| This technique is one of several group techniques
that can be easily adapted to the teaching of business ethics. Snowball groups
are sometimes called pyramids. They are so called because the students start by
working individually and then move into ever larger groups - pairs, fours, eights
and eventually the whole group. It encourages all students to participate and
boredom can be avoided by using increasingly sophisticated tasks as the groups
become larger. The following example is typical of the kind of task that can
be used in a snowball seminar. A snowball seminar - Fat
cat salaries or market based executive remuneration The whole exercise
should take about an hour and a quarter or an hour and a half and so would fit
it a normal teaching block. | Stage
1 - 10 minutes or so |
Each student individually thinks out their position
on the topic and identifies the arguments for and against that position. | | Stage
2 - 15 to 20 minutes | The students then form into pairs. In pairs they
draw up a pros and cons sheet that lists all the arguments that see a free market
in executive salary as a good thing and all the arguments that see it as a bad
thing. This laying out of the arguments, for and against, is sometimes known as
moral algebra. It is probably a good idea to give the students flip carts and
marker pens so that they can write down their analysis. | | Stage
3 - 20 minutes or so |
The students then combine in groups of four.
They then debate the moral algebra and come to a conclusion. | | Stage
4 - 30 minutes or so | The students finally come together as a whole
group. - Each quartet reports its conclusion to the whole group
- and
a consensus, as far as is possible, is agreed upon.
- The whole group
discusses what actions, if any, ought to be taken in relation to executive remuneration.
|
This
is only an example and the advantage of the technique is its flexibility.
References
Habeshaw,
T., Habeshaw, S. and Gibbs, G. (1992) 53 Interesting Things to Do in your Seminars,
Bristol: Technical and Educational Services.
Jacques, D. (2000) Learning in
Groups, 3rd. edition, London: Kogan Page.
Tiberius, R. (1999) Small Group Teaching:
a Trouble Shooting Guide, London: Kogan Page.
Case
studies
Questionnaire and inventories
Debates
and seminars |
