Take control of your collaboration © SLP-gruppen, Aalborg Universitet

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1 Take control of your collaboration © SLP-gruppen, Aalborg Universitet
PV 6 October 20th 2011 Medialogy Lars Peter Jensen © SLP-gruppen, Aalborg Universitet

2 © SLP-gruppen, Aalborg Universitet
Supervisor types Learning og learing styles The Team – a bunch of personalities Roles and functions in the group Get a good start with Cooperation Agreement Exercises/Assignments © SLP-gruppen, Aalborg Universitet

3 © SLP-gruppen, Aalborg Universitet
Learing goals To get a concrete tool to assess the supervisor's role in the project To test your personality and your learning style for self-reflection To introduce various roles in project work for self-reflection and group discussion To get some hints and references to the written cooperation agreement © SLP-gruppen, Aalborg Universitet

4 Collaboration with your supervisor © SLP-gruppen, Aalborg Universitet
Læreren: Underviser, giver opgaver, retter, formidler, kontrollerer, vurderer og tager ansvar. Vejlederen: Vejleder, giver råd, stiller spørgsmål, fremmer refleksion, diskutere, evaluerer og overlader ansvaret til gruppen. Lærerens studiesyn: At det der bliver lært er det eleverne skal til eksamen i At læreren gennemgår teksten på ”klassen” At eleverne bliver overhørt i teksten At alt hvad der gennemgås er lige vigtigt At læreren koordinerer og tager hensyn til arbejdsbelastningen i andre fag At det er OK at slippe let omkring opgaverne, hvis eleverne ikke bliver opdaget. At kriteriet for tilstrækkeligt udbytte er, at eleverne kan svare på lærerens spørgsmål. Vejlederens studiesyn: Ansvar for egen læring At det der fremdrages er udvalgte områder eller hovedtræk fra teksten/emnet – det forventes at de studerende selv følger op på det lærte. At kravet til en er at man selvstændigt og kritisk skal kunne overføre det lærte til andre sammenhænge – ikke blot gengive det lærte. At man selv skal planlægge og koordinere sit arbejde. At god vejledning kræver en god gruppe HUSK! En LÆRER underviser, giver opgaver, retter, formidler, kontrollerer og vurderer. En VEJLEDER giver råd, stiller spørgsmål, fremmer refleksion, diskuterer og evaluerer. Der er en PROBLEMORIENTERET del af vejledningen, som handler om at skelne imellem emne og problem og problemformulering og fastholde det metodiske perspektiv. Der er en FAGORIENTERET vejledning som hjælper gruppen med at formulere teoretiske perspektiver og evt. forbinde dem til empiriske perspektiver. Vejledere er FORSKELLIGE - nogle fokuserer på produktet andre på processen, nogle betragter grupperne som selvstyrende andre kan ikke lade være med at styre selv. © SLP-gruppen, Aalborg Universitet

5 Content of supervision
Two types of content in the supervision: Problem oriented supervision Subject oriented supervision SUBJECT Theory Methods PROBLEM Relevant use of Engineering Problemorienteret vejledning hjælper gruppen med: At skelne mellem emne, problem, problemstilling, problemformulering og perspektiv At fastholde det metodiske perspektiv At arbejde refleksivt på flere niveauer Fagorienteret vejledning hjælper gruppen med: At forbinde undren og videnskabelig viden At formulere teoretiske perspektiver At forbinde empiri og teori At finde central litteratur © SLP-gruppen, Aalborg Universitet

6 © SLP-gruppen, Aalborg Universitet
Types of supervision Four types of supervision: Product supervision Process supervision Laissez-faire supervision Control supervision © SLP-gruppen, Aalborg Universitet

7 © SLP-gruppen, Aalborg Universitet
Product Supervision Be sure to make ​​an outline of the report as early as possible Focus on professional knowledge Emphasis on a consistent and coherent project reports Is solution oriented Provides ideas, suggestions and answers Is product oriented © SLP-gruppen, Aalborg Universitet

8 © SLP-gruppen, Aalborg Universitet
Process Supervision Try to set up some questions that can control your work the next period of time ... Focuses on the understanding process Supervises team collaboration Asks questions rather than provide solutions Promotes reflective processes Is process oriented © SLP-gruppen, Aalborg Universitet

9 Laissez-faire Supervision
Well, it goes very well, so there's no reason why I ... Allows the ideas of the team to guide the project Praise and encourage the team to work independent of supervisor Demonstrates a lack of commitment Provides general, noncommittal and random comments Minimizes the time spent on supervision © SLP-gruppen, Aalborg Universitet

10 © SLP-gruppen, Aalborg Universitet
Control Supervision Please go to the blackboard and derive the formula you have used on page 10, so we can see if you have all understood it. Testing the group Make the project one long exam Focuses on the assessment Focuses on the individual student's knowledge © SLP-gruppen, Aalborg Universitet

11 Think for a minut about….
What type of supervision you would prefer in the different phases of the project: Product, process, laissez-faire or control supervision © SLP-gruppen, Aalborg Universitet © SLP-gruppen, Aalborg Universitet © SLP-gruppen, Aalborg Universitet

12 Collaboration with supervisor – questions to ask
What are your expectations to the supervisor? Meetings with supervisor How often? Agenda? Minutes? If there are two supervisors shall both be present? How and when should documents be delivered?

13 Collaboration with supervisor – a model
A really good model for cooperation with the supervisor is to send him / her the following information 1-2 days prior to the supervisor meetings: What did we work with lately + associated work sheets What are we doing right now Where would we like to have help from supervisor Agenda for the meeting

14 © SLP-gruppen, Aalborg Universitet
Individual og collaborative learning Individuel læring kræver kognitive processer dvs. at kunne sanse, forstå, udtrykke og anvende sin viden, og på baggrund af det skabe nye erfaringer. Kollektiv læring kræver sociale processer og herunder kompetencer knyttet til kommunikation, konfliktløsning og samarbejde. © SLP-gruppen, Aalborg Universitet

15 What is ’learning’? Yes, it’s actually true – you can get a degree by repeating everything the teacher says.

16 Learning Environment - traditional teachers and textbooks as main learning resources

17 Teaching = Learning ?

18 Teach me… and I will forget ?
Student centered learning Teach me… and I will forget ? Tell me and I will forget Show me and I will remember Involve me and I will understand Step back and I will act Chinese proverb

19 Carl Rogers on teaching at Harvard in 1951
It seems to me that anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior. I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning.

20 Effectivity of educational formats (after Bales)
5 % 10 % Lecture Reading Audiovisual Demonstration Discussion group Practice Teaching others Average retention 20 % 30 % 50 % 75 % 80 %

21 Experience based learning
Test Generalization Reflection Experience Learning is the process whereby knowledge is created through the transformation of experiences David Kolb Learning is a function of the activity, context, and culture in which it normally occurs, thus it is situated - Jean Lave & Etienne Wenger Kolb’s learning cycle, with the words of John Cowan (Cowan 1998). 21

22 Life Long Learning To live is to learn – Chinese saying
Learning engineering to become an engineer Original figure in Wenger 2004

23 How much are you aware of your learning?
Preferred method Strength Weaknesses How much are you aware of the changing process of your learning? Exercise: Close your eyes and .....

24 Learning styles Individuals’ different ways of taking in and processing information - Richard Felder

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28 How do you do reading? Some people… sometimes…

29 Felder-Soloman’s index of learning style (ILS)
Sensing Intuitive Active Reflective Visual Verbal Sequential Global © SLP-gruppen, Aalborg Universitet

30 Purpose of Testing Learning Style
To know about yourself - ‘in which way a student is smart’ rather than ‘whether this student is smart or not’ To help learners to develop learning strategies and improve their learning by balancing it. To work with our teaching style to match and maximize student learning But not to Divide people into a set category as blood types – instead, it is just measuring height or weight along some point in life

31 ILS® - Sensing or Intuitive
It has been shown that significant more students whom had been to 3 individual project exams or more preferred an individual exam. A slightly increase in student wanting and individual exam from 2007 to 2008. Do no know (10% in 2006, around 20% in 2008) A slightly decrease in the number of examiners wanting an individual exam.

32 Perception Sensing Learners Intuitive Learners Tend to like facts
Like solving problems by well-established methods and dislike complications and surprises Be patient with details and good at memorizing facts and doing hands-on work More practical and careful don’t like courses that have no apparent connection to the real world Intuitive Learners Prefer discovering possibilities and relationships Like innovation and dislike repetition Be better at grasping new concepts and more comfortable with abstractions and mathematical formulations Work faster and more imaginative Don’t like courses that involve a lot of memorization and routine calculation

33 ILS® - Active or Reflective
It has been shown that significant more students whom had been to 3 individual project exams or more preferred an individual exam. A slightly increase in student wanting and individual exam from 2007 to 2008. Do no know (10% in 2006, around 20% in 2008) A slightly decrease in the number of examiners wanting an individual exam.

34 Processing Active Learners Reflective Learners
Retain and understand information best by doing something active Like discussion or applying it or explaining it to others ‘let’s try it out and see how it works’ Like group work Reflective Learners Think about it quietly before talk Let’s think it through first Prefer working alone quietly

35 ILS® - Visual or Verbal It has been shown that significant more students whom had been to 3 individual project exams or more preferred an individual exam. A slightly increase in student wanting and individual exam from 2007 to 2008. Do no know (10% in 2006, around 20% in 2008) A slightly decrease in the number of examiners wanting an individual exam.

36 Input Modality Visual Learners Remember best what they see - ‘Show me’
Pictures Diagrams Sketches schematics Flow charts plots Verbal learners Getting more out of words - ‘Explain it to me’ Spoken words Written words

37 ILS® - Sequential or Global
It has been shown that significant more students whom had been to 3 individual project exams or more preferred an individual exam. A slightly increase in student wanting and individual exam from 2007 to 2008. Do no know (10% in 2006, around 20% in 2008) A slightly decrease in the number of examiners wanting an individual exam.

38 Understanding Sequential Learners Global Learners
Gain understanding in linear steps Follow logical stepwise paths in finding solutions Feel comfortable explaining things Global Learners Learning in large jumps, absorbing materials almost randomly without seeing connections, and suddenly ‘get it’. Need big picture to function Solve complex problems quickly or put things together in novel ways once they have grasped the big picture Feel difficult to explain

39 Learning style preferences INS N= 493
(Kolmos, Holgaard, 2003)

40 Break for 15 minuts

41 – a bunch of personalities © SLP-gruppen, Aalborg Universitet
The team – a bunch of personalities © SLP-gruppen, Aalborg Universitet

42 Gardners seven types of intelligence
Logical mathematical Language Music Spatial / visual Bodily Personal Social Det logisk matematiske menneske er en rationel tænker med flair for tal og abstrakte koncepter. Det sprogligt intelligente menneske fascineres af ord, deres mening og oprindelse og har flair for undervisning og fortælling. Det musikalsk intelligente menneske fascineres af lyde, fornemmer tonerne og har rytmesans. Det rumligt visuelle menneske er opmærksom på visuelle detaljer, har forestillingsevne og retningssans. Flair for arkitektur, kunst og design. Det kropsligt intelligente menneske har et livligt kropsprog, har god kontakt med sin krop. Flair for sport. Det personligt intelligente menneske har evnen til at forstå sig selv, og sine styrker og svagheder i relation til omgivelserne. Flair for fordybelse. Det socialt intelligente menneske er en menneskekender og har situationsfornemmelse. Flair for netværksdannelse. Få evt flere eksempler i Melen Steen Nielsen Flaggas artjel En intelligens – syv intelligenser, som kan findes på på Billede: © SLP-gruppen, Aalborg Universitet

43 Jungs personality types
Introvert Sensing Feeling Thinking Jung fremhæver fire psykologiske funktioner, men understreger at det er fire muligheder blandt mange andre som f.eks. viljestyrke, temperament, imagination eller erindring (Jung, 1964): Sansen fortæller én at noget eksisterer og er hovedsagelig baseret på objektive stimuli, der opstår af fysiske og ikke mentale årsager. Tænkning fortæller, hvad det er – eller hvordan den givne person opfatter det, der er. Det er således en intellektuel funktion, som forsøger at forstå tingene ved at ideer (eller begreber) knyttes sammen (Hall & Nordby, 1976). Følen fortæller, hvorvidt det er acceptabelt eller ikke og knytter sig hermed til vores værdier. Relaterede begreber er behagelig versus ubehagelig (Jacobi, 1971). Intuition fortæller, hvorfra det kommer, og hvor det går hen. Intuition kan forklares ved det enkelte menneskes spontane evne til at opfange selv de mest ubetydelige emotionelle fluktuationer hos andre. (Hall & Nordby, 1976) Sansetypen og den intuitive type kalder Jung (1964) for modtagende funktioner, da indtrykkene så at sige kommer til én. De modtagende typer forholder sig kompensatorisk til hinanden, dvs. at hvis sansningen er stærk er intuitionen tilsvarende svag – og omvendt. Fornemmetypen vil mærke sig i alle detaljer, men ikke tage hensyn til de sammenhænge, i hvilke de indgår; derimod vil dette være tilfældet for den intuitive type (Jacobi, 1971). Jung (1964) kaldte tænken og følen for ordnede funktioner, da de begge arbejder med vurderinger. Tænkningen vurderer ved erkendelsens formidling fra standpunktet ”rigtigt, forkert”, og følelsen ved emotionernes formidling fra standpunktet ”lyst-ulyst” (Jacobi, 1971). Tænke- og følefunktionen forholder sig ligeledes kompensatorisk til hinanden. Udover funktionerne definerer Jung også personens indstilling eller attitude ved begreberne ekstrovert og introvert. Disse begreber supplerer funktionerne, og forholder sig ligeledes kompensatorisk til hinanden. I ekstroversionen investeres energien (libido) i tanker, perceptioner og følelser omkring objekter, mennesker og dyr samt betingelser og omstændigheder i omgivelserne. I introversionen strømmer libido i retning af subjektive strukturer og processer, hvorved den introverte er interesseret i at udforske og analysere sin egen indre verden. Begreberne introvert og ekstrovert må ikke forveksles med de bredt anvendte begreber indadvendt og udadvendt – det handler ikke om, hvorvidt en person føler sig tilpas i sociale sammenhænge, men hvorvidt disse sociale fora opbygger eller tapper personens energi. Intuition Ekstrovert © SLP-gruppen, Aalborg Universitet

44 © SLP-gruppen, Aalborg Universitet
A team – different roles © SLP-gruppen, Aalborg Universitet

45 Team Spirit ? ©

46 Organization and Project Management
The informal roles are formed at the beginning of the project The leader Whipping boy Party Monkey Clown The responsible The social initiator

47 Organization and Project Management
Socialization and professionalization of group The informal roles are part of a socialization process Especially in the beginning of a project, students have a strong need to socialize Distinguish between Socialization and Professionalization - Disciplining

48 Belbin Team Role Theory
In the 1970s, Dr Meredith Belbin and his research team at Henley Management College set about observing teams, with a view to finding out where and how these differences come about. They wanted to control the dynamics of teams to discover if – and how – problems could be pre-empted and avoided. As the research progressed, the research revealed that the difference between success and failure for a team was not dependent on factors such as intellect, but more on behaviour. The research team began to identify separate clusters of behaviour, each of which formed distinct team contributions or “Team Roles”. A Team Role came to be defined as: “A tendency to behave, contribute and interrelate with others in a particular way.”

49 The nine Team Roles

50 The nine Team Roles

51 Let’s hear it from Belbin co-operation

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54 An Irish proverb "How come that we judge others by their actions but ourselves from our good intentions?" ©

55 A Team - Different approaches to dialogue

56 The declining ”sofa voter”
"Let the boss make the decisions - I do what I am told.“ Advantage: Quick decision making without conflict Disadvantage: The group miss sofa voter's insight and it's not necessarily the "leader" who is the wisest.

57 Discussion warrior The best debater win.
"I still think as I said before ... and you must surely understand that it's the right thing“ Advantage: Arguments sustainability is tested Disadvantage: The debaters are not trying to find holes in their own reasoning. The best debater is not necessarily right.

58 The compromising ”You say red and I say yellow
- let us choose orange.” Advantage: More interests are accommodated. Disadvantage: Sometimes the compromise is worse than each of the alternatives.

59 The dialogue-seeking or team player
"Let us consider all suggestions as inspiration and discuss our way to the best solution" Advantages: The group takes joint responsibility for assessing the pros and cons of the proposed ideas. Disadvantage: Slow decision making

60 The 3 ways of reacting The aggressive manner Stiff and upright stare fixated Prone to point Present arms crossed I want you ... You must ... We do as I say! Now you're stupid! The assertive manner Rank, but relaxed In control Keeps eye contact smiles Let us ... How should we do it? I think what ...do you think? I would like us to… The indulgent/submis-sive way Avoids eye contact Speak quietly and only if necessary is restless Excuse me for interrupting, but ... Oh, no, but It's all my fault

61 Break for 15 minuts Eller er det biksemad ?

62 Cooperation and Conflict - Two sides of same coin
© SLP-gruppen, Aalborg Universitet

63 Conflict handling - Why
Conflict handling - Why? Discussing conflicts hidden boundaries and norms might become visible. Unsolved conflicts draines enrgy from the cooperation . Conflict Types: Personal conflicts / bad chemistry Communication conflicts Professional conflicts Role Conflicts Organizational conflicts Objectives and goal conflicts Conflicts of interest Performance conflicts Attitudes/Standards conflicts Ambition conflicts Så har vi igen et svært emne, nemlig konfliktløsning, som jeg vil tage hul på i dag. Hvorfor? oplæsning. – CLICK – for konflikttyper + gennemgang. Alle disse konflikter – på nær – person/kemi konflikter og rollekonflikter, har vi forsøgt at forebygge med de foregående gode råd om fælles målformulering, afklaring af forventninger, og ambitioner, samt diskussion af strukturerede gruppemøder og diskussioner, men man kan alligevel godt havne i suppedasen.

64 Think about…. What are the symptoms of a conflict?
© SLP-gruppen, Aalborg Universitet © SLP-gruppen, Aalborg Universitet © SLP-gruppen, Aalborg Universitet

65 How to spot a conflict Very loud discussion in stead of dialogue – nobody is trying to understand each other Very long arguing but no decisions Goes ‘for the man’ not ’for the ball’ Postulate in stead of reasoning Formation of cliques Talk about people behind their backs REMEMBER: Deal with conflicts, the sooner the better !!!

66 Conflict staircase 7. Polarisation 6. Open hostility 5. Magnifying the enemy 4. Dialogue is given up 3. The problem escalates 2. Personification 1. Disagreement Development Learning Closer relations

67 The conflict is escalating or decreasing
Escalating language YOU-language Interruptions Indifferent Leading questions Reproach Abstractions Focus on the past Person-oriented See problems and obstructions Relaxing language I-language Listens Interested Open questions Expressing intention Concrete Focus on the now and future Case-Oriented View options

68 Types of Reaction Avoidens Aggressions Openness

69 Personal conflict behaviour
Goal Relations Important Not important Smooth things out Confronting Forcing Avoiding Compromising

70 Conflict Prevention Self Reflection Establish a collaborative culture
See the individual in your opponent and separate the person from the case Establish a collaborative culture Cooperative agreements, procedures for feedback, meeting culture, team building, etc.. Attention to communication Blocking versus foreign contribution to communication Communication pattern Different preferences for communication Different response patterns

71 Evaluating personal relations: The ’Hot chair’
Every 2-3 weeks group members evaluate each other one at a time according to the following rules: The person in the ‘hot chair’ is not allowed to comment, she/he is supposed to listen to the constructive and loyal criticism of other group members All the others have to give positive and negative feedback e.g. Two things they like about the person’s behaviour within the group, and two things they don't like

72 Evaluating personal relations: The ’Hot chair’
Feedback must: Describe behaviour – not interpret motives Express your own feelings directly – not indirectly Be specific – not general Only address issues which can be changed Make room for change Be non-judgmental Only be given when asked for/agreed upon – not uninvited Be motivated by a wish to help others – not to hurt Good advice: Try it on yourself

73 Take care of the conflict
Meet the conflict - do not ignore it. Take a look at conflict stairs - how far the conflict has evolved. Identify yourself with your opponent and his situation. Talk to each other - and not about each other. Do not present your opinion as fact in conversation. Put the conflict behind you. Evaluate conflict solution after a while.

74 Blocking contribution to communication
Defense / attack attitude Disagreement without constructive alternatives Blocking discussion Speaking about other topics Speaking constantly

75 Contributions that promotes communication environment
Praise and encourage others Supporting others to be heard Follow and support ideas State change of position Demonstrating openness Have control of the decisions taken Billede:

76 Contributions that promotes discussion directly
Make suggestions Search information through questions Provide information Summarizing discussion Develop suggestions and ideas Testing own and others' comprehension of the discussed Billede: 76

77 Think about…. What will you do a conflict arises in the group?
© SLP-gruppen, Aalborg Universitet © SLP-gruppen, Aalborg Universitet © SLP-gruppen, Aalborg Universitet 77

78 Remember: Conflicts arises !!!
It is your choice whether they shall lead to positive or negative results. It depends upon whether your mental frame is positive or negative ! What do you read here? OPPORTUNITYISNOWHERE

79 Remember: Conflicts arises !!!
It is your choice whether they shall lead to positive or negative results. It depends upon whether your mental frame is positive or negative ! What do you read here? OPPORTUNITYISNOWHERE OPPORTUNITY IS NOWHERE

80 Remember: Conflicts arises !!!
It is your choice whether they shall lead to positive or negative results. It depends upon whether your mental frame is positive or negative ! What do you read here? OPPORTUNITYISNOWHERE OPPORTUNITY IS NOWHERE OPPORTUNITY IS NOW HERE

81 © SLP-gruppen, Aalborg Universitet
Logbook The logbook documents the group's main activities / decisions – short and concise Reflections for the process analysis is good to carry along © SLP-gruppen, Aalborg Universitet

82 Check communication flow

83 Remember to get started well with the Cooperation Agreement
© SLP-gruppen, Aalborg Universitet

84 Cooperation agreement, Team charter or code of conduct
Why ? Create common expectations Secure clear agreements What? Contract with supervisor Group contracts: Task strategies Process strategies It might be a good idea to make a kind of formal contract with the students to create …

85 Cooperation agreement
Expectations and ambitions? Meetings – How often? – What if somebody is late? Organizing meetings , chairman, referee, use of blackboard? Division of labor? What kind of response do you give within the group? To what extent will we socialize together, and when?

86 Cooperation agreement example
It might be a good idea to make a kind of formal contract with the students to create …

87 Cooperation agreement A225 2006 NANO
3. Group Leader: The group leader is responsible for seriousness is maintained, and the schedule is followed. The position rotates (alphabetically), a new group leader selected by. 14 days. The group leader should keep the agenda at supervisor meetings. Tools available for the group leader is a meeting hat when placed on the meeting bottle should establish a profound seriousness in the room, and a bell to use in case of the group being unserious. Only the group leader that has rights to use these tools, but if the leader don’t interfere the bell can be used by others. Billede:

88 Cooperation agreement A225 2006 NANO
4. Friday Meetings Summary of the week's progress in relation to the project. Comparing schedule with where we are in the process. Discussion of the work sheets. Red thread, where do we go with the project? Project Relevant topics for discussion. Evaluation of the group leader's performance. Constructive criticism of the group members. Payment of fines! Rotating logbook writer, mail man and leader (every 14 days). Logbook writer shall keep minutes of the Friday meetings, supervisor meetings and the times when it is otherwise appropriate. Over the weekend the minutes of the week's course is uploaded on the forum, if not done by Monday falls a fine of 25 kr. Billede:

89 NOW EXERCISES, help until 14.15: © SLP-gruppen, Aalborg Universitet
Take Felders learning style test (ILS): Discuss with your group how to best learn to and from each other based on your individual learning styles? What roles do you use in the group? What is your conflict preparedness? Develop or sharpen the Cooperation Agreement, also with the supervisor REMEMBER to make assignments to the status seminar © SLP-gruppen, Aalborg Universitet