huyingheng
(我还是上面提问题的人)这就是要翻译的专业英语第二部分： Implementation of CAPS Major Phases in the Implementation of CAPS Explaining how CAPS has been implemented in the class room can be best accomplished by noting its major teaching phases (see Exhibit 3). The first phase in CAPS consists of the selection and screening of small business clients for team projects. We obtain prospective clients from the Small Business Development Center on our campus which is affiliated with the Small Business Administration (Goodell and Kraft 1991). Phase two of CAPS includes forming two or three person teams, learning about the projects, and selecting a client (Exhibit 3). The course is organized around the student consulting project which culminates in a written report. Students are given a detailed syllabus that includes a tentative calendar outlining phases in the project, examples of the final report, weekly work plans and reports on project activities. Class time is spent talking about the consulting process which includes business problem solving/opportunity investigation and building client relations. In the third phase, the objectives of CAPS are to understand the client's problem/opportunity and business situation in order to develop a statement of purpose for the project (Exhibit 3). This phase involves the students and instructor visiting with the client to learn of client problem(s) and concerns and to gather information about the business. After the initial meeting, students work in and out of class, to "shape" the problem to fit their skills and time available. Closure is reached on the purpose of the project in a second student meeting with the client. The fourth phase of CAPS consists of several interdependent actions: (1) refining the problem, (2) collecting data, (3) formulation of alternative solutions to the client's problem, and (4) making recommendations (Exhibit 3). Potential data sources are identified and accessed by the students with its utility judged. Next, the data is collected and used to refine the problem, as well as to identify and evaluate alternatives. Alternatives that are judged to provide solutions to the problem form the basis for written recommendations to the client. The first recommendation is made as soon as an attractive alternative has been identified. The final phase of CAPS involves a written report presented to the client (Exhibit 3). The report is based on activities over the quarter and much of the content of the report can be taken from the various interim reports. The Instructors Role in CAPS We have found that an effective role for the instructor over the quarter is that of promoting class discussion and being a resource to the teams, rather than a lecturer and/or evaluator. During the first two weeks of class teams report on their initial meetings with the client and everyone in the class is encouraged to help in the formulation of problem statements. About the third week of class and with most teams having identified a problem statement, the class discussion and team reports shift to identification and use of data sources, possible alternatives and their evaluation. Everyone in the class is asked to contribute ideas to help each team, promoting "organizational citizenship," defined as members of each team aiding other teams.Key Issues in Course Management Addressed By CAPS The CAPS combination of experiential attributes offers some unique challenges to the educator such as managing teams and clients, lack of structure and relying upon a project. In this section we address those difficult issues in course management.Team Relations Issues in team management that must be addressed include poor relations between team members, team size and composition, free loading, and team evaluation. We believe poor team relations, team size, and team composition are all related. For example, adjusting team composition and size can help reduce poor relations and free loading. In CAPS we have used larger teams in the past, but have found that two or three person teams seem to reduce conflict and free loading. In addition, allowing students to self select team members permits them to choose people they like to work with. CAPS is restricted to seniors, so students often know their colleagues when the class starts and teams are formed rapidly.Freeloading Second, conflict and free loading are reduced in CAPS by outlining team protocol in the syllabus and if someone feels that the team effort is not working, the student(s) can withdraw from the team. The person(s) according to class attendance and weekly work reports who have done the most work for the client remain on the primary team. In addition, the instructor must attempt to provide an equivalent opportunity to someone who lost a client due to team restructuring. The prospect of being individually responsible for a project reduces the attractiveness of freeloading. If a student complains that the other student is not doing his/her fair share of the work, especially late in the quarter, we review the record of weekly team activities and typically find that the complainer has been much more active than the alleged freeloader. The complainer is then given the choice to finish the project individually or to remain on the team. Also the division of labor is reviewed and the freeloader is given specific responsibilities. In CAPS we instruct the freeloader that these are your individual responsibilities and no excuses are acceptable for not completing these tasks. Using this remedy, the complainer is not dependent upon the freeloader for completing the assignment, thus avoiding the problem of dividing up the work already done between complainer and freeloader. Team evaluation Third, team evaluation in CAPS can be very difficult if the instructor attempts to make sharp distinctions between the contribution of each team member. Not all instructors agree with our philosophy, but if the peer ratings suggest that each person contributed equally, each team member receives the same project grade. Some 10% of the final grade accounts for the individual's effort and if someone contributed little according to the work reports (work reports ask each person to indicate each task they completed), peer ratings, class attendance and participation, then that person's individual effort points are reduced. Unstructured Project Since CAPS is an unstructured project, it can be difficult for students. The weekly work plans, along with the phases in the project, are major tools that provide structure that encourages students to work consistently. The reports provide feedback to the instructor, so needed assistance can be provided. In addition, the lack of structure carries the danger of students selecting unsuitable problems to focus upon, resulting in student confusion. To reduce these dangers, CAPS gives the students experience in learning to cope with unstructured assignments. We let the students try to resolve the various problems first, counseling them at each phase of the project. Class discussion of the projects, along with the instructor meeting with the teams, helps reduce student confusion. Poor student decisions are controlled by instructor review of student recommendations, before they are convmunicated to the small business client. Other Project Issues in CAPS Using a project such as CAPS, rather than some other task, raises course management issues including client screening, coping with uncooperative clients, gaining resources and controlling the instructor's workload. The major objectives in screening are to obtain clients with a suitable problem and who will cooperate with the student consultants. To evaluate the client's problem, the instructor phones the potential client, explains that senior business students have ten weeks to work on a project, provides examples of past projects and responds to the client's proposal. Usually the problem is likely to be within the technical and human relations skills of the students. In discussing the CAPS project, the instructor explains the role the client plays, asking for a time commitment of one hour per week. Clients who lack a suitable problem or are unwilling to commit to the project are screened out. Uncooperative clients have not been a frequent problem in CAPS, yet a contingency plan is needed. Our general procedure for dealing with an uncooperative client depends on when the problem occurs during the quarter. Clients causing problems early in the quarter are dropped and students are assigned a second client. We attempt to have a small set of firms that were good clients in the past available if needed. Client problems later in the quarter direct the instructor to negotiate better cooperation from the client, finding out why the client is not collaborative. If the reason involves some misunderstanding of the student's role, the instructors should attempt to broker a new client-student understanding. If that fails, the students finish the project by drawing on sources of information other than the client, and write a report as if the client cooperated. Another solution would be for these students to work on another successful project in which the student team originally assigned to the project did not have time to cover an item of interest to the client. Obtaining Appropriate Resources in CAPS Obtaining appropriate resources to support a CAPS project is also an important issue in course management. Aside from student/instructor time and library holdings, our resources are limited. We have solved this issue by either selecting projects requiring few out of pocket expenses, or by having the client agree to supply the necessary resources. As an example, clients have covered the cost of long distance phone calls to survey customers.Instructor Workload in CAPS The final issue linked to a CAPS project is the instructor's work load. Projects do involve some activities beyond those needed for other types of learning, such as recruiting and interacting with clients. However, other course management procedures reduce the workload. We do not use exams and while all weekly reports are read by the instructor and feedback in terms of suggestions for the evolving project are given, they are not graded. The first draft of the final project report, along with at least two revisions, are closely read. The final report is then graded. Since the final project report, along with other reports for each team and not each student, is submitted, the number of reports are reduced. On balance, the workload can be managed so that it is equivalent to other senior level courses. However, we do feel that the number of projects should be held to about a dozen for a manageable work load. If three person teams are used, a class of 36 students can be accommodated. Summary and Conclusions This paper has examined experiential team learning by introducing a conceptual framework reviewing five dimensions through which learning takes place. One major purpose is to present different learning objectives that are possible for each type of learning experience. This should help marketing educators select an effective set of experiential learning elements to meet their educational goals. A second major purpose is to explain how CAPS (Client Adaptive Problem Solving) incorporates a set of specific experiential learning elements that have a number of pedological advantages. Major advantages include student motivation, tractability for both student and instructor, and learning essential problem solving skills. Finally, we outline key steps in implementing CAPS and discuss how we handle difficult course management issues. It is our belief that CAPS realizes two important mandates (Lunsford 1995). First, CAPS speaks to concerns for relevancy. That is, society's insistence that material we teach can be used by students in their marketing careers. CAPS provides senior students with a real world experience in which they learn how to use their conceptual knowledge of marketing gained in other courses. Second, CAPS addresses the accountability issue, which refers to marketing educators assuming responsibility for student competency. Both competency find accountability is demonstrated to the business community on each occasion that a student team produces a helpful report for the business client. Guided by CAPS, almost all of our students have been able to accomplish that goal.
我最亲爱的12345
“第一推动力”又译为“第一推动者”，希腊文写作to proton kinoun ，英文写作the first mover。亚里士多德首次在他的“Ta meta ta physica （拉丁文名为“Metaphysica” ，中文名为《形而上学》）”一书第十二卷中用作哲学术语,指一切事物最后的目的和运动的最终原因，即“善”、“理性”、“神”。后来，牛顿则引申之，代指最初推动一切行星由静止而开始运动的某种外来的力量。
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小型企业或另一类型的客户项目的第五维体验学习地址的选择小 商务客户或另一类型的客户(即非营利组织或大型企业) . 这个问题一直没有得到治疗,在文献上推广教育. 使用了小型企业客户制定详细的头套一段文章. 本节主要因素是讨论有关类型的客户. 客户类别可分为企业,其他组织作为当事人,而小型或大型机构客户. 主要的标准为商业或nonbusiness客户匹配类型的客户为目标的课程. 一个非营利机构,将相当适合了,当然,在营销的非盈利性组织. 但在另一方面,银行为客户将合适的课程项目,在银行营销. 问题的编外重要的是要实现这两个教育目标,并提供温顺的项目. 一个大企业或其他大型组织暴露学生更复杂的问题,如"政治"的技巧也很有必要 完成一个项目. 主要缺点有庞大的组织,是很难在同一些人的多层次 权威. 这项工作需要大量的时间,在政治和技术技能,并可能超越的能力,有许多是学生. 一个小组织,业务或nonbusiness ,其主要目的/好处温顺, 相对简单的问题,需要需求少的政治技巧. 要求对学生和教员的时间是否合理. 然而, 是一个小组织,有可能是其主要劣势过于简单或狭窄,丰富学习经验. 总之,这五个方面的体验学习已颁发(图表1 ) ,每个部门都有不同的教育目标/优点和缺点. 我们希望这次讨论的是价值营销教育家在考虑如何体验不同的学习方法能适合其 目标和资源. 头套; 一个经验性非结构化团队学习项目,以小型企业客户的规划经验学习分为两个步骤. 首先,教练必须做出选择的替代每五个层面如上所述. 其次,考虑的影响,这套替代选择,很可能有必须加以评估. 在本节中,我们目前帽,其中包括全套学习替代品(即,项目,团队项目 非结构化学习,顾客导向的工作,而小型企业客户) . 这是我们的信念,头套具有协同效应,因为总集体验学习的替代品, 加上其相应的目标/优势,携手合作,相辅相成. 捐款上限,从经验学习方面:第一,头套,是一个项目,围绕解决问题/评价机会. 解决问题的根本之任何活动,由从事市场营销经理或研究员. 头套涉及解题活动,其中包括了一些不同的,但相关的步骤. 这些措施包括确定一个决策者的目标,寻找替代品,评价和选择的替代品,而测量结果(见图2 ) . 第二,帽子涉及团队活动. 团队活动提供激励,营造环境,创造鼓励和支持. 环境具有这些特性有助于解决主要关注的商界领袖,在教学中培养学生"团队球员" 此外,我们相信头套还有其他非常重要的方面,不一定存在于每一个教学技巧. 举例来说,帽子是一个高度非结构化学习经验, 作为教练没有具体的问题或机会进行调查, 资料来源或分析模型来进行. 学生工作必须与客户达成相互谅解的问题/机会问问老师 为了确定是否有可能适当的资源. 资源包括时间,学生的背景,信息来源, 等电位数据来源与使用方法的来源必须是确定的学生. 一旦来源已经确定,如何获得这些数据必须确定. 这些数据必须收集并转化为决策信息. 最后,信息必须帮助客户做出选择. 最主要的是,每一个先前步骤涉及的是建立结构的转让 起初十分杂乱无章. 增益学生的创新能力结构和发展的重要技巧,如能达成相互 了解客户(见图2 ) . 通常CAPS项目在结构上,从五个主要阶段: ( 1 )界定问题, ( 2 )确定可行的替代品, ( 3 )寻找资料和评价标准的选择, ( 4 )评价方法, ( 5 )采取行动. 收购了一些重要的人际关系技巧发生在每个步骤. 第一,界定问题,需要得到人民的信任和信心的客户,使信息共享发生的. 第二,在确定替代品,是要获取客户输入的可行性,可能的替代办法. 学生必须说服客户花时间讨论可能的替代品,这是促成学生的能力和 真诚关心客户的目标. 第三,选择能够最好地评价根据客户的计划和行动. 学生已经能够密切参与客户享受到更多成功地获得适当的信息. 第四,评价方法往往牵涉多只用客户的初步标准. 举例来说,它是根据我们的经验,这是不切实际的期望,以客户为所有标准"贴" 往往是因为他们的工作与学生的一个问题,客户认为,额外的考虑因素. 学生必须学会有容忍含糊,并接受客户转移的意见,深入研究出现. 最后,采取行动,显然是客户的特权. 良好的关系,与同学们可以起重要作用的可能性客户代理的结果 该项目. 良好关系的建立,提供客户反馈的每一步,谈判什么是可行的, 并表明增量成绩为完成项目(见图表2 ) . 捐款的小型企业客户帽除了在目标/好处,从非结构化客户项目 警帽项目有助于体验学习经验,由一个小型商业客户. 小企业客户的经验,实现了至少有两个重要的教育目标: ( 1 )学生学习动机和( 2 )教学优势. 首先, 有多种途径,有这样一个小客户有助于学生参与以后的动机,有 只是任何客户. 这是我们的经验,小企业主都热衷于自己的生意,颇感兴趣的一个项目, 可能帮助他们坚定的. 他们的热情和独特的个性倾向,以激发学生. 小企业所有权和创业精神,以及所做的工作和努力,学生见老板投资, 受到高度重视的社会现象. 学生往往佩服的企业家,希望能有助于推动的"好理由" 往往客户是一个没有受过正规教育的业务,并让学生知道他们的 专家谁的主人,是依靠. 学生通常没有铸造专家作用,在他们的大学教育和找到的经验可供 非常有意义. 学生往往试图做好这些项目,以满足所有人的期望. 最后,学生知道90808-0609自由法学生建议,从工程. 可以看到他们的思想行动是一个强有力的推动者. 第二,小型企业客户的教学优势. 它们包括有非结构化生活情况,可以完成为期10周的季 除了优势,在教育内容. 就我国情况而言, 头套教授,在10周季和简单的小型企业及其存在的问题作出贡献 温顺的一个活案例项目为学生和教师. 往往是小企业只涉及几个重大的人,但无层当局发现,在大公司. 这简化了工作,争取项目开始,做它和总结. 此外,从反应的主人学生努力的项目通常是快速, 帮助谨工程沿线. 相对简单的小型企业问题,是我们的优势就在一个项目范围内 能力的上限,学生耆老在商业和营销. 小型商业客户也有优势,在教育内容,为小企业管理和企业家精神. 学生在我们学校,要采取一种小型商业管理课程制定一个业务计划,并且报告说头套补 该科目. 第二方面内容是企业家精神,不只是界定为进入营业利己, 但是,从创新意识,冒险精神,并积极(莫里斯和丘陵1992 ) . 创新涉及寻求创造性的解决问题; 冒险是投入资源的机会,有合理的机会衰竭; 并积极采取行动,使事件发生. 警帽项目需要寻求新的方法来解决业务问题. 它针对的积极性,因为这里的主人,要改善业务. 项目本身涉及冒险,因为学生花时间寻找资料,不得生产.
