Techniques to Foster Interpersonal Competences
•Download as PPTX, PDF•
2 likes•427 views
From AASHE 2017 workshop: Interpersonal Competences (ICs) are vital for sustainability change agents. Evidence shows that ICs are also highly-prized career skills. A student with strong ICs can productively interact and empathize with collaborators and stakeholders from diverse backgrounds and perspectives. ICs allow students to effectively learn from and teach others across different values and cultures, negotiate conflicts, and facilitate effective community decision-making. Organizational Development consultants and others have designed and used facilitation techniques for interpersonal work in industry, governance and NGOs. However, these techniques are not yet widely implemented in formal education settings, and ICs are rarely explicitly addressed in pedagogy. It is therefore imperative to improve ICs development in higher education. This session reviews some widely-used strategies and promising innovations to foster ICs. It demonstrates teachable tools for: improving communication framing and story-telling; promoting constructive dialogue and small-group conversations; and facilitating information-sharing, collaboration and decision-making in large groups. Such tools for group process and information sharing can enhance every student’s ICs, promoting student success across all disciplines and career paths. We will consider and practice a selection of strategies synthesized from Organizational Development, to help educators from all disciplines foster ICs in sustainability education. Handouts and references available at https://perplexedprimate.org/2017/10/19/adventures-at-aashe/
Recommended
More Related Content
What's hot
What's hot (11)
Similar to Techniques to Foster Interpersonal Competences
Similar to Techniques to Foster Interpersonal Competences (20)
Recently uploaded
Recently uploaded (20)
Techniques to Foster Interpersonal Competences
- 1. Techniques to Foster Interpersonal Competences Michelle Y. Merrill, Ph.D. perplexedprimate@gmail.com perplexedprimate.org AASHE 2017
- 2. SYSTEMS THINKING COMPETENCE 5 Key Competences in Sustainability (Wiek et al 2011) ANTICIPATORY COMPETENCE NORMATIVE COMPETENCE INTERPERSONAL COMPETENCE STRATEGIC COMPETENCE Michelle Y. Merrill AASHE 2017
- 3. What is Interpersonal Competence? • Working with different cultures, values, backgrounds, and perspectives • Appreciation of diversity • Empathy • Negotiating conflicts • Communicating • Working and learning in groups (UNESCO 2005; Segalàs et al 2010; Wiek et al 2011; Frisk & Larson 2011; Rieckmann 2012; Lans et al 2014; Murga-Menoyo 2014; Lozano et al in press) Michelle Y. Merrill AASHE 2017
- 4. Michelle Y. Merrill AASHE 2017 Increased Social Tolerance Larger Repertoire of Adaptive Behaviors Reduced Competition for Resources More Time in Proximity more chances to learn any new behavior More Diverse Social Partners more potential innovators to observe (Merrill 2004; Van Schaik et al 2003)
- 5. Why Interpersonal Competence Matters • Maybe the most essential competence for finding just and durable solutions to sustainability problems (e.g. Sinner, Brown & Newton 2016) • Promotes student success across all disciplines and career paths (e.g. Thomas & Depasquale 2016) https://www.britannica.com/topic/Truth-and-Reconciliation-Commission-South-Africa Michelle Y. Merrill AASHE 2017
- 6. Trends in Interpersonal Competence: US College Students 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4 4.1 1979-89 1990-94 1995-99 2000-04 2005-09 Empathy Perspective taking (Konrath, O'Brien & Hsing 2011) Michelle Y. Merrill AASHE 2017
- 7. How do you get socially-awkward people to party all night? By Diacritica (Own work) [CC BY-SA 3.0, via Wikimedia Commons Michelle Y. Merrill AASHE 2017
- 8. An Introvert’s Guide to Working with People Structure and guidelines make it easier for less sociable people to participate in collective problem- solving and decision- making Liberating Structures www.liberatingstructures.com Michelle Y. Merrill AASHE 2017
- 9. Levels of Interpersonal Interaction • Monologue (Solo) • Dialogue (Duet) • Small Group (Trio to Octet) • Large Group (Symphony) http://cctouc.com/wp-content/uploads/2013/10/academic-coach-cctouc.jpg https://commons.wikimedia.org/wiki/File:Two_young_people_ demonstrating_a_lively_conversation.jpg https://commons.wikimedia.org/wiki/File:Small_group_conversatio n_at_a_Gurteen_Knowledge_Cafe.jpg https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discussi on_2011_Shankbone.JPG Michelle Y. Merrill AASHE 2017
- 10. Overview of Strategies MONOLOGUE: SOLO •Managing Metaphors: the power of well-crafted language •Storytelling http://cctouc.com/wp-content/uploads/2013/10/academic-coach-cctouc.jpg Michelle Y. Merrill AASHE 2017
- 11. http://cctouc.com/wp-content/uploads/2013/10/academic-coach-cctouc.jpg Managing Metaphors MONOLOGUE: SOLO The power of language - choose wisely • Framing language and metaphors (Lakoff and Johnson 2008) •Linguistic relativism • ‘Sapir-Whorf hypothesis’ (Casasanto 2008) • Effect of Language on Economic Behavior (Chen 2013) Michelle Y. Merrill AASHE 2017
- 12. http://cctouc.com/wp-content/uploads/2013/10/academic-coach-cctouc.jpg Managing Metaphors MONOLOGUE: SOLO Things to Avoid 1. Mechanistic 2. Anthropocentric 3. Linear 4. Polarity and Dualism 5. Conflict 6. Domination / stratification Better Alternatives 1. Natural / Living 2. Eco-centric 3. Cyclic / Systemic 4. Continuums and Complexity 5. Cooperation 6. Egalitarian / peer-to-peer Activity based on Liberating Structures: 1-2-4-AllMichelle Y. Merrill AASHE 2017
- 13. http://cctouc.com/wp-content/uploads/2013/10/academic-coach-cctouc.jpg The Story MONOLOGUE: SOLO Best remembered story elements: 1. Context • setting, characters 2. Goals • plot 3. Consequences of Goal-directed Action • moral by User:Slashme [Public domain], via Wikimedia Commons (Mandler & Johnson 1977, Trabasso & Van Den Broek 1985, Jones & Song 2014; Olson 2015) Michelle Y. Merrill AASHE 2017
- 14. http://cctouc.com/wp-content/uploads/2013/10/academic-coach-cctouc.jpg And – But – So Michelle Y. Merrill AASHE 2017
- 15. http://cctouc.com/wp-content/uploads/2013/10/academic-coach-cctouc.jpg The Story MONOLOGUE: SOLO https://commons.wikimedia.org/wiki /File:Gordijnen_aan_venster.JPG https://commons.wikimedia.org/wiki/File:Luci_e_colori_del_p aradiso_dei_frati_- _Convento_Frati_Cappuccini_Monterosso_al_Mare_- _Cinque_Terre.jpg Mirror Window Door Here & Now Desirable Future Invitation Photo by E.S.Peterson colorjedi.tumblr.com Michelle Y. Merrill AASHE 2017 from Caroline Casey
- 16. http://cctouc.com/wp-content/uploads/2013/10/academic-coach-cctouc.jpg MONOLOGUE: SOLO 3 Act Structure of The Story Beginning Middle End Pity Fear Catharsis Context Goals Consequences And But So Mirror Window Door Michelle Y. Merrill AASHE 2017
- 17. Overview of Strategies DIALOGUE: DUET •Non-Violent Communication • Interviewing Skills • Conversation Starters https://commons.wikimedia.org/wiki/File:Two_young_people_demonstrating_a_lively_conversation.jpg Michelle Y. Merrill AASHE 2017
- 18. https://commons.wikimedia.org/wiki/File:Two_young_people_demonstrating_a_lively_conversation.jpg Non-Violent Communication DIALOGUE: DUET https://commons.wikimedia.org/wiki/File:USAF_photographer.jpg https://commons.wikimedia.org/wiki/File:Manga_emotions-EN.jpg https://pixabay.com/en/begging-hands-poor-hope-charity-1922612/ cnvc.org https://commons.wikimedia.org/wiki/File:MaslowsHierarchyOfNeeds.svg Michelle Y. Merrill AASHE 2017
- 19. https://commons.wikimedia.org/wiki/File:Small_group_conversation_at_a_Gurteen_Knowledge_Cafe.jpg Overview of Strategies SMALL GROUP: TRIO TO OCTET •Conversation Café •World Café •Jigsaw Pedagogy Michelle Y. Merrill AASHE 2017
- 20. https://commons.wikimedia.org/wiki/File:Small_group_conversation_at_a_Gurteen_Knowledge_Cafe.jpg SMALL GROUP: TRIO TO OCTET Conversation Café conversationcafe.org • Tables with poster paper and pens • Small group rounds (3+) with questions • Harvest and share responses World Café theworldcafe.com • 60-90 minutes • Up to 8 per group • ‘The Agreements’ • 2 ‘talking object’ rounds • Open conversation round • ‘Talking Object’ closing round Michelle Y. Merrill AASHE 2017
- 21. https://commons.wikimedia.org/wiki/File:Small_group_conversation_at_a_Gurteen_Knowledge_Cafe.jpg Jigsaw Pedagogy SMALL GROUP: TRIO TO OCTET http://cabrillosustainablecultures.wordpress.com (Merrill, Chang, & Burkhardt-Holm 2018)Michelle Y. Merrill AASHE 2017
- 22. https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discussion_2011_Shankbone.JPG LARGE GROUP: SYMPHONY • Ceremony and Ritual • Being Heard – Participating, Connecting and Collaborating • Council Process • Appreciative Inquiry • Open Space • Liberating Structures: Impromptu Networking; 1-2-4-All • Decision Making • Consensus: Occupy! vs. Robert's Rules • Alternative Voting • Liberating Structures: 25/10 • Technological Support (‘Gadgets for Group Work’) Michelle Y. Merrill AASHE 2017
- 23. https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discussion_2011_Shankbone.JPG Ceremony and Ritual LARGE GROUP: SYMPHONY “Ceremony and ritual give order, stability, and confidence to troubled children and adolescents, whose lives are often in considerable disarray.” Hobbs, 1982, The Principles of Re-Education (on http://re-ed.cflearning.org/about) By Korea.net / Korean Culture and Information Service, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=35595127 Michelle Y. Merrill AASHE 2017
- 24. https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discussion_2011_Shankbone.JPG Council Process Being Heard • Sit in a circle • Only the person holding the talking stick speaks; others must listen fully • Speak your own truth; do not comment on others • Everyone is heard Jim Mone/AP, https://indiancountrymedianetwork.com/history/events/talking-stick-and-feather-indigenous- tools-hold-sacred-power-of-free-speech/ Fujioka, K. (1998). The talking stick: An American Indian tradition in the ESL classroom. The Internet TESL Journal, 4(9). LARGE GROUP: SYMPHONY Michelle Y. Merrill AASHE 2017
- 25. https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discussion_2011_Shankbone.JPG Consensus Process Decision Making • Avoids “Tyranny of the Majority” • Can be cumbersome and too slow in very large groups “Consensus consistently empowered cranks, malcontents, and even provocateurs to lay claim to a group’s attention and gum up the works…” https://en.wikipedia.org/wiki/File:OccupyHandSignals.pdf Kauffman, L.A. 2015. The theology of consensus. Berkeley Journal of Sociology. http://berkeleyjournal.org/2015/05/the- theology-of-consensus/ LARGE GROUP: SYMPHONY Michelle Y. Merrill AASHE 2017
- 26. https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discussion_2011_Shankbone.JPG Alternative Voting – Decision Making Dot Voting / “Dot-mocracy” • Different colors and amounts can allow for more varied expression +/- importance/willingness photo courtesy of Gary Merrill and Jessica Wolf, Emergent Systems http://democracy.earth blockchain liquid democracy LARGE GROUP: SYMPHONY Michelle Y. Merrill AASHE 2017
- 27. https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discussion_2011_Shankbone.JPG 25/10 Crowd Sourcing Decision Making (from liberatingstructures.com) 1. Write an important ‘take away’ from this session in one clear sentence on the front of your index card. 2. Mill and pass – no reading. Keep exchanging cards until time’s up. 3. Write your score on the BACK of the card you now hold: 1= not very exciting … 5 = I want to act on this! 4. Mill and pass, then score new card (four more times) until each card has 5 scores. 5. See which items have the highest totals. LARGE GROUP: SYMPHONY Michelle Y. Merrill AASHE 2017
- 28. To review… Michelle Y. Merrill AASHE 2017
- 30. https://commons.wikimedia.org/w iki/File:USAF_photographer.jpg https://commons.wikimedia.org/wiki/File:M anga_emotions-EN.jpg https://pixabay.com/en/begging-hands- poor-hope-charity-1922612/https://commons.wikimedia.org/wiki/File:MaslowsHierarchyOfNeeds.svg DIALOGUE: DUET •Non-Violent Communication • Interviewing Skills • Conversation Starters https://commons.wikimedia.org/wiki/File:Two_young_people_ demonstrating_a_lively_conversation.jpg cnvc.org Michelle Y. Merrill AASHE 2017
- 31. https://commons.wikimedia.org/wiki/File:Small_group_conversat ion_at_a_Gurteen_Knowledge_Cafe.jpg SMALL GROUP: TRIO TO OCTET •World Café &Conversation Café •Jigsaw Pedagogy Michelle Y. Merrill AASHE 2017
- 32. https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discu ssion_2011_Shankbone.JPG LARGE GROUP: SYMPHONY • Ceremony and Ritual • Being Heard – Participating, Connecting and Collaborating • Council Process • Appreciative Inquiry • Open Space • Liberating Structures: Impromptu Networking; 1-2-4-All • Decision Making • Consensus: Occupy! vs. Robert's Rules • Alternative Voting • Liberating Structures: 25/10 • Technological Support (‘Gadgets for Group Work’) Michelle Y. Merrill AASHE 2017
- 33. https://commons.wikimedia.org/wiki/File:Occupy_Wall_Street_Group_Discussion_2011_Shankbone.JPG 25/10 Crowd Sourcing Decision Making (from liberatingstructures.com) 1. Write an important ‘take away’ from this session in one clear sentence on the front of your index card. 2. Mill and pass – no reading. Keep exchanging cards until time’s up. 3. Write your score on the BACK of the card you now hold: 1= not very exciting … 5 = I want to act on this! 4. Mill and pass, then score new card (four more times) until each card has 5 scores. 5. See which items have the highest totals. LARGE GROUP: SYMPHONY Michelle Y. Merrill AASHE 2017
- 34. Interpersonal relations and collaboration Empathy and change of perspective Communication and use of media Case studies Interdisciplinary team teaching Lecturing Mind and concept maps Project and/or Problem-based learning Community Service Learning Jigsaw / Interlinked Teams Participatory Action Research Eco-justice and community Place-Based Environmental Education Supply chain/ Life Cycle Analysis Traditional ecological knowledge Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Lozano, R., Merrill, M.Y., Lozano, F., Ceulemans, K., Sammalisto, K. (in press: Sustainability) Michelle Y. Merrill AASHE 2017
- 35. Co-operators are standing by… Michelle Y. Merrill AASHE 2017
- 36. How can we connect with, learn from, and teach each other so we can co-create a resilient, regenerative culture? Michelle Y. Merrill, Ph.D. perplexedprimate.org perplexedprimate@gmail.com
Editor's Notes
- (KNOCK ON TABLE) GOOD AFTERNOON CLASS… (how many of you had a brief impulse to respond ‘Good afternoon, Dr. Merrill’? It’s okay – fess up, raise your hand.) Interpersonal competences are vital for sustainability change agents, with evidence that they are generally highly-prized career skills AND Organizational Development consultants and others have designed and used facilitation techniques for interpersonal work, with (still largely anecdotal and un-analyzed) evidence from industry, governance and NGO experience that they are highly effective BUT These facilitation techniques are not widely implemented in formal education settings SO I am encouraging EfS-oriented faculty to begin using these techniques in their teaching, to help their students build interpersonal competences START WITH A ‘LOOK AROUND THE ROOM’ – LOCK EYES WITH SOMEONE YOU DON’T KNOW, SILENTLY THANK THEM FOR BEING HERE AND PARTICIPATING TODAY Interpersonal Competence is a key competence in Education for Sustainability that is often cited as desirable, but rarely explicitly addressed in pedagogy. It requires developing skills for listening, communicating, collaborating and group decision-making. Better interpersonal skills and social tools will be needed in the transition to more sustainable communities and cultures. A student with strong Interpersonal Competence should be able to productively interact and empathize with collaborators and stakeholders from a diversity of backgrounds and perspectives, effectively learn from and teach others across different values and cultures, negotiate conflicts, and facilitate effective community decision-making. Interpersonal Competence may therefore be the most essential competence for finding just and durable solutions to sustainability problems. This paper will provide a structured overview of some of the most widely-used strategies and promising innovations for improving Interpersonal Competence. These strategies will help students communicate sustainability ideas, work with others to discover new solutions, navigate strategic compromises, and come to consensus through effective group process. They include teachable tools for improving communication framing and story-telling, promoting constructive dialogue and small-group conversations, and facilitating information-sharing, collaboration and decision-making in large groups. Such tools for group process and information sharing can enhance every student’s Interpersonal Competence, thereby promoting student success across all disciplines and career paths. The paper will describe and evaluate a selection of strategies synthesized from organizational development, to help educators from all disciplines foster Interpersonal Competence in sustainability education.
- Just one of the many competences being discussed in Education for Sustainability – lots of competence lists Wiek et al distills to 5 key competences: Systems (interdisciplinarity, complexity); Anticipatory (futures); Normative (morals, ethics, values); Strategic (designing and implementing plans); Interpersonal FROM Education and Sustainability: Paradigms, Policies, and Practices in Asia CH 17 (Merrill et al. pending 2017 ) “…competences (Wiek et al. 2011). This framework synthesizes many of the lists of sustainability competences that had preceded it (e.g. Rowe 2007, Sipos et al. 2008, Segalàs et al. 2009). Although other more extensive lists have followed the Wiek et al (2011) framework (e.g. Rieckmann 2012, Thomas et al 2013, Lans et al 2014), it stands as a useful distillation of ideas proposed for sustainability competences.”
- Reinforcing Feedback loop (usually up to some resource cap – limitations on other species) Our ancestors found ways around that, and it Eventually led to us growing these huge, resource intensive brains just to get better at doing this kind of social learning Merrill, M. Y. (2004). Orangutan Cultures?: Tool Use, Social Transmission and Population Differences. (PhD Dissertation), Duke University, Durham, NC. Van Schaik, C. P., Ancrenaz, M., Borgen, G., Galdikas, B., Knott, C. D., Singleton, I., . . . Merrill, M. (2003). Orangutan cultures and the evolution of material culture. Science, 299(5603), 102-105.
- Sinner, J., Brown, P., & Newton, M. (2016). Community perceptions of collaborative processes for managing freshwater resources. Ecology and Society, 21(4). doi:10.5751/ES-08851-210405 Thomas, I., & Depasquale, J. (2016). Connecting curriculum, capabilities and careers. International Journal of Sustainability in Higher Education, 17(6), 738-755. doi:10.1108/ijshe-03-2015-0049
- You don’t have to be a ‘people person’ to learn and apply techniques that will improve interpersonal competences Me w my (now) husband in Rocky Horror cast, circa 1988
- You don’t have to be a ‘people person’ to learn and apply techniques that will improve interpersonal competences
- [[might it be better to go from large to small? Less likely to feel like building from reductionism – not really using smaller parts to build larger parts; also, monologue is essentially one-to-many and therefore a strategy within large group]] Monologue (& Soliloquy) "The Story" Research supports importance of story for thinking/recall (much better than lists); all tradition was oral tradition until very recently! Hero's Journey And - But - So Mirror - Window - Door Managing Metaphors - the power of well-crafted language Learning to recognize and avoid metaphors/word choices that reinforce mechanistic or conflict-focused models of the world also sexist language (see ‘A person paper on purity in language’ D. Hoffsteader - also illustrates power of satire) Biomimicry in wordcraft Can we shift from anthropocentric to ecocentric language & analogies (Idea to Elevator Pitch) Dialogue NVC conversation starters (e.g. Biomimicry for Sociality cards) - also for small group How to interview someone Small Group Conversation Cafe World Cafe Jigsaw pedagogy? Large Group Ritual can be secular (anthropological ideas about ritual as social glue) Group singing and dancing (no, really) 1-2-4-All 25/10 Occupy! vs. Robert's Rules Occupy!: consensus processes (https://en.wikipedia.org/wiki/Consensus_decision-making; Quaker consensus models); Human Mic, hand signals Robert’s Rules of Order; parliamentary process; democracy/majority rule Alternative Voting Systems (e.g. Single-Transferable vote) (https://www.youtube.com/watch?v=s7tWHJfhiyo&list=PL7679C7ACE93A5638) Council Process (various indigenous traditions and recent syntheses) Appreciative Inquiry TRIZ? https://triz-journal.com/contradiction-matrix-40-principles-innovative-problem-solving/ Gadgets and apps for real-time polling, etc. Applying Face-to-Face Social Technologies to Online Interactions
- George Lakoff – choice of metaphor/words to frame a political argument The power of language - choose wisely Say what you mean to mean what you say The language we use can shape and constrain our thinking Language and metaphor framing (Lakoff and Johnson 2008) Linguistic relativism ‘Sapir-Whorf hypothesis’; Casasanto 2008) – can’t necessarily allow you to see the future if you learn alien cyphers, but it does shape what you notice and remember about things Effect of Language on Economic Behavior (Chen 2013) – correlation between ‘future aware’ behaviors (saving for retirement, willpower, etc) and speaking languages that treat the future tense as similar/indistinguishable from present tense (German, Chinese, Finnish) compared to those with a strong distinction between present and future tense (English, Greek, Italian, Russian)
- Activity: pairs or small groups come up with examples for each ‘Avoid’ and a corresponding ‘Better Alternative’ Could do as 1-2-4-all! Team is like a well-oiled machine ---- team is as coordinated as a school of sardines; bonded as a beehive 4. Choose A or B ---- rate your preference for each 5. Fight Climate Change ---- Come together to solve climate change 6.
- "The Story" Research supports importance of story for thinking/recall (much better than lists, statistics, etc); all tradition was oral tradition until very recently! Hinyard & Kreuter 2007: Drawing on recurring themes and key concepts from others’ descriptions of narrative (Baesler & Burgoon, 1994; Black & Bower, 1979; Cole, 1997; Green & Brock, 2000, 2002; Kopfman, Smith, Ah Yun, & Hodges, 1998; Oatley, 2002), we propose the following definition: “A narrative is any cohesive and coherent story with an identifiable beginning, middle, and end that provides information about scene, characters, and conflict; raises unanswered questions or unresolved conflict; and provides resolution.” – p 778 Through engagement in the storyline, individuals come to identify with characters, counterarguing is reduced, and the individuals are more open to persuasive messages contained in the narrative (Green, 2004; Slater, 2002a; Slater & Rouner, 2002). –p 781 Slater and Rouner (1996) found that in processing alcohol-education messages, college students rated statistical evidence as more persuasive when the message was congruent with their values and narrative evidence as more persuasive when the message was incongruent with their values. –p784 also Olson, R. (2015). Houston, we have a narrative: Why science needs story: University of Chicago Press.
- the And-But-So story of this talk: Interpersonal competences are vital for sustainability change agents, with evidence that they are generally highly-prized career skills AND Organizational Development consultants and others have designed and used facilitation techniques for interpersonal work, with (still largely anecdotal and un-analyzed) evidence from industry, governance and NGO experience that they are highly effective BUT These facilitation techniques are not widely implemented in formal education settings SO I am encouraging EfS-oriented faculty to begin using these techniques in their teaching, to help their students build interpersonal competences or I knew I was going to be addressing S educators AND I’m interested in the links between desirable S competences and specific pedagogies BUT Not enough educators are using these yet to have solid evidence of their efficacy as pedagogies SO I’m giving you a quick overview of many different pedagogical options, in the hopes that you’ll be interested in working with me to research one or more of them in more detail.
- Mirror: Here’s what it’s like (this sucks, in detail) …Until Now Window: here’s what it could be (the desirable future) Door: if you choose to step through and start the journey (the invitation to adventure, transformation) From Caroline Casey
- And – But – So Good outline for an ‘elevator pitch’ or similar short summary of the story Pity – Fear – Catharsis: Aristotle’s Poetics
- Researching local sustainability problems and proposing solutions in interlocking teams (modified jigsaw pedagogy) to maximize social learning opportunities and empower student expertise See Merrill, M. Y., Chang, C.-H., & Burkhardt-Holm, P. (2018). Conclusion: The Current State of Higher Education for Sustainability in Monsoon Asia. In M. Y. Merrill, P. Burkhardt-Holm, C.-H. Chang, M. S. Islam, & Y. Chang (Eds.), Education and Sustainability: Paradigms, Policies and Practices in Asia (pp. tbd). Singapore: Routledge.
- Opening and Closing “Good Morning Class” call-and-response
- (Fujioka 1998, p 2) ”Whoever is holding the stick is asked to speak from his heart on the subject or issue in question. The other students are not to speak but also they are not to think ahead, about what they are going to say. They are supposed to let themselves concentrate on the words of the speaker, seeking to understand. When it is their turn to speak, they can trust that the "right" words will come. This assures that everyone is heard. That is the most important point. First, we must all listen. The setting is non-judgmental. Whatever the student's viewpoint, that is okay. No one is allowed to comment on what another has said. This method, I have observed in many classes, will yield new awareness and insights.”
- Much emerged from Quaker process, believing communal deliberation would allow Friends to arrive at the Higher Truth (Kauffman 2015)
- Dot Voting aka "dotmocracy“ http://dotmocracy.org/what_is (also “idea rating sheets”) http://www.innovationmanagement.se/imtool-articles/group-brainstorming-dot-voting-with-a-difference/ From http://www.albany.edu/cpr/gf/resources/Voting_with_dots.html Bob Pike BOBPIKECTT@aol.com Wed 15/11/00 13:44: the 1/3 plus one rule. Regardless of the number of people each person gets dots based on the number of items on the list. 6 items, for example, 1/3 of 6 is 2 plus 1 equals 3 dots. 9 items - 1/3 equals 3 plus 1 equals 4 dots. Claire A. Murray [clamo88@flashcom.net] Wed 15/11/00 13:45: when you ask people to identify (or prioritise) a specific # of items, they tend to fall short by one (they can't come up with the last one or choose a "last one" among the remaining...), so if you want to get to 4 of something, ask for 5, etc. Cain, Ralph N. [RCAIN1@alleghenyenergy.com] Wed 15/11/00 17:28: I use a very (and I mean very) general Pareto process (80/20 rule) to determine how many dots to distribute to each person. I take the total number, divide by 5 (20%) and this determines how many dots each person receives. I get to provide a high level learning opportunity on the 80/20 Rule at the same time as we are doing an exercise to reduce to the key issues. Wilko Jongman <wilkojon@worldonline.nl> Sat, 18 Nov 2000 10:08:34: ABS(number of items to prioritize / number of participants) + 1; When the outcome of the first part of the formula is positive you round up. If it is negative it automatically results in zero. Thus your two examples would result in: (20/10) + 1 = 3; (10/20) + 1 = (0) + 1 = 1; And for instance (25 / 10) + 1 = (3) + 1 = 4 Carrie Cohill [carrie_cohill@hotmail.com] Sun 19/11/00 15:03: In Weaver & Farrell's book "Managers as Facilitators" they have a page on multi-voting. Their guideline is that the number of votes for each group member is equal to a third to a half of the total number of items on the list. For example, if the list contains 30 items, then each person gets 10-15 votes. Each member is given the same number of votes and told to give more votes to the projects having the most impact on the group's purpose. Set some guidelines for the maximum number of votes allowed per item. For example, 15 votes could be distributed as follows: 5 for the first choice, 4 for the second choice, 3 for the third, 2 for the fourth, and 1 for the fifth. Deb Burnight DMB1953@aol.com Wed 15/11/00 13:27: When I have used sticky dots for prioritization, it has usually been for action-planning. I have generally used 4 dots...2 of one color and 2 of another. One color signifies an issue related to general prioritization; in other words, "I think this is important. People ought to care about this issue." The other color denotes commitment, i.e., "I am willing to personally devote time and energy to this issue."
- Dot Voting aka "dotmocracy“ http://dotmocracy.org/what_is (also “idea rating sheets”) http://www.innovationmanagement.se/imtool-articles/group-brainstorming-dot-voting-with-a-difference/ From http://www.albany.edu/cpr/gf/resources/Voting_with_dots.html Bob Pike BOBPIKECTT@aol.com Wed 15/11/00 13:44: the 1/3 plus one rule. Regardless of the number of people each person gets dots based on the number of items on the list. 6 items, for example, 1/3 of 6 is 2 plus 1 equals 3 dots. 9 items - 1/3 equals 3 plus 1 equals 4 dots. Claire A. Murray [clamo88@flashcom.net] Wed 15/11/00 13:45: when you ask people to identify (or prioritise) a specific # of items, they tend to fall short by one (they can't come up with the last one or choose a "last one" among the remaining...), so if you want to get to 4 of something, ask for 5, etc. Cain, Ralph N. [RCAIN1@alleghenyenergy.com] Wed 15/11/00 17:28: I use a very (and I mean very) general Pareto process (80/20 rule) to determine how many dots to distribute to each person. I take the total number, divide by 5 (20%) and this determines how many dots each person receives. I get to provide a high level learning opportunity on the 80/20 Rule at the same time as we are doing an exercise to reduce to the key issues. Wilko Jongman <wilkojon@worldonline.nl> Sat, 18 Nov 2000 10:08:34: ABS(number of items to prioritize / number of participants) + 1; When the outcome of the first part of the formula is positive you round up. If it is negative it automatically results in zero. Thus your two examples would result in: (20/10) + 1 = 3; (10/20) + 1 = (0) + 1 = 1; And for instance (25 / 10) + 1 = (3) + 1 = 4 Carrie Cohill [carrie_cohill@hotmail.com] Sun 19/11/00 15:03: In Weaver & Farrell's book "Managers as Facilitators" they have a page on multi-voting. Their guideline is that the number of votes for each group member is equal to a third to a half of the total number of items on the list. For example, if the list contains 30 items, then each person gets 10-15 votes. Each member is given the same number of votes and told to give more votes to the projects having the most impact on the group's purpose. Set some guidelines for the maximum number of votes allowed per item. For example, 15 votes could be distributed as follows: 5 for the first choice, 4 for the second choice, 3 for the third, 2 for the fourth, and 1 for the fifth. Deb Burnight DMB1953@aol.com Wed 15/11/00 13:27: When I have used sticky dots for prioritization, it has usually been for action-planning. I have generally used 4 dots...2 of one color and 2 of another. One color signifies an issue related to general prioritization; in other words, "I think this is important. People ought to care about this issue." The other color denotes commitment, i.e., "I am willing to personally devote time and energy to this issue."
- Dot Voting aka "dotmocracy“ http://dotmocracy.org/what_is (also “idea rating sheets”) http://www.innovationmanagement.se/imtool-articles/group-brainstorming-dot-voting-with-a-difference/ From http://www.albany.edu/cpr/gf/resources/Voting_with_dots.html Bob Pike BOBPIKECTT@aol.com Wed 15/11/00 13:44: the 1/3 plus one rule. Regardless of the number of people each person gets dots based on the number of items on the list. 6 items, for example, 1/3 of 6 is 2 plus 1 equals 3 dots. 9 items - 1/3 equals 3 plus 1 equals 4 dots. Claire A. Murray [clamo88@flashcom.net] Wed 15/11/00 13:45: when you ask people to identify (or prioritise) a specific # of items, they tend to fall short by one (they can't come up with the last one or choose a "last one" among the remaining...), so if you want to get to 4 of something, ask for 5, etc. Cain, Ralph N. [RCAIN1@alleghenyenergy.com] Wed 15/11/00 17:28: I use a very (and I mean very) general Pareto process (80/20 rule) to determine how many dots to distribute to each person. I take the total number, divide by 5 (20%) and this determines how many dots each person receives. I get to provide a high level learning opportunity on the 80/20 Rule at the same time as we are doing an exercise to reduce to the key issues. Wilko Jongman <wilkojon@worldonline.nl> Sat, 18 Nov 2000 10:08:34: ABS(number of items to prioritize / number of participants) + 1; When the outcome of the first part of the formula is positive you round up. If it is negative it automatically results in zero. Thus your two examples would result in: (20/10) + 1 = 3; (10/20) + 1 = (0) + 1 = 1; And for instance (25 / 10) + 1 = (3) + 1 = 4 Carrie Cohill [carrie_cohill@hotmail.com] Sun 19/11/00 15:03: In Weaver & Farrell's book "Managers as Facilitators" they have a page on multi-voting. Their guideline is that the number of votes for each group member is equal to a third to a half of the total number of items on the list. For example, if the list contains 30 items, then each person gets 10-15 votes. Each member is given the same number of votes and told to give more votes to the projects having the most impact on the group's purpose. Set some guidelines for the maximum number of votes allowed per item. For example, 15 votes could be distributed as follows: 5 for the first choice, 4 for the second choice, 3 for the third, 2 for the fourth, and 1 for the fifth. Deb Burnight DMB1953@aol.com Wed 15/11/00 13:27: When I have used sticky dots for prioritization, it has usually been for action-planning. I have generally used 4 dots...2 of one color and 2 of another. One color signifies an issue related to general prioritization; in other words, "I think this is important. People ought to care about this issue." The other color denotes commitment, i.e., "I am willing to personally devote time and energy to this issue."
- People are eager to do meaningful work : It’s not hard to find allies who want to help change the world for the better
- Interpersonal competences are vital for sustainability change agents, with evidence that they are generally highly-prized career skills AND Organizational Development consultants and others have designed and used facilitation techniques for interpersonal work, with (still largely anecdotal and un-analyzed) evidence from industry, governance and NGO experience that they are highly effective BUT These facilitation techniques are not widely implemented in formal education settings SO I am encouraging EfS-oriented faculty to begin using these techniques in their teaching, to help their students build interpersonal competences Interpersonal Competence is a key competence in Education for Sustainability that is often cited as desirable, but rarely explicitly addressed in pedagogy. It requires developing skills for listening, communicating, collaborating and group decision-making. Better interpersonal skills and social tools will be needed in the transition to more sustainable communities and cultures. A student with strong Interpersonal Competence should be able to productively interact and empathize with collaborators and stakeholders from a diversity of backgrounds and perspectives, effectively learn from and teach others across different values and cultures, negotiate conflicts, and facilitate effective community decision-making. Interpersonal Competence may therefore be the most essential competence for finding just and durable solutions to sustainability problems. This paper will provide a structured overview of some of the most widely-used strategies and promising innovations for improving Interpersonal Competence. These strategies will help students communicate sustainability ideas, work with others to discover new solutions, navigate strategic compromises, and come to consensus through effective group process. They include teachable tools for improving communication framing and story-telling, promoting constructive dialogue and small-group conversations, and facilitating information-sharing, collaboration and decision-making in large groups. Such tools for group process and information sharing can enhance every student’s Interpersonal Competence, thereby promoting student success across all disciplines and career paths. The paper will describe and evaluate a selection of strategies synthesized from organizational development, to help educators from all disciplines foster Interpersonal Competence in sustainability education.
- Agyeman, J., & Angus, B. (2003). The role of civic environmentalism in the pursuit of sustainable communities. Journal of Environmental Planning and Management, 46(3), 345-363. Avant, J. T. (2017). Talking Stick and Feather: Indigenous Tools Hold Sacred Power of Free Speech. Retrieved from https://indiancountrymedianetwork.com/history/events/talking-stick-and-feather-indigenous-tools-hold-sacred-power-of-free-speech/ Barker, R. T., & Gower, K. (2010). Strategic application of storytelling in organizations toward effective communication in a diverse world. Journal of Business Communication, 47(3), 295-312. Boedhihartono, A. K., & Sayer, J. (2012). Forest landscape restoration: restoring what and for whom? Forest Landscape Restoration (pp. 309-323): Springer. Brundiers, K., & Wiek, A. (2011). Educating students in real-world sustainability research: vision and implementation. Innovative Higher Education, 36(2), 107-124. Cheruvelil, K. S., Soranno, P. A., Weathers, K. C., Hanson, P. C., Goring, S. J., Filstrup, C. T., & Read, E. K. (2014). Creating and maintaining high‐performing collaborative research teams: the importance of diversity and interpersonal skills. Frontiers in Ecology and the Environment, 12(1), 31-38. Chong, C. W., Teh, P.-L., & Tan, B. C. (2014). Knowledge sharing among Malaysian universities’ students: do personality traits, class room and technological factors matter? Educational Studies, 40(1), 1-25. Fiske, S. T., & Dupree, C. (2014). Gaining trust as well as respect in communicating to motivated audiences about science topics. Proceedings of the National Academy of Sciences, 111(Supplement 4), 13593-13597. doi:10.1073/pnas.1317505111 Frisk, E., & Larson, K. L. (2011). Educating for sustainability: Competencies & practices for transformative action. Journal of Sustainability Education, 2(March), 1-20. Hinyard, L. J., & Kreuter, M. W. (2007). Using narrative communication as a tool for health behavior change: a conceptual, theoretical, and empirical overview. Health Education & Behavior, 34(5), 777-792. Jones, M. D., & Song, G. (2014). Making sense of climate change: How story frames shape cognition. Political Psychology, 35(4), 447-476. Lakoff, G. (2014). The All New Don't Think of an Elephant!: Know Your Values and Frame the Debate: Chelsea Green Publishing. List, D. (2006). Co-discovery Conferences: A Users' Manual. Original Books. Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive psychology, 9(1), 111-151. Mar, R. A. (2011). The neural bases of social cognition and story comprehension. Annual review of psychology, 62, 103-134. Olson, R. (2015). Houston, we have a narrative: Why science needs story: University of Chicago Press. Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127-135. Rowe, D. (2007). Education for a Sustainable Future. Science, 317(5836), 323-324. doi:10.1126/science.1143552 Segalàs, J., Ferrer-Balas, D., & Mulder, K. F. (2010). What do engineering students learn in sustainability courses? The effect of the pedagogical approach. Journal of Cleaner Production, 18(3), 275-284. doi:http://dx.doi.org/10.1016/j.jclepro.2009.09.012 Sinner, J., Brown, P., & Newton, M. (2016). Community perceptions of collaborative processes for managing freshwater resources. Ecology and Society, 21(4). doi:10.5751/ES-08851-210405 Thomas, I., & Depasquale, J. (2016). Connecting curriculum, capabilities and careers. International Journal of Sustainability in Higher Education, 17(6), 738-755. doi:10.1108/ijshe-03-2015-0049 Trabasso, T., & Van Den Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of memory and language, 24(5), 612-630. UNESCO. (2005). United Nations Decade of Education for Sustainable Development (2005-2014 ): International Implementation Scheme. Paris Retrieved from http://unesdoc.unesco.org/images/0014/001486/148654e.pdf. Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6(2), 203-218. doi:10.1007/s11625-011-0132-6