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Instructions
Write a paper answering the questions from the question guide provided during the week one in-person session:
There is not a specific amount per questions you are expected to write though you are expected to provide full responses that address the question and personalize your response.
Indicate each question as a Level 1 Heading followed by your response.
Responses should be supported by credible sources
The paper should include a minimum of three sources to support your writing
The completed assignment should address all the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards.
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1
Assignment 1: Question Guide
LED 602 – Developing Groups and Team
Assignment 1: Question Guide
All responses should be entered into the question guide. No responses should be entered as
separate files.
1. What is your DiSC style.
2. What aspects of your DiSC style most resonate with you?
3. Are there aspects of your DiSC that do not resonate for you?
4. What are a few examples of how aspects of your DiSC style shows up at work?
5. What positive impacts do you feel your DiSC style may provide your work group?
6. Are there are negative impacts, even if unintentional, your DiSC style may provide your
work group?
7. What are some ways your DiSC style may create bias in terms of how you believe people
should work or communicate either on their own or within groups?
8. Are there any DiSC styles you least prefer working with or find challenging? What is it
you find challenging?
9. In what stage of Tuckman’s Stages of Team Development would you say best describes
your current work group?
10. What are a few examples to support your response to question nine?
11. What are some of the core activities or tasks your work group is responsible with
completing?
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Assignment 1: Question Guide
12. Using the Situational Leadership II model as a reference, what is one core activity for
your work group and how would you describe the current development level of your
work group.
13. After reading about Action Theories in chapter two of Johnson and Johnson (2017) and
Action vs. Reflection in chapter two of Robinson and Rose (2007), find at least two other
sources related to action theories or active learning methods with at least one being a
peer-reviewed source and both sources being published in the past five years. Write a
one-to-two-page paper incorporating all four sources that demonstrates graduate level
writing at the analysis, synthesis, and evaluation levels according to Bloom’s Taxonomy.
Given what you learned about the topic, what are three ways action theories or active
learning is applicable in developing teams? Enter your paper in this document. Citations
and references are required. Add references to the existing reference list of this
document.
14. Choose one other concept from the first four chapters of the Johnson & Johnson (2017)
text. Find at least two other sources related to your chosen concept with at least one
being a peer-reviewed source and both sources being published in the past five years.
Write a one-to-two-page paper incorporating all three sources that demonstrates
graduate level writing at the analysis, synthesis, and evaluation levels according to
Bloom’s Taxonomy. Given what you learned about your chosen topic, what were your
key insights about your topic? Citations and references are required. Add references to
the existing reference list of this document.
15. Looking back at your responses to the previous questions in this guide, do you have any
new insights related to your formal or informal roles within your work group?
16. Looking back at your responses to the previous questions in this guide, do you have any
new insights related to your work group?
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Assignment 1: Question Guide
References
Johnson, D. H. & Johnson, F. P. (2017). Joining Together: Group Theory and group skills (12th
ed.). Peason.
Robinson, G. & Rose, M. (2007) Teams for a new generation: A facilitators field guide.
Authorhouse
Bloom’s Taxonomy of Measurable Verbs
Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable
knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels
of observable actions that indicate something is happening in the brain (cognitive activity.) By creating
learning objectives using measurable verbs, you indicate explicitly what the student must do in order to
demonstrate learning.
Verbs that demonstrate Critical Thinking
KNOWLEDGE
List
Name
Recall
Record
Relate
Repeat
State
Tell
Underline
APPLICATION
Apply
COMPREHENSION Complete
Compare
Construct
Describe
Demonstrate
Discuss
Dramatize
Explain
Employ
Express
Illustrate
Identify
Interpret
Recognize
Operate
Restate
Practice
Tell
Schedule
Translate
Sketch
Use
ANALYSIS
Analyze
Appraise
Categorize
Compare
Contrast
Debate
Diagram
Differentiate
Distinguish
Examine
Experiment
Inspect
Inventory
Question
Test
SYNTHESIS
Arrange
Assemble
Collect
Combine
Comply
Compose
Construct
Create
Design
Devise
Formulate
Manage
Organize
Plan
Prepare
Propose
Setup
EVALUATION
Appraise
Argue
Assess
Choose
Compare
Conclude
Estimate
Evaluate
Interpret
Judge
Justify
Measure
Rate
Revise
Score
Select
Support
Value
Bloom’s Taxonomy Action Verbs
Definitions
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom’s
Definition
Remember
previously
learned
information.
Demonstrate an
understanding of
the facts.
Apply knowledge
to actual
situations.
Break down
objects or ideas
into simpler parts
and find evidence
to support
generalizations.
Compile
component
ideas into a new
whole or
propose
alternative
solutions.
Make and defend
judgments based
on internal
evidence or
external criteria.
Verbs
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•
Arrange
Define
Describe
Duplicate
Identify
Label
List
Match
Memorize
Name
Order
Outline
Recognize
Relate
Recall
Repeat
Reproduce
Select
State
Classify
Convert
Defend
Describe
Discuss
Distinguish
Estimate
Explain
Express
Extend
Generalized
Give example(s)
Identify
Indicate
Infer
Locate
Paraphrase
Predict
Recognize
Rewrite
Review
Select
Summarize
Translate
Apply
Change
Choose
Compute
Demonstrate
Discover
Dramatize
Employ
Illustrate
Interpret
Manipulate
Modify
Operate
Practice
Predict
Prepare
Produce
Relate
Schedule
Show
Sketch
Solve
Use
Write
Analyze
Appraise
Breakdown
Calculate
Categorize
Compare
Contrast
Criticize
Diagram
Differentiate
Discriminate
Distinguish
Examine
Experiment
Identify
Illustrate
Infer
Model
Outline
Point out
Question
Relate
Select
Separate
Subdivide
Test
Arrange
Assemble
Categorize
Collect
Combine
Comply
Compose
Construct
Create
Design
Develop
Devise
Explain
Formulate
Generate
Plan
Prepare
Rearrange
Reconstruct
Relate
Reorganize
Revise
Rewrite
Set up
Summarize
Synthesize
Tell
Write
Appraise
Argue
Assess
Attach
Choose
Compare
Conclude
Contrast
Defend
Describe
Discriminate
Estimate
Evaluate
Explain
Judge
Justify
Interpret
Relate
Predict
Rate
Select
Summarize
Support
Value
Bloom’s Taxonomy Verbs
Use verbs aligned to Bloom’s Taxonomy to create discussion questions and lesson
plans that ensure your students’ thinking progresses to higher levels.
Knowledge
Count
Define
Describe
Draw
Enumerate
Find
Identify
Label
List
Match
Name
Quote
Read
Recall
Recite
Record
Reproduce
Select
Sequence
State
Tell
View
Write
Comprehend
Classify
Conclude
Convert
Describe
Discuss
Estimate
Explain
Generalize
Give examples
Illustrate
Apply
Act
Administer
Articulate
Assess
Change
Chart
Choose
Collect
Compute
Construct
Contribute
Control
Demonstrate
Determine
Develop
Discover
Dramatize
Draw
Establish
Extend
Imitate
Implement
Interview
Include
Inform
Instruct
Paint
Participate
Predict
Prepare
Produce
Provide
Relate
Report
Select
Show
Solve
Transfer
Use
Utilize
Interpret Cite
Locate
Make sense of
Paraphrase
Predict
Report
Restate
Review
Summarize
Trace
Understand
Analyze
Break down
Characterize
Classify
Compare
Contrast
Correlate
Debate
Deduce
Diagram
Differentiate
Discriminate
Distinguish
Examine
Focus
Illustrate
Infer
Limit
Outline
Point out
Prioritize
Recognize
Research
Relate
Separate
Subdivide
Synthesize
Adapt
Anticipate
Categorize
Collaborate
Combine
Communicate
Compare
Compile
Compose
Construct
Contrast
Create
Design
Develop
Devise
Express
Facilitate
Formulate
Generate
Incorporate
Individualize
Initiate
Integrate
Intervene
Invent
Make up
Model
Modify
Negotiate
Organize
Perform
Plan
Pretend
Produce
Progress
Propose
Rearrange
Reconstruct
Reinforce
Reorganize
Revise
Rewrite
Structure
Substitute
Validate
Evaluate
Appraise
Argue
Assess
Choose
Compare & Contrast
Conclude
Criticize
Critique
Decide
Defend
Evaluate
Interpret
Judge
Justify
Predict
Prioritize
Prove
Rank
Rate
Reframe
Select
Support
Knowledge
Useful Verbs
Tell
List
Describe
Relate
Locate
Write
Find
State
Name
Sample Question Stems
What happened after…?
How many…?
Who was it that…?
Can you name the…?
Describe what happened at…? Who spoke to…?
Can you tell why…?
Find the meaning of…?
What is…?
Which is true or false…?
Comprehension
Useful Verbs
explain
interpret
outline
discuss
distinguish
predict
restate
translate
compare
describe
Sample Question Stems
Can you write in your own words…?
Can you write a brief outline…?
What do you think could of happened next…?
What do you think…?
Can you distinguish between…?
What differences exist between…?
Can you provide an example of what you mean…?
Can you provide a definition for…?
Useful Verbs
Solve
Show
Use
Illustrate
Construct
Complete
Examine
Classify
Sample Question Stems
Do you know another instance where…?
Could this have happened in…?
Can you group by characteristics such as…?
What factors would you change if…?
Can you apply the method used to some experience of your own…?
What questions would you ask of…?
From the information given, can you develop a set of instructions
about…?
Would this information be useful if you had a …?
Application
Analysis
Useful Verbs
Analyze
Distinguish
Sample Question Stems
Which events could have happened…?
How was this similar to…?
Examine
Compare
Contrast
Investigate
Categorize
Identify
Explain
Separate
What was the underlying problem with…?
What do you see as other possible outcomes?
Why did … changes occur?
Can you compare your … with that presented in…?
Can you explain what must have happened when…?
What are some of the problems of…?
Can you distinguish between…?
What was the problem with…?
Synthesis
Useful Verbs
Create
Invent
Compose
Predict
Plan
Construct
Design
Propose
Devise
Formulate
Sample Question Stems
Can you design a … to …?
Can you see a possible solution to…?
If you had access to all resources how would you deal with…?
What would happen if…?
How many ways can you…?
Can you create new and unusual uses for…?
Can you develop a proposal which would…?
Evaluation
Useful Verbs
Judge
Select
Choose
Decide
Justify
Debate
Verify
Argue
Recommend
Assess
Discuss
Rate
Prioritize
Determine
Sample Question Stems
Is there a better solution to… ?
Judge the value of… ?
Can you defend your position about…?
Do you think … is a good or a bad thing?
How would you have handled…?
What changes to … would you recommend?
Do you believe….?
How effective are…?
What do you think about…?
Bloom’s Verbs
And Matching Assessment Types
Speech
Photography
Diagram
Graph
Own statement
Events
People
Recordings
Newspapers
Magazine articles
Television shows
Radio
Text readings
Films/video
Select
Plays
List
Filmstrips
Name
Define
Conclusion
Self-evaluation
Recommendation
Valuing
Judge
Relate
Weigh
Court trial
Survey
Evaluation
Standard
Compared
Standard
Established
Group discussion
Model
Conclusion
Implication based on idea
Causal relationships
Tape recording
Summary
Drama
Analog
Skit
Outline
Cartoon
Compare
Story
Match
Explain
Restate
Defend
Paraphrase
Distinguish
Rewrite
Summarize
Give example
Interrelate
Example
Interpret
Describe
Illustrate
Extend
Organize
Memorize
Generalize
Recognize
Dramatize
Identify
Prepare
Locate
Comprehension
Produce
Recite
Choose
State
Apply
Sketch
Label
Solve
Show
Knowledge
Application
Paint
Criticize
Support
Evaluate
Consider
Critique
Recommend
Summarize
Appraise
Compare
Article
Invention
Report
Set of rules
Set of standards
Evaluation
Analysis
Compare
Analyze
Classify
Point out
Distinguish
Categorize
Differentiate
Subdivide
Synthesis
Compose
Originate
Hypothesize
Develop
Design
Combine
Role-play
Construct
Produce
Game
Song
Machine
Alternative course
of action
Plan
Create
Invent
Organize
Map
Project
Forecast
Diagram
Illustration
Paper that
Follows an
outline
Solution
Question
List
Project
Drama
Painting
Sculpture
Infer
Survey
Select
Questionnaire
Argument
Parts of
propaganda
Word defined
Statement identified
Conclusion checked
Syllogism
broken down
Report
Survey
Graph
Experiment
Play
Book
Formulation of
hypothesis
Question
Source: The Tenth Annual Curriculum Mapping Institute: Snowbird Utah, July15-18, 2004
Adapted from Benjamin Bloom
Watch Out for Verbs that are not Measurable
In order for an objective to give maximum structure to instruction, it should be free of vague
or ambiguous words or phrases. The following lists notoriously ambiguous words or phrases
which should be avoided so that the intended outcome is concise and explicit.
WORDS TO AVOID
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Believe
Hear
Realize
Capacity
Intelligence
Recognize
Comprehend
Know
See
Conceptualize
Listen
Self-Actualize
Memorize
Think
Experience
Perceive
Understand
Feel
PHRASES TO AVOID
Evidence a (n): To Become: To Reduce:
• Appreciation for
• Acquainted with
• Adjusted to
• Awareness of
• Capable of
• Comprehension of .
• Cognizant of
• Enjoyment of
• Conscious of
• Familiar with
• Interest in
• Interested in .
• Knowledge of
• Knowledgeable about .
• Understanding of
C style
C stands for Conscientiousness
People with the DiSC C style personality place an emphasis on working conscientiously within
existing circumstances to ensure quality and accuracy.
“The Analyst”
C styles are motivated by opportunities to gain knowledge, show their expertise, and produce
quality work. They prioritize ensuring accuracy, maintaining stability, and challenging
assumptions. They are often described as careful, analytical, systematic, diplomatic, accurate,
and tactful.
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Fears: criticism and being wrong; strong displays of emotion
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Values: quality and accuracy
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Overuses: analysis, restraint
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Influences others by: logic, exacting standards
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In conflict: focuses on logic and objectivity; overpowers with facts
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Could improve effectiveness through: acknowledging others’ feelings; looking beyond
data
DiSC Classic patterns: Objective Thinker, Perfectionist, Practitioner
C style goals
C styles tend to have goals such as these:
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stick to objective processes
be accurate and correct
demonstrate stability and reliability
attain knowledge and expertise
continue personal growth
C style challenges
C styles may need to expend more energy to:
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resist being overcritical or overanalyzing and isolating themselves
let go of and delegate tasks
compromise for the good of the team
join in social events and celebrations
make quick decisions
C style in leadership
C-style leaders can be conscientious, disciplined, and diligent, providing high-quality outcomes
through careful analysis and planning. They can also be risk-averse perfectionists, who may not
pay enough attention to the human element.
C styles often display leadership characteristics such as these:
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deliberate
humble
resolute
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YOUR DISC TYPE
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Clarity
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My DISC type is Clarity. At work, I look for ways to be efficient and concise!
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SHARE MY DISC TYPE:
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Share this on Twitter
Share this on Facebook
Share on LinkedIn
Share on Reddit
Your DISC Results
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The DISC system was created as a simple but powerful way to understand people’s
behavior and the way they interact with one another. This system describes people in
terms of four broad styles: Drive, Influence, Support, and Clarity.
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Although everyone uses all four styles, most of us depend on one or two most of the time.
Understanding your dominant style can help you to understand how others see you,
where conflict is likely to arise, and what sorts of work roles will suit you best.
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The chart below shows how you scored on the four DISC quadrants.
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DRIVE
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Takes charge to get things done. Makes decisions and takes action.
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CLARITY
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Works steadily within systems. Focuses on order, accuracy and precision.
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1615I151717S181919C191918D17
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INFLUENCE
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Engages others and shares enthusiasm. Inspires and persuades others.
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SUPPORT
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Is helpful and shows care for others. Looks for ways to assist and serve.
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