EBC 1001 GROUP 02

Mention for which meeting

MINUTES MEETING 1: the minutes are (+ date)
Tuesday the 3rd of September 2019

Discussion leader: Mention details on who was

Secretary: secretary and discussion
leader

PRACTICAL ARRANGEMENTS AND IMPORTANT NOTES TO REMEMBER:

 The tutorial will start at 08:45 and last until 10:45 with a 10-minute break after the post-
discussions.
 Be on time! 3 times late (1-10min) counts as one missed meeting. Being late > 10 minutes counts
as a missed meeting.
 Make sure you do not miss more than 3 meetings!

 Do not underestimate the amount of literature to be read. Be well prepared and an active
participant.

 Team tasks are the responsibility of each team member; important to execute them well (see
Course Assignment).
 If there are any problems/issues contact the tutor as soon as possible. The sooner she knows the
sooner a solution can be found.

 Make sure you have bought the (right edition of the) book(s)
 Make sure you have printed and read the course manual.
 Always bring hardcopy of the course manual to the tutorial meetings
 Always bring the books / articles you have to read for that session to the tutorials.

 Phones and laptops are not allowed, switch them off. If phone rings, bring cookies (or candy) next
time
 Only exception of phone in case of emergency, please inform me in advance.
Only exception of laptop in case the student is secretary.

 Please (try to) inform your tutor in advance if you cannot make it to a tutorial meeting. It is
strongly suggested that you come to as many meetings as possible.
 Check your student webmail (See Student Portal – My Webmail) and the Course page (Student
Portal – MyCourses, Management of Organisations and Marketing, course details) regularly (daily).

 The secretary is responsible for distributing the minutes to every group member before the
meeting by posting them on the discussion board of the organisation
(Student Portal – MyCourses, Management of Organisations and Marketing, Tutorial-Tools-
Discussion board) within 24 hours (at latest!) after the tutorial.

 English and only English as the language of conversation

The next minutes should start with the post-discussion of the previous tasks.
In contrast to the summary of the brainstorming, which can be in bullet
points, the post-discussion should be summarised in detail, based on what
has been said in class and maybe with the help of the book. Only if this is
done well, it helps in the exam preparation
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Note: this meeting there was no post-discussion, only a pre-discussion as it was the first meeting of the
course.

Before the pre-discussion, the tutor explained different roles and tasks corresponding these roles.
Roles of discussion leader and secretary are assigned. The schedule will be posted on the discussion board
of the organisation.

Moreover, the team composition will be posted before next meeting and discussed during that meeting.

The white board writer will be a volunteer in every session. Please mind that he/she always clears the
white board before leaving the tutorial meeting!

Short repetition: Explanation of the 7-jump

Step 1: Clarification of terms

Objective: Check if every student understands the task. Any difficult words?

Step 1.5: Main overall topic/ issue

Step 2: Problem definition

Objective: the tutorial group formulates one or more problem definitions. These problem definitions are
the starting point for the discussion in the tutorial group.

Step 3: Problem analysis

Objective: By using the technique of brainstorm the group gives all their thoughts and associations about
possible explanations/answers for the problem. In this step and Step 4 the prior knowledge of the tutorial
group is activated.

Step 4: Systematic inventory

Objective: In Step 3 a lot of opinions are given. These are not structured. In this step students have to give
arguments why they think their idea is an explanation for the problem, they also have to structure and
quit ideas.

Step 5: Formulate learning objectives

Objective: This step is a logical one after the first 4 steps. In Step 3 and 4 they found out what they know
and do not know about this problem. Especially what they do not know is im portant to find out. The
learning objectives give direction to what they have to study.
The students often want to take the problem definitions in Step 2 as learning objective. But they discussed
in Step 3 and 4 about possible explanations. As a consequence the learning objectives can be formulated
more precise. It is important that learning objectives are formulated clear and comprehensible and
challenging.

Step 6: Self study

Objective: Students search for literature and other sources and study. They study in such a way that they
can discuss about theory and can give answers on their learning objectives.

Step 7: Report and synthesise

Objective: Students report about literature and give explanations for the problems with the newly
acquired knowledge. In this step it is important that student synthesise the newly acquired information:
can they give an answer on the problem definitions? Can they relate the theory to the task?

2
 Use clear titles and a good
structure along the steps in
the 7-jump
PRE-DISCUSSION TASK 1

Step 1
Difficult words: Subsidiary = here: a company office at another place
Policy = rule, guideline

Step 2
Problem Statements:
These are some examples! Write down the problem statement that your group came up with.
1. What are the advantages and disadvantages of an “English only” policy within organisations and
universities?
2. What are the challenges of introducing an “English only” policy within organisations?
3. What problems can arise when people speak different languages at work/university?

Step 3
Brainstorm: Brainstorming can be
This is an example for a brainstorming for Problem Statement 1: summarised with bullet
The following list of factors describes potential advantages and disadvantages points, but it should give a
of an English-only policy good reflection of what was
Advantages discussed.
 Can help when a company wants to become international
 Easier communication with partners worldwide
 Easier internal communication with employees from abroad
 Facilitates hiring from abroad
 At university: prepares students for a globalized world of work
 People with a foreign mother tongue don’t feel excluded
Disadvantages
 Might be hard to implement within the entire organization/university
 Employees/students switch back to their own native language
 Not all employees/students have the same English skills
 Employees/students with poor English skills might feel excluded

Step 4
Which problem statements should be further investigated.
Can we group some together?
What would be a logical order for the learning goals?

Step 5
Learning goals
Learning goal (LG) 1
What are the pros of only speaking English?

LG 2

What are the cons of only speaking English?

LG 3

What are the necessary steps to take (to implement an English only policy)?

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LG 4

What benefits regarding employees, customers and competitors can be expected?

LG 5

What benefits are there for the classroom?

LITERATURE:
- Swaan, W. (abridged version 2014), Language and Inclusion in Diverse, International Organizations,
3rd edition, Maastricht: Maastricht University, School of Business and Economics.
- Neeley, T. (2012). Global business speaks English – Why you need a language strategy now. Harvard
Business Review.
- Til, C. van & Heijden, F. van der. (2003-2010). PBL Study Skills: an overview. Maastricht; Universitaire
Pers Maastricht (PDF version to be found under Course materials *)
- Website articles and movies on PBL (to be found in folder PBL Materials under Course materials*)

* Student Portal – MyCourses, Management of Organisations and Marketing, course details- course
materials

Prepare Study Task 2 and 3a for next Session!