. What challenges do you experience in your group work that you need feedback on?