Detectando un bote de vidrio en una esquina de la pecera y un elemento extraño en la

Total time suggested: 115 minutes.

A. PURPOSE

The goal of this exercise is to make explicit and share some of the major expectations and obligations be-tween students and instructor. It provides an oppor-tunity for the instructor to find out what the class expects and for the students to learn what the in-structor expects.

B. PROCEDURES

Part A. Instructor’s Interview of Students

Step 1.The class forms into groups of four or five members.

Step 2. Each group elects one person as representative.

Step 3.Each group prepares its representative for the interview by the instructor. The representative should understand the group’s position and be pre-pared to answer the instructor’s questions. (See the Suggested Question Guide for Instructor’s Interview of Students.)

Time suggested for Steps 1 to 3: 15 minutes.

Step 4. The representatives meet with the in-structor. The instructor interviews them about their expectations while the rest of the class observes.

Time suggested for Step 4: 20 minutes.

ISBN: 0-536-63893-4

An Experiential Approach to Organization Development, Seventh Edition, by Donald R. Brown and Don Harvey.

Published by Prentice Hall. Copyright © 2006 by Pearson Education, Inc.

SUGGESTED QUESTION GUIDE FOR INSTRUCTOR’S INTERVIEW OF STUDENTS

1. What are your objectives for this course?

a. To learn theories?

b. To reach some desired level of knowledge?

c. To learn new skills?

d. To gain new behaviors?

e. To get a good grade?

f. To get required credit hours?

2. How can the instructor best help you to achieve your goals?

a. By giving lectures?

b. By assigning and discussing readings?

c. By giving exams?

d. By leading seminar discussions?

e. By relating personal experiences?

f. By letting you work on your own?

g. By being a stern task master?

h. By being warm and supportive?

3. How can other class members help you achieve your goals?

a. By sharing prior experiences?

b. By participating in group discussions?

c. By coming to class prepared?

d. By sharing educational background?

e. By doing nothing?

f. By being enthusiastic and supportive?

g. By being critical?

h. By being flattering?

i. By giving honest appraisals?

4. How should class members be evaluated?

a. By quizzes, exams, and tests?

b. By instructor?

c. By peers?

d. By quantity or quality of work?

ISBN: 0-536-63893-4

Part B. Students’ Interview of Instructor

Step 1.The class forms into the same groups.

Step 2.Elect a different representative.

Step 3. Each group discusses any questions it would like its representative to ask the instructor.The representative should be sure to understand the group’s questions and concerns. (See the Suggested Question Guide for Students’ Interview of Instructor.)

Time suggested for Steps 1 to 3: 15 minutes.

Step 4.In a class meeting, the representatives in-terview the instructor to clarify the instructor’s ex-pectations of the class. The representatives and the instructor should write on the blackboard a consensus of course objectives. This will not only reaffirm and support the objectives listed in the syllabus (by al-lowing the class to come up with the objectives), but will let the students and instructor delete or add other objectives which they feel may be important to the OD learning process.

Time suggested for Step 4: 20 minutes.

ISBN: 0-536-63893-4

An Experiential Approach to Organization Development, Seventh Edition, by Donald R. Brown and Don Harvey.

Published by Prentice Hall. Copyright © 2006 by Pearson Education, Inc.

SUGGESTED QUESTION GUIDE FOR STUDENTS’ INTERVIEW OF INSTRUCTOR

You may ask the instructor any questions you feel are relevant to effective learning.

Some areas you may want to discuss are:

1. How do people learn?

2. What are expectations about attendance?

3. What is the philosophy of evaluation? How are students evaluated?

4. What is the instructor’s role in the class?

5. What stereotypes about students are held?

6. Is there anything else that you feel is important?

ISBN: 0-536-63893-4

Part C. Identifying and Establishing Norms

Note: Part C is optional and may be omitted or used instead of Parts A and B.

Step 1. Meeting as a class, do or discuss the following:

1. Identify the pivotal and peripheral norms that are being established.

2. Which of these norms are functional or dys-functional to the class?

3. Which of these norms would you like to change?

4. Do you have any additional behaviors you would like to see become norms?

5. How much trust is being developed among students, and between students and instructor?

Step 2.For the norms you would like to change, make some specific plans for the changes.

Part D. Finalizing the Psychological Contract Note: Part D is optional and may be omitted or used instead of Parts A and B.

Step 1.Individually complete Column 1 of the Psychological Contract Worksheet.

Step 2.In small groups, exchange views, achieve consensus in completing Column 2 of the Worksheet, and develop group responses to the questions. Select a representative to report to the class.

Time suggested for Steps 1 and 2: 15 minutes.

Step 3.The representatives share with the class their group’s responses. As a class, and including the instructor, reach an agreement on a psychological con-tract for the course. It will be helpful if this concon-tract is written on the board for everyone to clearly see.

Complete The Final Psychological Contract for Course.

Time suggested for Step 3: 15 minutes.

ISBN: 0-536-63893-4

An Experiential Approach to Organization Development, Seventh Edition, by Donald R. Brown and Don Harvey.

Published by Prentice Hall. Copyright © 2006 by Pearson Education, Inc.

THE PSYCHOLOGICAL CONTRACT WORKSHEET

Column I Column II

Issues Individual Responses Group Responses

1. What were your expectations from this course when you enrolled in it?

2. What do you expect to get out of this course?

3. What will be the most enjoyable part of the course?

4. What skills do you feel will be the most critical to becoming an effective manager?

5. What skills and topics must you work on?

ISBN: 0-536-63893-4

FINAL PSYCHOLOGICAL CONTRACT FOR COURSE

ISBN: 0-536-63893-4

An Experiential Approach to Organization Development, Seventh Edition, by Donald R. Brown and Don Harvey.

Published by Prentice Hall. Copyright © 2006 by Pearson Education, Inc.