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Formal Introductions in Team Building Activities

Engage in introspective team exercises reflecting on formal introductions, leadership dynamics, and organizational structures.

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Formal Introductions in Team Building Activities

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  1. Within the teams pair off and ask your partner this question: • What is your name and rank? • Reflection: • How did you feel when you were introduced in a formal manner? • What made the team exercise important to you? • How could you use the formal type of introduction to make a difference in your everyday life? • What questions would you ask about formal introductions? Energizer Energizer

  2. StudentLearning Activity • Review Student Learning Plan • Why is this important? • What will you learn to do? • Illustrate the rank and structure of Army JROTC • How will you know when you are succeeding? • Knowledge and skills you will learn along the way Inquire Phase

  3. Inquire Phase

  4. Think about the process you go through to complete a team project. StudentLearning Activity #1 • Construct a House • - Team One-Build a house out of the materials • available in the classroom • - Team Two-Observe closely as the other team • builds the house Inquire Phase

  5. Consider the processes and people involved. StudentLearning Activity #1 (cont.) Compare And Contrast What You observed Inquire Phase

  6. Reflection: • Who in the observed team became the leader(s)? Why? • Who became the subordinates? • What instructions/actions were given/taken? • What questions do you have about cohesive teamwork. Inquire Phase

  7. How could you explain an organizational chart to someone who was new for the first time? • Rank and Structure:Duties and Responsibilities • Team One: Introduction and Pyramid of Authority • Team Two: Rank and Grade • Team Three: Battalion Organization StudentLearning Activity #3 Gather Phase

  8. StudentLearning Activity #3 (cont.) Left 1st column-Topic Assigned 2nd column-Supplemental reading Right column-Leave blank Gather Phase

  9. Copy and Distribute Exercises 1 and 2. • Complete Exercises 1 - Fill in the Blanks with selected words • Complete Exercise 2 - Fill in the Blanks with key words StudentLearning Activity #3 (cont.) Gather Phase

  10. Reflection: • How does a staff position fit into the chain of command? • When can cadets of a lower rank advance to a higher position? • What are the advantages to an organization that recognizes a span of control? • What questions do you have about the relationship between pyramid of authority, the rank structure, and battalion organization? Gather Phase

  11. How do other groups/clubs display their organizational charts? StudentLearning Activity #5 Two T - Charts 3rd column-Cadet commissioned and non-commissioned ranks from battalion organization 4th column-Equivalent position in the school structure Process Phase

  12. What does the American flag mean to you? Reflection: • Is there a relationship of authority to responsibility? • What is the difference between school positions and the positions in JROTC? • How does the pyramid of authority and the unit organization chart graphically show the concept of span of control? • What other questions do you have about duties and responsibilities? Process Phase

  13. Think about famous leaders and how people respond to them. • Designated leader acts as battalion commander • How many names have been forwarded up the chain? • Exercise: • Review Exercise 3 - Rank Description Matching • Review Exercise 4 - Chain of Command Multiple choice StudentLearning Activity #7 Exercise 4 – use the CPS pad to select the correct answer to the multiple choice questions. Apply Phase

  14. Reflection: • Which was more efficient? • What are some of the benefits of the chain of command over a group or team operation? • In what situations is the chain of command useful? • What questions do you have about the disadvantages of the chain of command? Apply Phase

  15. Use the attached scoring guide to self-assess your work prior to submitting to your instructor for evaluation: Moving Up In JROTC scoring guide. Apply Phase

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