Course project part 3

Running Head: ACD-PBX ANALYSIS 1

ACD-PBX ANALYSIS 2

Professional Development

Levi Modl

Patrick Braceros

DeVry University

December 2,2020

Part 1

There were a lot of things I learned watching this video, and a few things that I have never thought about when working in a group. For instance, I never thought about someone’s cultural differences. If you are not considering their cultural differences, then you may not be able to get the best work out of that person (Mannix & Neale, 2019). It is the same way with a person's work style, without knowing their work style and adapting, you may not be able to get their best work.

Being able to give feedback to a group member will also help the group. Giving them the proper feedback to improve the overall goal will help the group do a better job and will be able to work better together than if you didn’t say anything together and everything got mixed up with different styles and possibly making things confusing for someone else (Mannix & Neale, 2019). Giving feedback should help resolve any conflicts that may arise from the group as well.

When it comes to conflicts, you must first be able to understand and acknowledge the problem, as well as trying to see all perspectives and be able to come up with a compromise. You must be able to listen to everyone to be able to see everyone’s viewpoint and keep your emotions out of it to be able to come up with a solution that everyone can agree to (Mannix & Neale, 2019). If you need to, take a break to clear your head and come back later.

When it comes to communication, the most important thing is to know your audience. Without knowing your audience, you could not say things that may not make sense to them or you could even talk about the wrong thing. You should also include information that they already know. When talking to your audience you should come up with a goal and know what you are going to say (Mannix & Neale, 2019). Make sure that your thoughts are organized so when you talk to your audience, you can talk to them without jumping around. Make sure that your information flows from one topic to another in a nice smooth form.

When undertaking a group project, it is important to develop a host of skills. These skills are increasingly important, especially in the professional world. In most cases, a positive group experience contributes to learning (Caruso & Wooley, 2018). It also contributes to the student or team member retention and the success of the entire group. For instance, student learning that is done through positive group experiences may lead to the success of the overall college.

Part 2: Professional Development Modules

Module 1: Designing a Course. A faculty can easily assign more complex problems to a team of students than they could do the authentic problem individually. Group work helps in introducing the unpredictability in teaching (Caruso & Wooley, 2018). This is because in most cases groups approach tasks and solve problems in the most interesting ways. Group work becomes very refreshing to the tutors. Besides, group assignments are very useful especially when the number of viable project topics is very limited (Caruso & Wooley, 2018). This helps in reducing the final products used by the instructors in grading their students.

Group works are very beneficial in terms of teaching. The instructors should always ensure that the groups are assigned the tasks that fulfill their learning goals. This would help in producing the best professionals in several fields of career. Professional development involves both the students and the instructors to lend themselves to collaboration (Caruso & Wooley, 2018). This leads to the successful development of the professions. However, the projects should always be known to both the students and the instructors. This is because group projects can add more tasks and complexities in student grading.

Module 2: Discussion of Controversial Issues. Discussions are an excellent strategy in group works. This is because they enhance the student’s motivations and fosters their intellectual agility. As a result, it encourages democratic habits in group works. Discussions also create new opportunities for students to sharpen their skills and academic practices (Mannix & Neale, 2019). This may include the ability to articulate their intellectual positions and also defend them. By considering different points of view and evaluating the evidence, an excellent profession is developed.

Although discussions provide new platforms for the students to explore and discover new skills, they can also produce anxiety among the students. This is because group discussions are unpredictable and require all parties to surrender some control over the flow of information. Therefore, it is important to have careful planning of the group projects. This ensures that the discussions are made lively. It minimizes any chaotic situations and ensures that the group does not lose focus (Mannix & Neale, 2019). For the group discussion to help in professional development, the planning should be very cognitive. This is achieved by considering emotional, social, and physical factors that can adversely affect the group discussions. Accomplishing the goals of professional development is something very important for group discussions. For the discussion to stay focused and relevant, it must have a purpose (Mannix & Neale, 2019). This purpose can be established by considering the goals for the discussions. It, therefore, means that the group should always have a specific way of discussing the ideas. However, the goals of the groups should be consistent with the values and the objectives set by the instructor.

Module 3: Teaching and Development Plan. Articulation of the arguments made by the authors of the assigned readings is very important. It helps in assessing the evidence used supporting the arguments. The group should evaluate the arguments and make a comparison of the ideas contributed by each other (Mannix & Neale, 2019). This would help them to discuss the contemporary implications of the professional development policy. The group may also formulate the arguments that may be used to counter any argument for a legal position (Mannix & Neale, 2019). This allows the group to create a good approach to design different socioeconomic categories of different people in professional development. As a result, it gives a suggestion that justifies the design changes that increases the benefits for the group members. It is important to envision the purpose of a discussion. This allows the group to easily formulate stimulating questions and the best strategy to facilitate the discussion. The instructor should also clearly communicate the teaching objectives to the students (Mannix & Neale, 2019). As a result, the students always keep their thinking focused and feel motivated to participate in professional development. Timeline is an important factor to consider when planning for a professional development course. The precise timing will always depend on the course. This means that an instructor will consider how much to prepare for the course outline. The planning will depend on whether the course is new or not (Caruso & Wooley, 2018). However, the timeline should not be exhaustive or relevant to any other course. Besides, the timeline should act as a guide for the standards of professional development.

Module 4: eMentors. After the selection and assessment of learning objectives, the group needs to think about the instructional activities. The instructor also engages students with learning materials that will enable them to meet the set objectives. Most instructional strategies used by the instructors are very flexible (Caruso & Wooley, 2018). These strategies are used in the service of various learning objectives that help in the professional development of the students. However, it is important for the instructor to use a combination of instructional strategies.

References

Caruso, H.M., & Wooley, A.W. (2018). Harnessing the power of emergent interdependence to promote diverse team collaboration. Diversity and Groups. 11, 245-266.

Mannix, E., & Neale, M.A. (2019). What differences make a difference? The promise and reality of diverse teams in organizations. Psychological Science in the Public Interest, 6(2), 31-55.