Leadership: Individual Group Analysis Paper I

Paper Format: (5 points) Do not use a cover sheet or report cover. Simply put your name, the course, the class hour, and the quarter in the top right hand corner. Address each task separately. Use standard academic English. Your final copy should be carefully proofread. The paper should be typed using a 10 or 12 point font and 1 inch margins. You may, however, use single line spacing.

Task 1: Leadership Perspectives (36 points) Step 1: Concepts and Assumptions In your own words give a clear, accurate and detailed summary of the leadership or technology information assigned to your group. What are the assumptions about individuals, groups or the context that this leadership perspective makes? [Summarize the information. Don’t tell me what you did in the presentation.] Step 2: Depth What profession are you going into? Describe what types of teamwork and leadership will be required in your profession or working situation? If you are unsure of your major, you could use a recent working environment or volunteer group that you are familiar with. Step 3: Implications/ Consequences: Would the information covered by your group (Step 1), be useful to the leaders or groups described in Step 2. What about the leadership perspective or virtual groups would not be useful in the environment you describe in Step 2? Is there another perspective that might be more useful? How? Give examples whenever possible. Explain why and justify your positions.

Task 2: (24 points) A. Evaluate role emergence in your group. (See pages 149-158) Consider the list of roles on page 156. What specific task, maintenance, or disruptive roles has each person developed (include yourself)? Give specific examples of the person’s communication and contributions to the group process that would prove their role. If they tried for a role early on but were not endorsed by the group, why not? Note: Two or three sentences per person are not adequate. Give examples. Reflect on how these roles emerged within the group dynamic.

B. Justify the grade you have given each group member for all their work on the first project. Be fair and consistent in your evaluation.

Task 3: (15 points) Improving Your Presentation

1. Watch the video of your group. 2. Use the critique forms (delivery rubric) to identify performance levels during the presentation. This critique is between you and the instructor. You are not expected to share your evaluation with the group though it should help you to work with each other to improve your next presentation. This is not intended as the basis on which to grade each other for the project. 3. Considering the content of the group assignment, what did your group do well in teaching your material? Is there information that you could have covered more effectively? (Was your information accurate, in depth, have quality examples, etc.) 4. Considering the expectations for a good presentation, what did your group do well? What could your group have done better? (For example, speaking performance, transitions, visual aid, enthusiasm, keeping the class interested, group appearance, etc.) 5. Now look forward. How specifically could your group work better to improve your next project? What specifically can you do to help?

Task 4: Talk to me if you need clarification.

On a separate sheet of paper or handout provided by your instructor with your name on it, list the name of each member of your group and give them a decimal grade (0.0 to 4.0) for their group work in the first half of the quarter. The grades your team members give you will be averaged together. Finally, you should give yourself a grade as well, but it will not be averaged into the rest.

If you fail to follow the directions on Task 4, you will receive a 0.0 for your individual performance on this project in place of the average your group members give you. If someone doesn’t hand in grades for other group members, it doesn’t count against their teammates.

If you give a letter grade to your group members in place of a decimal grade, or you give a grade range in place of a single decimal grade, the grade entered for your teammates will be a 0.0. (Yes, this means that your group members will pay the price if you do not list the grade in the correct way. You will pay also by having your average converted to a 0.0 for not following directions.)

Refer to the class syllabus for a scale of decimal grades. The information that you include is confidential between you and the instructor and should not be shared with group members.

Task 5: Staple your materials together in the following order:

1. paper 2. delivery rubric filled out for each group member as directed in task 3 3. a separate sheet with grades for each group member so that the grades cannot be seen.

Grading: The individual paper is worth 7% of your final grade. The grade averages from your group is worth 5% of your final grade (out of the group project category). 10% of your final grade is based on the group project.