Please advise about changing my email address to
camolinari@aol.com .Thank you.
At 12:35 AM 8/26/01 -0500, you wrote:
>Date: Sun, 26 Aug 2001 00:35:33 -0500
>Reply-To: Management Education and Development Discussion
><
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
>Sender: Management Education and Development Discussion
><
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
>From: Automatic digest processor <
LISTSERV@MAELSTROM.STJOHNS.EDU>
>Subject: MG-ED-DV Digest - 24 Aug 2001 to 25 Aug 2001 (#2001-151)
>To: Recipients of MG-ED-DV digests <
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
>
>There are 8 messages totalling 455 lines in this issue.
>
>Topics of the day:
>
> 1. TOC: Journal of Business Venturing, Vol 17 Iss 2
> 2. Making teams effective in class (5)
> 3. CALL: ICED conference in Perth, Australia
> 4. CALL FOR PAPERS - EP: Internet-Based Psychological Experimenting
>Date: Sat, 25 Aug 2001 07:34:16 -0400
>From: Charles Wankel <
cxx@bellatlantic.net>
>Subject: TOC: Journal of Business Venturing, Vol 17 Iss 2
>MIME-Version: 1.0
>Content-Type: text/plain; charset="iso-8859-1"
>Content-Transfer-Encoding: 7bit
>
>Journal: Journal of Business Venturing
>ISSN : 0883-9026
>Volume : 17
>Issue : 2
>Date : Mar-2002
>
>Visit the journal at
http://www.elsevier.nl/locate/jnlnr/07688
>
>
>pp 99-122
>Home base and knowledge management in international ventures
>W. Kuemmerle
>
>pp 123-142
>The competitiveness of small and medium enterprises - A
>conceptualization with focus on entrepreneurial competencies
>T.W.Y. Man, T. Lau, K.F. Chan
>
>pp 143-162
>Passing the baton - The importance of sequence, timing, technique and
>communication in executive succession
>B. Dyck, M. Mauws, F.A. Starke, G.A. Mischke
>
>pp 163-187
>Co-production of business assistance in business incubators: an
>exploratory study
>M.P. Rice
>---
>
>--- Related New Books Published by Elsevier Science ---
>
>Title: The Next Phase of Business Ethics
>Url:
http://www.elsevier.nl/locate/isbn/0-7623-0809-5
>
>Title: Strategies and Organizations in Transition
>Url:
http://www.elsevier.nl/locate/isbn/0-7623-0023-X
>
>Title: Systems Perspectives on Resources, Capabilities, and Management
> Processes
>Url:
http://www.elsevier.nl/locate/isbn/0-08-043778-8
>Date: Sat, 25 Aug 2001 08:14:18 -0400
>From: Charles Wankel <
cxx@bellatlantic.net>
>Subject: Making teams effective in class
>MIME-Version: 1.0
>Content-Type: text/plain; charset="iso-8859-1"
>Content-Transfer-Encoding: 7bit
>
>I have read a posting to another list, STLHE-L, that mentions having teams
>of students working on assignments together. I invite your comments on how
>you make this work in your classes (or aspects of it that are problematic
>for you).
>
>Cybercollegially,
>Charles Wankel
>Mg-Ed-Dv Moderator
>
wankelc@stjohns.edu
>Date: Sat, 25 Aug 2001 08:17:05 -0400
>From: Charles Wankel <
cxx@bellatlantic.net>
>Subject: CALL: ICED conference in Perth, Australia
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>Content-Transfer-Encoding: 7bit
>
>"Spheres of Influence: Ventures and Visions in Educational
>Development" is the theme for this international conference for
>educational development/faculty development/academic staff
>development interests in universities, colleges and institutes of
>higher learning. Following successful conferences in Vasa, Finland in
>1996, Austin Texas, United States in 1998, and Bielefeld, Germany in
>2000, the ICED conference is coming to Perth, Western Australia in
>2002.
>
>A text only version of the preliminary announcement for this
>conference appears below and a version is also available at:
>http://www.csd.uwa.edu.au/iced2002/flyer.html
>
>Further details will appear on the Web site
>(http://www.csd.uwa.edu.au/iced2002/) as soon as they are finalised.
>Please consider joining us for what promises to be a challenging and
>enjoyable conference. Immediately following the ICED Conference, and
>also in Perth, will be the conference of the Higher Education
>Research and Development Society of Australasia. A discounted
>arrangement is being negotiated for full registrations to both
>conferences. Further details of this conference can be found at:
>http://www.ecu.edu.au/conferences/herdsa/
>
>Owen Hicks
>ICED 2002 Conference Convenor
> -=-=-=-=-=-=-=-=-=-
>Date: Sat, 25 Aug 2001 10:17:10 -0400
>From: Charles Wankel <
cxx@bellatlantic.net>
>Subject: Re: Making teams effective in class
>MIME-Version: 1.0
>Content-Type: text/plain; charset="iso-8859-1"
>Content-Transfer-Encoding: 7bit
>
>From: Harry Bury [mailto:
HBury@bw.edu]
>
>At Baldwin Wallace in our Executive MBA program we form teams
>at the very beginning and they stay together for the 2 years. Some
>assignments are team-graded and some are individually-graded.
>
>POSITIVES:
>
>*They learn from the outset to work together as a team as the whole is
>greater than the sum of its parts.
>
>*They meet between classes face-2-face and they learn to communicate and
>meet via email and virtual team interaction.
>
>*They learn interdependence and trust.
>
>*Graduate school is less threatening for those who have been away from the
>books for a long time.
>
>*It is more fun studying and working together and they develop friendships
>that last far beyond the EMBA experience.
>
>* The whole approach masks the work environment: at least the one we would
>like to see and promote. In other words it fits our values.
>
>****and, many more that I cannot think of at the moment.
>
>NEGATIVES:
>
>*Sometimes the groups do not jell and we need to do conflict management
>which is a great learning experience when it works but difficult when it
>doesn't and people need to change groups.
>
>*Sometimes one or more do not carry their load and others want to learn or
>desire a high grade so much that they will carry the other or others.
>Usually they do it quietly but sometimes they object and we go back to the
>former.
>
> As you can see, we have experienced far more positives than
> negatives and
>would recommend working in teams. By the way it is a great opportunity to
>enable to understand systems theory as opposed to Taylorism.
>Respectfully,
>Harry
>
>******************************************************
>Prof. Harry J. Bury, Ph.D.
>Professor of Organizational Behavior and Systems Management
>Baldwin-Wallace College
>275 Eastland Road
>Berea, Ohio 44017-2088
>Office Phone: (440)826-2395
>***********************************************************
>
>-----Original Message-----
>
>...having teams of students working on assignments together. I invite your
>comments on how you make this work in your classes (or aspects of it that
>are problematic for you).
>Charles Wankel
>Date: Sat, 25 Aug 2001 10:45:19 -0400
>From: Charles Wankel <
cxx@bellatlantic.net>
>Subject: CALL FOR PAPERS - EP: Internet-Based Psychological Experimenting
>MIME-Version: 1.0
>Content-Type: text/plain; charset="iso-8859-1"
>Content-Transfer-Encoding: 7bit
>
>From: Ulf Reips <
ureips@genpsy.unizh.ch>
>Subject: CALL FOR PAPERS - EP: Internet-Based Psychological Experimenting
>
>"Experimental Psychology" (the upcoming successor of the German
>"Zeitschrift fuer Experimentelle Psychologie", now appearing in
>English language) is pleased to announce a special issue on
>"Internet-based psychological experimenting". Guest editors will be
>Ulf-Dietrich Reips (University of Zurich, Switzerland) and Jochen
>Musch (University of Bonn, Germany).
>
>INTERNET-BASED PSYCHOLOGICAL EXPERIMENTING
>
>To provide a forum for the critical discussion of a major new
>methodological trend in current psychological research, "Experimental
>Psychology" will publish a special issue on conducting experiments in
>the Internet. This special issue will focus on methodological,
>empirical, and theoretical approaches to Web experimentation in
>psychology. We particularly welcome manuscripts that report
>innovative, original, high-quality experimental research. Although
>the special issue will emphasize empirical reports, there will also be
>room for one theoretical or review paper.
>
>One major focus of the special issue will be the methodologically
>sound use of the Internet for conducting fundamental and applied
>psychological experiments. The scope of the special issue is defined
>by the experimental method, and thus, papers based on experiments and
>quasi-experiments from all areas of psychology are invited. To name
>just a few typical fields and domains of inquiry, this includes - but
>is not limited to - experimental work on social cognition, thinking,
>problem-solving, decision-making, judgment, perception, learning,
>language, memory, and research methods in psychology. Correlational
>research without an experimental manipulation is not considered
>suitable for the special issue. Although the World Wide Web is most
>frequently used for psychological research on the Internet, all other
>forms of Internet experimentation are also of interest.
>
>A second major focus of the special issue will be the methodology of
>Web experimenting. What are the pros and cons of Internet research?
>How can the internal and external validity of Web experiments be
>determined and increased? Which advanced techniques allow for greater
>control and avoidance of pitfalls in Internet experiments? What are
>the features of experiments that make them suitable for the Internet,
>and what kind of experiments should better be conducted in a
>non-virtual environment? Which problems have come up during the six
>years of Web experimentation, and what solutions can be offered? We
>welcome the submission of all papers addressing one or more of these
>and related questions on psychological online research. Of particular
>interest will be papers comparing the results of Web experiments with
>those of laboratory or field experiments.
>
>Empirical articles may contain up to 10,000 words including tables and
>references, and up to six figures. Theoretical and review articles of
>particular interest may exceed this page limit. Papers should be
>submitted via e-mail (
webexppsy@genpsy.unizh.ch) to Ulf-Dietrich Reips
>and Jochen Musch. The deadline for submissions is February 1st, 2002.
>All papers will be peer-reviewed by at least two reviewers and the
>best papers will be published in a special issue of "Experimental
>Psychology" in late 2002.
>
>For further inquiries, please contact the editors of the special issue
>of "Experimental Psychology" on "Internet-based psychological
>experimenting":
>
>Ulf-Dietrich Reips,
ureips@genpsy.unizh.ch
>http://www.psych.unizh.ch/genpsy/reips/reipspers.html
>
>or Jochen Musch,
jochen.musch@uni-bonn.de
>http://www.psychologie.uni-bonn.de/sozial/staff/musch/musch.htm
>Date: Sat, 25 Aug 2001 11:14:48 -0400
>From: Charles Wankel <
cxx@bellatlantic.net>
>Subject: Re: Making teams effective in class
>MIME-Version: 1.0
>Content-Type: text/plain; charset="iso-8859-1"
>Content-Transfer-Encoding: 7bit
>
>From: curt wellington [mailto:
curtpw@hotmail.com]
>
>Hi All,
>By way of introduction, I am from the sunny Caribbean island of Trinidad,
>and am attached to the University of the West Indies-Institute of Business
>as a Resident Consultant (UWI-IOB).
>
>At the IOB, we offer post-graduate programmes, for which the concept of
>"building high performance teams" is an experiential process that is
>designed into the programmes.
>
>The first level of interaction of each programme is a 3-day team-building
>workshop that exposes participants to the concept, processes and benefits
>of using high performance teams in today's workplace. This is simulated in
>the teams they form at the end of the workshops, and in how they organise
>themselves to udertake project assignments during the programmes.
>
>The experience exposes participants to the dynamics of team performance,
>including the issues of leadership and diversity (which is critical in our
>societies).
>
>While the IOB encourages teams to confront and to work through their
>differences, team members often choose to reconfigure themselves to ensure
>successful outcomes (achievement of their post-graduate degrees).
>
>Team members develop their own norms and values, and there have been
>occasions when a member has been expunged from the team for conduct
>considered to be inimical to the best interests of the team.
>
>We believe that the experience contributes to a great extent to the
>subsequent success of our graduates in their workplaces.
>
>
>Curt P. Wellington
>Resident Consultant
>UWI-Institute of Business
>Tunapuna
>Trinidad and Tobago
>
>Phone: 868-662-9894
>Fax: 868-662-1411
>email:
curtpw@hotmail.com
>
curtpw52@tstt.net.tt
>Date: Sat, 25 Aug 2001 15:21:00 -0400
>From: Charles Wankel <
cxx@bellatlantic.net>
>Subject: Re: Making teams effective in class
>MIME-Version: 1.0
>Content-Type: text/plain; charset="iso-8859-1"
>Content-Transfer-Encoding: 7bit
>
>From: Ken Rossi [mailto:
rossik001@hawaii.rr.com]
>
>I have used team activities in a number of class environments. The program I
>teach in also uses the team approach for many of the courses including the
>software engineering practicum. Since mine are graduate students, we try to
>prepare them for the 'real' world by having them perform projects in teams
>as they would when they graduate. The key points I see to making this work
>are:
> 1. Make sure the task, project, etc. has enough work to keep the team
>actively involved. It must be of sufficient scope that one or two cannot
>complete the task in the allotted time.
>
> 2. Provide a feedback mechanism for the students to comment on the
>actions and contributions of their team mates. I use a form that I calculate
>the result into the final grade of the project. In other words, the students
>have input into each other's grade.
>
> 3. Provide them with a mechanism and strategies to deal with conflict.
>In some cases, we allow the students to choose their team, such as the
>semester-long software engineering project, or I will assign members based
>on their discipline, such as the MIS course which is taken by the MBA, IS,
>Org Change, HRM, Global Leadership and Comm. students. That way I can
>develop multi-functional teams for them to work on projects or class cases.
>In both instances, conflict can arise and I must be prepared to deal with it
>through coaching or more direct actions (such as changing team members).
>
> 4. In cases where the group activities are a portion of the final
>grade, I make sure there is also some form of individual assessment so that
>none fall through the crack and get away with doing nothing. In the
>software engineering practicum, there are regular, detailed feedback
>sessions where each member is required to explain their personal
>contribution to the overall project and the activities up to that point.
>That allows for a constant monitoring of the all the students on the team.
>
>I have found this to be particularly useful in many of the courses that
>contain information about activities that will normally be done in teams
>anyway. We use a combination of group and individual projects in all our
>Professional Studies program (MSIS, MAOC, MAHRM, MA Global Leadership)
>because these students will leave and become the group and team leaders in
>their filed and they must develop the skills to successfully lead and task
>organize before they head out into the 'real' world.
>
>
>Ken Rossi, Ed.D.
>Asst. Professor of Information Systems
>Hawaii Pacific University
>Honolulu, Hawaii
>(808) 544-1412
>
rossik001@hawaii.rr.com
>
kgrossi@hpu.edu
>Date: Sat, 25 Aug 2001 15:45:45 -0400
>From: Harry Bury <
HBury@bw.edu>
>Subject: Re: Making teams effective in class
>MIME-Version: 1.0
>Content-Type: text/plain; charset="ISO-8859-1"
>
>Dear Colleagues,
>I really like Ken's suggestions and will incorporate those we have not used.
>In a previous post today, I mentioned that we use teams of participants in
>the program. Today they chose their teammates and I was delighted to watch
>them do it as a whole class making sure that each of the four teams had
>members of respective functions, such as finance, engineering, marketing,
>operations, etc. They realized that what was good for the whole class was
>good for the individual teams and each individual in the EMBA program as
>well. Already they were beginning to practice systems thinking. As a
>professor, I could not have been happier.
>Respectfully,
>Harry
>
>******************************************************
>Prof. Harry J. Bury, Ph.D.
>Professor of Organizational Behavior and Systems Management
>Baldwin-Wallace College
>275 Eastland Road
>Berea, Ohio 44017-2088
>Office Phone: (440)826-2395
>***********************************************************
>
>
>
>-----Original Message-----
>From: Charles Wankel [mailto:
cxx@bellatlantic.net]
>Sent: Saturday, August 25, 2001 3:21 PM
>To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU
>Subject: Re: [MG-ED-DV] Making teams effective in class
>
>
>From: Ken Rossi [mailto:
rossik001@hawaii.rr.com]
>
>I have used team activities in a number of class environments. The program I
>teach in also uses the team approach for many of the courses including the
>software engineering practicum. Since mine are graduate students, we try to
>prepare them for the 'real' world by having them perform projects in teams
>as they would when they graduate. The key points I see to making this work
>are:
> 1. Make sure the task, project, etc. has enough work to keep the team
>actively involved. It must be of sufficient scope that one or two cannot
>complete the task in the allotted time.
>
> 2. Provide a feedback mechanism for the students to comment on the
>actions and contributions of their team mates. I use a form that I calculate
>the result into the final grade of the project. In other words, the students
>have input into each other's grade.
>
> 3. Provide them with a mechanism and strategies to deal with conflict.
>In some cases, we allow the students to choose their team, such as the
>semester-long software engineering project, or I will assign members based
>on their discipline, such as the MIS course which is taken by the MBA, IS,
>Org Change, HRM, Global Leadership and Comm. students. That way I can
>develop multi-functional teams for them to work on projects or class cases.
>In both instances, conflict can arise and I must be prepared to deal with it
>through coaching or more direct actions (such as changing team members).
>
> 4. In cases where the group activities are a portion of the final
>grade, I make sure there is also some form of individual assessment so that
>none fall through the crack and get away with doing nothing. In the
>software engineering practicum, there are regular, detailed feedback
>sessions where each member is required to explain their personal
>contribution to the overall project and the activities up to that point.
>That allows for a constant monitoring of the all the students on the team.
>
>I have found this to be particularly useful in many of the courses that
>contain information about activities that will normally be done in teams
>anyway. We use a combination of group and individual projects in all our
>Professional Studies program (MSIS, MAOC, MAHRM, MA Global Leadership)
>because these students will leave and become the group and team leaders in
>their filed and they must develop the skills to successfully lead and task
>organize before they head out into the 'real' world.
>
>
>Ken Rossi, Ed.D.
>Asst. Professor of Information Systems
>Hawaii Pacific University
>Honolulu, Hawaii
>(808) 544-1412
>
rossik001@hawaii.rr.com
>
kgrossi@hpu.edu
Carol Molinari, PhD, MBA, MPH
WSU-Spokane
Health Policy and Administration program
668 N Riverpoint Blvd, Box B
Spokane, WA 99202-1662
509-358-7984
FAX 509-358-7900