CHAPTER 1

Learning groups N = (4) (6) persons Heterogeneity: as much diversity as possible (origin, sex, age,....) Own choice (Create) shared goals Hand over group composition

Learning report Result of discussions and insights within the learning group Answers on questions spread over semester Typewrited Handover week before examinations Appraisal: 1/3th of points

First assignment: 1) contacting & contracting Contacting –Who am i? –Who are you? Contracting –My expectations for this course –My personal goals –My expectations to the other group members Conclusions in learning report –Our common goal as learning group –Our behavioral code we agree upon

CHAPTER 4

Learning groups Big 5 personality test Motivation feedback opinionnaire Job preference opinionnaire Assumptions about human nature Inventory Herzberg Job enrichtment cases

Learning groups: questions Big 5 personality test –What do these scores mean for each group-member? Are they recognizable? –Explore differences, similarities, examples, strengths, weaknesses –What can these scores mean for your professional life? Motivation feedback & Job preference –What do these scores mean for each group-member? Are they recognizable? –Explore differences, similarities, examples –How would these scores reflect in your professional life? »Motivation feedback = from managers viewpoint »Job preference = from employee point of view –Are there differences between the two surveys? Explain.

Learning groups: questions Assumptions about human nature (X-Y) –In what amount do I believe in »assumptions underlying theory X »assumptions underlying theory Y –How would this reflect in your professional life?

Learning groups: questions Herzberg model - Make an inventory of concrete examples, factors, conditions, contexts, that (would) make you work harder/better - Share these inventories - Order into following categories (at least 5 in each category) MotivatorsHygiene Factors Both / it Depends … …………………… …………………… ……………………

Learning groups: questions Job design cases – How would you enrich these jobs, according to the job characteristics model. – Be concrete and profound

Learning report Conclusions / results of each assignment

CHAPTER 10a

Learning groups Motivation: expectancy theory For every case: - Read it - Predict motivation (intuitively) - Estimate expectancy first, than estimate the valence and instrumentality for each reward - Calculate motivational force - Does your intuition fit with what you calculated?

Learning groups Blake & Mouton: Which item belongs to which leadership style? –Fill out first individually, then attain group consensus –What is your dominant style according to you? Fiedler: - evaluate your LPC on a scale from 1 to 8 - items 3,5,7,8,9,12,13,16 score from 1 to 8 items 1,2,4,6,10,11,14,15,17 score 8 to 1 - high LPC-score >= 65; low LPC-score < 65 - in which situation are you most effective as a leader according to Fieldler? Do you recognize this?

Learning groups Blanchard Lead Self –Dominant style (column1) = whats your score for each quadrant? –Adaptability (column2) = how effective are you with your particular scores on the basic styles –Discuss individual results, interpretations and consequences

Learning report leadership styles Compare the results of the 3 excercices: 1. What do you (not) recognize? Do the other group members recognize this? 2. What are the most significant differences and likenesses between the group members? 3. What do you learn about yourself concerning your style of leading people?

CHAPTER 10b

Assignment for next monday A. Inventorise behaviors of leaders (you know of knew): What do they do? B. Learning group: 1. Compare the lists of behaviors of each team member - possibly you can cluster some into broader categories 2. Which behaviors are the most important? - order individually + group consensus 3. Put these in Quinns model - which roles are difficult to insert? C. Questionnaire transactional/transformational leadership 1. Fill it out 2. Do you recognize the results - of your own / these of the other group members - in your group or elsewhere?

CHAPTER 12a

Learning group assignment When did the two groups make a choice for cooperation/competition? What were the effects on –trust/distrust? –communication & future cooperation? How effective have you been as an organisation? Explain why you were (in)effective What did you learn form this exercise about intergroup cooperation? In learning report

CHAPTER (netschool assigment)

netschool assigment HOMEWORK FOR THE GROUPS THAT DO NOT HAVE TO BE PRESENT ON EITHER THE 27TH OR THE 5TH (freedom to choose when/where to make this assignment) Leadership roles: A. Inventorise behaviors of leaders (you know of knew): What do they do? B. Learning group: 1. Compare the lists of behaviors of each team member - possibly you can cluster some into broader categories 2. Which behaviors are the most important? - order individually + group consensus 3. Put these in Quinns model - which roles are difficult to insert? C. Questionnaire transactional/transformational leadership 1. Fill it out 2. What are the individual scores? Do you recognize the results - of your own / these of the other group members - in your group or elsewhere? --> In Learning report: B3 & conclusions about C2