The Need for Effective Teamwork

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Name:

  Health Services

  Course Number:

  8500430

  Career Cluster:

  Health Services

  Course Name:

  Personal Development & Career Planning

  CIP Number:

  09209921CE

  Course Type:

  MS - exploratory

  CTE Benchmark:

  CTE-HS.68.8500430.3.4 -Practice positive communication skills.

  CTE-HS.68.8500430.4.8 - Compare ways of dealing with and preventing conflict with friends and family members.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “The Need for Effective Teamwork .” See CPALMS resource ID# 215750.

• Career Connection

  
  

  In this lesson, the students will learn:

  • How interpersonal conflicts can hinder work productivity.
  • How teamwork is effective when the members collaborate, listen, and respect other opinions.
  • How transfer of knowledge ensures the contunity of the project, even after a member leaves the project.

• Learning Objectives

  
  

  Students will be able to:

  • Resolve conflicts when upheaval occurs among teammates.
  • Practice postive communcation skills, including a logical and coherent focus in oral presentation.
  • Identify how effective teamwork skills (collaboration, conversation, transfer of knowledge, etc.) are essential in completing a successful task/product.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • The students much have knowledge of the various facets of creating a database.
  • The students must have hard (computer technology, designing, data analysis, etc.) and soft skills (communication, responsible, listening, transferable skills,) to be a successful collaborator.

• Guiding Questions

  
  
  • Why do conflict in teamwork delay productivity?
  • What are two ways to resolve conflicts among teammates?
  • Why is transfer of knowledge essential in designing a developing a successful project?
  • What role does time-management play in effective teamwork?

• Procedure

  
  
  1. To introduce the lesson, the teacher asks students if they can define the following terms: Conflict, teamwork, interpersonal skills, database, annotate, and argumentative, etc. After reviewing the vocabulary terms, the teacher will distribute the case study to the students. The students will be instructed to underline the vocabulary terms and annotate key phrases in the margins.
  2. Read the case study, "The Need for Effective Teamwork," see CPALMS ID 215750. This can be done in small groups or as a class. Allow students ample time to annotate the case study.
  3. After the students identify the key terms and write annotative notes, they will proceed to discuss the case study. The students should discuss issues such as resolving conflict in team projects, transfer of knowledge, professionalism, hard skills (computer application skills) and soft skills (communication, sharing ideas, responsibility, etc.). The following questions can be asked.
     • How can organization and sharing ideas help clarify conflict issues?
     • Should ground rules (no interruptions, and listening to other opinions without bias, etc.) be established to maintain professionalism?
     • How can Amy and Anna resolve their conflict?
  4. Pass out the attached "Need for Effective Teamwork" activity sheet and allow students time to complete in small groups. If students need access to computers or other resources for help explaining each conflict resolution strategy that should be made available.
     • Teachers should review each strategy before proceeding to clarify any misconceptions.
  5. Have two large posters on the classroom walls, one for Conflict and one for Resolution. Give each student two sticky notes. On one note, the student will briefly write about a conflict he or she encountered at school, work, etc., and post it on the conflict poster. On the second sticky note, the student will describe how he or she resolved the conflict and post the note on the resolution poster. After everyone has placed his or her note on the poster board, the teacher will ask for volunteers to discuss their conflict and resolution to the problem.
  6. Role-play activity - once teachers have had ample time to review conflict resolution, students will practice positive communication skills and conflict resolution by role-playing as Amy and Anna.
     • Teachers should pair students together to role-play the outcome of the case study. One student should be Amy and the other should be Anna, they can use one conflict resolution strategy from the worksheet or the teacher may assign one to them.
     • Students should practice positive communication skills, as well as presenting their oral argument in a logical and coherent focus.
  7. To bring the lesson to a close: The teacher will provide an exit slip with a brief conflict scenario, and the students will write two ways to resolve the conflict.
  8. The teacher can ask follwing questions as a closing discussion:
     • You are working on a group project, but your group members are not demonstrating to much effort in completing the project before the due date.
     • How might you feel? and What can you do?

• Teacher Notes

  
  
  • The teacher will set time limits for each activity for interaction.
  • Materials and handouts are prepared by the teacher for each activity.