Examine the Ten Basic Principles for Virtual Teams (Watkins, 2013) article, and the articles regarding Pixar found within your Week Four Documents and Resources folder, as well as the textbook regarding the chapter on team and team dynamics.
Analysis: Based on the Watkins (2013) article, the Pixar resources, and the Uhl-Bien et al. text on team effectiveness, address the following:
How would you define an effective team?
What are the stages of team development?
Describe the significance of these stages in Virtual teaming.
Collaboration, innovation and communication can be positive aspects of effective teamwork. Identify and discuss methods for establishing effectiveness all three of these in an organization.
he final stage is the formal operations which consist of 11 to 15 year olds. At this age children are capable of mental operations including abstractions and logical reasoning (Schaffer 2004, p.168). The mind of a child who is 11 years or older can carry out mathematical calculations, be creative, have accurate reasoning and imagine the outcome of specific actions REF. After analysing Piaget’s theory, I believe that his four stages of development and the structure of teaching is closely linked. The sensorimotor stage fits in to the early years foundation stage (EYFS) where children mainly learn by playing and exploring the facilities around them. In the nursery and reception classes of the school, the children have a variety of continuous provisions areas within the classroom that relate to the real world such as shops, post office and kitchens. This allows the children to explore role play and discover real life situations. Tasks are set up to allow the children to explore freely whilst the teacher observes the children’s involvement in the activity (EYFS, 2010, online). This relates to the principle of ‘enabling environments’ in the EYFS themes: ‘The environment plays a key role in supporting and extending children’s development and learning (EYFS, 2010, online). The second stage links to children who are in key stage 1 (KS1). The children develop words that support play with ideas. The school has a shop corner which contains a till, plastic shopping basket with play foods and plastic money, this allows the children to play within the shop and explore the money. I believe this allows the children to learn as well as play as it’s leveled at their ability. It is important to give the children real life situations and problem solving as the skills can be applied throughout their learning and help them develop into mature adults. Providing the children with hands on experience in certain areas of the curriculum such as EYFS, mathematics and literacy has been taken from Piaget’s theory. The child is observed during a practical activity and his/her engagement and communication skills are recorded (Briggs et al, 2005, p.27). I feel it is important that EYFS, key stage one and key stage two should be closely linked and flexible so the child has the correct skills and knowledge throughout the stages to build their confidence and succeed in the future. As part of a Literacy topic the children had to act out Goldilocks and the three bears. They were put in groups and were given a script. The children had to read the script and act it out. This provided the teacher with information on each child’s cognitive ability and allowed her to assess and set targets for each child. The concrete operational stage ties in with KS2. However, after observing a key stage two there is a change in terms of teaching style and the activities undertaken in EYFS and KS1… The aim of KS2 is to develop the logical process in the learning. Every week the children carry out guided reading, this differentiates from fiction to nonfiction depending on the >GET ANSWER