Group Project Evaluation Memo

The Group Project Evaluation Memo is a three-to-four page memo to your instructor that is authored by you and submitted directly to your instructor.

This Evaluation Memo answers three questions:

  • What did you learn about your abilities to work on team projects?
  • How well did other members of your team complete their tasks as agreed upon in the Team Charter and as depicted in the Gantt chart?
  • What did you learn about collaboration that will help you in future collaborative tasks?

This Evaluative Report has three major parts:

  1. Self Evaluation
  2. Peer Evaluation
  3. Collaboration Insights

Context

The Evaluation Memo is the ninth and final project in an eight-week long group project that involves a Consulting Simulation.

The extent to which supervisors evaluate employees values greatly across cultures. In consulting firms, it’s routine for the consultants to receive rigorous and extensive critiques of bosses, peers, and mentees. However, in some workplace contexts, critique can be random and even superficial.

Ray Dalio, a billionaire and Founder of Bridgewater Associates, a hedge fund, believes our dislike for conflict and critique cause us to avoid telling others our true assessment of their communications and actions. In Principles: Life and Work, Dalio argues businesses need to embrace meritocracies where people are radically honest and transparent about their assessments. He believes businesses flounder when their cultures don’t foreground performance evaluations.

In school contexts, when group projects are assigned, some students may not fulfill their responsibilities–even if they agreed to them at the Team Charter meeting and subsequent group meetings. People can have a variety of reasons for not performing, including health problems, personal crises, a lack of ability, or a fixed mindset. Or, they simply may not care much about the assignment

Collaboration problems are common in both school and workplace settings. Sometimes these problems are called soft problems–i.e., problems associated with humans working collaboratively. Strictly speaking collaboration is an intrapersonal competency, and yet in real life cognitive and intrapersonal competencies are intertwined with interpersonal competencies, as illustrated below.

Source: College & Career Career Framework, http://www.cccframework.org/resources.html, 11/20/2019

Employers are well aware of these problems and that’s why teamwork skills and professionalism matters so much in job searches (see 21st Century Literacies: Cognitive, Intrapersonal, and Interpersonal Competencies).

Ultimately, the Evaluation Memo provides the evidence needed to understand what students did and what they learned about collaboration.

Outcomes

Students will

Instructions

1. Self Evaluation

Briefly summarize and evaluate your work on the Consulting Simulation. Link to your Collaboration Journal.

Some Topics to Consider Discussing
Collaboration Journal
Mindset
Conscientiousness
Intellectual Openness
Appreciation for Diversity
Flexibility
Initiative
Intellectual Openness
Metacognition
Positive Core Self-Evaluation
Self Leadership

2. Peer Evaluation

  1. List your teammates in alphabetical order (first and last name)
  2. Provide one holistic grade for each peer’s overall contribution.
    1. Evidence for Grading:
      • your team’s charter, your peers’ Collaboration Journals, the Gantt chart.
  3. Write one two or three sentences evaluating each peers’ contribution.

Some Topics to Consider Discussing
Team Charter
Conscientiousness
Responsibility
Conflict Resolution

3. Collaboration Insights

Intrapersonal Competencies

What did you learn about Collaboration as a result of the Consulting Simulation?

To address this question in a substantive way, do some preliminary research on scholarly conversations related to Collaboration.

Recommended Readings
1. Collaboration

2. Professionalism & Work Ethic

3. Model of Collaborative Problem Solving. Source: Oliveri, M., Lawless, R., & Molloy, H. (2017). A Literature Review on Collaborative Problem Solving for Workforce Readiness. GRE Board Research Report Series and ETS Research Report Series, 1-27. Doi:10.1002/ets12133

Stylistic Recommendations

Your instructor values Substantive Prose. Teachers as well as employers privilege sincerity over hyperbole, specifics over vagueness.

Evidence matters to a community of scholars or professionals.

Recommended Schedule

Suggested ActivitiesReadings
To add authenticity and specificity to your memo, refer to your Collaboration Journal and link to it to provide evidence for work accomplished.

Link to your Team Charter to reference agreed upon-work schedules

Link to your team’s Gantt chart to reflect on how your team managed its time.

Avoid vague language, generalizations
read and think about collaboration.

From the suggested readings, pick one or two topics to reflect on such as Team Cohesion, Team Empowerment, Self-Management, Open-Mindedness.

Collaboration

The Rhetor’s Cognitive, Intrapersonal, and Interpersonal Competencies

Intellectual Openness

Metacognition & Self-Regulation

Professionalism & Work Ethic

Submission Guidelines

  1. Upload the Evaluation Memo to the course management system.
  2. Do not upload the Evaluation Memo to the Project Management Portfolio.