专业英语翻译求助，急！！愿赏100分

Posted 2023-04-16

请问谁可以帮我翻译以下专业英语,要翻译的部分只是文章的后半部分,我会先列出文章题目、作者、摘要。因为问题字数有限制，我将在下面将英文部分列出。如果只能翻译一半，我也愿赏一半的分。先谢谢了。如果需要全文或电子档，可以留下您的邮箱的。
文章题目：CAPS-CLIENT ADAPTIVE PROBLEM SOLVING: EXPERIENTIAL TEAM LEARNING
作者：John E. Swan and Scott W. Hansen
摘要：This paper introduces CAPS (Client Adaptive Problem Solving) as an experiential learning method for marketing students. Experiential learning is discussed in terms of five dimensions: (1) learning experience, project or other type of experience such as a class exercise; (2) team or individual work; (3) structured or unstructured assignment; (4) client or other recipient of student effort, such as the instructor; and (5) type of client, small business or other, such as a large business. Educational objectives/advantages and disadvantages of each dimension are presented. CAPS contributes to learning process by building on specific combinations of experiential learning elements. Major advantages of CAPS include student motivation, tractability for both student and instructor, and teaming essential problem solving skills.
希望能把两部分都翻译了,而且不是用工具翻译的.谢谢

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. 参考技术A 小企业或其他类型客户项目 第五个维度经验学会演讲一个小企业客户或其他类型的选择客户(即, 非盈利性组织或大事务) 。这个问题未被对待在文学在营销教育。对一个小企业客户的用途详细被开发在本文的盖帽部分。在这个部分主要考虑被谈论关于类型客户。 类型客户可能被划分成企业、其它组织作为客户, 和小或大组织作为客户。主要标准为企业或nonbusiness 客户将匹配类型客户对目标为路线。一个非盈利代办处会是相当适当的为一条路线在行销为非盈利性组织。另一方面, 银行作为客户会适合项目路线在银行行销。 组织大小的问题重要履行两个教育宗旨和提供温顺在项目。一个大笔生意或其它大组织暴露学生于"political" 的更加复杂的问题; 技能是还必要完成项目。一个大组织的主要不利是困难在工作与一定数量的人民在当局的多个水平。这项任务要求广泛的时间, 政治和技术技能, 和也许去在许多学生的能力之外。 一个小组织, 事务或nonbusiness, 有作为它的主要objective/advantage 温顺, 用相对地简单的问题要求较少需求为政治技能。要求在学生和辅导员时间是合理的。但是, 一个小组织也许有作为它的主要不利在是里太简单或狭窄的为富有的学习经验。 总之, 五个维度经验学会被提出了(展览1), 每个有另外教育objectives/advantages 和不利。我们希望这次讨论有作用对于营销教育家在考虑怎么不同的经验的学习的选择将适合他们的目标和资源。 盖帽; 一个经验的无特定结构的队学习的项目与一个小企业客户 计划经验学会包括二步。首先, 辅导员必须选择在选择之间在每个五个维度之内依照被谈论以上。其次, 冲击的考虑, 套选上的选择可能有必须被估计。在包括整个套学习的选择的这个部分我们提出盖帽(即, 项目, 队项目, 无特定结构学会, 客户针对的工作, 和小企业客户) 。它是我们的信仰, 盖帽有一个协同作用的作用, 因为总套经验的学习的选择,与他们对应的objectives/advantages 被结合, 共同努力互相加强。 盖帽的贡献根据经验的学习的维度 首先, 盖帽是项目围绕在解决problems/evaluating 机会。解决问题对任一活动是根本的由营销经理或研究员参与。盖帽介入包括一定数量不同的解决问题活动, 仅交关步。这些包括证明作决策者宗旨, 发现选择, 评估的和选择选择, 和测量结果(参见展览2) 。其次,盖帽介入队活动。队活动提供刺激和创造引起鼓励和支持的环境。环境以这些特征帮助表达主要关心商业领袖有在教的学生是"team players." 的; 另外, 我们相信盖帽不一定有其它非常重要维度当前在每个教的技术。例如, 盖帽代表高度无特定结构的学习经验, 因为辅导员不指定问题或机会被调查, 数据源或分析模型被使用。学生必须工作以客户到达在对problem/opportunity 的一相互理解和检查以辅导员确定如果有一可能的符合资源可利用。资源包括时间、学生背景、和信息源可利用, 等。潜在的数据源与使用一起那些来源方法必须由学生辨认。一旦来源被辨认了, 怎么获得数据必须是坚定的。数据必须被收集和被变换成决定信息。终于, 信息必须帮助客户做出选择。要点是, 每个在先的步介入是结构的创作在最初地是高度无特定结构的任务。学生获取能力创造结构和开发重要技能譬如能力到达在一相互理解与客户(参见展览2) 。 典型地加盖项目被构造根据五个主要阶段: (1) 定义可行的选择的问题, (2) 证明, (3) 找到信息和选择的标准评估选择, (4) 评估, 和(5) 采取行动。重要人的关系技能的承购发生在每个这些步。 首先, 定义问题要求获取客户的信任和信心, 以便信息分享发生。其次, 当辨认选择, 它是必要获得客户被输入关于可能的选择的可行性。学生必须说服客户花费时间谈论可能的选择哪些由student's 能力和恳切的兴趣促进在client's 宗旨上。第三, 选择可能最好被评估根据client's 计划和操作。能严密涉及客户的学生享受更多成功在获得适当的信息。 第四, 评估选择经常介入更多比使用client's 最初的标准。例如, 它是我们的经验, 它不是现实的盼望客户给所有标准"up front." 经常当他们服务与学生在问题, 客户认为另外的因素考虑。学生必须学会有一些容忍为二义性和接受转移的客户景色当更加深刻的洞察涌现。 终于, 采取行动清楚地是client's 特权。与学生的好联系可能产生在客户的可能上的重要变化行动在项目的研究结果。好联系由提供建立客户以反馈在各步, 谈判什么是可行的, 并且展示增加成就往完成项目(参见展览2) 。 小企业客户的贡献在盖帽里 除有之外objectives/advantages 流动从一个无特定结构的客户项目, 盖帽项目对经验的学习经验贡献由涉及一个小企业客户。小企业客户经验实现至少二个主要教育宗旨: (1) 学生刺激和(2) 师范好处。首先, 有有一个小客户对学生介入贡献在刺激有之外任一个客户的一定数量的方式。它是我们的经验, 小企业所有者是热心对他们的事务和相当对也许帮助他们的企业的项目感兴趣。他们的热情和独特的个性倾向于加强学生。小企业归属和企业精神, 以及工作和努力, 学生看见所有者投资, 高度被重视在我们的社会。学生倾向于敬佩企业家和希望帮助前进"good cause." 经常客户是某人没有正规教育在事务和告诉学生, 他们是所有者依靠的专家。学生典型地未扮演在专家的角色在他们的大学教育期间和不发现经验非常奖励。学生经常设法做得好在这些项目为了不负owner's 期望。终于, 学生知道, 小企业所有者是自由行动在从项目涌现的学生推荐。看他们的想法的可能性在行动是一强的motivator 。 其次, 一个小企业客户有师范好处。他们包括有可能被完成在一个十星期四分之一的无特定结构的活案件, 除好处之外在教育内容。在我们的情况, 盖帽被教在十个星期处所并且小企业和它的问题的朴素对一个活案件项目的温顺贡献为学生和老师。经常一个小企业在更大的企业中涉及唯一几重大人, 没有当局层数被发现。这简化任务被项目被开动, 做它和结束它。另外, 反应从所有者对学生努力在项目通常是快的, 帮助移动项目。小企业问题的相对朴素是好处根据有一个项目秋天在是前辈在事务和行销盖帽学生之内的能力。 一个小企业客户并且提供好处在教育内容为小企业管理和企业精神。上一条小企业管理路线的学生在我们的学校开发一个经营计划和报告, 盖帽补全那条路线。第二个内容区域象进入是企业精神, 不仅被定义事务为自己, 但根据创新、冒险, 和proactiveness (Morris 和小山1992) 。创新介入寻求创造性的解决对问题; 风险采取承诺资源给有失败的一次合理的机会的机会; 并且proactiveness 采取行动做事件发生。盖帽项目需要寻求创新解决对b

我就这点能耐了,大意是没问题的,但是语句上可能有点生硬 参考技术B (我是上面提问题的人)这就是要翻译的专业英语第一部分：
Small Business or Another Type of Client Project
The fifth dimension of experiential learning addresses the choice of a small business client or another type of client (i.e., nonprofit organization or large business). This issue has not been treated in the literature on marketing education. Use of a small business client is developed in detail in the CAPS section of this paper. In this section major considerations are discussed concerning the type of client.
Types of clients can be divided into businesses, other organizations as clients, and small or large organizations as the client. The major criteria for business or nonbusiness clients are to match the type of client to goals for the course. A nonprofit agency would be quite appropriate for a course in marketing for non-profit organizations. On the other hand, banks as clients would fit project courses in bank marketing.
The issue of organizational size is important to fulfill both educational objectives and provide tractability in the project. A big business or other large organization exposes students to more complex problems where "political" skills are also necessary to complete a project. The major disadvantage of a large organization is the difficulty in working with a number of people at multiple levels of authority. This task requires extensive time, both political and technical skills, and may go beyond the abilities of many students.
A small organization, business or nonbusiness, has as its major objective/advantage tractability, with relatively simple problems requiring less demand for political skills. The demands on both student and instructor time are reasonable. However, a small organization may have as its major disadvantage in being too simple or narrow for a rich learning experience.
In summary, five dimensions of experiential learning have been presented (Exhibit 1), each having different educational objectives/advantages and disadvantages. We hope this discussion is of value to marketing educators in considering how different experiential learning alternatives will fit their goals and resources.
CAPS; An Experiential Unstructured Team Learning Project with a Small Business Client
The planning of experiential learning consists of two steps. First, the instructor must choose between the alternatives within each of the five dimensions as discussed above. Second, consideration of the impact that the set of chosen alternatives is likely to have must be assessed. In this section we present CAPS which includes the entire set of learning alternatives (i.e., project, team project, unstructured learning, client oriented work, and small business clients). It is our belief that CAPS has a synergistic effect, as the total set of experiential learning alternatives, combined with their corresponding objectives/advantages, work together to reinforce each other.
Contributions of CAPS in Terms of Experiential Learning Dimensions
First, CAPS is a project centered on solving problems/evaluating opportunities. Problem solving is fundamental to any activity engaged by marketing managers or researchers. CAPS involves problem solving activities that include a number of diverse, but interrelated steps. These include identification of a decision makers objectives, finding alternatives, evaluating and choosing alternatives, and measuring results (see Exhibit 2). Second, CAPS involves team activity. Team activities provide motivation and create an environment that generates encouragement and support. Environments with these characteristics help to address major concerns business leaders have in teaching students to be "team players."
In addition, we believe CAPS has other very important dimensions not necessarily present in every teaching technique. For example, CAPS represents a highly unstructured learning experience, as the instructor does not specify the problem or opportunity to be investigated, data sources or analytical models to be used. Students must work with a client to arrive at a mutual understanding of the problem/opportunity and check with the instructor to determine if there is a likely fit with resources available. Resources include time, student backgrounds, and information sources available, etc. Potential data sources along with methods of using those sources must be identified by students. Once sources have been identified, how to obtain the data must be determined. The data must be collected and transformed into decisional information. Finally, the information must help clients make choices. The main point is that each of the preceding steps involves is the creation of structure in an assignment that was initially highly unstructured. Students gain the ability to create structure and develop important skills such as the ability to arrive at a mutual understanding with the client (see Exhibit 2).
Typically CAPS projects are structured in terms of five major stages: (1) defining the problem, (2) identification of feasible alternatives, (3) finding information and criteria to evaluate the alternatives, (4) evaluation of alternatives, and (5) taking action. The acquisition of important human relationship skills takes place in each of these steps.
First, defining the problem requires gaining the trust and confidence of the client, so that information sharing takes place. Second, when identifying alternatives, it is necessary to obtain client input concerning the feasibility of possible alternatives. The students must convince the client to spend time discussing possible alternatives which is facilitated by the student's competence and a sincere interest in the client's objectives. Third, alternatives can best be evaluated in light of the client's plans and operations. Students who have been able to closely involve the client enjoy more success in obtaining appropriate information.
Fourth, evaluating the alternatives often involves more than just using the client's initial criteria. For example, it is our experience that it is not realistic to expect clients to give all criteria "up front." Often as they work with students on a problem, clients think of additional factors to consider. Students must learn to have some tolerance for ambiguity and to accept shifting client views as deeper insights emerge.
Finally, taking action is clearly the client's prerogative. Good relations with the students can make an important difference in the likelihood of the client acting on the findings of the project. Good relations are built by providing the client with feedback at each step, negotiating what is feasible, and demonstrating incremental accomplishments towards completing the project (see Exhibit 2).
Contributions of The Small Business Client in CAPS
In addition to having objectives/advantages flowing from an unstructured client project, the CAPS project contributes to the experiential learning experience by involving a small business client. The small business client experience accomplishes at least two major educational objectives: (1) student motivation and (2) pedagogical advantages. First, there are a number of ways that having a small client contributes to student involvement beyond the motivation of having just any client. It is our experience that small business owners are enthusiastic about their business and quite interested in a project that might help their firm. Their enthusiasm and unique personalities tend to energize students. Small business ownership and entrepreneurship, as well as the work and effort that students see the owner investing, are highly valued in our society. Students tend to admire the entrepreneur and hope to help advance the "good cause."
Often the client is someone with no formal education in business and lets the students know that they are the experts whom the owner is relying upon. Students typically have not been cast in the expert role during their university education and find the experience to be very rewarding. Students often try to do a good job on these projects in order to meet the owner's expectations. Finally, students know that the small business owner is free to act on student recommendations that emerge from the project. The possibility of seeing their ideas in action is a strong motivator.
Second, a small business client has pedagogical advantages. They include having an unstructured live case that can be completed in a ten week quarter, in addition to advantages in educational content. In our situation, CAPS is taught over a ten week quarter and the simplicity of the small business and its problems contribute to the tractability of a live case project for both student and teacher. Often a small business involves only a few significant people, without the layers of authority found in larger firms. This simplifies the task of getting the project started, doing it and concluding it. In addition, reactions from the owner to student efforts on the project are usually quick, helping to move the project along. The relative simplicity of the small business problem is an advantage in terms of having a project fall within the capabilities of the CAPS students who are seniors in business and marketing.
A small business client also offers advantages in educational content for small business management and entrepreneurship. Students in our school that take a small business management course develop a business plan and report that CAPS complements that course. A second content area is entrepreneurship, not just defined as going into business for oneself, but in terms of innovativeness, risk-taking, and proactiveness (Morris and Hills 1992). Innovativeness involves seeking creative solutions to problems; risk taking is committing resources to opportunities that have a reasonable chance of failure; and proactiveness is taking action to make events happen. The CAPS project entails seeking innovative solutions to business problems. It speaks to proactiveness because the owner wants to improve the business. The project itself involves risk-taking as students invest time in seeking information that may not be productive.

参考资料：这就是需要翻译的文章部分,谢谢了

参考技术C (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

参考技术D 本文介绍头套(自适应客户解决问题) ,作为体验学习方法,为市场营销的学生. 经验性学习讨论,从五个方面: ( 1 )学习经验 项目或其他类型的经验,如类演习; ( 2 )团队或个人的工作; ( 3 )结构化或非结构化转让; ( 4 )客户或其他受助学生努力,如导师; ( 5 )类型的客户,小型企业或其他企业,如大型企业. 教育目标/利弊每个维列. 头套有助于学习过程的基础上,根据具体情况结合体验的学习内容. 主要优点包括头套学生的学习动机,温顺,为学生和教员,团队精神和基本解题技巧.

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