(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.
参考资料：这就是需要翻译的文章的第二部分,谢谢了