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L P O Project Organised Learning in a Cross-Cultural Perspective 2
Collaboration in Interdisciplinary and Cross-Cultural Groups
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L P O Gorm Simonsen M.Sc. in industrial engineering Ph.D student in:
roject O rgan ised earning Gorm Simonsen M.Sc. in industrial engineering Ph.D student in: Working Environment and Technological Development Currently teaching in project work, engineering responsibilities, working environment and learning processes.
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L P O Agenda 020911 Learning objectives
roject O rgan ised earning Agenda Learning objectives Experiences from previous POL-groups Short break Communication - model/group/supervision Group life cycle Group exercise Summing up
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L P O Learning Objectives Students should be able to
roject O rgan ised earning Learning Objectives Students should be able to understand the communication process identify factors critical for effective communication understand the nature of groups identify factors critical for effective collaboration identify and implement procedures and tools for enhancing task efficiency
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L P O Student experiences with POL Leo Sigurdsson
roject O rgan ised earning Student experiences with POL Leo Sigurdsson 10th semester EM-student Personal views and experiences pitfalls/dangers tools and procedures sharing knowledge within the group using the supervisors
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L P O Culture - a definition
roject O rgan ised earning Culture - a definition - from ancient Greek: kultura - ”to act upon nature” - coping with problems of nature for survival Merriam-Webster: ( ) 5 a : the integrated pattern of human knowledge, belief, and behavior that depends upon man's capacity for learning and transmitting knowledge to succeeding generations b : the customary beliefs, social forms, and material traits of a racial, religious, or social group c : the set of shared attitudes, values, goals, and practices that characterises a company or corporation
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L P O Communication - a definition
roject O rgan ised earning Communication - a definition - from ancient Latin: communis - ”common” - sharing, making commonly known Merriam-Webster: ( ) 2 a : to convey knowledge of or information about : make known <communicate a story> b : to reveal by clear signs <his fear communicated itself to his friends> intransitive senses 2 : to transmit information, thought, or feeling so that it is satisfactorily received or understood
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Talk - in order to be understood and listen - in order to understand
P roject O rgan ised earning Communication Talk - in order to be understood and listen - in order to understand
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L P O Communication-model SENDER (A) RECEIVER (B) earning roject
rgan ised earning Communication-model SENDER (A) RECEIVER (B) Expectations / needs Interests / intentions Transmission of information Medium Medium Thoughts and ideas Verba- lising Thoughts and ideas Processing Intention / objectives Needs / interests Reaction Feedback
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Disturbances at sender
L P roject O rgan ised earning Disturbances at sender Intentions not well considered Conflict between needs and interests Lack of knowledge of media Verbalising-problems Speed Non-logical sequence Too much information Not adjusted to receiver Bad choice of medium
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Disturbances at receiver
L P roject O rgan ised earning Disturbances at receiver Refusal of medium Selection among sensations (needs and interests) Perception of sensations (needs and interests) Processing to a meaningful whole Expectations Already known Pre-conceived opinion about sender Pre-conceived opinion about subject
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L P O Active listening An actively listening person: Has eye contact
roject O rgan ised earning An actively listening person: Has eye contact Has open posture Is leaning slightly forward Nods Uses encouraging words: ”Yes”,”No”,”I see”,”Hmmm” Uses openers: ”Tell more”,”How would you” etc. Is conscious of receiver’s bodylanguage
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Elements in bodylanguage
P roject O rgan ised earning Elements in bodylanguage eyes facial mimic gesture posture position dressing (paralanguage)
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L P O Perception Interpretation of sensations -
roject O rgan ised earning Perception Interpretation of sensations - relative to expectations, needs and interests
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L P O Stereotyping - perceptions and communication patterns Outsiders
roject O rgan ised earning Stereotyping - perceptions and communication patterns Outsiders Established M Worst M Best Elias, Norbert and John L. Scotson: The Established and the Outsiders. London
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L P O Student development 1. Ethic dualism - orthodoxy; right or wrong
roject O rgan ised earning Student development 1. Ethic dualism - orthodoxy; right or wrong 2. Multiplicity - total relativism; every person his/her truth 3. Contextual relativism - truth within a certain context 4. Commitment in relativism - conscious choices; commitment; responsibility; self-realisation Perry, W.: Forms of intellectual and ethical development in the college years. Holt, Rhinehart & Winston, New York, 1968.
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L P O Multi-cultural man (multi-cultural learner)
roject O rgan ised earning Multi-cultural man (multi-cultural learner) “The multi-cultural identity is based on, not an affiliation demanding membership of a certain culture, but a certain conscious state which continuously negotiates new ways of experiencing and observing reality. To live on the edge of one’s culture or ego is truly not stagnation, but rather moving back and forth with the intention to create a third sphere beyond the settled territories. A sphere where you can stand for a while without feeling closely connected.” Hansen, F.T.: Kunsten at navigere i kaos. I: KVL-kandidaters arbejdsmetoder og uddannelse i vidensamfundet. Konferencerapport. KVL, København, 1997.
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L P O Cross-cultural spans (cms) Agrarian vs. Urban
roject O rgan ised earning Cross-cultural spans (cms) Agrarian vs. Urban Physical vs. Intellectual Re-active vs. Pro-active Tradition vs. Modernisation Religion vs. Science vs. Experience Natural Science vs. Social Science Local vs. Regional vs. National vs. International Teaching vs. Learning vs. Acting vs. Changing
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L P O Cross-cultural dilemmas
roject O rgan ised earning Cross-cultural dilemmas Time: punctuality vs. continuity past vs. future Space: distance vs. belonging Rules: predictability vs. responsibility perfection vs. learning (failure) Causation: reason vs. magic Doing things right vs. doing right things
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L P O Types of meetings Information Instruction
roject O rgan ised earning Types of meetings Information Instruction Consultation/negotiation Decision-making Problem-solving Exchange of ideas Talk Listen
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Moderation of meetings
L P roject O rgan ised earning Moderation of meetings Ask Listen Prepare Summarize Conclude
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L P O Communication - between group and supervisor How will it be?
roject O rgan ised earning Communication - between group and supervisor How will it be?
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L P O Types of supervision earning roject rgan ised
Translated from: Olsen, Poul Bitsch and Kaare Pedersen (1997) Problemorienteret Projektarbejde – en værktøjsbog. Roskilde Universitetsforlag. P. 164.
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L P O Roleplay between supervisor and group ……. What happens? earning
roject O rgan ised earning Roleplay between supervisor and group ……. What happens?
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Expected types of supervision
L P roject O rgan ised earning Expected types of supervision
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L P O Cross-cultural team dynamics
roject O rgan ised earning Cross-cultural team dynamics * affected by personalities, levels of knowledge, experience, status, motivation, attitudes, - the organisation, and the task * the same generic needs to manage the team dynamics in national teams - but the process is more complex * issues are to prepare thoroughly and use effective procedures and tools to manage the the cultural factors of the team
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L P O Interactive synergy Phase 1: Start-up Phase 2: First meeting
roject O rgan ised earning Phase 1: Start-up Interactive synergy Phase 2: First meeting Phase 3: Mid-point Phase 4: Closing stages
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L P O Interactive synergy:
roject O rgan ised earning Interactive synergy: ”… reweaving the unique threads of cultural difference into coherent directions and ultimately a cloth. Participants have to respect each others’ expertise and different cultural backgrounds and create a pattern of interaction that involves everyone.” (Davison p. 165) NOT: * A dominating subgroup * Polite stand-off * One or two people excluded
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L P O How do we achieve synergy ?
roject O rgan ised earning How do we achieve synergy ? What does it mean to be culturally competent? Prepare in the groups: 3 characteristics of the culturally competent team-member (eg. attitude, communication…) team (eg. organisation, goals, procedures…)
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L P O The seven cultural factors: 1. Different cultural norms
roject O rgan ised earning The seven cultural factors: 1. Different cultural norms 2. Different levels of commitment to norms 3. Language fluency 4. Different expectations 5. Different leadership styles 6. Different cultural status 7. Geographic spread 8. Professional cultures
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L P O Your current stages in the group: Phase 2:
roject O rgan ised earning Your current stages in the group: Phase 2: Starting up and getting to know each other Phase 3: Mid-phase - “Keep reviewing what you are doing and align it to the task” (or reviewing the process and the objectives) moments where the team is at a cross-road possibilities and dangers. Strategic moments
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L P O During the mid-phase
roject O rgan ised earning During the mid-phase Feed-back, checking up and communicating : Participation and involvement needs to be carefully defined. Be careful of strategic moments. Eg. by making detailed observation or using video feed-back, and/or process reviews. To prevent stagnation: communicate successes to each other and supervisor Sponsor’s (supervisor) role: feed-back on project, eg. at the exam
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L P O Examples The honeymoon phase:
roject O rgan ised earning Examples The honeymoon phase: Dangers: lack of focus and transparency Procedures: Clarifying goals and objectives Tools: structured rounds, discussions, decisions and minutes The integrative phase: Dangers: Lack of co-ordination and transparency Procedures: Develop quality management Tools: Constructive criticism (active listening), supervision
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L P O Examples The Conflict phase: Dangers: Denial and passivity
roject O rgan ised earning Examples The Conflict phase: Dangers: Denial and passivity Procedures: Create overview Tools: Creativity, listening and “giving face” The maturity phase: Dangers: Group-think Procedure: Quality review Tools: evaluation and supervision
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L P O How will you identify: * strategic moments?
roject O rgan ised earning How will you identify: * strategic moments? * which phase you are in? * group goals? * which procedures and tools to use? * necessary plans? * time for evaluation? The goal is to build up a sensitivity towards knowing the group’s status and building up a collective toolbox. - through active experimentation and learning.
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L P O Today’s main points Students should be able to
roject O rgan ised earning Today’s main points Students should be able to Understand the communication process identify factors critical for effective communication understand the nature of groups identify factors critical for effective collaboration identify and implement procedures and tools for enhancing task efficiency plan accordingly and act effectively
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L P roject O rgan ised earning Homework 1. Discuss implications for the group – conclude, plan and act * revise AC ? * identify relevant procedures and tools to be experimented with / try out. 2. Discuss with supervisor. 3. Prepare for next lecture.
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L P O - and remember always:
roject O rgan ised earning - and remember always: The three Basic Rules for Project Work and Collaboration 1. Write write write and write again 2. Transparency in the process 3. Evaluate process and products
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