R O C K S A N D R E E F S O F I N T E R A C T I O N S A L L W E L L ? T E A M A A L T O U N I V E R S I T Y V I I V I V I R T A N E N
LEARNING TO KNOW THE GROUP In In pai airs (trio ios) ) interview iewin ing eac ach other 2+2 +2 min – Name – Master programme – Expectations: What do you want to achieve or learn during the Capstone course? – One hobby Presenti enting the inter ervie viewed wed student ent fo for the group 1 1 min/ person – 10 minutes all together for the practise (5+5)
THINK ABOUT YOUR RECENT GROUP EXPERIENCE AND REFLECT THE EFFECTIVENESS GOAL Unclear lear Clear PARTIC ICIPATION TION Some dominate All participate PROBLEM LEM SOLVIN VING Jump into solving Reflecting on the best method of solving a problem DECISION ON MAKING NG Some dominate Listening to all LEADER ERSHIP One takes the leadership Shared or discussed EXPRES ESSING ING EMOTIONS IONS Restrected Free TRUST No trust High trust
ROLES: ROLE OF THE LEADER - ENABLER • T akes care of the proces cess (goal, , breakin king the tasks to subtasks ks, , setting ng sprints ts, , keeps contact act with the members, , orga gani nizes zes sprint retro, , keeps the backlog log in mind, , informs rms the prod oduct ct owner of the results ts) • Helps the team members to to accompl omplis ish their tasks • T akes care of his/h /her own tasks • Keep conta tact ct with the team, e.g., team meeting ng, , other conta tact cts such as phone/em emai ail (weekl kly?) – What tasks sks are in progr ogress, , or or comp mpleted ted? – What goes es well? – Probl oblem ems occu ccurring ng? – Help p neede eded?
HOW CAN WE GET ORGANIZED AND KEEP CONTACT – TAKING REALISTICALLY TO ACCOUNT THE SITUATION (WORK/STUDY/FREE TIME) • Each ch me memb mber er think nks a a mi minute te by by oneself elf, , write down shortl tly one’s ideas as • T ake a a round • List sten en first what what everyo yone ne has has to say say • No inter errupt uptio ion during the the round The speaker: T alks about the topic from own, personal • • Discu cuss ssion ion after round (coac aches hes join) n) perspective Does not give advice or criticize others or • get messed up with other peoples issues Shows clearly (by nodding to the next one) • when stopping
ROUNDS FIT WELL Beginn inning ing of group up sessi ssion, on, deal aling ing with new issue ues, , group up evalu valuat ation on, , deal aling ing with th confl flict icting ng issue ues, , wanti nting ng to shar are feelings lings or or exper periences iences • The floor takes turns in order • Every one has a same amount of time ( one minute) • No interruptions, no discussion during the round The speaker: • T alks about the topic from own, personal perspective • Does not give advice or criticize others or get messed up with other peoples issues • Shows clearly (by nodding to the next one) when stopping Rounds help to deal with issues of dominance and submission
DOMINANT/SUBMISSIVE BEHAVIOUR REL ATIONSHIP TO ONESELF – REL ATIONSHIP TO ONESELF – SELF-CONFIDENT UNSECURE DOMINANT L ANGUAGE SUBMISSIVE L ANGUAGE • Steering the discussion • Asking • Correcting other people • Suggesting • Controlling topic • Supporting others but • Processing according to own interests not beeing supported and needs • Not mastering topic • Mastering topic
TASK ENABLING CHALLENGES – Designing (advocating) • # 1 The difficulties of timing • #2 Barriers – The high value of our culture – Accommodating assigns to selfreliance, (altering the process, independence and individual timing, or substance) achievement – Helping others is not seen as real work – Conflicts
SKILLS T ask-oriented Skills: • Understanding and knowledge, getting the bigger picture • Defining and analyzing problems, asking for specifications and reasons • Finding and evaluating options People-oriented Skills: • Respect pect: : listen, en, show w appreci eciati ation on, , give suppor port • T ask enabling: share knowledge, help, alter the process • Creating trust: keep your promises, share info, inclusive action • Solving conflicts: NVC language
SOLVING CONFLICTS - Look oking ing at the he problem blem from differ ferent nt angles les may ay be be usefu eful - T alk about out facts cts, , avoid oid blaming ming anyon yone - Figur ure out t everyone’s needs ds and goal als - Look ok for a win-wi win situ tuat ation ion THREE ROLES ES ROLE 1 O One member has has not kept his/her prom omis ise. ROLE 2 The other talks about facts ts, , talks about one’s feelings ngs withou out blaming ng, , lookin king for a win-win in situation tion, , with appreciati ciative ve body language age ROLE 3 Observer ver. . Stop ops the discuss ssion ion; ; no prog ogres ess anylonge nger.
THE POWER GAMES OF THE POWERLESS • Hidden resistance – Saying yes but doing nothing • Hidden aggression • Flattering • Denying the value • Cowering before somenone, being humble • Domination has always its price!
… GUIDELINES FOR GOOD INTERACTION • Solving conflicts – Looking at the problem from different angles may be useful – T alk about facts, avoid blaming anyone – Figure out everyone’s needs and goals – Look for a win-win situation • Trusting – Sharing information – Keeping promises – Giving away control – Inclusive language
REFERENCES • Merita Petäjä (2001): Muutosprosessin ohjaaminen • Marshall Rosenberg: Myötäelävä kohtaaminen, NVC Non- Violent-Communication • Dutton Jane (2003): Energize Your Workplace – How to Create and Sustain High- Quality Connections at Work. Jossey-Bass, San Francisco. • Hyunkyung, L. (2014). "Collaborative Learning in the Workplace: Practice Issues and Concerns". International Journal of Advanced Corporate Learning. doi:10.3991/ijac.v7i2.3850. • Kopakkala Aku (2005): Porukka, jengi, tiimi – Ryhmädynamiikka ja siihen vaikuttaminen. Edita, Helsinki. • Kielijelppi: www.kielijelppi.fi
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