Teamwork Skill

TEAMWORK SKILL

Subject code: BUS1303

Credit number: 03 credits

The prerequisite subjects: Management

Main lecturer: MBA. Nguyen Hoang Diem Huong

Assistant lecturer: MBA. Vu Quoc Viet Nam

Main Reference:

          Huynh Van Son (2014), Teamwork Skill, Young Publishing House.

          The curriculum was compiled based on a collection of group research achievements by psychologists, managers, and businesspeople who have ever cared about and experienced this skill.

          The books are well received by young people and especially students are on the way to building the skills and knowledge to prepare to enter life with excitement.

Other References:

1. John C. Maxwell (2004), Teamwork 101: What Every Leader Needs to Know, Thomas Nelson.

2. John C. Maxwell (2002), Teamwork Makes The Dreamwork, W Publishing Group.

3. Dr. Carl Larson and Frank M. J. LaFasto (1989), Teamwork: What Must Go Right/What Can Go Wrong, HYPERLINK "http://www.amazon.com/Teamwork-Right-Wrong-Interpersonal-Communication/dp/0803932901/ref=sr_1_2?s=books&ie=UTF8&qid=1299429175&sr=1-2"SAGE PublicationsHYPERLINK "http://www.amazon.com/Teamwork-Right-Wrong-Interpersonal-Communication/dp/0803932901/ref=sr_1_2?s=books&ie=UTF8&qid=1299429175&sr=1-2" (SAGE Series in Interpersonal Communication).

4. Glenn M. Parker (2008), Team Players and Teamwork, Completely Updated and Revised: New Strategies for Developing Successful Collaboration, Jossey-Bass.

COURSE GOALS:

          To provide students with the most basic knowledge and skills about teamwork and maintaining effective teamwork spirit. At the end of the course, students will be able to apply basic theories of teamwork to argue and solve problems arising in the team and in business. In addition, students will know how to set up, build and develop groups. In addition, students are trained in developing teamwork skills such as: Effective team building skills, group operation, team development, team leader, and working skills in different groups. In addition, students practice a number of skills such as interpersonal communication skills, presentation skills, conflict resolution skills, meeting management skills, and so on.

          At the end of this course, students' knowledge is assessed against the performance standards of the Teamwork Skill category within the Business Management industry's performance standard. Response levels are classified on the basis of the 6-level scale of Benjamin S. Bloom (1956).

 

 

Course Desription

          Teamwork skills are one of the most essential soft skills in everyday life as well as in work. To have good teamwork skills, students must understand the basic theories and nature of the teamwork process, and students must apply, observe and experiment to draw conclusions by themselves. Students will be able to apply teamwork skills to the learning process; establishment, team building, and reasonable assignment of work; set up working rules in the group; know how to apply principles and basic skills in teamwork; practice some teamwork skills such as problem solving skills, conflict resolution skills, meeting management skills, leadership skills, presentation skills; and maintain a good teamwork spirit. This course covers to a wide range of subjects such as business, administration, social work, community work, etc. For students, teamwork skills will help students to quickly integrate into the working environment after graduation, and aid in their career advancement.

EXPECTED LEARNING OUTCOMES

CRITERIA

CODE

EXPECTED LEARNING OUTCOMES

CAPACITY

KNOWLEDGE

1.1.1.3.

Apply knowledge of social sciences and humanities to solving of organizational and management problems.

 

1.1.3.1.

Have knowledge and ability to think systematically to solve organizational issues

 

SKILLS

2.2.1.1.

Have ability to identify and detect problems in production and business

 

2.2.1.4.

Have ability to manage a specific activity such as business plans

 

2.2.2.1.

Have ability to form ideas, plan and organize business activities

 

2.2.3.2.

Have ability to sort out problems and interact within the system

 

2.2.3.3.

Have ability to sort out and prioritize actions in problem solving

 

2.2.4.1.

Develop self-awareness of one’s characteristics, personality traits and knowledge

 

2.2.4.4.

Have ability to manage time and other resources

 

2.2.5.3.

Demonstrate professional ethics, integrity and responsibility

 

2.2.5.4.

Demonstrate a professional attitude when solving a business problem

 

2.3.1.3.

Have ability to communicate in writing and multimedia

 

2.3.1.4.

Have ability to effectively present problems or ideas in public

 

2.3.1.5.

Demonstrate critical listening and critical thinking

 

2.3.2.1.

Have ability to form independent working groups

 

2.3.2.2.

Have ability to organize team activities to achieve goals

 

2.3.2.3.

Have ability to develop groups

 

2.3.2.4.

Have ability to work and coordinate with others

 

attitudes

3.4.1.4.

Be aware of topical issues

 

3.4.2.2.

Have ability to manage conflicts in the organization.

 

3.4.2.3.

Have ability to adapt in a multicultural work environment

 

COURSE ASSESSMENT

ASSESSMENT TYPES

ASSESSMENT EVIDENCE

COURSE LEARNING OUTCOME

PERCENTAGE %

PROCESS (20%)

Field Trip Report

(Each group choose 1 organization to practice about teamwork. Then each group have to present your report about that field trip to the class)

 

40%

Written report:

-Content covers adequate information as requested

- Students have real hands-on experience

-Groups must evaluate each member’s role and contribution

- Have scientific presentation skill

-Have illustrations

2.2.3.3, 2.2.4.1, 2.2.4.4

1.1.1.3, 2.2.3.2, 2.2.3.3, 2.3.1.3.

50%

Presentation:

-Evaluating each group member role.

-Evaluating team time management skill.

-Sound and picture quality.

-Evaluating presentation skill, tool manipulation skills to show the teamwork process at real place.

-Evaluating teamwork spirit via interaction skill, cooperate with each other to grow knowledge and gain experiences to discover new things which can not gain through principles.

2.2.3.3, 2.2.4.1, 2.2.4.4

2.2.4.4.

2.2.5.4, 2.3.1.4, 2.3.1.5

1.1.3.1, 2.2.1.1, 2.2.1.4, 2.2.2.1, 2.2.3.2, 2.2.5.3, 2.2.5.4, 2.3.2.1, 2.3.2.2, 2.3.2.3, 2.3.2.4, 3.4.1.4, 3.4.2.2, 3.4.2.3.

50%

40%

Group discussion exercise:

- Introduce the group.

- Design slogan for the product.

- The real situation on the island.

- Prioritize work handling.

Evaluating the ability to coordinate, organize group activities.

2.3.2.1, 2.3.2.2, 2.3.2.3, 2.3.2.4.

20%

Evaluating the role of the leader and how to resolve the conflicts while practicing.

2.2.3.2, 2.2.3.3, 2.2.5.4, 3.4.2.2.

20%

Evaluating the applicability of the theory - the method of group discussion into practice.

1.1.3.1, 2.3.1.5, 2.3.1.3, 3.4.1.4.

20%

Evaluating the ability to manage time.

2.2.4.4.

20%

Evaluating your presentation skills in front of the crowd.

2.3.1.4, 2.3.1.5.

20%

20%

 

Educational Minicamp:

- Lift the paper

- Funny artists

Evaluating the ability to coordinate, organize group activities.

2.3.2.1, 2.3.2.2, 2.3.2.3, 2.3.2.4.

70%

Evaluating the role of the leader and how to resolve the conflicts while practicing.

2.2.3.2, 2.2.3.3, 2.2.5.4, 3.4.2.2.

10%

Evaluating the applicability of the theory - the method of group discussion into practice.

1.1.3.1, 2.3.1.5, 2.3.1.3, 3.4.1.4.

10%

Evaluating the ability to manage time.

2.2.4.4.

10%

MID-TERM ASSESMENT (30%)

BUILDING THE MODEL

The groups will build the model as required by the instructor within a specified time. After that, each group will represent to talk about the idea, construction and meaning of that model.

 

30%

Evaluatingthe work assignment of the group.

2.2.3.3, 2.2.4.1, 2.2.4.4.

20%

Evaluating the ability to create the idea of building model.

1.1.1.3, 2.2.2.1, 3.4.1.4.

20%

Evaluating the building model of the group according to the actual standards.

1.1.1.3, 1.1.3.1, 2.2.1.1, 2.2.1.4.

20%

Evaluating the public speaking skills and the skills to use the tools to help convey ideas to the listeners.

2.2.5.4, 2.3.1.4, 2.3.1.5.

20%

Evaluating the ability to manage time

2.2.4.4.

20%

FINALASSESSMENT (50%)

DISCIPLINE

The 60-minute test consists of 5 questions, both theoretical and the true / false questions.

50%

Measuring student knowledge, gain experience and systems skill to explain the subject issue.

Measuring thinking skill, argument skill, answering skill, combine theory and real experience to identify right side and wrong side of the subject issue

Measuring self-reflect skill to give example and solution for each situation

Measuring the ability of relating your own then present specific examples, solutions to each situation.

1.1.1.3, 1.1.3.1,2.2.1.1, 2.2.1.4, 2.2.3.3, 2.2.4.4, 2.2.5.3.

 

1.1.3.1, 2.2.1.1, 2.2.3.2, 2.2.3.3, 2.2.4.4, 2.2.5.4.

 

1.1.3.1, 2.2.1.1, 2.2.4.1, 2.2.5.3.

90%

Writing style, reasoning and presentation form.

1.1.1.3, 2.2.3.2, 2.2.3.3, 2.3.1.3.

10%

 

 

 

 

 

 

 

 

RUBRIC FOR ASSESSMENT: ON A SCALE OF 1-10

Rubric 1: Mid-term test and answers

Criteria

 

               Score

<5

5-7

8-9

10

Task delegation (20%)

Have a task delegation table;

Unclear task delegation;

All members are assigned with unequally important tasks

Have a task delegation table;

Clear task delegation;

Many members are assigned with unequally important tasks

Have a task delegation table;

Clear task delegation;

Some members are assigned with unequally important tasks

Have a task delegation table;

Clear task delegation;

All members are assigned with equally important tasks

Idea (20%)

Impractical;

Clear;

Lack of innovation;

Unattractive model design;

The written presentation on the paper has lots of crossed off content.

Practical;

Clear;

Lack of innovation;

Unattractive model design;

The written presentation on the paper is not eye-catching.

Practical;

Clear;

Lack of innovation;

Attractive model design;

The written presentation on the paper is eye-catching.

Practical;

Clear;

Innovative;

Attractive model design;

The written presentation on the paper is eye-catching.

Model (20%)

Not meeting the requirements for the model

Meeting the less important requirements for the model

Meeting the most important requirements for the model

Meeting all of the requirements for the model

Presentation (20%)

Not enticing

hesitant presentation;

Unable to use hand gestures;

There’s little cooperation between presenting members.

Unable to deliver all of the ideas

Not enticing;

Fluent;

Unable to use hand gestures;

There’s little cooperation between presenting members.

Unable to deliver all of the ideas

Enticing

Fluent;

Unable to use hand gestures;

There’s little cooperation between presenting members.

Able to deliver all of the ideas

Enticing

Fluent;

Able to use hand gestures

There’s cooperation between presenting members.

Able to deliver all of the ideas

Time (20%)

Exceed the allowed time by 20 seconds

Exceed the allowed time by 16 to 20 seconds

Exceed the allowed time by 6 to 15 seconds

On time;

Exceed the allowed  time by 1 to 5 seconds

 

Rubric 2: Final test and answer key

Score

Criteria

(Bloom scale)

<5

5-<7

7-<9

9-10

Course knowledge

(90%)

Be able to apply the right knowledge to answer 2 questions

Ability for analysis not needed

Able to suggest 30% of the correct solutions for the case

Be able to apply the right knowledge to answer 3 questions

50% correct analysis on the focal point

Able to suggest 50% of the correct solutions for the case

Be able to apply the right knowledge to answer 4 questions

Correct and logical analysis

Able to suggest 50% of the correct solutions for the case

Be able to apply the right knowledge to answer all 5  questions

Correct and logical analysis

Able to suggest 90% of the correct solutions for the case

Writing, reasoning and presentation styles

(10%)

Incomprehensible writing

Comprehensible writing

Comprehensible and logical writing

Comprehensible writing

Careful reasoning

Good presentation

 

Rubric 3: Process assessment

Criteria

 

            Score

2 bonus points

3 bonus points

4 bonus points

5 bonus points

Word assignment (50%)

Not covering all of the required content;

Having had a practical study tour;

Unreasonable task delegation;

Unappealing presentation

No illustration

Covering all of the required content;

Having had a practical study tour;

Unreasonable task delegation;

Unappealing presentation

Few illustrations

Covering all of the required content;

Having had a practical study tour;

Clear and reasonable task delegation;

Unappealing presentation

Few illustrations

Covering all of the required content;

Having had a practical study tour;

Clear and reasonable task delegation;

Appealing presentation

Having enough illustrations

Presentation (50%)

Lack of task delegation in the presentation;

Exceeding the allowed time by over 21 seconds;

Bad sound and image qualities;

The speaker is not fluent and not able to observe the whole class;

Group members don’t cooperate well during the presentation.

 

Lack of task delegation in the presentation;

Exceeding the allowed time by 16 to 20 seconds;

Bad sound and image qualities;

The speaker is not fluent and not able to observe the whole class;

Group members  cooperate relatively well during the presentation.

There’s task delegation in the presentation;

Exceeding the allowed time by 6 to 15 seconds;

Good sound and image qualities;

The speaker is  fluent and able to observe the whole class;

Group members  cooperate well during the presentation.

There’s task delegation in the presentation;

On time or exceeding the allowed time by under 5 seconds;

Good sound and image qualities;

The speaker is  fluent and able to observe the whole class as well ashas good comments and appropriate hand gestures;

Group members  cooperate well during the presentation.

 



Visit total: 536,790

40,315