Page 326 - Foundations of Learning, 4th Edition (Revised)

“Ok, now we need to‘assess our performance’and‘modify our plan,’”Sam says. “So, how
are we doing, Sandra the Reflector?”

“I think we’re doing great,” Sandra says. “Fred found some great stuff online about
assessment, tools called the Reflector’s Report—“

“Aren’t you doing that now?” Sam asks.

“No, this is a WRITTEN assessment. It has concrete steps to help guide your thinking,
and there’s even something he found called ‘assessment language’—“

“That’s great, Sandra. Jennifer, what are you going to do for your presentation?”

“Wait–“ Sandra says.

“Well,”Jennifer says,“I was going to create sort of cartoons, you know, for each team role
and–“

“This assessment language, the way you talk to people, is really important in helping
the team improve–“ Sandra says.

“Go on, Jennifer,” Sam says.

“These cartoons could kind of show, in a nutshell, what each role is all about.”

“Sam,” Fred says, “Sandra has some really great ideas based on my research. I want to
hear Jennifer’s ideas, too, but I think Sandra’s contributions about assessment language are
really important.”

“You’re probably right, Fred. I’m sorry, Sandra and Jennifer. Jennifer, I can’t wait to get
back to your fabulous ideas about how to present team roles,”Sam says,“but Sandra, please
tell us about assessment language and why it’s so important in the Reflector’s Report.”

“Thanks, Sam,” Sandra says. “Like I was saying, there’s a written Reflector’s Report I do at
the very end of the process, after we’re done with the presentation. The Reflector’s Report
is really strengthened if you use something called assessment language. Assessment
language is focused on helping team members improve their performance, not on evaluating
the performance. It’s based on thinking of teamwork as a process, not thinking so much
about the presentation as a product. So if I were to reflect on our performance now using
assessment language, I’d say, we’ve learned to listen but we might be faster about catching
ourselves not listening next time. And I’d say, as an insight, that rushing the process—
our discussion—and focusing just on the product—our presentation—only
compromises the learning experience for everybody.”

In the preceding dialogue, members of our team have performed an effective intervention
within the team. An intervention is action taken to immediately resolve a problem.
Fred shared his belief in the importance of Sandra’s ideas, effectively reminding the
team to respect what all members contribute. Sam, as Captain, followed through
with Fred’s intervention by recognizing that Fred had a valid point and that what
Sandra had to share was worth the team’s time and attention. Table 12.3 provides
additional examples of typical problems that teams encounter and how they can be
solved through interventions.

320 Foundations of Learning