Target Workplace Foundation Skills
Purpose
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This lesson illustrates how individual values tend to influence decisions made by a team. In this simulated activity, students will become members of a four-person team that makes hiring decisions based on their individual values. They will practice self-advocacy skills and reaching a consensus as they argue and lobby for the people that they feel are most qualified to start a new music label, clothing company, or TV show.
Review
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Review the stress relief cycle from Lesson 7 (Handout 7.2) on self-control. Tell students they may need to utilize elements of the stress relief cycle from the previous lesson as they participate in this dynamic activity. Have students reflect on when they used self-control prior to this lesson.
Learning Outcomes
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Students will provide a workplace example of group decision-making.
Teaching Strategies
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- Make sure that all team members feel that their opinions matter. Remind students that all opinions are to be listened to and considered during group decision-making. Monitor to ensure that you are available to redirect students if any negative comments begin to develop.
- This can be a loud activity, as students often become animated in their decision-making—plan for volume control.
- Make sure students pay attention to their thoughts and feelings during this exercise. Have them think about how the decision-making actions of the group make them feel.
Required Materials
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- A new company scenario and candidate list (Handout 8.1)
- A group decision-making survey (Handout 8.2)
Vocabulary
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Speaking up: An employee that expresses and supports a personal opinion. For example, speaking up to let a supervisor know that you want to be considered for a promotion; letting a supervisor know that you aren’t comfortable with the lack of safety on the job; or speaking up for others, for what’s considered policy, or for what is “right” in a given situation.
Group Agreement: When every member of a group is willing to go along with the general feeling of the group. For example, Ted may not particularly agree with his coworkers about finishing the job on Saturday, but he supported the group despite his feelings.
Activity 8.1: Business Builders (45 minutes)
This activity will allow students to experience decision-making and coming to consensus as a team. In identified teams, students will determine which set of people would be best suited to start a new upcoming company.
- Form teams of four. This will allow for the differences in values each team member brings to the discussion. Assign one person to be the recorder, one person to be the group discussion leader, and two people to present the group results to the class.
- Hand out the new company and candidate list (Handout 8.1) and read the narrative together that defines the potential new employees who will be competing to help start the new company.
- Explain that teams will have 10–15 minutes to decide, from a list of 14 potential employees, which six will be hired as staff members for the new company. Teams must provide at least two positive statements of evidence for their choices. Negative put-downs are not to be tolerated.
- Remind the teams that they are looking for a well-rounded group of individuals who can help a company grow.
- After 15–20 minutes, two team members will report back to the large group which six employees have been selected for the company. Teams should give two reasons behind each choice. They need to provide positive supporting evidence and decide on a protocol to make sure all perspectives are heard in the group.
- If possible, attempt to reach an agreement with the larger group on which six employees should make the cut (if each group chooses the same company).
- Enrichment activity if the teams finish early: ask students to begin developing their new company based on the participants they selected in their team. Ensure the students come to a consensus on their business name, business slogan, and so forth. Remind students that even for this part of the activity, they should be serious about attracting the most customers and brand recognition.
Handout 8.1
You have been chosen to be part of a hiring team that will employ individuals to develop a brand-new company. Your team must start making money to support your company and hire new people. There are very strong candidates applying for jobs.
The company’s board of directors has directed you to hire six new employees as initial hires for the startup. Remember, to be successful; you need to hire a range of individuals to support and lead the company. A total of 14 candidates representing a cross-section of jobs have been chosen for you to select from. Only six candidates will be hired as the company’s first employees.
The goal of your work group is to hire six individuals that will make your company successful, well-known, and profitable. The decision must represent the consensus of the group. Every team member is expected to contribute an important part to the decision-making. Two of your team members will be expected to report on the employees the team has selected to lead the new company to fame and fortune.
- A 29-year-old woman who can speak seven languages. She has always wanted to work for a startup company. She has also traveled around the world.
- A 25-year-old college athlete. After moving to the United States two years ago, she qualified to compete in the world championships for her home country. She was disqualified for taking steroids. She has a college degree in history.
- A 35-year-old artist. She is from a low socio-economic status family in a small town in the country. Since moving into the city to live with her uncle, she has done well socially and works part-time at McDonald’s.
- A 65-year-old retired business executive. He is well known for his sense of humor and ability to make good connections. He has not worked for five years since retiring.
- A 36-year-old doctor. She is currently engaged and wants to change careers. She is a hard worker.
- A 26-year-old law student. He enjoys basketball and hockey. He and his wife are expecting their first child in the fall.
- The law student’s 29-year-old wife, who has spent the last two months in a rehabilitation center suffering from severe depression. She has some work history as an office manager.
- A 19-year-old student. Her family is well established because her father is the CEO of a large multinational corporation that produces computer software. She has never considered working for a startup before.
- A 48-year-old computer specialist. His specialty is designing programs that support the needs of developing rural communities. He is the first in his family to graduate from college.
- A 32-year-old musician. He is a single parent who volunteers at homeless shelters, playing music for the children to dance to, making him somewhat famous in his community.
- A 40-year-old marketing director. Her work with large companies has made her famous. She has a reputation for thinking she is better than anyone else and has been known to “stab a friend in the back” to achieve success.
- A 24-year-old male. He has a criminal record for stealing something when he was 17. He is struggling to find his direction. He is a great people person and sales representative.
- A 51-year-old businessman who has made it big in the American stock market. He communicates only through sign language and uses a wheelchair.
- A 37-year-old, fantastically talented designer who migrated to the US with his family. He is a vegetarian. He has never been married. He has control issues and can be hard to communicate with.
Worksheet 8.2
Put an “X” in the column that best describes your response for your opinions on the group decision-making skills in your team.
| Strongly Agree | Agree | Disagree | Strongly Disagree | |
|---|---|---|---|---|
| I was able to advocate in my group by speaking up and expressing my opinion. | ||||
| It was difficult to reach an agreement in our group. | ||||
| We developed a process to reach an agreement in my group. | ||||
| Our group’s final decision was a common agreement of all our group members’ opinions. | ||||
| Overall, I was satisfied with my group’s teamwork skills. |
Provide an example of how your group made a decision.
Provide an example of when you spoke up and provided your opinion.
During this activity, you worked with your teammates to create a successful company. Decisions had to be made, and consensus had to be built. Reflect on this activity and fill in the blanks below.
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How did I act?
|
What was I thinking?
|
How was I feeling?
|
|---|---|---|
| |
Check for Understanding
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Distribute the group decision-making survey (Handout 8.2) to each student. Read each item and have students respond by marking the appropriate item about their team’s decision-making skills. After they have completed the survey, ask the following questions:
- Have you been in a situation at work or school where you went along with your coworkers or other students even though you disagreed with their decision? How did it turn out?
- Have you been in a work situation where you were able to speak up and influence your coworkers because you felt strongly about something?
Practice Activity
When do you think it might be smart to agree with your coworkers when you have a differing opinion?
