> S/he would argue, "Why should I sacrifice, for the sake of the TEAM,
>when many other TEAM members do not contribute on an equal basis, yet are
>rewarded the same as me?"
This is a dilema in an American culture that stresses the pioneering
spirit of the individual. While we don't want to lose the innovativeness
that comes with that spirit, it is important that people cooperate to
achieve a common goal. It is a fine line that the field of gifted
education has been struggling with for many years. Gifted students working
in heterogeneous groups tend to carry the weight and resent the good grade
that all team members get as a result of the gifted students efforts. The
next go around the gifted student does less work, the team suffers, and
the student is not only scorned but inhibited from reaching their
potential.
One solution to this catch 22 is to structure individual tasks that when
combined fulfill the teams mission. In this way each member must complete
an equitable task that will contribute to the final result of the goal or
project. Members can select areas of expertise or interest and can be
assessed on their input. In this way you can measure individual
contribution and group functioning. You might also consider peer(members
of the team) and self-evaluation of individual tasks and group
functioning. Criteria for quality work should be established before the
group breaks out for tasks so that each member will know how to achieve
quality. This criteria will also guide peer and self-evaluations AND is a
great learning tool.
You might look into cooperative learning as structured by Roger and David
Johnson. They have a ton of books and articles on this topic. Try:The
Nuts and Bolts of Cooperative Learning, Learning Together and Alone,
Structuring Cooperative Learning, "Effects of Cooperative,Competive, &
Individualistic Goal Structures on Achievement: a Meta-Analysis" in
Psychological Bulletin 89 (1) 47-62 Also Robert Slavin has done a lot with
cooperative learning. I believe he is at Johns Hopkins. Try Cooperative
Learning, 1983 published by Longman or Learning to Cooperate, Cooperate to
Learn, 1985 published by Plenum.
Hope this is helpful.
wendy fein
fein@mail.idt.net
PS: Looking to utilize my skills/abilities
I have been involved with business, as well as writing curriculum,
coaching and training teachers and acting as a change agent in public
schools. At present I am enrolled in an OD program and am interested in
broadening my experiences. I am interested in strategic change and would
like the opportunity to learn from an OD person. Do you know anybody that
would appreciate a conscientious shadow or intern and could use my
assistance?
--w fein <fein@IDT.NET>
Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>