{"title":"Building assertiveness and listening skills using dysfunctional peer project scenarios","authors":"Laurie L. Levesque","doi":"10.1108/omj-02-2023-1726","DOIUrl":null,"url":null,"abstract":"\nPurpose\nThis paper aims to provide an experiential learning exercise that develops student skills in assertive communication and listening in the context of dysfunctional group projects. It offers iterative planning, roleplays and reflection. Variations incorporate additional practice, interim debriefing or multiple partners.\n\n\nDesign/methodology/approach\nA scaffolded approach introduces assertiveness and listening. Students prepare and discuss feedback scripts for two scenarios about problematic team members, articulate perceptions of blame (to call attention to bias) and identify listening tactics. They receive additional scenarios with complementary roles to analyze individually and then practice with new partners. In one, they are assertive, and in the other, they are the dysfunctional group member.\n\n\nFindings\nThe challenges represented by the scenarios resonate with students. Many are shocked by the difficulty of speaking assertively with “problem” group members and find the iterative practice helpful.\n\n\nPractical implications\nStudents avoid directly addressing problems caused by peers or request instructor intervention. This iterative activity helps them close the knowing-doing gap by practicing assertive communication, feedback and listening within the context of realistic group project situations.\n\n\nSocial implications\nThis activity develops learner confidence and capacity to handle similar situations. It incorporates valuable soft skills that are transferable to the workplace.\n\n\nOriginality/value\nThis activity draws on common problems caused by group members in college project teams. Learners develop scripts and listening approaches and practice assertive communication to achieve better group outcomes.\n","PeriodicalId":39393,"journal":{"name":"Organization Management Journal","volume":"35 5","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Organization Management Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/omj-02-2023-1726","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
This paper aims to provide an experiential learning exercise that develops student skills in assertive communication and listening in the context of dysfunctional group projects. It offers iterative planning, roleplays and reflection. Variations incorporate additional practice, interim debriefing or multiple partners.
Design/methodology/approach
A scaffolded approach introduces assertiveness and listening. Students prepare and discuss feedback scripts for two scenarios about problematic team members, articulate perceptions of blame (to call attention to bias) and identify listening tactics. They receive additional scenarios with complementary roles to analyze individually and then practice with new partners. In one, they are assertive, and in the other, they are the dysfunctional group member.
Findings
The challenges represented by the scenarios resonate with students. Many are shocked by the difficulty of speaking assertively with “problem” group members and find the iterative practice helpful.
Practical implications
Students avoid directly addressing problems caused by peers or request instructor intervention. This iterative activity helps them close the knowing-doing gap by practicing assertive communication, feedback and listening within the context of realistic group project situations.
Social implications
This activity develops learner confidence and capacity to handle similar situations. It incorporates valuable soft skills that are transferable to the workplace.
Originality/value
This activity draws on common problems caused by group members in college project teams. Learners develop scripts and listening approaches and practice assertive communication to achieve better group outcomes.
期刊介绍:
Organization Management Journal is a blind peer-reviewed online publication sponsored by the Eastern Academy of Management. OMJ is designed as a forum for broad philosophical, social, and practical thought about management and organizing. We are interested in papers that address the interface between theoretical insight and practical application and enhance the teaching of management. OMJ publishes scholarly empirical and theoretical papers, review articles, essays and resources for management educators. Appropriate domains include: -Organizational behavior- Business strategy and policy- Organizational theory- Human resource management- Management education, particularly experiential education