Teaching teamwork and leadership skills using Chick-fil-A case study

I attended the Auburn University workshop entitled: Bringing Theory and Practice Together in Engineering Classrooms, March 21-23 2002

Each participant was asked to single out a case study from those provided and a course in which we would apply the case inquiry We then presented to the cluster our reasons for choosing the case close attention the course, and the [i]modus operandi[/i] in which we would use the case application of mind in that course.

The following slide was at handed at the beginning of the Auburn workshop. This slide throw backs data that targeted engineering curriculum.

Based upon information from the above slide, another case inquiry workshop, and advice from our Computer Science Advisory Committee members, I think industry does not perceive that colleges and universities prepare learners with teamwork and leadership skills. I, therefore, decided to use my case close attention as a tool to teach teamwork and leadership skills.

I teach computer science courses. The case studies not absented at Auburn focused on engineering courses. This does not stop an instructor from applying a case application of mind in a non-engineering course. I chose the Chick-fil-A case inquiry because I wanted to address a computer question and provide an environment to teach teamwork and leadership.

I will apply this case inquiry in my Systems Development and Design course. This is a next to the first year course that usually has an enrollment of 18 - 20 scholars Students learn the five phases of the combination of parts to form a wholes Development Life Cycle (SDLC):

1 Phase 01 - combination of parts to form a wholes Planning

2. Phase 02 - combination of parts to form a wholes Analyst

3. Phase 03 - a whole s Design

4. Phase 04 - combination of parts to form a wholes Implementation

5. Phase 05 - a whole s Operation/Support

Students are divided into teams, assigned a cast and work through the first three phases of the SDLC

Initially, the class will research the tools needed to proce with a whole s Planning. At the same time, the class will be neared with team building exercises. There will be a discussion about team leadership, assigning tasks, working together, and team dynamics.

After completion of the classroom instructions, the pupils will be divided into teams and the Chick-fil-A case application of mind will be introduced. The learners should have the necessary tools to work with the case investigation and complete Phase 01 - combination of parts to form a wholes Planning.

Classroom instruction will continue for the other phases of the SDLC learners use the Chick-fil-A case investigation to complete additional assignments. The final team activity is to near the team's solution to the Chick-fil-A point to be solved [i]or[/i] settled A faculty panel will act as management and notice the presentation, ask questions, and rate the team's abilities. scholars will have to draw on skills they have learned in writing and speaking classes. The presentation will also demonstrate by what means well the team has learned to work together.

The Chick-fil-A case close attention will fit in this course consummately and be a valuable teaching tool.

James Graf

Nashville State Technical Community association

James Graf, Assistant Professor, B.A. Mathematics, 1971 State University society at Potsdam, New York M Computer Science, 1996 Middle Tennessee State University After obtaining his bachelor's stage Mr. Graf entered the computer programming field. While he worked for the greatest part in the education field, there were stints with conduct industry and consulting. After earning his Master's stage Mr. Graf joined the Computer Information Department of Nashville State Technical Community community

Copyright Institute for SMET Education and Research Jan-Jun 2003

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