Business Communication Quarterly
http://bcq.sagepub.com/ Self-Directed Teams as an Enrichment Strategy for Nonnative Speakers
Daphne A. Jameson Business Communication Quarterly 2007 70: 51 DOI: 10.1177/108056990707000108 The online version of this article can be found at: http://bcq.sagepub.com/content/70/1/51
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Association for Business Communication
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FOCUS ON TEACHING
51
SELF-DIRECTED TEAMS AS AN ENRICHMENT STRATEGY FOR NONNATIVE SPEAKERS
Daphne A. Jameson
Cornell University
BUSINESS COMMUNICATION COURSES often include a mix of students who are native speakers of the language of instruction and those who are not. When native speakers form a majority, it is hard to meet the special needs of the nonnative speakers. If a course’s purpose is to cover strategic aspects of communication, it seems inappropriate to spend class time to cover language issues relevant to relatively few students. Yet many nonnative speakers need extra support to be able to execute communication strategies effectively. To address this situation in a graduate management program, I applied the concept of self-directed teams. Self-Directed Teams D A self-directed team is fully responsible for completing a well-defined segment of work (Orsburn & Moran, 2000). The 6 to 10 members organize, coordinate, monitor progress, and follow through to achieve results. They schedule work, assign tasks, and handle personnel issues such as absenteeism. This approach loosens traditional top-down... [continues]
http://bcq.sagepub.com/ Self-Directed Teams as an Enrichment Strategy for Nonnative Speakers
Daphne A. Jameson Business Communication Quarterly 2007 70: 51 DOI: 10.1177/108056990707000108 The online version of this article can be found at: http://bcq.sagepub.com/content/70/1/51
Published by:
http://www.sagepublications.com
On behalf of:
Association for Business Communication
Additional services and information for Business Communication Quarterly can be found at: Email Alerts: http://bcq.sagepub.com/cgi/alerts Subscriptions: http://bcq.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://bcq.sagepub.com/content/70/1/51.refs.html
Downloaded from bcq.sagepub.com at RMIT UNIVERSITY on August 17, 2010
FOCUS ON TEACHING
51
SELF-DIRECTED TEAMS AS AN ENRICHMENT STRATEGY FOR NONNATIVE SPEAKERS
Daphne A. Jameson
Cornell University
BUSINESS COMMUNICATION COURSES often include a mix of students who are native speakers of the language of instruction and those who are not. When native speakers form a majority, it is hard to meet the special needs of the nonnative speakers. If a course’s purpose is to cover strategic aspects of communication, it seems inappropriate to spend class time to cover language issues relevant to relatively few students. Yet many nonnative speakers need extra support to be able to execute communication strategies effectively. To address this situation in a graduate management program, I applied the concept of self-directed teams. Self-Directed Teams D A self-directed team is fully responsible for completing a well-defined segment of work (Orsburn & Moran, 2000). The 6 to 10 members organize, coordinate, monitor progress, and follow through to achieve results. They schedule work, assign tasks, and handle personnel issues such as absenteeism. This approach loosens traditional top-down... [continues]
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