Facilitation and the power of questions
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The document discusses facilitating cross-functional collaboration through careful conversation management. It emphasizes using helpful questions to surface assumptions, explore multiple perspectives, and ensure teams are making progress aligned on goals. Generative questions can help teams construct shared understanding and consider different viewpoints from the past, present, and future. The aim of facilitation is to help teams successfully coordinate actions and change unproductive communication patterns through focusing discussions on substance and process, embracing diversity, and experimenting with different collaboration forms for different teams.
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Coordinating
There was a conflict between two fairies that was escalating until a third fairy intervened and told them "Nuff said", stopping the argument. Some pixies were bothering passersby until one upset fairy confronted them and the pixies fled when another said "That's E Nuff". At a fight in the forest involving many magical creatures, one fairy was able to subdue them all until a werewolf objected but was stopped when someone said "That's Fairy Nuff". Now in the woods you may encounter this fairy who will "deal with any humans" and you don't want to hear "E Nuff".
Innovators_Guidebook_workdifferently_gravitytank
This document provides an overview of an Innovators' Guidebook developed by the Center for Care Innovation to teach the process of innovation. The guidebook takes the reader through six principles of working differently: See and Experience, Dimension and Diagram, Question and Reframe, Imagine and Model, Test and Shape, and Pitch and Commit. It provides techniques, methods, tips and worksheets to help teams apply each principle to solve problems in an innovative way. The document encourages an iterative process and emphasizes user-centered design thinking.
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People often ask for the golden phrase, the silver bullet they can use to convince their teams, managers or executives to ‘go Agile’. While it would certainly help to talk about outcomes and benefits over practices and methods, it can sometimes be your own mindset that is holding back your ability to influence change.
In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
She’ll use the setting of a small conversation to explore and better understand these ideas. While organisational change is big, the momentum for change can often be won or lost in small conversations. Becoming better in small conversations will help you grow your role in influencing organisational change. When you approach conversations with genuine curiosity about the other person’s point of view, you will not only have a more productive conversation, but build the trust needed for the work ahead.
These ideas and techniques are popular as they are accessible and relatively easy to adopt.
Cooperative Learning Powerpoint
The document discusses cooperative learning and its benefits. It defines cooperative learning as students working in teams on activities to learn about a subject. It outlines the five skills of cooperative learning - positive interdependence, face-to-face interaction, individual accountability, interpersonal/group skills, and group processing. It emphasizes the importance of developing communication, decision making, active listening, conflict management, and leadership skills through cooperative learning. Research shows students who work cooperatively achieve higher than those working alone or competitively.
Collaboration workbook
The document is a workbook for reflecting on collaboration. It contains questions to help the reader think about what collaboration means to them and how to improve it. It suggests filling out the workbook individually and as a team retrospective activity. The workbook covers topics like understanding why collaboration is valuable, what it looks like, the costs of collaboration, diagnosing collaboration challenges, understanding people and system conditions, tools that foster collaboration, and experimenting to improve collaboration.
Psychology for User Experience
Presentation from the Leaders in UX Event (18 Sept 2013) at Adaptive Path, sponsored by Onward Search
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The document discusses inclusive design and provides an overview of a toolkit created by Microsoft to support inclusive design. Some key points:
- Inclusive design aims to design products for the greatest number of people by considering factors like ability, age, gender, language etc. It recognizes that exclusion can be temporary or situational.
- The toolkit contains activity cards organized around five phases of design (get oriented, frame, ideate, iterate, optimize) to incorporate inclusive design practices.
- The cards provide instructions for activities, intended outcomes, and tips. They aim to help teams recognize exclusion, learn from diversity, and solve problems to benefit many users.
- The toolkit is meant to supplement existing design processes and
Action learning for adlt 636 overview for class 1 jan 2011
This document provides an overview and agenda for an M.Ed. Capstone course that uses Action Learning methodology. It introduces Action Learning fundamentals, including that it is a collaborative, problem-solving process focused on asking questions rather than problem-solving. It describes the key elements of an Action Learning program and alternative approaches to organizing learning sets. It also outlines the stages of the Action Learning problem-solving process and best practices for effective learning sets.
Developing-Psychological-Safety-Workbook.pdf
This document discusses psychological safety and how to develop it within teams. It defines psychological safety as a shared belief that interpersonal risk-taking such as speaking up with ideas or mistakes will be welcomed. High psychological safety leads to behaviors like taking responsibility and learning, while low safety leads to avoiding conflict. The document outlines leadership behaviors to build psychological safety like appreciating contributions, coaching team members to help each other, and reframing mistakes as opportunities to learn rather than failures. It provides techniques for increasing awareness, building relationships, encouraging all voices, and supporting each other on the team.
Facilitator Skills - Guide
The document outlines techniques for effective facilitation. It discusses opening a meeting by setting up the room, setting an enthusiastic tone, and establishing ground rules. For running a meeting, it recommends managing discussion, balancing participation, making transitions, identifying strategic moments, and using team resources. Closing a meeting involves reviewing decisions, determining follow-up actions, and evaluating the meeting. The document provides examples of facilitation techniques to encourage interaction and productivity.
Course Human Computer Inter& Usability.As a graduate student, o
Course: Human Computer Inter& Usability.
As a graduate student, one of the fundamental techniques to gather research for a paper is the use of an Annotated Bibliography. Furthermore, as a human-computer interaction researcher, finding relevant literature to support a study is also part of preparing an analytical research paper. For this assignment, you’ve been assigned a topic (see below). You’ve also been assigned to a specific group (see Groups in Blackboard). Each member of the group is to find five UNIQUE references. These references are to be scholarly papers, not wiki, blog, or Website entries. Do not include textbooks or trade publications either. The use of Google Scholar is STRONGLY recommended.
IMPORTANT: To support your research journey, read the
Levy & Ellis (2006) article on how to maximize your research opportunities in Information Systems Research.
For the annotated bibliography, if your team has three (3) members, I expect to see UNIQUE entries. For four (4) members, your team should submit a deliverable with twenty (20) entries.
Your assigned topic is as follows:
Mobile HCI
To receive full credit, your entry must have a PROPERLY cited APA citation and a description of the article that is 100-125 words. Entries must be free of grammatical and spelling errors to receive full credit.
An example entry that would yield a full score is:
Hyman, J. A. (2015). Developing Instructional Materials and Assessments for Mobile Learning.
In International Handbook of E-Learning Volume 1 (pp. 347-358). Routledge
In Hyman (2015), a review of the required elements needed to create instructional materials for an e-learning and m-learning setting is identified. Hyman then proposes a mobile learning framework that focuses on design, environment, activity, and technology to guide the courseware developer in creating user-friendly yet meaningful instruction that is targeted for delivery in the mobile context.
18 American Nurse Today Volume 10, Number 11 www.AmericanNurseToday.com
“I believe we can
change the world if we
start listening to one
another again. Simple,
honest, human con-
versation…a chance to
speak, feel heard, and
[where] we each listen
well…may ultimately
save the world.”
Margaret J. Wheatley,
EdD
GIVEN the stressful healthcare
workplace, it’s no wonder nurses
and other healthcare professionals
sometimes fall short of communi-
cating in respectful, considerate
ways. Nonetheless, safe patient care
hinges on our ability to cope with
stress effectively, manage our emo-
tions, and communicate respectful-
ly. Interactions among employees
can affect their ability to do their
jobs, their loyalty to the organiza-
tion, and most important, the deliv-
ery of safe, high-quality patient
care.
The American Nurses Associa-
tion (ANA) Code of Ethics for
Nurs ...
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Facilitation and the power of questions
- 1. The Power of Questions Facilitating Cross-Functional Collaboration
- 2. Exercise (3 min.) Tell a partner about a time when your team talked at cross purposes. What helpful action could you have taken?
- 3. Facilitation Why, What, How? (Real Fast!)
- 4. Do We Even Know It’s an Animal? Onspoken assumptions and multiple perspectives mean conversations must be carefully managed, i.e. facilitated
- 5. A Perspective on Facilitation ”If we make interventions they have to be helpful”Edgar Schein The aim is to help people succesfully coordinate their actions and change unproductive patterns of communication
- 6. In Agile, Everyone’s a Facilitator Self-organization also means assuming collective responsibility for the quality of the communication and collaboration Keep it, and yourself, real Any action is an intervention Accept your ignorance Focus on being helpful to the whole team Forgive, and learn from, mistakes Share ownership of the problem Go with the flowGoal: Perpetual reciprocal helping
- 7. 3 Quick Facilitation Tips
- 8. Assessment Opening/ ideation Exploration Manage the Conversation ”Con- tract” Decision/ selection ”Decision free zone” Plan- ning ”Timeouts”: Frequent checks that we are aligned and making progress Conversation about substance Conversation about conversation ”Criticism free zone”
- 9. Mix It Up (Post-Its Are Not for Everyone!) Embrace diversity in preferences for the form of the collaboration, and experiment with what works for your team
- 10. Genererende spørgsmål Ask Helpful Questions Clarifying (linear) intent Constructing (circular) intent Future orientationPast orientation What is the problem? What should we do first? What do other people think about this? What options can we explore? Detective Captain Anthropologist Future researcher
- 11. Exercise (3 min.) Tell a partner about a (type of) question or activity you think will be helpful to your team, and that you would like to try out.
- 12. References • Ravn, Ib & Kjær, Anne Lise (2006): “Jeg opdagede, at formen kan have indflydelse på, om en tværfaglig dialog kan lykkes”. Kognition & Pædagogik, nr. 59, marts, pp. 46-55. • Tomm, K. (1988): “Interventive interviewing: Part III. Intending to ask lineal, circular, reflexive and strategic questions?” Family Process, 27, 1–15. • Schein, Edgar (2009): “Helping: How to Offer, Give, and Receive Help”. Berret-Koehler.