Hyebin Kim, Jieyi Zhou, Jonathon Pearson, Meghan Hart, B15, 12
427 N Dodge St.
Iowa City, 52242
May 4, 2016
Christina Erbe, Analysis of Process We Assessed
W361 Pappajohn Business Building, University of Iowa
Iowa City, 52245
Dear Ms. Erbe,
We are writing you this letter to explain an analysis of the process we used throughout this semester, as well as an evaluation of how our team worked together.
To achieve great performance, our team maximized process gains by way of information exchange and decreased process losses in terms of social loafing. From lecture, process gains are efforts and actions put forth that help accomplish the task at hand such as information exchange, load balancing, and social facilitation. On the other hand,
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In order to minimize the possibility of social loafing, we engaged in free debate without formality and constraint. At the beginning of every project, we delegated portions of the project to each team member in terms of printing out the grading rubric, rechecking grammar errors, and uploading files on time. Each member was responsible for their own duties which helped us cooperate well with one another, it also helped our projects gradually increase from one to the next.
One thing we could have done better was to take our rough drafts to the Writing Center and meet with them in person. According to an article by the University of Pittsburgh (2007), “the most important behaviors for group work include deliberating and discussing, keeping the discussion on task, elicitation viewpoints from others, and receiving feedback from experts.” If we had visited the Writing Center, they could have given us a wide range of suggestions, we would have had a deeper knowledge of our coursework related to the projects, and we would have developed the ability to think logically. In addition, we could have used your office hours with specific questions in order to get concrete solutions and constructive feedback. These were the suggestions recommended from the TA’s and professors.
Using Goal-setting theory and expectancy theory, we assessed instances of optimal and suboptimal team member
The Buckeye State Building and Loan Company was built in 1895, in the height of the building frenzy. It specialized in real estate mortgage loans for town and farm properties. Its prior locations included 101 N. High Street (1895) and 22 W. Gay Street (1899). But, it ultimately selected a new location to build in 1926, the site at 36 E. Gay Street. The contractor Robert Evans and the architecture firm Hopkins and Dentz of New York City designed Buckeye State Building and Loan Company in the classical revival style.
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For this class project, I think my group worked well together on the assignments. We all saw we had responsibilities and were expected to do our own parts for each assignment we worked on. For each assignment, we would split it equally among us and used a tool called Google Docs so we were each on our own computers but working together on one file. Google Docs really made the process easier with reviewing all the information and having it all in one file. If any questions came up we had a group text to communicate when we weren’t on campus grounds for class.
In an online class setting, it can be very challenging to work on a group project that requires the participation of every group member and completing the project on time. This group project was successful one each individual had because we used proper communication to assign tasks, roles, and deadline to complete the project.
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At Cano, the teachers heavily emphasized “Project Based Learning” in their classrooms. In theory, this method of teaching is supposed to help prepare students for the real world by forcing people to work with others and communicate with each other in order to get the project completed. However, in reality, most of the students didn’t care and would leave the project up to the one or two people who actually wanted a good grade. While they did nothing but play on their phones, the one or two people would be burdened with the task of completing the project by themselves. To counter this, teachers would tell their students that they would be graded on their own individual part of the project and wouldn’t have to worry about the other group members messing up their grade. What they failed to realize was that most people can’t do it by themselves. They need the rest of the group to help and do their part of the project in order to complete their own. Because of this, I spent many sleepless nights working on projects that should have been done by a team, not by one person. Cano did a horrible job at preparing me for high school. Very rarely did I ever get individual assignments or homework, so once I went to high school and saw how much work I needed to do, I wasn’t ready. At TSTC, most of the professors use individual assignments and hardly ever give group assignments. This way, I saw how I was doing as a
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2. Cooperative learning directed towards focusing on students’ team work while doing their project assignments.