C.O.R.E Team Module

The Problem

The C.O.R.E. project was to create an in-depth series of modules that were aimed at either building or rebuilding a team. Businesses seem to be under the assumption that technology itself will help build the efficiency and productivity levels of their teams. I have almost 30 years of business experience and can tell you that it is not true. Many times introducing new technology will reduce efficiency and productivity and if training is not conducted right, can break the team. Nobody wants an inefficient team, however upper management does not seem to take into account all of the outside factors that affect a team. Such as a companies internal business processes, the management team dynamic, external business relationships, etc. The entire project was too large to develop for the course, so I focused on the TEAM ADVANCE module portion.

The Solution

I utilized a Problem Solving approach to the TEAM ADVANCE module. I wanted to use problem solving and project based pedagogy because I feel that these are effective teaching methods, not only for students but for adults as well. In fact in the business world this is the main method of learning. Driscoll (2005) outlines Problem Based Learning as a problem solving process where students “systematically identify the nature of a problem, assign tasks to be completed, reason through the problem as data and resources are gathered and consulted, arrive at a solution, and then assess the adequacy of the solution”. I built in schedules of activities that were selected to help the team arrive at building their own team foundation. By providing activities that scaffolded the content and utilizing peer assessment and review, I was aiming at guiding diverse professionals in learning new ways to communicate, organize, build relationships and work on efficiency. It takes time to build an effective team, this program was designed to build a team dynamic quickly, while giving them the tools necessary to develop a plan to keep the team building it’s C.O.R.E dynamic. This prototype effectively demonstrates my ability to communicate in oral and written forms as well as adapt instruction and assessment to the needs of diverse learners

Reflection

I had a lot of fun developing this prototype as it addresses a need I have seen in many organizations. I feel that businesses also do not give teams the proper tools to develop, just the same as current pedagogy does not give students the proper tools to develop. Reiser & Dempsey (2011) outlines the array of elements that affect learning. These include; “learner characteristics, learning context, tasks to be mastered, clearly defined learning objectives, criterion measures, media, and delivery systems” . Once these skills were brought to the forefront new views of learning systems were developed. However despite this happening in the 1950’s and 1960’s, I have yet to see these elements being incorporated in a large percentage of businesses training today. The primary form of training doesn’t outline clear objectives, nor does it provide adequate assessment, which is why many of the skills do not transfer back to the workplace. The C.O.R.E module helped me grow in my design and assessment skills. When I found out I had to have assessment, I grimaced, thinking what would I need to assess during this module. However upon further research of rubric’s I concluded that a rubric would be perfect to keep the teams on track.

– Driscoll – Problem Based Learning
– Reiser & Dempsey – array of elements that affect learning. These include; “learner characteristics, learning context, tasks to be mastered, clearly defined learning objectives, criterion measures, media, and delivery systems”

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