SOC 110
TEAMWORK, COLLABORATION, AND CONFLICT RESOLUTION

GROUP: WCICS178
DATES: October 28, 2008 November 4, 2008 November 11, 2008 November 18, 2008 November 25, 2008

INSTRUCTOR: Dr. Brian N. Hewlett

Program Council
The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program.

Copyright
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Edited in accordance with University of Phoenix® editorial standards and practices.
Course Syllabus

|Course Title: |Teamwork, Collaboration, and Conflict Resolution |
|Course Schedule: |Tuesdays, October 28 – November 25, 2008 |
|Course Location: |Tucson Campus - Williams Learning Center |
| |https://ecampus.phoenix.edu/secure/campus/soarizMain/faculty/locations.asp#williams |
|Required Text: |Sabin, W. (2005). The Gregg Reference Manual: UOP Custom Edition (w/passcode card) (10th |
| |ed.). New York: McGraw-Hill. |
| |American Psychological Association (2001). Publication Manual of the American Psychological |
| |Association (5th ed.). Washington, D.C.: American Psychological Association. |
| |Note: The Gregg Reference Manual and the APA manual are program textbooks to be acquired at |
| |the beginning of the degree program to be used throughout the course of the degree program. |
| |There are no required texts for this course. SOC/110 utilizes readings selected from the |
| |University Library and the Learning Team Toolkit. Please refer to each week’s individual |
| |assignments for additional information concerning required reading. |
|Electronic Resources: |As noted in syllabus workshop assignments |
|Instructor’s Name: |Dr. Brian N. Hewlett |
|Telephone: |Tucson Campus - Williams Learning Center |
| |(520) 881-6512 |
| |(800) 659-8988 |
|E-mail Address: |bhewlett@email.phoenix.edu |
|Office Hours: |By appointment only. |

Welcome!
The next five weeks will provide numerous opportunities to assess and improve team leadership, membership and results. This course will introduce key concepts and skills to strengthen team communication and operation, manage conflict and make more effective team decisions.

Instructor Bio
Brian N. Hewlett, Ph.D. is the founder and owner of Hewlett & Associates a small Business Consulting Firm that was started and Colorado and moved to Arizona as well as two newly formulated non-profit organizations and a LLC dedicated to the expansion and sustainability of the individuals lives, community development, and network resource exchange. He is also in the process of raising funds to create an Independent Study University and authoring a number of books and articles.

Brian began his career at The University of North Carolina in Charlotte, NC where he served as the Director of Alcohol and Other Drug Education. He has since directed or been involved with programs at Cal Poly State University in San Luis Obispo, CA, The University of Colorado in Colorado Springs and in Boulder, and at The University of Arizona.

Brian is a results-oriented, high-energy, hands-on professional, with a successful record of accomplishments in the theory and praxis of social science, who throughout his career has taught in the university, community college, and business setting. He has also aided a number of businesses in the automation of operations and in the development of their organization and training. He has a plethora of experience in developing research questions, measurement and assessment tool creation, qualitative and quantitative method designs and statistical analysis. He also has a record of fund development that includes securing funds as a principal investigator for research. He has been working in some capacity with research, evaluation and assessment for over 10 years while directing and implementing programs at the university level. He possesses strong leadership, excellent communication, supervisory and other skills of competence and he is a strong team player who gives attention to details, is respectful to compliance and understands the need for thorough administration. He has been told by many that he is a visionary with a sense of the big picture. In addition, he is extremely computer and Internet literate.

Course Description

THIS COURSE PROVIDES AN APPLIED APPROACH TO TEAMBUILDING, COLLABORATION, AND CONFLICT RESOLUTION. STUDENTS WILL UNDERSTAND AND APPLY THESE CONCEPTS WITHIN ACADEMIC AND PROFESSIONAL SETTINGS. STUDENTS WILL DEVELOP STRUCTURES, PROCESSES, AND STRATEGIES TO CREATE AND MAINTAIN EFFECTIVE TEAMS. GENDER, CULTURAL, AND INDIVIDUAL CONSIDERATIONS IN TEAM DYNAMICS WILL ALSO BE EXPLORED.

Topics and Objectives

TEAM FUNDAMENTALS • Identify characteristics, types, and design of teams. • Recognize the relevance of teams and their advantages and disadvantages. • Differentiate between team structure, processes, and strategies. • Differentiate between tasks and maintenance behaviors in effective teams. • Understand the five stages of teambuilding.

Teambuilding Processes and Strategies • Identify individual strengths and weaknesses as they relate to teams and team roles. • Examine the impact of leadership roles on team processes. • Examine behaviors, including trust building, conducive to effective teams. • Identify relevant team objectives and goals as they relate to team productivity. • Develop effective team agreements.

Collaboration in the Team Environment • Describe the elements of a collaborative team meeting. • Create an agenda appropriate to the meeting purpose. • Demonstrate effective communication in different team environments. • Identify techniques of effective decision making in a team environment.

Conflict in Teams • Identify sources of conflict. • Differentiate between healthy and unhealthy conflict in teams. • Understand the five conflict management styles. • Examine individual preferences for managing conflict.

Conflict Management Tools • Compare and contrast different methods of conflict resolution. • Apply appropriate principles of conflict resolution to diverse conflict scenarios.

Point Values for the Course Assignments

|ASSIGNMENTS |Due |Points |grade |
|Individual | | | |
|Class Participation |All |10 | |
|Individual Worksheet One: Experience with Teams |WK 1 |10 | |
|Individual Worksheet Two: Constructive Feedback |WK 2 |10 | |
|Individual Paper: |WK 3 |10 | |
|Individual Worksheet Four: Conflict Modes / Styles |WK 4 |10 | |
| | | | |
|Learning Team | | | |
|Learning Team Worksheet One: Strengths and Weaknesses Assessment and Preliminary Project |WK 2 |10 | |
|Plan | | | |
|Learning Team Worksheet Two: Ground Rules |WK 3 |10 | |
|Learning Team Worksheet Three: Managing Team Conflict |WK 4 |10 | |
|Learning Team Charter | WK 5 |10 | |
|Learning Team Presentation* | WK 5 |10 | |
|Learning Team Participation Evaluation |WK 5 |0 | |
|* Oral Presentation with supporting Power Point slides | | | |
|Note: Links to all assigned worksheets can be found on the SOC/110 rEsource page under the | | | |
|week in which the worksheet is due. Worksheets and grading rubrics are also located in the | | | |
|back of this syllabus. | | | |
|Total | |100 | |

WEB ACCESS TO CLASS

The ability to access the individual OLS Inbox and online classroom is via the Web. Students may access their class via the “Go to Class” button in rEsource. (http://mycampus.phoenix.edu/login.asp) or directly from the web via (https://classroom.phoenix.edu)

The Southern Arizona Campus has computers available on a first-come basis in the Student Resource Center. Please check with your Learning Center for specific days and times of availability. Each campus location also has wireless access for your personal laptop.

CONFIDENTIALITY AND PROPRIETARY INFORMATION

One of the cornerstones of the University of Phoenix learning model is the practical application of theoretical concepts. Students are encouraged to share personal and professional experiences as a means to integrate knowledge by reflecting on its application. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature. Students are encouraged to examine their organization’s limitations on sharing information externally. Students and faculty may appropriately choose to illustrate lessons from their experience that might challenge these boundaries, without identifying specific employers or individuals by name.

CLASS POLICIES AND PROCEDURES

The University of Phoenix Adult Teaching/Learning Model specifies that in preparation for every course, students must satisfy all prerequisites. During the course itself, students will achieve certain specified outcomes. Performance assessment depends upon the accomplishment of these outcomes. Therefore, in GEN/101, students are graded on achievement rather than on effort. It is the responsibility of the student to come to class prepared for each workshop.
All assignments, except those designated as “learning team” are meant to be a student’s own original work. Team assignments are expected to be a product of equal contributions by each member. It is assumed that students will perform professionally in preparing work during GEN/101. All assignments must be submitted on their due dates by the start of class or as indicated in the syllabus assignment chart (above). All documents are to be typed, spelling and grammar-checked, double-spaced, to have the correct margins, to have a cover page, and follow the APA 5th edition format. Papers that contain other sources will also have a list of references as the final page. Students are welcome to use any software program to prepare assignments, but must be compatible with Microsoft Office Suite.
Specifics:
• Team assignments are expected to be a product of equal contributions by each member. In the event that they are not, the faculty reserves the right to grade team projects on an individual basis. • Individual assignments are to be performed by the individual student. They are not to be performed as team assignments. • In case of an absence, make-up work may be required. • All graded paper assignments must be submitted in the proper format used by University of Phoenix. The approved Style Guide of the university is Publication Manual of the American Psychological Association 5th Edition. All written documents are to be typed, spelling and grammar-checked, double-spaced, to have the correct margins, to have a cover page, and follow the APA format from the Publication Manual of the American Psychological Association 5th Edition. • All assignments must be submitted on their due dates by the start of class or as indicated in the syllabus assignment chart. • Papers that contain other sources will also have a list of references as the final page. • Students are to use Microsoft Office if sending documents via email. • Students who want to have their final workshop written assignments and feedback from their oral presentations returned must provide adequate postage/self-addressed envelopes to the faculty.

LEARNING TEAM GUIDELINES

University of Phoenix policy requires all students to participate in a Learning Team during this course, No “single-member” teams are permitted. Students are expected to work effectively in diverse teams to achieve tasks. They must function well in team settings as both leaders and followers. They should respect human diversity and behave in a tolerant manner toward colleagues and peers.

During Week One, teams will be formed and each team will complete a Team Charter (submitted Week Two) to create structure and guidelines for the team. Five weekly meetings per week are required. Teams may meet face-to-face or in the OLS (Online Learning System) Team Forum or a combination of both to meet course requirements. Teams should provide a brief summary posted to the Team Forum of any communication held outside the Team Forum. Therefore, if teams hold live meetings, conference calls, work in a real-time chat room or get together outside of OLS, a weekly log or summary must be posted to the Learning Team Forum in order to document the team’s activities.

The Peer Evaluation Form (submitted in Week Five) as well as other forms is available on the student website rEsource page in the Learning Team Toolkit (Toolkit Essentials), Learning Team Evaluation. Team documents, activities, conversations and the LT evaluation will be used by the faculty to assess team effectiveness and individual participation. If it is found that there is unequal distribution of learning team effort among members, the faculty reserves the right to grade performance on an individual basis.

In the event that a student’s team situation is compromised by attrition (other students withdraw from class), the faculty may place the student into another existing team. The faculty may take appropriate action to balance the size of existing teams, if all parties are agreeable (move one member from a team of five to a team of two).

In the case of a non-contributing member, the team may issue a warning expressing their concerns and asking for specific improvements. If improvement in participation or contribution levels to team projects does not occur, the team may choose to evict the team member. Note that this can be done only for reasons of consistent lack of participation or contribution to team projects. The instructor does not have the authority to remove a student from a learning team unless it is stipulated in writing and agreed to by the group in the Learning Team Charter that is submitted in the second week.

For circumstances in which a team member is evicted from the team due to performance or participation issues, the faculty will require the evicted student to petition for membership in another team. Failure to join a team will result in the student being prevented from submitting assignments and earning grades for learning team participation for the duration of the class. In such a circumstance, the student is encouraged to discuss options with an Academic Counselor. An instructor does not have the authority to place an evicted student on a learning team.

ATTENDANCE AND PARTICIPATION GUIDELINES

Attendance

All students are expected to attend in-class weeks on time and sign the attendance roster. Students are expected to attend each on-campus session and learning team meeting for the entire time. Missing scheduled class time (absence, tardiness and early departure) will result in loss of class participation points. Students must contact the course faculty prior to that class or meeting if an absence (or partial absence) is unavoidable. If students are out of attendance for two or more workshop weeks, they will be automatically withdrawn from the course and will not be eligible to receive credit or earn a letter grade.
Students are expected to be prepared and to actively and professionally participate in all classroom and learning team discussions. University of Phoenix courses emphasize group interaction. If students are absent, they do not gain the benefit of class involvement and are not contributing to the learning of other students in the class. In addition, learning teams must maintain and submit a written record or log of attendance/participation for all meetings outside of class. These will be used by the faculty to assess team effectiveness and individual participation.
Note: Student Exceptions: Circumstances occasionally arise which may cause one to miss a class. Students are allowed one absence during each course in a five or six-week course. The absence will result in a loss of 2 (10/5) of the total participation points. If a student is absent for any two weeks during a five-or-six-week course, the student is not eligible to receive credit (partial or otherwise) and an automatic withdrawal will occur. Students who miss a workshop are responsible for submitting their assignments on the due date and contacting the faculty. Faculty can assign additional work so that the student can make up partial content and participation points; however, the responsibility for this lies squarely with the student. Students who miss material/content from a workshop are responsible for making it up on their own. If handouts are distributed, a classmate can request an extra copy. It is the student’s responsibility to get with his or her learning team and cover the missed classroom material. It is not a faculty requirement to prepare additional “notes” or lecture materials for the absent student nor is it required that faculty provide opportunity for missed in-class activities to include assignments, quizzes, or graded point-value activities. While all workshop attendance is critical for both faculty and students, the last workshop is usually devoted to Learning Team presentations; members count on all to be present.

Participation

In an intensive, University of Phoenix collaborative learning environment, class attendance is perhaps the most obvious and objective starting point measure for participation. During each workshop week, students and the course faculty are expected to be actively engaged in the activities and discussions. During face-to-face meetings on campus, all need to attend prepared to engage in and contribute to the class discussions and topical activities based on the weekly objectives.
Meaningful ways that students may contribute to the class discussions include: • Providing relevant information to the class discussion from assigned readings, the e-text, and personal experiences. • Keeping all comments positive, but at the same time challenging things with which one does not agree. • Attentively listening to others and building on remarks from fellow students and asking relevant, thought-provoking questions. • Sharing quotes, Web sites, and other complementary information. • Participating in Learning Teams. Posting in your Learning Team forums count as participation toward Learning Team project grades, but not overall participation in the course.

Unfortunately, there are numerous distractions to participation both and in and outside of the classroom. Although we have no power to minimize those outside of the classroom, we do have the power to influence those inside the classroom. Three major distractions are side conversations, cell phone usages (i.e., talking, ringing, text messaging, etc.), and laptop usage. Unrelated conversations that are occur while the instructor is lecturing or while student inquiry or discussion is occurring makes it hard for others to hear and comprehend. Cell phones going off or clicking during class time also disturbs other students’ thought patterns. Using your laptop to take notes or surf the night while in class takes away from concentration and distracts the instructor. Therefore, neither of these practices are allowed in class.

WORKSHOP ATTIRE

A hallmark of the University of Phoenix is the emphasis placed upon equipping our students with professional leadership skills that are embedded in each course. Our programs prepare students for leadership positions in each field of study. As such, students are expected to provide crisp, professional presentations, providing opportunities to develop and strengthen verbal and presentation skills. In this course, students are expected to dress in business casual attire and behave professionally during these presentations (no jeans or t-shirts). This provides the faculty with the opportunity to provide valuable feedback on professional decorum and attire. Naturally, professional attire is recommended and appreciated in every class, not limited only to occasions featuring presentations. Please keep in mind that networking and job posturing sometimes happen when least expected, and the old axiom "Dress for the job you want, not the job you have..." still rings true today, especially so in post-secondary education.

ACADEMIC HONESTY
Academic honesty is highly valued at the University of Phoenix. You must always submit work that represents your original words or ideas. If any words or ideas used in a class posting or assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Please see the University of Phoenix Catalog for more information about academic honesty, including the consequences of academic dishonesty.
Academic dishonesty in a learning environment could involve: ▪ Having a tutor or friend complete a portion of your assignment ▪ Having a reviewer make extensive revisions to an assignment ▪ Copying work submitted by another student to a public class meeting ▪ Using information from online information services without proper citation
Review the Avoiding Plagiarism tutorial, designed by Longman Publishing Company to avoid plagiarism. To access the tutorial: ▪ Go to ecampus https://ecampus.phoenix.edu ▪ Go to Site Tools ▪ Click on Tutorials ▪ Select Avoiding Plagiarism

GRADING POLICIES AND FEEDBACK

Late Policy: Due to the short duration of the course and the turn around time required by the University of Phoenix, late work is not accepted in this class. However, in all fairness, it is understood that circumstances throughout the week often work against students in allowing them to produce the best work possible at deadline. Therefore, those who submit assignments in a timely manner in order for them to be graded as they are at deadline, are allowed to revise and resubmit the assignment within seven (7) days of the date the grade is posted on OLS. If students are absent, homework is required to be submitted by the due date and will be accepted via email. It is the responsibility of the student to notify the instructor of any absence/late assignments and to not send the assignment until he or she has received written confirmation of acceptance prior to doing so. Faculty will notify students when assignments are received. If a return email is not received, it is the students’ responsibility to pursue communication. Assignments will not be accepted after 12:00 PM on the last night of class.

Incompletes: An “incomplete” grade for this course will be granted only in extreme situations and at the sole discretion of the instructor. In fairness to those who complete the course requirements in a timely manner, and in accordance with University of Phoenix police, the student receiving a grad of “I” will receive a reduction in points on the final grade.

Extra Credit Policy: The secret to success in a course is to complete assignments properly and on time. Extra credit is something wherein a student tries to make up in quantity what was lacking quality; therefore, “extra credit” is not accepted.

Feedback
Part of the content of SOC 110 is to acquaint the students with current University of Phoenix policies and expected student standards. Feedback is provided on all student work no later than one week after the assignment submission. Feedback is based on the attached rubrics associated with each assignment.

Expectations for Written Assignments:

Writing Style: Unless otherwise stated, all papers submitted must be in accordance with he Publication Manual of the American Psychological Association, 5th Edition (APA Manual).

Case Evidence versus Personal Opinion: It is expected that students fully exploit knowledge gained from multiple sources. In written assignments for this course, students should utilize information from the assigned readings, articles from reliable sources (such as those in the University of Phoenix Library or rEsource), class discussions and personal, professional experience. All claims should be supported by evidence from cases that can be obtained via these sources.

English as a Second Language (ESL): Please take advantage of the Center for Writing Excellence or Owl at Purdue http://owl.english.purdue.edu/ as these resources can be helpful for increasing writing skills.

Word Count: A range for the number of words in each written assignment is provided. (exclude title or reference page from the count). Highlight the body of the essay and use the “Word Count” feature in Microsoft® Word® to determine the number of words written.

How Points Equate to Grades
University of Phoenix Grading Guidelines
(Taken from the Grading, Evaluation and Feedback Manual, University Academic Affairs)

A – Assignment clearly stand out as an excellent performance; has unusually sharp insight into material and initiates thoughtful questions; reflects numerous sides of the issue; articulated well and progresses logically and clearly; integrates ideas previously learned from this and other disciplines; anticipates next steps in the progression of ideas; and could be used as a model for other students to emulate.
B – Assignment grasps subject matter at a level considered to be good to very good; reflects active listening and participant in workshop discussions; well spoken or articulated in writing; accomplishes more than minimum requirements; and is work of high quality.
C – Demonstrates a satisfactory comprehension of the subject matter; accomplishes the minimum requirements; displays little or no initiative; oral communication and writing is at an acceptable level for college students; and the basic concepts are sufficiently understood.
D – Quality and quantity of work is below average and barely acceptable; work is passes by a narrow margin.
F – Quality and quantity of work is unacceptable; work does not qualify the student to progress to a more advanced level of course work.

Note: Good grades are usually correlated with regular attendance and with assignments (written, reading, oral presentations, projects…) that have been completed according to assignment specifications and submitted on time. On the other hand, poor grades are often correlated with frequent absences and incomplete, tardy or missing assignments.

|100-95 |A | |76-74 |C |
|94-90 |A- | |73-70 |C- |
|89-87 |B+ | |69-67 |D+ |
|86-84 |B | |66-64 |D |
|83-80 |B- | |63-60 |D- |
|79-77 |C+ | |59 < |F |

Week One

Team Fundamentals • Identify characteristics, types, and design of teams • Recognize the relevance of teams and their advantages and disadvantages. • Differentiate between team structure, processes, and strategies. • Differentiate between tasks and maintenance behaviors in effective teams. • Understand the five stages of teambuilding.

ASSIGNMENTS

• (INDIVIDUAL
1. Electronic Reserve Readings Read the required articles listed under Week One on the Electronic Reserve Readings page. Note: The Electronic Reserve Readings can be accessed through a web link listed on the SOC/110 [pic] page.
2. Learning Team Toolkit The Learning Team Toolkit is a valuable resource that all University of Phoenix students can and should access throughout their programs of study. The Toolkit, which can be accessed through the University of Phoenix Student and Faculty website (https://mycampus.phoenix.edu), contains many resources including the following: • Learning Team Handbook • Guide to Completing the University of Phoenix Learning Team Charter • Learning Team Charter template The Toolkit provides a quality introduction to concepts which will be covered in greater depth in this class. SOC/110 students should familiarize themselves with Learning Team Toolkit and utilize the resources available on the website for completion of Individual and Learning Team assignments. For Week One, students are required to read the following items located on the Learning Team Toolkit:
1) Preface
2) Read the following items under “Toolkit essentials”
a) Learning Team Handbook (Online students should read the Online Campus Learning Team Handbook)
b) Guide to Completing the University of Phoenix Learning Team Charter
3) Why Learning Teams?
4) Introduction to Teams (located under the menu option “Team Basics”)
3. Individual Worksheet: Experience with Teams (due Week One) Complete the University of Phoenix Material “Individual Worksheet: Experience with Teams.” Bring this assignment with you to class.

• [pic] LEARNING TEAM
Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.)
1. Review the objectives from Week One and discuss additional insights and questions that may have arisen.
2. Learning Team Charter and Presentation (due Week Five) In Week Five, Learning Teams will be asked to submit a detailed, completed Learning Team Charter and provide a presentation which outlines the Learning Team’s justification for the agreements listed in each of the Charter’s various components. The presentation should be no more than fifteen minutes long and will be evaluated based on the criteria listed below. For Online students, the presentation should be a minimum of 10-15 slides with annotations in the “Notes” area. A. Presentation parameters: Considering everything Learning Team members have learned about the preparation of effective Learning Team Charters (to include the Team Member Skill Inventory, the Learning Team Goals, the Ground Rules, and Conflict Management), describe and justify the top five agreements listed within the Learning Team Charter. The Learning Team should explain the benefits and costs to the team for the five agreements presented. The inclusion of these agreements should be justified, based on concepts learned from the weekly assignments and course readings. A PowerPoint® or other visual aid is required along with appropriate in-text citations and a reference list. The presentation should be well-organized, clear and effectively structured to include a clear introduction and conclusion. For on-ground classroom students, the presentation should be integrated into a group presentation and demonstrate content knowledge. The team should use time well, and all team members should have speaking parts. Individual team members should be easy to hear and make appropriate eye contact with the audience. Finally, the team should involve the audience and ask for feedback/questions. Online students should be prepared to share their final learning team charters and presentations with all classmate participants. B. Learning Team Charter parameters: The charter should be typed. All questions in all portions of the charter should be thoroughly answered in complete sentences. The team should conduct a final review of the charter for potential spelling and grammar errors. Language in the charter should be positive in tone. The learning team should anchor the ground rules in language that identifies specific rules of behavior. Additionally, the learning team should anchor the conflict management guidelines in language that identifies specific guidelines and progressive steps to manage conflict. Utilize the University of Phoenix Learning Team Charter template for assignment completion. The template is available both on the main SOC/110 [pic] page and on the Learning Team Toolkit page, which is available through the University of Phoenix Student Website (https://mycampus.phoenix.edu/).

Week Two

Teambuilding Processes and Strategies • Identify individual strengths and weaknesses as they relate to teams and team roles. • Examine the impact of leadership roles on team processes. • Examine behaviors, including trust building, conducive to effective teams. • Identify relevant team objectives and goals as they relate to team productivity. • Develop effective team agreements.

ASSIGNMENTS

• (INDIVIDUAL
1. Electronic Reserve Readings Read the articles listed under Week Two on the Electronic Reserve Readings page (located on the SOC/110 [pic] page.
2. Learning Team Toolkit
a. Review the document “Synergistic Team Relations,” which is located under the “Getting Started” menu option on the Learning Team Toolkit website.
b. The document “Leadership in Groups” (located under the “Team Learning” menu option) is recommended but not required.
3. Individual Worksheet: Constructive Feedback (due Week Two) Complete the University of Phoenix Material “Individual Worksheet: Constructive Feedback.” Deliver this assignment to me via the OLS and bring a hard copy to class.

• [pic] LEARNING TEAM
Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.)
1. Review the objectives from Week Two and discuss additional insights and questions that may have arisen.
2. Learning Team Worksheet: Strengths and Weaknesses Assessment and Preliminary Project Plan (due Week 2) – Post this assignment on line and bring a hard copy to class. Complete the University of Phoenix Material “Learning Team Worksheet: Strengths and Weaknesses Assessment and Preliminary Project Plan.”

Week Three

Collaboration in the Team Environment • Describe the elements of a collaborative team meeting. • Create an agenda appropriate to the meeting purpose. • Demonstrate effective communication in different team environments. • Identify techniques of effective decision making in a team environment.

ASSIGNMENTS

• (INDIVIDUAL
1. Electronic Reserve Readings Read the following articles listed under Week Three on the Electronic Reserve Readings page (located on the SOC/110 [pic] page):
a. “How to lead and facilitate teams”
b. “Is this meeting necessary? Ten questions to make meetings more productive”
c. “Communicating with groups: Prompt, purposeful, productive team meetings” Note: The additional articles listed on the Electronic Reserve Readings page for Week Three are optional.
2. Learning Team Toolkit Read the article “The Team Working Together,” which is located under the “Getting to Results” menu option in the Learning Team Toolkit.
3. Check out the simulation – “Resolving Conflict in Teams” – we will revisit this simulation in class during Workshop Four.
4. Collaboration and Team Effectiveness Paper (due in Week Three) Do differences in team environments lead to different team effectiveness? This is the question that leads the research to be presented in this paper. Team environmental differences can take the form of both the internal environment of the team interaction and the external environment or the structural atmosphere in which the team is operating. This paper involves using the Article Databases found in the University Library (http://www.apollolibrary.com/Library/library.aspx) under the Library Resources heading to research and pinpoint at least one internal and one external factor that influence team effectiveness or performance levels in some manner. The 700 to 1,050-word paper should clearly illustrate and elaborate upon the following:
a. Definitions for “team environment” and “team effectiveness.”
b. Definitions and examples of one internal factor and one external factor associated with team environments that are purported to have an effect on team effectiveness.
c. A qualitative and/or quantitative description of the effects that these two factors are purported to have on team effectiveness.
d. Examples that illustrate the effects of these two factors on team effectiveness.
e. The importance or significance of these effects on team effectiveness.
f. What these effects imply about team collaborations and other behavior in general and on the teams that students will be involved in here at the University of Phoenix. Bring a hard copy with you to class and be prepared to discuss your paper with the other students.

• [pic] LEARNING TEAM
Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.)
1. Review the objectives from Week Three and discuss additional insights and questions that may have arisen.
2. Learning Team Worksheet: Ground Rules (due Week Three) Complete the University of Phoenix Material “Learning Team Worksheet: Ground Rules.” Post this assignment in OLS and bring a hard copy to class.

Week Four

Conflict in Teams • Identify sources of conflict. • Differentiate between healthy and unhealthy conflict in teams. • Understand the five conflict management styles. • Examine individual preferences for managing conflict.

ASSIGNMENTS

• (INDIVIDUAL
1. Electronic Reserve Readings Read the following articles listed under Week Four on the Electronic Reserve Readings page:
a. “Has your workplace become a battlefield?”
b. “Conflict resolution techniques”
c. “Keeping team conflict alive”
d. “When teams go to war -- against each other!”
e. “The importance of conflict in work team effectiveness” Note: The additional two articles listed on the Electronic Reserve Readings page for Week Four are optional.
2. Learning Team Toolkit Review the documents “Conflict and Cohesion in Groups” and “Conflict: Sources and Solutions,” both of which are located under the “Decisions / Conflict Resolution” menu option on the Learning Team Toolkit website.
3. Individual Worksheet: Conflict Modes / Styles (due Week Four) Complete the University of Phoenix Material “Individual Worksheet: Conflict Modes / Styles.” Post this assignment in OLS and bring a hard copy to class.

• [pic] LEARNING TEAM
Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.)
1. Review the objectives from Week Four and discuss additional insights and questions that may have arisen.
2. Learning Team Worksheet: Managing Team Conflict (due Week Four) Complete the University of Phoenix Material “Learning Team Worksheet: Managing Team Conflict.” Post this assignment in OLS.

Week Five

Conflict Management Tools • Compare and contrast different methods of conflict resolution. • Apply appropriate principles of conflict resolution to diverse conflict scenarios.

ASSIGNMENTS

• (INDIVIDUAL
1. Read the following articles listed under Week Five on the Electronic Reserve Readings page:
a. “Every supervisor needs mediation skills”
b. “Forget litigation--conflict resolution is cheaper and faster”
c. “Conflict resolution skills for supervisors”
d. “Peacekeeping in the workplace: How to handle personal clashes among employees”
e. “The O.F.T.E.N. strategy for conflict management”
f. “Using mediation to deal with conflict” Note: the additional articles listed on the Electronic Reserve Readings page for Week Five are optional.
2. Learning Team Toolkit Read the document “Managing Learning Team Conflict,” which is located under the “Decisions / Conflict Resolution” menu option on the Learning Team Toolkit website.

• [pic] LEARNING TEAM
1. The final Learning Team Charter and Presentation is due. Learning Teams should submit a detailed, completed Learning Team Charter (be sure to reference previous assignment feedback and make the appropriate changes as you complete your Team Charter) and be prepared to describe and justify their top five agreements in a 15 minute presentation. [Criteria are set forth in Week One.] Bring the completed Team Charter to class and be prepared to present the team’s final presentation - top five agreements for team success and why.

University of Phoenix Material

Individual Worksheet: Experience with Teams (Due Week One)

Directions: The purpose of this assignment is to catalyze reflection regarding past and current participation in team environments. By doing so, the learner may begin to realize the essential role teams play in personal, professional, and academic settings. Equally important, these questions will prepare the students to use their experiences in team environments to navigate future assessments in this class.
Answer the following questions with 25-50 word responses. Only typewritten responses will be accepted. Be sure to address all subtopics for each question and use complete sentences.

1. Describe the groups you belong to (work, social, etc.). Are the teams focused on a project? An on-going process? A social activity? What are the characteristics and designs of each type of team?
2. Select one of the teams listed in your response to the first question. Did your team have a well-defined purpose? If your team had one, what was it? If your team did not have a well-defined purpose, what should the purpose have been?
3. What were your individual responsibilities on the team? How successfully were you able to carry out your responsibilities? Why or why not? Explain.
4. Team Process: How often did you meet as a team? In-person, teleconference, online? How were the meetings organized? Agenda, free-form, other? How did the various meeting formats seem to work for the success of the team? What were the pros and cons of each format?
5. What did you like about the team? What would you like to improve about the team? Why? How would you make changes?
6. Were there some individuals on the team that you found difficult to work with? Why? Who did you enjoy working with and why? What actions did you take to address any issues that came up when working with your team members? How successful were your actions in changing behaviors or what occurred in the team?
7. Team Strategy: Did your team have any written guidelines or rules or any unwritten expectations? Describe how these guidelines worked to contribute to the success or lack of success for the team.
8. Did you think that the teamwork was successful? Why or why not? What were the advantages or disadvantages to using a team in this situation?
9. Was the team open to new and innovative ideas? How was this demonstrated? (Pro or con)
10. Overall, what are your final thoughts about your team experience? Why? Support your responses with specific examples.

Individual Worksheet: Constructive Feedback (Due Week Two)

There are four guidelines for effective feedback:
1) Describe the situation or behavior
a) specifically
b) without making assumptions
c) in concrete terms, not judgments
2) Explain your reaction to the behavior, or the consequences of the behavior
a) specifically
b) related to the behavior, not the person
c) calmly
d) without exaggeration
3) Request a change (if needed)
a) realistically
b) invite discussion
4) Express the potential results of change (if needed).
a) realistically
b) specifically

Exercise #1
Read the following descriptions of situations or behavior and mark the response in each set that is most appropriate.
1) In addressing an employee who repeatedly demonstrates a large degree of disorganization
c) When you can’t find that correspondence file I requested …
d) When your filing system is so disorganized you can’t find the file I requested …
e) When you lose the file I requested …
5) In addressing an employee or team member that has difficulty adhering to deadlines…
a) When you can’t plan ahead and meet a simple writing deadline …
b) When you don’t meet your responsibilities on deadlines …
c) When you miss the writing deadline for our spring promotion…

Exercise #2
Read the following explanations of “reactions” and mark the answer in each set that is most appropriate.
2) When you can’t find that correspondence I requested …
d) You’ll look pretty inefficient to others.
e) I get irritated because it slows down my work on the project.
f) It could be the last straw that sends our company over the edge.

Individual Worksheet: Constructive Feedback (Due Week Two)

1. When you miss the writing deadline for our spring promotion …
g) The campaign may not go out on time, and I could fail to meet the sales goals I’m accountable for, including losing my bonus.
h) Your reputation for reliability may suffer.
i) I start thinking you’re totally unreliable.

Exercise #3
Read the following requests for change to the situations provided and mark the answer in each set that is most appropriate.
3) When you can’t find that correspondence I requested, I get irritated because it slows down my work on the project.
j) Hurry up!
k) By next week, I’d like you to organize the filing system.
l) This keeps happening over and over again, and it needs to stop.
6) When you miss the writing deadline for our spring promotion, the campaign may not go out on time, and I could fail to meet the sales goals I’m accountable for, including losing my bonus.
a) You don’t want that to happen, do you?
b) What kind of system can we work out to ensure this doesn’t happen again?
c) From now on, your writing deadline will be 2 weeks before anyone else’s.

Exercise #4
Read the following descriptions of potential results of change and mark the answer in each set that is most appropriate.
4) When you can’t find that correspondence I requested, I get irritated because it slows down my work on the project. By next week, I’d like you to organize the filing system.
d) If you can’t do that, you will prove your incompetence.
e) Then it should be smooth sailing from here on out.
f) It should prove less frustrating to both of us if you can find the files we need.
7) When you miss the writing deadline for our spring promotion, the campaign may not go out on time, and I could fail to meet the sales goals I’m accountable for, including losing my bonus. What kind of system can we work out to ensure this doesn’t happen again?
a) Solving this issue will certainly provide me with some peace of mind about all the factors that depend on our campaign rolling out on time.
b) And don’t say “I don’t know” again.
c) I’m interested in ensuring you feel successful in this job.

Individual Worksheet: Constructive Feedback (Due Week Two)

Exercise #5
Your turn!
For each situation below, craft a complete, appropriate feedback message utilizing the guidelines listed at the beginning of this worksheet. Each typed response should be 25-50 words in length; please use complete sentences.

5) Your employee leaves a warehouse door unlocked over night. The warehouse contains thousands of dollars worth of equipment. This is the first time it has happened.

8) One member of your Learning Team is consistently late with his portion of the assignments. You are now working on your final assignment, worth 20 points, and this member has again not submitted his section on time. It is now one day past deadline established by the team for submitting deliverables.

9) One of your employees finally completes a complex procedure correctly, after many attempts.

Exercise #6
In 350 words, describe a time in which you received feedback that you felt was counterproductive. Evaluate the feedback based on the four guidelines listed on this worksheet and suggest how the feedback could have been delivered more effectively. Please type your responses and use complete sentences.

University of Phoenix Material

Learning Team Worksheet: Strengths and Weaknesses Assessment and Preliminary Project Plan (Due Week Two)

Directions: By responding to the following questions, your team will lay the foundation for building a successful Learning Team Charter. These questions will ask team members to think about their individual goals, strengths, and weaknesses and then consider this information in light of the overall mission of the team. By conducting such a preliminary assessment, teams will be in a better position to construct the most efficient and satisfying strategy for fulfilling the team’s purpose.
Answer the following questions with typed responses. Each question below contains multiple subtopics. Each question, including all subtopics, should be answered in 25-50 words.
11. What are the academic goals of each team member? What are the career goals of each team member? How do the academic goals of other members relate to their career goals?

12. What are the strengths of each member of the team? How have these strengths been demonstrated in the past (at work, at home, or in college)? How have each team members’ strengths contributed to the overall success of the team in accomplishing team objectives and projects.

13. What are the weaknesses of each member of the team? How have these weaknesses been demonstrated in the past (at work, at home, or in college)? How have the team members worked together to overcome individual member’s weaknesses to help team members and the team become successful?

14. What are the technology skills of each member of the team regarding operating systems, software, etc? What technology is available to each team member on systems at home or at work)? How will team members address technology needs to meet the objectives for the team successfully?

15. Identify the team’s goals. How do the team goals relate to the individual goals? What quality of academic work are the team members committed to and how will this quality be demonstrated in teamwork when writing papers and preparing for presentations?

University of Phoenix Material

Learning Team Worksheet: Ground Rules (Due Week Three)

Ground Rules, sometimes referred to in business settings as a “Memorandum-of-Understanding,” are useful tools for work or learning teams to identify structures, processes, and strategies to meet team or organizational objectives. Essentially, good ground rules give visibility and voice to those agreements between team members that reduce the potential for non-resolvable conflict(s) which often result in incomplete tasks, broken relationships between team members, and non-productive activity within the team.
Specifically included in a list of ground rules are such items as: • meeting schedules • locations • expectations for attendance • agenda items • completion of deliverables schedule • assigned tasks • communication methods
Good ground rules also retain a certain fluidity in that they may be modified as long as all group members agree on the changes as they evolve.
Language in ground rules should demonstrate a positive, encouraging tone and quality in that the use of negative terminology and toxic language is discouraged and reframed in a more positive manner. For example, when crafting Ground Rules, instead of stating, “Do not interrupt,” team members might state, “We agree to refrain from interrupting one another.” Ground rules should be specific and behaviorally anchored. For example, “Our learning team agrees to meet each Wednesday by teleconference from 8-10 p.m. Central time, on August 7, 14, 21, and 28.”
Using positive, non-toxic language, please answer each of the following questions in typed responses of 25-50 words in length. Be certain to address all subtopics for each question.
1. What are the ways the team members will meet (in person, virtually, online, net meetings, teleconferencing)?
16. What are the days and times for meetings? What exceptions need to be considered?
17. What are the team members’ expectations pertaining to those team members who refrain from attending or participating in team meetings, or neglect their responsibilities? How will that information be communicated in a positive manner? How will all members be accountable when it comes to “signing” the Learning Team Log, indicating that they participated in the Leaning Team Meeting and activities?
18. What are the team’s expectations pertaining to individual members arriving at team meetings (in any modality) late or leaving early?
19. What are the guidelines about each team member’s roles and the responsibilities to all other team members so that one team member doesn’t “hold all the cards” particularly when team deliverables are due? What is the back-up plan?
20. What are the guidelines about creating a proactive process in the event of a team member’s absence (i.e. do we negotiate with the instructor to present our material the week before it’s due, do we tape the missing person’s portion etc).
21. What are the guidelines pertaining to individual behaviors such as:
a. Student Code of Conduct: How will team members ensure that each participant and the team as a whole adhere to the UOP Student Code of Conduct?
b. Academic Honesty: How will the team ensure that team members refrain from plagiarism by adhering to the UOP Standards of Academic Honesty?
c. Interruptions: How will the team members prevent interruptions in the middle of someone else’s conversation?
d. Language: How will team members speak with one another? Consider the definition of ‘respectful language’-- that is, the use of non-toxic language and proper tone in addressing each other and refraining from ‘you’ statements, name-calling, threatening language, flaming emails, and rapid fire exchanges.
e. Names: How will team members address each other?
f. Time: How will team members ensure there is enough time for each team member to speak?
g. Listening: How will team members listen to each other (e.g., summarizing techniques, reflective listening techniques?)
h. Voice and Visibility: How will team members ensure that each is heard and believes him or herself to be a visible contributing member to the team?
i. Power: How will team members ensure that power is shared and not played?
j. Differences: How will team members express differences of opinion?
k. Interests: How will team members ensure that their individual needs are met with regard to assignments?
l. Brainstorm: What are the guidelines when the team generates options?
m. Critical Analysis: What are the guidelines to analyze critically any brainstorming options and final decisions so that the team turns in the best academic work possible?
n. Breaks: When the team meets in-person or via teleconferencing, how will the team take breaks and how does the team negotiate a need for additional breaks?
o. Questions: How will the team members set up a plan to answer each others’ questions in a respectful manner?
p. Non-verbals: What are the guidelines pertaining to non-verbal behavior? What are acceptable non-verbal behaviors?
q. Tone-of-voice: What is the appropriate tone of voice to use when speaking with other team members?
r. Focus: How will the team stay on task? What steps will be taken to assure tasks are completed?
22. What are the guidelines around confidentiality? What is to be kept confidential and how will team members ensure that their commitments are honored?
23. How will team members determine to make changes to this document? What are the guidelines to initiate change?
24. What other guidelines does the team need to include?
25. What conclusions can team members draw from this activity?

Individual Worksheet Three: Conflict Modes / Styles

In team settings, individual team members generally handle conflict in five key ways as identified in an adaptation of the Thomas-Kilman Conflict Inventory (1976): Avoidance, Accommodation, Competition, Compromise, and Collaboration. All five conflict styles can be both beneficial and/or costly to individual and team success. It can also be argued that all five conflict styles may be useful to resolve conflicts under certain circumstances. Please review the five conflict styles listed below:

Individual preferences for managing conflict within the Thomas-Kilman Conflict Inventory:
Avoidance (Lose – Lose Orientation)
a. Low concern for results/assertiveness
b. Low concern for people/cooperation
c. Uncomfortable with conflict
d. May believe that agreement is not possible
Accommodation (Lose –Win Orientation)
a. Low concern for results/assertiveness
e. High concern for people/cooperation
f. Uncomfortable with conflict
g. May be willing to sacrifice own needs in order to meet the needs of another
Competition (Win – Lose Orientation)
b. High concern for results/assertiveness
h. Low concern for people/cooperation
i. May enjoy conflict and sacrifice relationships with others in order to win
Compromise (Win-Lose : Lose-Win Orientation)
c. Moderate concern for results/assertiveness
j. Moderate concern for people/cooperation
k. May not see that a win-win is an option
l. Will give up some interests for others - meets some needs
Collaboration (Win – Win Orientation)
d. High concern for results/assertiveness
m. High concern for people/cooperation
n. Strives to meet the needs of all parties

Conflict Style Diagnosis
Four scenarios are offered below. Several questions follow each scenario that ask you t: • Identify and list the conflict style(s) exhibited by all team members. • Describe how the conflict style is helping or hindering the accomplishment of team goals and objectives. • Determine and list alternative strategies and state your rationale.
Provide typed responses to the questions that follow each of the four scenarios. Each question requires a response of 25-50 words.
Scenario 1
In a professional team meeting, one member of the team, Janelle, is continuously late. In fact, this is the third meeting in a row when Janelle has been more than 15 minutes late. The other members of the team (George, Felicia, and Jose) have talked among themselves about Janelle’s behavior and how it is impacting the productivity of the entire team. Janelle has key information needed to complete the team project and her tardiness generally delays the beginning of the team meeting. Jose would prefer to ignore Janelle’s tardiness and tells George he wants to exclude Janelle from the team, but so far Jose has not said anything to Janelle. Seeing Jose’s frustration, George took the time to meet one-on-one with Janelle for a few moments following the 2nd time that Janelle was late two weeks ago. Janelle promised George that she would be sure to be on time, but here they are again; Janelle is late and the members are seething.
1. What is the conflict style exhibited by each team member (choose from the options presented at the beginning of this worksheet)? 2. How is each person’s style of conflict management helping or hindering the accomplishment of team goals and objectives?
26. What are possible alternative strategies that each member could adopt? Why would each be helpful?
Scenario 2
Roxanne and Carlos have worked together on a work project before and established a good working relationship. As managers in their organization, they have been assigned to meet with three other managers, Annika, Carol, and Justin. However, once all members begin to work together as a team, some interesting individual behaviors are observed.
Annika doesn’t go out of her way to contribute, but instead nods her head, seemingly agrees with the group, yet returns to her department and complains how the group never accomplishes anything. Rumors fly throughout the organization and dis-information reaches Roxanne, who, so far, has not confronted Annika nor shared what she knows.
Annika has managed to secure side agreements with Carol, who now comes to the meetings with agenda items that have nothing to do with the discussion. Meanwhile, Justin just tries to keep the peace among the team members and continually soothes the members during the discussion. Meanwhile, both Roxanne and Carlos, who had secured initial team agreements about Ground Rules and a team action plan, are becoming restless and agitated because after two meetings, the team doesn’t seem to be making progress. At this point, Roxanne, who is no longer patient, abruptly calls the team meeting to an end after making a personal statement directed at Annika about her behavior. Carlos shakes his head disgustedly and walks out of the meeting without saying anything. Annika, Carol, and Justin remain for a few moments and agree that Roxanne was out-of-line and plan to discuss her behavior with their department heads. Justin states he just wants to “keep the peace.” Annika states that she plans to file an employee grievance against Roxanne with Human Resources. Carol tells the team that she agrees with Annika and plans to go to Human Resources in support.
1. What is the conflict style suggested by each team member’s behavior (choose from the options presented at the beginning of this worksheet)? 2. How is each person’s style of conflict management helping or hindering the accomplishment of team goals and objectives? 3. What are possible alternative strategies that each member could adopt? Why would each be helpful?
Scenario 3
Erik, the manager of a software team, determines that a training session on a new software product is critical to his team’s success. Erik commissions several members of his team Keith, Tina and Chris to develop and deliver a 1-day training. Erik approves the training plan. On the day of the training, fifteen minutes after the training session has started, Erik and several other managers arrive. The managers had planned on attending the training session but they are late due to an unexpected emergency. They make their apologies and the training session continues. As the session moves into small group activities as planned, one of the participants, Jessica, raises her hand and inquires, “Why do we all need to attend this training? We always go to these trainings and we never really learn anything.” At this point, manager Erik states that he wants an answer to the question. The training team is stunned. After all, they had piloted the training session with Erik’s input and approval and here they are in front their entire team, needing to justify what they thought was an approved training plan. One of the trainers, Tina, quickly recovers and states, “You know, that’s a great question. Let’s talk about it.” Tina then goes around the room and solicits all the reasons why training may be a problem. She asks one of the other trainers, Chris, to write down all the responses about problems with the training. Only 5 members of the 35 member team give responses. Tina next asks the group what they would like to do with the responses she has gathered. Erik answers the question and directs Tina to bring the responses to him for review following the training session. Tina then suggests that perhaps they could continue with their training sessions. Erik nods his head and the training resumes, even though much of the excitement has waned. 1. What is the conflict style exhibited by Jessica, Erik and each of the three members of the training team?
2. How is each person’s style of conflict management helping or hindering the accomplishment of team goals and objectives? 3. What are possible alternative strategies that each member could adopt? Why would each be helpful?
Scenario 4
As a specially appointed task force, team members are working on constructing guidelines for implementing appropriate changes to a service delivery plan within a Human Services agency. So far, at the first two meetings, Sara makes sarcastic biting comments about the contributions made by Jonathan and Rachel. Jonathan and Rachel have had sidebar conversations about what has been happening. They are angry with Sara and they want her to stop her behavior. They plan to tell her at the next meeting. Meeting three begins. Sara makes another nasty remark directed at Jonathan. Jonathan states, “Sara, when you said what you just said about me I felt uncomfortable and I want it to stop. I want us to work together differently toward the same goals.” Sara states, “Oh Jon, you take things too seriously. I was only joking.” Jonathan states, “I hear that humor is intended but I am uncomfortable and I want this behavior to stop.” Sara says, “Well all right, JONATHAN!” At this point, Sara sulks, doesn’t contribute much, but makes no further sarcastic remarks. Rachel has said nothing to Sara, but she and Jonathan continue the meeting without any further input from Sara.
1. What is the conflict style exhibited by each team member (choose from the options presented at the beginning of this worksheet)? 2. How is each person’s style of conflict management helping or hindering the accomplishment of team goals and objectives? 3. What are possible alternative strategies that each member could adopt? Why would each be helpful?

University of Phoenix Material

Learning Team Worksheet: Managing Team Conflict (Due Week Four)

Directions: Respond to each of the questions below in 25-50 words. Please use complete sentences and type your responses to all questions and subtopics.
1. Based on previous discussions in your learning team, describe in detail some potential sources of conflict on your team. Consider all subtopics listed below in your response:
a. Overlapping areas of strength among members
b. Missing strengths that are needed for success
c. Specific barriers to communication
d. Types of decision-making styles and the conflict they may generate
e. Conflicts you have already experienced
f. Types of conflict that may be beneficial.

27. How will the team deal with a team member who will not cooperate with the team goals and objectives – for instance, the team member who is personally offensive; or, the team member who is a social loafer?

28. Reflect once more on the experiences you’ve had within your current learning team. Describe a time when the members of your team have managed conflict by:
a. Avoidance
b. Competition
c. Accommodation
d. Collaboration
e. Compromise

Next, discuss which of the above conflict management methods seemed to yield the best outcomes for your learning team. Explain your rationale.

29. Summarize the responses to #3 into five specific team rules about conflict management that describe how team members will respond and behave in challenging situations. Consider adopting the following phrasing: When faced with conflict, our team will manage it by….
a.
b.
c.
d.

University of Phoenix

Rubric for Individual Worksheet: Experience with Teams (Due Week One)

Please review this rubric prior to completing the appropriate Worksheet. This rubric offers the criteria that will be used to evaluate the Worksheet that is submitted at deadline.

|Criterion |Unsatisfactory |Satisfactory |Exceptional |
| |Did not thoroughly answer all |70% of responses were on-topic |All responses on-topic and |
| |questions. |and clearly articulated. |clearly articulated |
| |Discussion did not clearly |Discussion related to |Discussion related to |
| |relate to experiences with teams|experiences with teams and team |experiences with teams and team |
| |and team environments. |environments. |Responses supported with ample |
| | | |and specific examples |
| | | | |
| | | | |
| | | | |
|Discussion of | | | |
|Experience with Teams | | | |
| |Did not type responses |Typed responses |Typed responses |
|General Criteria |Multiple spelling/grammar errors|Fair amount of spelling and/or |Minimal spelling and/or grammar |
| |Did not use complete sentences |grammar errors |errors |
| |Responses were fewer than the |Answered all questions in |Answered all questions in |
| |required 25-50 words in length. |complete sentences. |complete sentences and in detail|
| | |Each response 25-50 words in |Each response was a minimum of |
| | |length. |25-50 words in length and often |
| | | |exceeded that amount. |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Comments | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Points (10 possible) |0-6 |7-8 |9-10 |

University of Phoenix

Rubric for Learning Team Worksheet: Strengths and Weaknesses Assessment and Preliminary Project Plan (Due Week Two)

Please review this rubric prior to completing the appropriate Worksheet. This rubric offers the criteria that will be used to evaluate the Worksheet that is submitted at deadline.

|Criterion |Unsatisfactory |Satisfactory |Exceptional |
| |69% or less than of the |70% of questions and subtopics |90% of questions and subtopics |
| |questions and subtopics answered|answered with sufficient detail.|answered with sufficient detail.|
| |with sufficient detail. |Team members’ strengths and |Team members’ strengths and |
| |Team members’ strengths and |weaknesses were identified and |weaknesses were identified and |
| |weaknesses were neither |discussed. |discussed. |
| |identified nor discussed. | | |
| | | | |
| | | | |
| | | | |
|Ground Rules: | | | |
|Responses to 11 questions and | | | |
|all subtopics | | | |
| |Did not type responses |Typed responses |Typed responses |
| |(on-ground students) |Fair amount of spelling and/or |Minimal spelling and/or grammar |
|General Criteria |Multiple spelling/grammar errors|grammar errors |errors |
| |Did not use complete sentences |Answered all questions in |Answered all questions in |
| |Responses were fewer than the |complete sentences. |complete sentences and in detail|
| |required 25-50 words in length. |Each response 25-50 words in |Each response was a minimum of |
| | |length. |25-50 words in length and often |
| | | |exceeded that amount. |
| | | | |
| | | | |
|Comments | | | |
| | | | |
| | | | |
| |0-6 |7-8 |9-10 |
|Points (10 possible) | | | |

University of Phoenix

Rubric for Individual Worksheet: Constructive Feedback (Due Week Two)

Please review this rubric prior to completing the appropriate Worksheet. This rubric offers the criteria that will be used to evaluate the Worksheet that is submitted at deadline.

|Criterion |Unsatisfactory |Satisfactory |Exceptional |
|Responses to Questions 1-8 |Answered 4 or fewer questions |Answered 5-6 questions correctly|Answered 7-8 questions correctly|
| |correctly | | |
| |Answered 1 or fewer correctly |Answered 2 questions correctly |Answered 3 questions correctly |
| |Made one or more of the |Addressed situations |Addressed situations |
| |following errors: 1) made |specifically, without |specifically, without |
| |assumptions; 2) made judgments; |assumptions, without attacking |assumptions, without attacking |
| |3) generalized; 4) attacked the |the individual, and invited |the individual, and invited |
|Short Answer Responses |person instead of the behavior |discussion (as appropriate) |discussion (as appropriate) |
|(questions 9-11) | | | |
|Final Feedback Exercise |Did not provide an adequate |Provided description of a time |Provided description of a time |
| |description of a time when |when feedback was received that |when feedback was received that |
| |feedback was received that was |was counterproductive |was counterproductive |
| |counterproductive |Feedback was evaluated (75% of |Feedback was evaluated according|
| |Feedback was not evaluated |the time) according to the |to the following guidelines: |
| |appropriately and contained one |following guidelines: specific, |specific, concrete, without |
| |or more of the following: |concrete, without exaggeration. |exaggeration. |
| |generalizations, assumptions, |Recommended specific changes. |Recommended specific changes. |
| |exaggerations. | | |
| |Did not meet the minimum word | | |
| |count requirement. | | |
| |Did not type responses |Typed responses |Typed responses |
| |(on-ground students) |Fair amount of spelling and/or |Minimal spelling and/or grammar |
|Grading Criteria |Multiple spelling/grammar errors|grammar errors |errors |
| |Did not use complete sentences |Answered all questions in |Answered all questions in |
| |Responses were fewer than the |complete sentences. |complete sentences and in detail|
| |required 25-50 words in length. |Each response 25-50 words in |Each response was a minimum of |
| |Did not thoroughly answer all |length. |25-50 words in length and often |
| |questions. |Majority of responses were |exceeded that amount. |
| | |on-topic and clearly |All responses on-topic and |
|General Criteria | |articulated. |clearly articulated |
| | | |Responses supported with ample |
| | | |and specific examples |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Comments | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |0-6 |7-8 |9-10 |
|Points (10 possible) | | | |
| | | | |

University of Phoenix

Rubric for Team Worksheet: Ground Rules (Due Week Three)

Please review this rubric prior to completing the appropriate Worksheet. This rubric offers the criteria that will be used to evaluate the Worksheet that is submitted at deadline.

|Criterion |Unsatisfactory |Satisfactory |Exceptional |
| |Language in answers tends to be |Language in 70% of answers is |Language in all answers is |
| |negative in tone, quality and |positive in tone, quality and |positive in tone, quality and |
| |wording. |wording. |wording. |
| |Addressed less than 69% of |A minimum of 70% of responses |A minimum of 90% of responses |
| |questions and subtopics |were clearly articulated, |were clearly articulated, |
| |Responses were not clearly |specific, and behaviorally |specific, and behaviorally |
| |articulated, specific, and |anchored. |anchored. |
| |behaviorally anchored. |Addressed more than 70% of |Addressed more than 90% of |
| | |questions and subtopics |questions and subtopics |
|Ground Rules: | | |Responses supported with ample |
|Responses to 11 questions and | | |and specific examples |
|all subtopics | | | |
| |Did not type responses |Typed responses |Typed responses |
| |(on-ground students) |Fair amount of spelling and/or |Minimal spelling and/or grammar |
|General Criteria |Multiple spelling/grammar errors|grammar errors |errors |
| |Did not use complete sentences |Answered all questions in |Answered all questions in |
| |Responses were fewer than the |complete sentences. |complete sentences and in detail|
| |required 25-50 words in length. |Each response 25-50 words in |Each response was a minimum of |
| | |length. |25-50 words in length and often |
| | | |exceeded that amount. |
| | | | |
|Comments | | | |
| | | | |
| | | | |
| |0-6 |7-8 |9-10 |
|Points (10 possible) | | | |
| | | | |

University of Phoenix

Rubric for Team Worksheet: Managing Team Conflict (Due Week Four)

Please review this rubric prior to completing the appropriate Worksheet. This rubric offers the criteria that will be used to evaluate the Worksheet that is submitted at deadline.

|Criterion |Unsatisfactory |Satisfactory |Exceptional |
| |Language in answers tends to be |Language in 70% of answers is |Language in all answers is positive in|
|Managing Team Conflict: |negative in tone, quality and |positive in tone, quality and |tone, quality and wording. |
|Responses to 4 questions and all|wording. |wording. |A minimum of 90% of responses were |
|subtopics |Responses were not clearly |A minimum of 70% of responses |clearly articulated, behaviorally |
| |articulated, behaviorally |were clearly articulated, |anchored, and specific in nature. |
| |anchored, and specific in |behaviorally anchored, and |Addressed 90% of all questions and |
| |nature. |specific in nature. |subtopics. |
| |Addressed fewer than 69% or all |Addressed 70% of all questions | |
| |questions and subtopics. |and subtopics. | |
| |Did not type responses |Typed responses |Typed responses |
| |(on-ground students) |Fair amount of spelling and/or |Minimal spelling and/or grammar errors|
|General Criteria |Multiple spelling/grammar errors|grammar errors |Answered all questions in complete |
| |Did not use complete sentences |Answered all questions in |sentences and in detail |
| |Responses were less than the |complete sentences. |Each response was a minimum of 25-50 |
| |required 25-50 words in length. |Each response 25-50 words in |words in length and often exceeded |
| | |length. |that amount. |
| | | | |
| | | | |
| | | | |
|Comments | | | |
| | | | |
| | | | |
| |0-6 |7-8 |9-10 |
|Points (10 possible) | | | |
| | | | |

University of Phoenix

Rubric for Individual Worksheet: Conflict Modes/Styles (Due Week Four)

Please review this rubric prior to completing the appropriate Worksheet. This rubric offers the criteria that will be used to evaluate the Worksheet that is submitted at deadline.

|Criterion |Unsatisfactory |Satisfactory |Exceptional |
| |Identified conflict styles for |Identified conflict styles for |Identified conflict styles for |
| |all individuals in 1 or fewer |all individuals in a minimum of |all individuals in 3-4 |
| |scenarios. |2 scenarios. |scenarios. |
| |Did not anchor responses in |Anchored responses in behavioral|Anchored responses in behavioral|
| |behavioral terms and did not |terms and justified responses in|terms and justified responses in|
| |justify responses in a logical |a logical manner. |a logical manner. |
| |manner. |Majority of responses were |All responses on-topic and |
| |Did not thoroughly answer all |on-topic and clearly |clearly articulated |
| |questions. |articulated. | |
|Conflict Style Diagnosis | | | |
| |Did not type responses |Typed responses |Typed responses |
| |(on-ground students) |Fair amount of spelling and/or |Minimal spelling and/or grammar |
|General Criteria |Multiple spelling/grammar errors|grammar errors |errors |
| |Did not use complete sentences |Answered all questions in |Answered all questions in |
| |Responses were fewer than the |complete sentences. |complete sentences with specific|
| |required 25-50 words in length. |Each response 25-50 words in |details. |
| | |length. |Each response was a minimum of |
| | | |25-50 words in length and often |
| | | |exceeded that amount. |
| | | | |
| | | | |
| | | | |
|Comments | | | |
| | | | |
|Points (10 possible) |0-6 |7-8 |9-10 |

University of Phoenix Faculty Material

Rubric for Learning Team Charter and Presentation (Due Week Five)

Please review this rubric prior to completing the appropriate Worksheet. This rubric offers the criteria that will be used to evaluate the Worksheet that is submitted at deadline.

|Criterion |Unsatisfactory |Satisfactory |Exceptional |
| |Presentation includes 3 or fewer|Presentation includes at least |Presentation includes all of |
| |of the following: |4 of the following: |the following: |
| | | | |
| |A clear description of the |A clear description of the |A clear description of the |
| |Team’s top five agreements. |Team’s top five agreements. |Team’s top five agreements. |
| |A justification for each of the |A justification for each of the|A justification for each of the|
|Presentation: |Team’s top five agreements. |Team’s top five agreements. |Team’s top five agreements. |
|Content and Visual Aids |A discussion of the pros and |A discussion of the pros and |A discussion of the pros and |
| |cons for the Team’s top five |cons for the Team’s top five |cons for the Team’s top five |
| |agreements. |agreements. |agreements. |
| |A clear connection to the course|A clear connection to the |A clear connection to the |
| |readings, including in-text |course readings, including |course readings, including |
| |citations and a reference list |in-text citations and a |in-text citations and a |
| |at the end. |reference list at the end. |reference list at the end. |
| |A PowerPoint or other visual aid|A PowerPoint or other visual |A PowerPoint or other visual |
| |that was easy to read. |aid that was easy to read. |aid that was easy to read. |
| |2 or less of the following |At least 3 of the following |All of the following elements |
| |elements were apparent: |elements were apparent: |were apparent: |
| | | | |
| |Presentation was well-organized,|Presentation was |Presentation was |
|Presentation: |clear and effectively |well-organized, clear and |well-organized, clear and |
|Organization |structured. |effectively structured. |effectively structured. |
| |Presentation had a clear |Presentation had a clear |Presentation had a clear |
| |introduction. |introduction. |introduction. |
| |Presentation had a clear |Presentation had a clear |Presentation had a clear |
| |conclusion |conclusion |conclusion |
| |Presentation was integrated into|Presentation was integrated |Presentation was integrated |
| |a group presentation. |into a group presentation. |into a group presentation. |
| |4 or fewer of the following |At least 5 of the following |All of the following elements |
| |elements were apparent: |elements were apparent: |were apparent: |
| | | | |
|Presentation: |Content knowledge was evident. |Content knowledge was evident. |Content knowledge was evident. |
|Style and |Team used time well (15 minutes)|Team used time well (15 |Team used time well (15 |
|Audience Participation (on-ground|All team members had speaking |minutes) |minutes) |
|only) |parts. |All team members had speaking |All team members had speaking |
| |Team members were easy to hear. |parts. |parts. |
| |Team members made good eye |Team members were easy to hear.|Team members were easy to hear.|
| |contact with the audience. |Team members made good eye |Team members made good eye |
| |The team involved the audience |contact with the audience. |contact with the audience. |
| |and asked for feedback. |The team involved the audience |The team involved the audience |
| | |and asked for feedback. |and asked for feedback. |
| |Did not type responses. |Typed responses. |Typed responses. |
| |Did not use complete sentences. |Thoroughly answered all |Thoroughly answered all |
| |Did not thoroughly answer all |questions in complete |questions in complete |
| |questions |sentences. |sentences. |
|Charter |Multiple spelling/grammar |Fair amount of spelling and/or |Minimal spelling and/or |
|(All Sections) |errors. |grammar errors. |grammar errors. |
| |Language in 69% or less of all |Language in 70-89% of answers |Language in 90% of all answers |
| |the answers tends to be negative|is positive in tone, quality |is positive in tone, quality |
| |in tone, quality and wording. |and wording. |and wording. |
| | | | |
| |Anchored ground rules in |Anchored ground rules in |Anchored ground rules in |
|Ground Rules |language that identified |language that identified |language that identified |
| |specific rules of behavior in |specific rules of behavior in |specific rules of behavior in |
| |69% or less of all written |70-89% of all written items. |at least 90% of all written |
| |items. | |items. |
| | | | |
| |Anchored conflict management |Anchored conflict management |Anchored conflict management |
| |guidelines in language that |guidelines in language that |guidelines in language that |
|Conflict Management |identified specific guidelines |identified specific guidelines |identified specific guidelines |
| |and progressive steps to manage |and progressive steps to manage|and progressive steps to manage|
| |conflict in 69% or less of all |conflict in 70-89% of all |conflict in at least 90% of all|
| |written items. |written items. |written items. |
| | | | |
| | | | |
|Comments | | | |
| | | | |
| | | | |
|Charter Points (20 possible) |0 - 13 |14-17 |18-20 |
| | | | |
| | | | |
| | | | |
|Presentation Points (10 possible)|0-6 |7-8 |9-10 |

Written assignment feedback Form

| | |
|Student/Group Name(s) |Date |
|Course |Assignment |

Content/Development 50%
|Subject Matter: | |
|Key elements of assignments covered | |
|Content is comprehensive/accurate/persuasive | |
|Displays an understanding of relevant theory | |
|Major points supported by specific details/examples | |
|Research is adequate/timely | |
|Writer has gone beyond textbook for resources | |
|Higher-Order Thinking: | |
|Writer compares/contrasts/integrates theory/subject matter with work | |
|environment/experience | |
|At an appropriate level, the writer analyzes and synthesizes theory/practice to | |
|develop new ideas and ways of conceptualizing and performing | |
| | |

Organization 20%
|The introduction provides a sufficient background on the topic and previews major| |
|points | |
|Central theme/purpose is immediately clear | |
|Structure is clear, logical, and easy to follow | |
|Subsequent sections develop/support the central theme | |
|Conclusion/recommendations follow logically from the body of the paper | |
| | |

Style/Mechanics 30%
|Format--10% | |
|Citations/reference page follow guidelines | |
|Properly cites ideas/info from other sources | |
|Paper is laid out effectively--uses, heading and other reader-friendly tools | |
|Paper is neat/shows attention to detail | |
| | |
|Grammar/Punctuation/Spelling--10% | |
|Rules of grammar, usage, punctuation are followed | |
|Spelling is correct | |
| | |
|Readability/Style--10% | |
|Sentences are complete, clear, and concise | |
|Sentences are well-constructed with consistently strong, varied structure | |
|Transitions between sentences/paragraphs/sections help maintain the flow of | |
|thought | |
|Words used are precise and unambiguous | |
|The tone is appropriate to the audience, content, and assignment | |