Team learning

Individual learning Team-based learning and developing of nontechnical skills... 

Concept to Action Learning Team-Based Solutions from High-Reliability Organizations... 

The active team was only told to make a short PowerPoint presentation to highlight the key aspects of the discussion topic. Besides textbook and lecture notes (if available), students were free on how they approach the discussion topic. Many active learning teams were indeed innovative by referring to reference books, published papers and the World Wide Web. Active interactions and discussions among group members were strongly encouraged. 

The active team members would make presentations followed by questions and discussions from the other two passive learning teams. This enabled the active team members to acknowledge the view points... 

When the active learning team format was first put up, the students were skeptical and asked what is expected , or simply tell me what to do . They were told they have a complete free hand and the process is entirely open-ended. They should always try their best to impress the faculty members and fellow students. The students were informed that their efforts would be rewarded as they and their fellow passive team members would learn a lot from each other in the process. After the first batch completed the active learning tutorials successfully, considerably fewer questions and concerns were raised in subsequent batches as they generally learned the ropes from their seniors following the style of their sample presentations and reports. Of course the discussion topics changed every year to ensure that each batch was able to learn on their own rather than copying from their seniors. 

It is interesting to mention one partieular ease of feedbaek. During one tutorial, one student had totally forgotten that she has been assigned to be the leader of the aetive learning team of a particular tutorial class. Obviously the tutorial was a disaster for her and the whole elass. After the class, the author then worked closely with the student and required her to upload her diseussions and inputs on line to be shared and diseussed by the whole class. 

Stiggins, R. J. (1998). Learning teams for assessment literacy. Classroom assessment. psycho.measuredprogress.org/documents/10157/15652/ LeargTeamsAssessmtLiteracy.pdf. 

After the incident, an investigation team determined that the first operator had not added the initiator when required earlier in the process. When the relief operator added the initiator, the entire monomer mass was in the reactor and the reaction was too energetic for the cooling system to handle. Errors by both operators contributed to the runaway. Both operators were performing many tasks. The initiator should have been added much earlier in the process when much smaller quantities of monomer were present. There was also no procedure to require supervision review if residual monomers were detected. The lesson learned was that operators need thorough training and need to be made aware of significant hazardous scenarios that could develop. 

All types of PHAs benefit from a multidisciplinary approach. This ensures appropriate technical expertise is available to evaluate each deviation discussed during the sessions. While it is not essential that all team members have had formal training in the PHA method selected, it is important that the team leader has experience. The participation techniques can be learned when a new participant is included as a part of a team in which some members have already gained PHA experience. 

As the PSM pilot test at Marwood ends its second week, we thought you would be interested in the following summary of progress so far. Marwood s facility manager and his team have done a great job of keeping the pilot on track and all of us can learn from his experience. 

A Initially a team of five or six will develop a detailed proposal. We will then select a division for a pilot study. The pilot will have a team of about 12 people, half of whom will be full-time. As the integration is rolled out in other divisions, I expect a slightly lower level of effort, as we will have learned from our earlier experiences. We will also use an outside consultant to help us develop our plans and review implementation. 

When individuals from several disciplines try to address a common problem, how do they communicate with each other and what process do they select for their paradigm If each individual believes that their paradigm is the only one to use and that every one must use that nomenclature and process, major confrontations can arise. If there is a dominate personality that forces everyone on the team to learn the leaders paradigm, language, and process, then a learning period of several years may be required before the team can be effective. An alternative is to create a compromise language acceptable to the team, but this can create a communication barrier between the team and the traditional disciplines. 

While the calculations in this experiment are difficult, all students can readily perform the laboratory operations. Student teams work together on the challenging aspects of the calculations motivated by the fact that they are able to apply what they have learned in school to a real world substance. 

Mentoring is a process which supports learning and development and thus performance improvements, either for an individual, team, or business. 

It fully utilizes the notion that learning can be a uniting and mutually beneficial process Whoever learns together, grows together. The statement is as true for individuals, teams, whole organizations, businesses, academic establishments or... 

Once the implementation team is in place, recruitment should first focus on the selection of mentees before turning to the selection of mentors. The reason for this lies in the fact that mentoring is set up to benefit mentees (employees with certain learning requirements). In order for mentors to develop these employees, their needs must be ascertained first, and then mentors matched to them. Let us now consider mentor and mentee recruitment in more detail, starting with the mentee. 

McRobbie, C. J., Thomas, G. P. (2001). Changing the learning environment for enhanced explaining and understanding in a year 12 chemistry elass. Teaming Environments Research, 3, 209-227. 

Team members provided and coordinated referrals to a variety of community agencies, and supported caretakers in learning about normal infant development, sleep-wake patterns, and feeding schedules and appropriate foods. Caretakers were also helped to understand the infants developmental strengths, what would effectively soothe him/her, and what play activities were appropriate at certain ages. 

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