Allow the exchange of criteria and points of view on the subject seeking critical and individual positions on it. Promote group work. Develop the power of synthesis and creativity to tackle a topic.
Exercise name:
Teaching method:
Subject in which it applies:
Goals:
- Master the classical theories of administration, taking into account their contributions and limitations, as well as their similarities and differences and the importance they have in the evolution of the science of administration. Allow the exchange of criteria and points of view on the subject looking for critical and individual positions on it. Promote group work. Develop the power of synthesis and creativity to address a topic.
Total time needed: 2 hours
Resources to use: Cardboard, paper, markers, required bibliography and any material that you want to use in the exhibition.
Participants: No more than 30 students
Didactic Organization
Days before the activity, the topics to be covered will have been distributed to the students. These are:
1. Classical School of Administration, with its two aspects:
- Scientific Administration Anatomical School
2. School of Human Relations, with its two aspects:
- Elton Mayo Studies Human Relations Movement
3. Quantitative School
4. Approaches: DpO, DE, DpV.
The way to distribute the topics will be dividing the classroom into 4 groups (one for each topic), the number of students per group will depend on the total number of the classroom. Then each group, in turn, will be divided into two, each subgroup touching a part of the theme (for example, in the case of schools, the theme can be divided into two aspects). The different subgroups must prepare in advance in the corresponding part of the topic. The number of students per group or the number of divisions of the same group is subject to variations. Students will be encouraged to come up with a creative way to present their topic and given the opportunity to bring whatever utensils they want.
The teacher must also prepare in advance to introduce and close the activity, orienting it in a way that allows it to meet the objectives set, as well as to facilitate its proper flow through key questions or interventions that guide the discussion, based on the work group.
The content that they must previously master for the activity is:
1. Why did those theories emerge?
2. Main exponents
3. Bases that gave way to theories
4. Contributions and limitations
5. Own criteria on the subject under investigation
The activity will have two key moments of 90 minutes each.
Application mode
Introduction
The classroom should be structured in a circle, but marking the place of each group. After all the groups are in place with a sign that identifies them (name of the topic to be developed or another), the teacher will proceed to introduce the activity.
For this, he will first explain what it consists of and then he will make a small reflection on the background and importance of knowing the historical evolution of administrative science (what is sought is to encourage reflection by creating a suitable and understandable climate for the task they will perform). If necessary, the teacher will impose some work rules, such as:
There can be no exchange between the groups, only if the teacher authorizes it.
In the work of each group everyone must be listened to, they must not speak at the same time, no participant should be attacked, roles should be defined to favor discussion such as example that of Leader, that of registrar and that of facilitator.
They should not extend the established time for each moment.
This initial part will not exceed 10 to 15 min.
Development
The first half (75 minutes) is individual for each group. In this period of time, each subgroup must present to the other subgroup the part of the topic that corresponds to it, generating a debate on their part. The same can be based on the answers to any of the following points (in the case that corresponds):
1. Why are they grouped within the same topic? (for schools)
2. Relationship that exists between each point of the topic (mainly focused on the approaches)
3. Critical analysis of their similarities and differences
Once the points have been analyzed, they should include the conclusions to present them later to the rest of the participants as a single topic. Here students are expected to develop their creativity and power of synthesis by the time of the exhibition.
The teacher must observe the behaviors and facilitate the process if necessary.
After the discussion session, proceed to the plenary session, where the presentation of each group will be made, which will last another 75 min. The teacher will assign the turn as appropriate (following the logical sequence of the evolution of the schools) to each group, pointing out the most important points and can (if feasible) promote the exchange of criteria through timely interventions or by asking questions. that stimulate the exchange within or between the groups, those that can have prepared or that are generated as a result of the exposures. Otherwise it must be a simple spectator who collects the necessary information for the final conclusions.
Conclusions
Finally, the teacher will give the conclusions emphasizing the logical sense that has been followed in the development of the activity (mainly the evolution of theories) and pointing out the most important questions addressed in the session, for which it is supported by the summary material. For this you have 10 or 15 min.
The teacher must have supporting material that serves as a summary of the topics.
Observation guide for the teacher or activity modulator
In the first part of the activity (discussion) the points to be measured are:
- Group behavior, if everyone participates Roles that are identified or established How they develop the discussion If the topic to be addressed is addressed correctly and if there was good prior preparation.
In the second part of the activity (conference)
- Value creativity of the group in the exhibition Power of synthesis and concretion to the topic that they expose Domain of the content How the rest of the group behave (the observers) Participation of the classroom with questions or opinions Finally it will be evaluated if they captured the global vision of the topic that is developed.
