Building Teams & Resolving 2MANAGING ORGANIZATION.docx
- 1. Building Teams & Resolving 2 MANAGING ORGANIZATIONAL CHANGE Abstract Recently it has been announced that two powerhouse motorcycle industry leaders will join forces. Harley Davidson, was established in 1903 and is known primarily as an American motorcycle manufacturer icon. They have decided to join forces with Honda Motor Company. Honda is a Japanese manufacturer of motorcycles as well as automobiles, aircraft and power equipment. The goal of this instrument will be to identify key issues with combining forces as well as specific steps the management teams will need to take in order to have a successful transition implemented. We will explore strategies for team building surrounding benefits of a cohesive group. We will apply methods to improve negotiation, skills and lastly we will address skills necessary to manage serious confrontation.
- 2. 5 real life scenarios for conflict. 1) How will the groups come together to combine cultural differences including language barriers 2) How will the marketing team agree on a new image? ie: HD’s nostalgia vs Honda’s diverse platform 3) How will leaders deal with cost cutting measures and hostile employees who resist changes? 4) How will the team deal with global competition?ie: agree on new models Performing Stage: Each Member needs to take look at the real like scenarios and write about solutions using Tuckman’s 5 methods of Team Building. Apply methods to improve negotiation, skills and address skills necessary to manage serious confrontation References (in ALPHA order) THE DEBATE ASSESSMENT: A FEW TIPS BASED ON AN EXAMPLE
- 3. “Euthanasia should be legalised in Australia” Constructs & demonstrates a reasoned critical argument using ethical (theoretical) frameworks & elective module content to defend an ethical position First speaker introduces the topic, and states which position the team is defending (e.g. ‘we will convince you that euthanasia should be legalised in Australia’). The first speaker goes on to introduce each member of their team & very briefly outlines what each speaker will be doing (e.g. Susie will define what we mean by the term ‘euthanasia’ and argue that the practice of euthanasia occurs elsewhere under conditions that are controlled and reasonable …., Tom will argue that health care practitioners have a moral responsibility to alleviate suffering, as required by the principle of beneficence, and to respect patient autonomy …. And, finally, Mary will sum up our arguments and demonstrate that
- 4. … All speakers should attempt to employ one of the ethical theories studied in this unit (e.g. euthanasia can be justified from a deontological perspective inasmuch as it …). They should also include reference to the principles of health care ethics (e.g. the principle of respect for patient autonomy would require h.c.p’s to …. And the principle of justice would rule that …. Of course, a compassionate h.c.p. would see ….). Ethical theories are covered in week 3 of the unit. All speakers would refer to elective eModule material and any other academic sources in which the topic of euthanasia is considered from a legal and ethical perspective. For instance, one speaker might refer to an author who argues that there is no difference between killing (deliberately ending a patient’s life) and letting die (withdrawing medically futile treatment). They could say: “if it is ethically and legally acceptable to withdraw medically futile treatment, then it is should follow that euthanasia also be legalised because the outcome is the same”. Or, if a patient wishes to have their lives ended, then, subject to certain conditions (such as those required in countries where euthanasia is already legalised), health care professionals are duty bound to provide it
- 5. and to object to doing so would be a violation of the principle of respect for patient autonomy. The principles of health care ethics are covered in week 4 of the unit. Other arguments would need to be proposed and defended. Some speakers could address the notion of human dignity and what it means in relation to the topic. To argue in favour of legalising euthanasia would be to defend the attributed notion of human dignity, but not the intrinsic notion of human dignity (human dignity is discussed in weeks 1 and 2). Human rights are understood to protect human dignity (week 1) The last speakers should respond to some of the points raised by the opposing team. The final speaker then sums up the team’s points. Argument demonstrates knowledge, understanding and application of national and international ethical frameworks, professional codes of ethics and conduct
- 6. Some speakers should include reference to international charters, e.g. the UDHR (the negative team could argue that the UDHR was founded on the very basis of human dignity and an equal right to life …. It was a response to the atrocities committed during world war II when some lives (e.g. the disabled) were considered to be ‘unworthy of life’. To legalise euthanasia, would be a return to this very concern. They could also interpret professional codes of ethics to support the view that deliberately acting to end a patient’s life is beyond the scope of professional practice and, indeed, contrary to the values promulgated within that code of ethics. If the debate was about research ethics, then the Declaration of Helsinki would be relevant. Other charters and codes were covered in week one eModule and lecture material and could be drawn on to support arguments in favour of (or opposed to) other topics Argument demonstrates knowledge and understanding of cultural, social, legal, and spiritual
- 7. factors influencing health care conduct In a liberal democracy (like Australia), there are different worldviews …. . Some people object to legalising euthanasia because … (mention cultural, religious, spiritual factors here). In a multicultural society (like Australia), some people will object to being implicated in … The role of conscientious objection could also be employed in a debate about euthanasia. Health care professionals promote a culture of … and, for this reason, ….. The social organisation of professions …. . Societies in which professionals practice expect that … or, rightly, require that … The role of the law is not to dictate morality … (see prescribed text book for further arguments about this matter). The law can be changed or upheld to … Team work A successful team has prepared the debate together so that: the debate
- 8. becomes evident in class. That is, different speaker don’t repeat the same points raised by another speaker signed and stapled together before handing it to the tutor – the need to time the debate when practising has prepared some responses/ rebuttals to points that the opposing side might argue Academic Skills Unit Mastering the Debate Academic Skills LEO module: Writing at ACU ACU Study Guide Chapter 14 https://leo.acu.edu.au/mod/book/view.php?id=785432 https://leo.acu.edu.au/course/view.php?id=12421§ion=4 Session outline
- 9. A structured argument with two sides arguing for and against a particular contention. What is a debate? • Team based argument on single topic • Work to persuade a judge or audience • Each team presents and sticks to the team line Why debate? Improve speaking skills Develop convincing arguments Work against your natural point of view Enhance self-esteem and academic confidence
- 10. Future competitive success Format Affirmative team • Presents arguments • Listens and takes notes preparing for rebuttal • Presents rebuttal Negative team • Listens and takes notes preparing for rebuttal • Presents arguments • Presents rebuttal Structure Think essay • Introduction, body and conclusion Each point builds on
- 11. the last Decide as a team: • Save the best to last or lead with your strongest? The team line • Main line of argument (affirmative or negative) • All members reaffirm the team line – Take their individual arguments – All build together • Not necessarily word-for-word repeated Sample (simple) structure Affirmative team First speaker define, present team line, outline order, present first point. Second speaker reaffirm team line, rebut previous negative, present next point.
- 12. Third speaker reaffirm team line, rebut remaining points, present summary of entire case and round off debate. Negative team First speaker Accept or reject definition, present team line, outline order, rebut 1st positive, present first point. Second speaker reaffirm team line, rebut previous positive, present next point. Third speaker reaffirm team line, rebut remaining points, present summary of entire case and round off debate. Supporting evidence - types Systematic reviews Randomised controlled trials
- 13. Uncontrolled studies Observational case studies Expert opinion Supporting evidence – who? Rubric Clues Theories on health care ethics National and international frameworks Professional codes of ethics Professional codes of conduct Cultural, social, legal and spiritual factors
- 14. Supporting evidence - use Distinguish one point of view from another Cause and effect link Refute opposing argument Substantiate a claim Compare or link to redirect argument What skills are needed? Public speaking Critical thinking Researching Writing Listening Organising Rebuttal
- 15. • Logic – Why were they wrong? – What evidence do you have? • Choose your battles – Link to what your team has said • Play the ball – Focus on the facts and evidence – Respect Critical thinking • Questioning your own conclusions (reflection anyone?) • Anticipation of opposing points • Formulating counter arguments • Considering multiple (competing) perspectives • Theoretical foundations for ethical perspective Delivery Tone
- 16. Speed Clarity Language Body language Humour Online resources • https://www.artsunit.nsw.edu.au/speaking- competitions/debating-and-public- speaking-resources • http://idebate.org/debatabase/ https://www.artsunit.nsw.edu.au/speaking- competitions/debating-and-public-speaking-resources http://idebate.org/debatabase/�Academic Skills UnitSession outlineWhat is a debate?Why debate?FormatStructureThe team lineSample (simple) structureSupporting evidence - typesSupporting evidence – who?Supporting evidence - useWhat skills are needed?RebuttalCritical thinkingDeliveryOnline resources CONDUCTING A DEBATE A FEW MORE TIPS
- 17. YOUR TEAMS O Each team will have 2 to 4 members O Each group will have 2 teams: O Normally, the affirmative team present first. However … O If there is an odd number in a team, the team with the most members will go first GETTING ORGANISED O The whole group works together to prepare the debate O Each team will know what the other team is arguing – so, can prepare rebuttals to the opposing team’s arguments O The group mark is awarded to all group members, as described in the marking criteria
- 18. O The assessor has the ability to adjust the group mark if the planning and participation sheet indicates that some students did not contribute equally to the preparation RESEARCHING YOUR TOPIC O Each student must research their own part of the debate and pass on any helpful articles/ other sources to group members that could inform the debate O Some useful resources are available on LEO O Use the course material (human dignity, human rights, ethical theory, the principles of health care ethics, codes of ethics, codes of professional conduct etc) to support your arguments O Use some (less) material sourced independently WORKING IN YOUR GROUP O Provide your contact details to each other when you join your group O Arrange regular meeting times O Plan your preparation – each team member should fulfil their agreed responsibilities in a
- 19. timely way O If you are unable to contact a team member (they are not responding after several attempts), please contact the LIC at least one week prior to the debate PAPERWORK TO BE SUBMITTED O ONE ACU assessment cover sheet signed by all debate team members (affirmative & negative) O ONE OVERVIEW of your debate, set out in the same order that your debate members will present e.g. I. Title of Debate II. Affirmative 1st Speaker (Mark Jones) III. Negative 1st Speaker (Susie Lee) and so forth until all team all group members’ arguments
- 20. are recorded in dot form Paperwork to be submitted cont’d … O ONE REFERENCE LIST IN APA CONVENTION (affirmative & negative). Include only those references you have cited on your overview O ONE PLANNING AND PARTICIPATION SHEET to display the depth of work undertaken at each meeting – minutes can be included into the team effort recorded and signed by the individual student O ONE GROUP MARKING CRITERIA SHEET
- 21. Paperwork cont’d … O ONE INDIVIDUAL MARKING GUIDE FOR EACH STUDENT O Each student’s script/ notes (with name on each page). You are encouraged to submit your script/ notes to enable the tutor to follow and recall your argument O Your written script/notes are not marked and do not need to follow any format or be referenced. PAPER WORK O Must be submitted prior to the debate O One student in the group should assume responsibility for compiling the papers, stapling them, and handing them to the
- 22. tutor prior to the debate THE DEBATE ITSELF O Each debate team member will have 5 minutes to present their arguments- if you go over this time by more than one minute you will be asked to be seated by the debate moderator (i.e. your tutor) O This is an equity matter – each student should have the same amount of time to present and defend their arguments DEBATE STRUCTURE O FIRST SPEAKER OF EACH TEAM: affirmative team, we will be arguing that …”) in points of their argument (e.g. “our second speaker is Bill Wu and he will argue x, y & z”)
- 23. team’s argument position DEBATE STRUCTURE CONT’D… O SECOND (& THIRD) SPEAKERS OF EACH TEAM: side’s arguments own side’s position DEBATE STRUCTURE CONT’D … O FINAL SPEAKER FOR EACH TEAM rther rebuttals
- 24. favour of their team’s position O At the completion of the debate, the floor is open for class discussion (facilitated by tutor). Debate group remains seated at front of class PRESENTATION STYLE O Arguments should be presented in an engaging manner O Do not just read from your notes (hand cards are useful) O It is a mature and respectful discussion - not a fight PRESENTATION CONT’D O Speak slowly (at least, don’t rush), clearly & audibly
- 25. O Express enthusiasm/ passion, but remain objective O A reasoned opinion differs from being ‘opinionated’ O https://www.youtube.com/watch? v=iC6WEFuhk6o Watch the debate at the above link https://www.youtube.com/watch?v=iC6WEFuhk6o https://www.youtube.com/watch?v=iC6WEFuhk6o https://www.youtube.com/watch?v=iC6WEFuhk6o Some more links to debates O https://www.youtube.com/watch?v=YRzjYNLbDXs Physiotherapy research is not relevant to clinical practice O https://www.youtube.com/watch?v=GlFbuqunb1I Mental health O https://www.youtube.com/watch?v=mNED7GJLY7I “animals should be off the menu”
- 26. O https://www.youtube.com/watch?v=uEOssW1rw0I Stan Grant in IQ2 debate O https://www.youtube.com/watch?v=95KtqGkq2CU “Democracy is not for everyone” https://www.youtube.com/watch?v=YRzjYNLbDXs https://www.youtube.com/watch?v=YRzjYNLbDXs https://www.youtube.com/watch?v=GlFbuqunb1I https://www.youtube.com/watch?v=GlFbuqunb1I https://www.youtube.com/watch?v=mNED7GJLY7I https://www.youtube.com/watch?v=mNED7GJLY7I https://www.youtube.com/watch?v=uEOssW1rw0I https://www.youtube.com/watch?v=uEOssW1rw0I https://www.youtube.com/watch?v=95KtqGkq2CU https://www.youtube.com/watch?v=95KtqGkq2CU Don’t forget to have fun!