MHRM 6100 + Week 8

This week is our last week in my first class at Walden University.  It has been an adventure of exploring both topics known and those less familiar to me.  One of the topics, we have explored in the course of this class is the use of mobile technology and social media tools.  Prior to the start of this class, if anyone had talked to me about mobile technology my frame of reference would have been around cell phones.  Today, I also consider the lap top a part of mobile technology.  For the first time in my life, I am on the verge of successfully completed an on-line course.  As you know, it would have been impossible to do this without the use of a computer.  Although there were benefits missed that are traditionally found in a classroom environment, this type of learning has introduced a new perspective that has come from daily changes found in new surroundings.  There were days I sat in a recliner to complete my work and other days I sat in a restaurant sipping a latte.  The use of this equipment in the forum in which it was presented has changed my life forever!  To add to this discovery is the use of all the various social networking tools made available with just a click of a finger.

Although social networking tools like Facebook, twitter, and professional web based organizations hold great promise for professionals in both a classroom and professional environment, I have yet to take advantage of the opportunities that exist within its framework.  Not only can we learn from one another in these environments, they also provide each of us an opportunity to share our gifts and talents with one another.  Beyond this point, concrete learners like myself, have opportunities to discuss issues, topics and things learned from the virtual classroom.

I have finally concluded our virtual team has reached the fourth stage in Tuchman’s team development model: the performing stage (Chaneski, 2009).  Team members complete assignments and provide feedback in a timely manner; team members listen and solicit feedback;  discussions and feedback is to the point; everyone has the opportunity to input their opinion; discussions on topics have produced consensus; and the evaluation of performance transpires about every other week through this format.

The biggest contribution mobile technology contributed to our team development came through the use of the computer.  This is a given due to the pure nature of this online class.  However, I believe the use of telephones and Skype can also contribute to the development of teams in future classes.  Cell phones have the capacity of receiving real time information through icons like Twitter and Facebook.  Also, these vehicles and others allow people to get to know one another better. 

The concept of team charters did facilitate the growth our online class experienced.  There is no reason future classroom teams will not benefit from them as well.  The biggest contribution they make, in my mind, is that the charter provides a set of “guidelines, rules, and policies” that govern behavior (Norton, 2009).  Our class has operated by a set of rules and policies that include a score card (rubric) that measures how well team members have followed established guidelines.  Learning and becoming familiar with these guidelines is instrumental to current and future classroom success.

Chaneski, W. S. (2009). The stages teams go through. Modern Machine Shop, 82(3), 34–36. Retrieved from:
http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1843863981&sid=3&Fmt=4&clientId=70192&RQT=309&VName=PQD

Norton, W. I., & Sussman, L. (2009). Team charters: Theoretical foundations and practical implications for quality and performance. The Quality Management Journal, 16(1), 7–17. Retrieved from:
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MHRM 6100 + Week 6

Tuckman Team Stage Development model outlines four stages of team development: forming, storming, norming, and performing.  The model also evaluates the "interpersonal interactions that influence task accomplishment and team morale" (Anderson, 2010).  When I analyze the development of our virtual learning team I still contend that our team is in the norming stage.  I say this with the belief that we are beginning to take on characteristics or development that lend to a highly functioning or performing team. Currently, the strongest behaviors we exhibit appear to be linked to the norming stage.  This belief comes from the following evidence:

• Team members seem more eager to share and walk in greater openness to thoughts and ideas. 
• Members of the team invite greater openness to differences of opinion and even appear to be open to changing their way of thinking. 
• Team Members are responsible for their own actions and they have bought into class protocol. 

The characters that have recently come to the surface that indicate our team is developing into a highly performing team are as follows: 

• It looks like all team members are completing their assignments and are completing them on time.
• Team members appear to be really listening to one another through their response and feedback.
• We are providing feedback that offers up our opinions, thoughts and ideas.
• All team members are given the opportunity to have a voice and to make recommendations on the issues at hand.

The behaviors I have yet to witness in our team that further indicates that we have fully achieved the performance stage of Tuckman's team model is within our ability to come to consensus and our ability to evaluate our team effectiveness (Chaneski, 2009).  Even though this analysis can be interpreted as proof of our willingness to evaluate the effectiveness of our team, we have not performed this activity as a function of improving our team performance.  Non the less, the implementation of these behaviors and the continuance of the the behaviors we have already demonstrated have the real potential of kicking our team into Tuckman's fourth stage as a high performance team. 

If there was ever a question of whether or not we are even a real team, I believe it can be easily disputed through simply evaluating the definition of a team. Jon Katzenback and Douglas Smith in their book, The Wisdom of Teams, defines a team as "a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable" (Anderson, 2010).  Through a traditional view or one found through the lens of a team paradigm shift, there is no disputing that we are a team.   Not only are we a team, we are one  that is on the verge of proclaiming that we are a high performance team!

Anderson, B. (2010). Project leadership and the art of managing relation-ships. T + D, 64(3), 58–63.
Chaneski, W. S. (2009). The stages teams go through. Modern Machine Shop, 82(3), 34–36. Retrieved from: http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1843863981&sid=3&Fmt=4&clientId=70192&RQT=309&VName=PQD

MHRM 6100 + Week 4

     Over the past four weeks, I have not used different mobile technology or social media tools.  I tend to go with what I know and what has worked in the past for me.  Many times in my life I have made things much more complicated then they need to be.  This is one experience I have kept it simple.  Simple appears to work!  However, given that, there are some applications for mobile technology and social media tools that can enhance the learning environment.  Outside of actually calling a fellow student, my cell phone is a great tool for texting fellow students regarding a variety of topics.  Additionally, email, twitter and facebook tabs can be established on my cell phone home screen to provide on-going, real time dialog.  This would provide me with a better feel for how my class mates are doing, what the concerns or issues of the moment are and on-going communication on class topics.

     As to social media, the biggest opportunity for me at this point and time are professional social media groups.  Even though Indeed.com presents an opportunity to network with other professionals for purpose of finding work, it also presents an opportunity to talk to like minded professionals that also challenge my way of thinking, thus providing additional opportunities to learn. 

     Speaking of learning and discoveries, I have concluded that our virtual class team is in the norming stage of Tuckman's team stage development.  Tuckman identified team stage development as forming, storming, norming, and performing.  As characteristic with the norming stage, our team appears to be open and eager to sharing our thoughts, ideas, and concepts with one another (Chaneski, 2009).  There seems to be a level of trust among the group that invites respectful disagreement among class members (Chaneski, 2009).  Classmates have taken on individual responsibility for their role.  This is in the face of the fact that we have not dealt with a situation where buy-in for a team decision was required.  We have bought into and lived by the rules and policies established for the team by our fearless leader: Dr. Gravitt.  This evaluation is based on team dynamics that have evolved as the Professor has lead the process and members have complied.  The next evaluation of this team should come if the team becomes responsible for leading a particular project.

Chaneski, W. S. (2009). The stages teams go through. Modern Machine Shop, 82(3), 34–36. Retrieved from: http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1843863981&sid=3&Fmt=4&clientId=70192&RQT=309&VName=PQD

MHRM 6100 + Week 2

Over the past couple of years, I have gained some experience with a couple of social media sites: Caring Bridge Blogs and Face Book.  When I think about the opportunity to influence the learning process among learners I often think of Kolb's work as it relates to his learning style model. Kolb recommends the implementation of a variety of activities that lend to the learning strengths of all students through a cycle of experiential learning.  Students learning preferences range from that of a concrete to an experiential learner.  At this early stage as an on-line learner, it is clear to me that abstract learners are in seventh heaven. Given my limited experience with social media, I do see a couple of opportunities to aid in the learning process for both the concrete and experiential learner.

A vehicle like face book could be used as a live chat session with students.  The chat session or dialog would be anything from how students feel about their learning experience to communicating about an article or assignment.  As a concrete learner I would have enjoyed conversing about Coarse's theory.  I noted through comments after the assignment was due that there were other people who had a similar experience, yet no one knew anyone else was struggling.

As you know, it is tough enough to identify methods, activities, or assignments that produce experiential types of experiences in a classroom environment, let alone in a virtual environment.  However, blogs may provide another idea for an experiential and concrete activity.  My thought is to place 4-5 people in a team.  Have each person blog about methods, practices, or strategies that relate to a specific objective embedded in the class learning process.  Once the individual blogs are complete, the next step for students would be to identify a new method, practice or model identified by a team member they would like to practice in real life.  The classmate who first wrote about the chosen practice would then be the coach or person who answers question of the classmate who selected their idea to implement.  The next phase of the activity would then move into implementation in one way or another.  Implementation of the new idea will look different for each student, thereby, the vehicle used to practice would also be different.  Although an instructor may want to provide a host of application methods for students to choose from, it would be important to do so to ensure students who can and can not apply the new learning to a work environment are given the ability to practice the chosen method, strategy or practice in one way or another.

New Beginnings

Wow, what an interesting process this educational journey has been in such a short period of time.  I was telling my husband yesterday how much easier it is to be a traditional student, one who attends a traditional classroom environment.  Yet, I am starting to believe I will learn more in this online environment then I might in a classroom environment.  I certainly have concerned myself with more things that I took for granite before (i.e. connecting with people).  Also, after posting my first discussion response I have noted it has been too long since I have been out of school because my writing needs to reflect more of the APA guidelines.  I say, another lesson learned.  So, good luck fellow classmates, unlike the show Survivor, we are in this together.

Louise