The Effects of Learned Leadership/Membership Skills on Work Performance. Final Report.

Autor/inn/en	Banathy, Bela H.; und weitere
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	The Effects of Learned Leadership/Membership Skills on Work Performance. Final Report.
Quelle	(1976), (191 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; Curriculum Development; Curriculum Research; Decision Making Skills; Group Dynamics; Group Membership; Instructional Materials; Interpersonal Competence; Leadership Training; Material Development; Secondary Education; Skill Development; Student Attitudes; Task Performance; Teacher Attitudes + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Gruppendynamik; Gruppenzugehörigkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interpersonale Kompetenz; Führungslehre; Lehrmaterialentwicklung; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Lehrerverhalten
Abstract	The project examined the effects of learned leadership/membership skills on performance in task-oriented groups, developed competence-based instructional materials to teach such skills, and examined the effects of such skills on individual and group knowledge, skills, attitudes, and performance. Following a literature review, materials review, and needs assessment, discussions and questionnaires gathered information from teachers, parents, counselors, managers, employers, and students. Specific needs having been established, the curriculum design and prototype modules were developed. Eight priority areas were identified as those to be addressed in the development effort: Group communication, knowing and using resources, evaluation, conflict resolution, planning, coordinating activities, sharing leaderships, and decisionmaking. Extensive pilot testing over the following two years involved a variety of student settings--urban, suburban, rural; large schools and small; academically motivated students and underachievers; vocational, experimental, and traditional academic classes. Findings indicated that (1) administrators, teachers, and students appreciate the need for and value of instruction in the cooperative group interaction skills area, (2) the skills in this area of competence are difficult to teach, and (3) extended research and development--which would take into consideration further testing, teacher training, curriculum fusion, and curriculum design--would be of significant value. Appendixes contain the curriculum outline, operational definitions of effects to be tested in task-oriented groups, summary charts of selected evaluation items, and some reflections on and implications of the cooperative group interaction skills (CGIS) curriculum. (Author/TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01