Chapter 4: Essential Skills in the Business Classroom

Straw Tower Competition

The class is broken into three groups and each group is supplied with a box of 200 drinking straws, a roll of masking tape, scissors, crayons and a few pieces of construction paper. The groups are informed invited to participate in a contest involving three categories: Tallest Tower, Strongest Tower, and Most Beautiful Tower. The groups have 10 minutes to design their free-standing towers using the materials provided, but must not begin construction until told to do so. After the design phase, students are given 15 minutes to construct their designs. At the end of the 15 minutes all towers must be transported to the front of the room for judging. Generally a fun, loud and lively debate ensues about the merits of each tower, but I always make sure each one somehow wins one of the categories… Halloween chocolates go over well as prizes.

The debrief includes questions such as:

“Did everyone participate in the planning?”

“Did your tower end up looking like you planned?”

“Did everyone participate?”

“Was there a leader?”

“What other roles did you see?”

 

Often groups don’t want to stop building because they are having so much fun. I reinforce the point that this was work, and ask them “why can’t all our work be this fun?”… I mostly get agreement on this point.

Lessons learned from all three activities are collected and used to establish a master list of Characteristics of Effective Teams, and Roles that Support Teams. The class then brainstorms a list of class norms; which includes expectations of the instructor, each other and the instructor’s expectations of the students. This document is referred to regularly through the course when a friendly reminder is needed.

 

The Team Contract homework assignment forces the newly formed teams to meet right away, and quickly become accustomed to working together.

The class concludes with a discussion and examples of what a Team Contract entails, and each group is assigned the task of drafting a Team Contract for discussion the following week (homework).

Listening

Tell the class to listen carefully without taking notes. There will be a test about the story they are about to hear.

“You are driving an empty bus down Main st. and after 5 km you stop and pick up 8 passengers. You drive another 3 km and turn left onto Maple st. and 2 km later you stop and 3 passengers get off and 7 more get on. You drive another 4 km and stop to let off 5 passengers and 4 more get on. You drive another 1 km; turn right onto Elm st. where you stop to let off 6 passengers and 3 more board the bus… The question: How old is the bus driver?”

Out of 120 students only 2 understood that the answer was “their own age”, because “You” are the bus driver. The remaining 118 students made typical comments such as “you didn’t tell us” or “that information was not provided”. When the instructor re-reads the story, emphasizing “you” each of the six times, the class “groans” a lot, but is amazed that they were fooled by such a simple trick.

The game is followed by a debrief, asking questions such as:

“Why didn’t people understand that “you” were the driver?”

“Is hearing the same as listening?”

“What can we do to be better listeners?”

 

The answers address topics such as listening with a purpose, dealing with “noise” (both external and internal), and introduces active listening.

 

Note taking

The class is introduced to the Cornell note taking system and provided an example of how it works. They are then informed that they will need to apply the method to the upcoming discussion/presentation on “Developing and Delivering Business Presentations” (which aligns with the communication theme). The class is also informed that once the discussion is over and they have completed their notes, they will be asked to share their notes with their teams to ensure all important details were captured, and then these notes will be handed in to the instructor for feedback. Knowing that others will be judging their notes, most students do a better job than usual to avoid embarrassment in front of their colleagues. In the follow up discussion, a point can be made about how notes can improve by just deciding to take better notes. At this point I provide students with a copy of my own notes on the topic; which often includes 40% to 50% more detail than they thought was required. This results in an inevitable request for all my notes; which I politely refuse with the explanation that the process of making notes is required to truly learn the material (more groaning, but they get the point). This discussion is a nice tie-in to memory; which is the next topic.

 

Memory

A group discussion about trying to memorize Shakespeare in high school and the challenges of remembering what we don’t understand, or what we don’t necessarily see as important. This is contrasted with examples of how easy it is to remember the stats of our favourite sports team, or our first date… It’s meaningful to us! There is a useful discussion around purpose and deciding to remember, as well as some theory about how memory works. Students are encouraged to discuss with their teams how they will use the concepts raised in the “Developing Business Presentations” lecture for their group presentation later in the course, and are informally quizzed after the discussion. The debrief reinforces the principles that to remember we need to see the material as relevant, make good notes, think about the ideas so we truly understand them, discuss with others, and review regularly.

 

 

Effective Presentation Skills

 Example 1: Students are provided with subject matter on developing and delivering effective business presentations, and these concepts are discussed by each group within the context of “how can we use this for our group presentation?” Effective presentation skills are further developed throughout the course as groups are called upon in most classes to present and debrief work completed by their groups, including group homework assignments such as finding an article from a news paper and explaining how it illustrates the impact of the business environment on profitability, or describing and defending a recommendation on a short business case. The teams complete the course in week 15 by delivering a formal 10 minute business presentation to their colleagues and instructor, including appropriate visual aids and handouts.

Example 2: Students are asked to develop and deliver a two minute impromptu speech where they must apply the unit concepts of planning, writing and delivering an oral presentation. This exercise provides an opportunity to apply theory, but also reinforces the importance of being prepared as it is not uncommon to be called upon to speak during a business meeting. The activity form is below:

 

In this class all students are assigned to permanent working groups for the balance of the semester. These groups are required to sit together in every class, complete weekly group exercises together, and complete a large industry research project, and formal business presentation as a team.

This workshop incorporates three activities: Helium Pole, Wilderness Survival Simulation, and the Straw Tower Competition. It produces four products: Class Norms, Characteristics of Effective Teams, Roles that Support Teams, and a Team Contract for each team.

 

Helium Pole

Ten students volunteer and stand face-to face in two rows of five, with their index fingers pointing outward. A long tent pole (about 8 feet) is placed on their fingers, and the task is for the group to lower the pole to the floor without dropping it or grabbing it. If any member grabs the pole or if their fingers leave contact with the pole, the pole is replaced in the original position and they need to start over. It’s called “helium pole” because the slight pressure exerted by individuals actually causes the pole to rise. A lot of fun can be had with this activity, as the instructor reminds the group that the goal is actually to “lower the pole”. Usually within less than five minutes, a leader emerges and starts to direct and coordinate the group’s efforts, and generally within ten minutes the group has successfully lowered the pole to the floor. This task is amazingly harder than it sounds, but very easy and fun to deliver.

The debrief asks questions such as:

“What behaviours did you observe that helped the group reach its goal?”

“What did you see that interfered with the group reaching its goal?”

“How did you feel?”

 

The lessons may include:

Need for a common understanding of the goal.

Importance of leadership.

Importance of a task focus.

Importance of supportive comments from colleagues.

Fun!

This information is then collected and included in the Characteristics of Effective Teams and Roles that Support Teams documents.

 

 Wilderness Survival Simulation

Class is provided with a scenario where they are with a group who survived the crash of a small plane in the Canadian wilderness in February. Students individually prioritize a list of items on their importance for their survival. Their individual lists are set aside, and students are then placed in groups of various sizes and asked to come to consensus on a single group list and be able to explain why they made their choices. The instructor takes note of time to arrive at a decision for each group, as well as group size, and then provides the “survival expert’s” answers and shows students how to score the exercise. Students arrive at an individual score and a group score. In almost all cases the group results tend to lead to better survival decisions.

The debrief highlights:

Pros and cons of group decision making, including time to make a decision and quality of decisions

How some members can be more influential than others

Roles that helped and interfered with group success

Importance of communication and ensuring that all members are involved

 

Understanding Your Learning Styles

 In this workshop students complete two self administered tests to learn more about their individual learning styles: The Personality Spectrum, based on the
Myers Briggs Type Inventory, and the Keirsey Temperament Sorter; which produces a simplified description of four personality types – Thinker, Giver, Organizer, and Adventurer. Students also complete Howard Gardner’s Multiple Pathways to Learning assessment for an additional perspective. After completing each tool, students work with groups of similar colleagues to discuss their similarities and differences, learning preferences, share ideas for effective studying, and explore career options that complement their personalities and learning styles. Individual learning strategies are emphasized and students are encouraged to explore other alternatives throughout the course.

 

Effective Reading and Learning

 Students are provided with a short article about supply and demand and asked to read the article to prepare for a practice quiz. Once all students have read the article, the quiz is delivered and students record their individual responses. The instructor then shifts into a discussion of how reading a text is different from reading other material, and that when your professor says “read your text” we really mean “learn”. Examples of employer expectations of independently learning from policy and technical manuals creates a non-academic context for the discussion. Students are walked through a step-by-step trial run of the SQ3R method of learning from reading, and as students follow along using the original article they are required to engage in, contemplate and discuss the concepts from the article as they make notes. Once the demonstration is complete, students complete a post-quiz on supply and demand, and self-score both quizzes. Results of the pre and post quizzes are collected and recorded on the board. The results are dramatic, where one class had 50% fail and only a couple students earn an “A” on the pre-quiz; with the same class producing all “A”s and one “B” on the post-quiz. Students were amazed at the improvement and complained, “Why are we only learning this now?”

 

Research and Writing

The class is moved to a computer lab to allow each student access to a computer with an Internet connection. This session is facilitated jointly by The Business School Librarian and the course professor. During this class the Librarian walks the students through the collection of research tools available to support the students in the completion of their group research project. Each team is responsible for answering several questions about an industry assigned to them, and the deliverable by the end of this class represents the first milestone for the group’s large research project. The Librarian uses an unassigned industry as an example, and quickly demonstrates how effectively and efficiently relevant information can be obtained if the right tools and skills are applied. Students then have the balance of the class to begin work on their project, and have access to the Librarian and the instructor as questions arise. This project introduces students to available research tools and strategies, but also gives the teams a jump start on their project and a significant reason to begin working together more closely as they attempt to learn about teams.

Analytical, Creative Thinking and Problem Solving

Students explore the differences between analytical, creative and practical thinking skills, and apply these different ways of thinking to solve a group problem.

Step 1 – Identify a problem shared by most students that we can work on together. Students are provided Post-it-notes and invited to write their biggest problem on one note, and stick it on the board at the front of the room. The instructor then reads each anonymous note to the class, and the group begins to categorize the problems. Once all notes are organized in categories, the class agrees to labels or names for each problem category.

Step 2 – The class discusses, and agrees to tackle one of the problems. A common theme was balancing work, school and personal commitments.

Step 3 – The class attempts to understand the root of the problem by brainstorming possible causes of the issue and their implications. These all get written on the board.

Step 4 – The class brainstorms a number of possible solutions that will likely solve the problem, and analyzes the potential positive and negative effects of each.

Step 5 – The class agrees to one of the solutions, with a rationale for their choice.

Step 6 – There is discussion about the fact that we really don’t know if the solution will work until we try it. Part of real learning is trial and error, but we need to evaluate what happens so we can make better decisions in the future.

The discussion concludes with an understanding that we need to utilize analytical, creative and practical thinking skills to solve problems and make good decisions.

 

Managing Self

Example 1:

In this unit students establish their long-term goals, assess their individual core values and affirm that what they think they want from life aligns with those values. Students also analyze how effectively they utilize their time and develop a plan to improve both effective and efficient time management. The assignment includes three steps covered over a two-week period.

 Step 1 – Understanding Your Values

In this step students individually identify their core values using a list of common values as a starting point. Students are also invited to include their own if necessary. Students begin by identifying a broad list of as many as twenty values, and attempt to narrow their list down to the most important five or six. At this point students are asked to utilize their visual learning style by creating a “coat of arms” that represents them and their core values, and be prepared to discuss the meaning of their coat of arms within their groups. This reinforces their understanding of their values, and also acts as another opportunity for teams to get to know each other better.

 Step 2 – Long-term goals and plans

Students prepare a brief description of what they hope to achieve, and what their lives will look like ten years from now. They are asked to comment on their goals and if/how they may or may not be aligned with their core values. In some cases students completely change their goals as they realize what they thought they wanted wasn’t what they really wanted. In many cases it seems their original goals are actually someone else’s e.g. their parents, boy friend, or even media (what does success really mean to me?).

 Once a sound long-term goal is established, students then think about and document their intermediate goals e.g. graduate with honours, and finally the short-term goals required to achieve their intermediate goals e.g. attend all classes, take better notes, and review notes every week. This plan forms their “road map” from where they are now, to where they want to be in ten years.

 Step 3 – Managing Time Effectively and Efficiently

Students are asked to keep a time log showing all their activities in 30 minute increments over a seven day period. Students then rate how productive each unit of time was used in helping them to reach their goals or “live their values” on a scale of 1 (not productive at all) to 4 (very productive). Once the seven days of data are collected, students calculate the percentage of time that was productively and unproductively used. Many are amazed to learn that over the week as much as 60% to 70% of their time was used unproductively. Students further analyze their unproductive time by examining what activities wasted most of their time e.g. watching TV, playing video games, hanging out; and then develop a plan showing how they can use their time more effectively. Many simply say they will limit TV to one hour per day instead of three hours, and spend the time reviewing notes instead. Some realize that excessive hours of paid employment is getting in the way of their academic success. Some unfortunately accept the fact that “hanging out with friends” several hours each day is unproductive, but do not intend to make any changes. In any case, the realization that they can make decisions about how they use their time is enlightening. Students also examine a number of techniques to help improve efficiency, such as creating lists, using a day planner, reading selectively, and include a list of two or three techniques they will try as part of their plan.

 

Example 2: Values, Goals and Time Management (Individual):

i. In this three-part exercise, students were asked to closely examine their values, use these values to help prioritize the activities they faced and develop an individualized semester schedule.

ii. The first step had the students completing an inventory of values held for their work and personal lives:

1. Values such as material wealth, autonomous work situations, family stability and personal health were considered.

2. Students identified the most important areas. They then measured how they felt their current lifestyle was in harmony with these values:

e.g. If personal health and fitness was an important factor, the student must be able to keep to a regular regimen.

iii. The next step was to use the values identified as critical to prioritize responsibilities and activities:

1. Schooling

2. Work

3. Family

4. Friends

5. Religious observation

6. Personal fitness and organized sports, etc.

iv. Priority One activities are those that are very important, with little flexibility. Using tools such as Course Outlines, personal calendars and work schedules, each student built a Semester Schedule by ensuring all critical activities such as class times, tests and assignments; work shifts and family responsibilities and celebrations were assigned first. Remaining time could be filled in with less important, more flexible activities.

v. The last step directed the students to review their Semester Schedule and identify those periods where a focus on time management would be needed (multiple or overlapping tasks). A discussion was held to identify possible proactive methods to handle busy times, such as booking time off work, early completion of assignments and dedicated study periods throughout the semester.

 

Research and Writing

During this unit student teams meet in a computer lab to allow everyone access to Internet. The Business School Librarian facilitates an interactive session when students are guided through library resources in an attempt to find helpful information needed to analyze an industry. Students utilize reliable government sites such as Industry Canada, Human Resources & Skills Development Canada, The Conference Board of Canada, as well as searchable databases allowing students access to full text articles from a range of relevant periodicals. The teams are provided half the class to begin work on their group research project with access the help from the Librarian and their instructor. This activity introduces students to some of the research tools available through the college, and reduces the chances of the teams procrastination by getting them started in their large research project six weeks before it is due.