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Workshop Critique - Essay Example

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The class was given the opportunity to work in groups and provide the instructor with an engaging and organized activity to prove the worth of the concept chosen. For our presentation, some students were asked to create a circle and pass around a ball. Apart from the name of the game and instructions, nothing else was told to the participants.
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Workshop Critique

Download file to see previous pages... The design chosen by this specific group put into effect KOLB's theory of experimental learning (Kolb 1976). This was against the other models for a variety of reasons.
The Johari Window is specific to every individual because of its division into what the person knows about them, what others know about the individual that is known and unknown to them and what is unknown about the individual to both himself and the group (Luft & Ingham). Thus all the Johari Window does is represent information about the individual in relation to his team or group.
The ladder of inference concentrates on the understanding that prevents an individual from reaching the wrong conclusions (Senge 1994). Thus, in other words it assists an individual to consider the facts and reality before making any decision. The ladder plays on the individual's belief that his ideas and data might not be the correct or rational proof that the team seeks. This idea was too specific to convincing and teaching the truth so it was foregone as the chosen concept
Tuckman's theory is considered one of the most successful team concepts ever created. The concept revolves around concentrating on the team's history: from its creation to the fulfillment of the task, the theory concentrates and succeeds in understanding the entirety of achieving any given task (Tuckman 1965). Tuckman also feels the need of adding a phase known as: adjourning and transforming that applies only after the team has finished their project. Thus, the concept talks of five phases: creating a team, brain-storming ideas, creating rules and values that must be followed, carrying out the practice and learning from experience.
Our team chose to follow Kolb's concept. For this concept to come into affect in its entirety it was necessary to run it against a certain sort of experimentation. Kolb's model works on the idea of a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualization and active experimentation. Thus every individual in the team succumbs to four different emotions: feeling, watching, thinking and doing (Chapman 2003).
Our team merged the Kolb model with certain aspects of the Tuckman model to create an activity and environment that would suit the needs to show the workings and intricacies of team-work. By choosing to play a short game, Tuckman's theory of short projects to be the best indicator came into play. Not only was the activity chosen, short but it also allowed the facilitator to observe the behavior of the team over a measurable timeframe, allowing the judgments that were created to be functional and precise. Also, the activity which took placed allowed every member of the team to engage in each aspect of Kolb's model. Not only was each team member expected to be an active participant but they were also engaged into following the rules of emotionally involving themselves into the task, participating in it, improving by watching the fellow members and eventually doing the best job they thought possible (Kolb & Fry).

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