rs and gis integration course (grs-60312) communication ... · formulate personal learning goals:...
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RS and GIS Integration Course (GRS-60312)
Communication Skills part 1
Communication skills I
For all teamwork: IDV and ACT
In RS & GIS Integration Course
Objective: develop and train your professional skills
Ranging between team skills (self) reflection skills
Communication skills I
What could you expect of your future working situation?
Working in a project team: what does that mean?
● Formal: meeting skills, team functions, commissioner, …
● Group process: (give and receive) feedback, Rose of Leary,
negotiation
What and how can I learn from working in a project team?
● Reflection on group process and your role in this
● Formulate learning goals + looking back if and you achieved
them: expectation and reflection paper + individual meetings
What could you expect in your future working
situation?
Phd Junior consultant
source: www.magicmud.com
Three layers of communication
process
In a team:
Objectives
Results/deliverables
Facts & figures
Project
Structuring
Planning/deadlines
Work plan
Action points
Power
Interests
Beliefs
Secrets
Conflicts
content
procedure
Communication: content and relation
That’s indeed a very good point that you put forward!
On content level comment about quality of argument.
On relational level the sentence could have different meanings:
This could break the discussion open!
Good point, bad timing!
Good point, why didn’t I think of it.
Again one of those points, let’s move on.
…
How people communicate
Emotional message Business messages
Words 7 20
Voice language 38 35
Body language 55 45
Working in a project team: what does that mean?
Formal (content & procedure):
● meeting skills: purpose, planning, agenda, procedures, making decisions, brain storming
● team functions: chairing, writing minutes
● Commissioner: contact, getting information, keeping informed, negotiation
Process:
● (give and receive) feedback
● Roles: Rose of Leary and Belbin
● Negotiation
Leary’s Rose: a theory about human interaction
leading
aggressive
compe-
titive
helping
co-operative
dependent withdrawn
defiant
opposed
below
together
above
Teamwork in Agile era
Model: Tuckman's stages of group development
Feedback rules
Self-assess first (“How do you think that it went?”)
Distinguish your observation (what you see and hear) and your interpretation (what it means for you)
Be specific (do not generalize) in your feedback
Be positive (what was good and what can be improved?)
Feedback is a means to help you to improve your communication skills!
Feedback
NOT: You were very nervous
Instead:
(facts): I found your speed of speaking very high
(interpretation): That made me think that you were nervous and also that what you were saying must not be so important.
(effect): The effect on me was that I had difficulty understanding what you were saying and staying interested.
Example written feedback (review documents)
Condities>Feedbackfragment
A:Evaluativejudgment
B:Suggestionforimprovement
C:Explanation
D:Theory
Nicework.YoustartwiththeDemingCircletosupporttheprocesses.YoucouldalsousetheeightstepsofKotter.http://www.mindtools.com/pages/article/newPPM_82.htmGoodluckfinishingup!p.s.Kotterhelpsyoutoimplementchangessuccessfully.
X X X X
REFLECTION
What and how can I learn from working in a project team? What can I learn from working in a project team?
What can I learn from working in a project team?
Reflection on group process and your role in this
Formulate learning goals + looking back if and you achieved them
Expectation and reflection paper + individual meetings with your coach
Reflection
Like looking in the mirror: how do I function in …
Helps to become more aware of how you act and maybe how to discover what your ideal way of learning is
You are your own mirror!
Personal reflection
1st person: world from own perspective: others are object without own point of view
2nd person: others have their own perspective, more interpretations of certain situation
3rd person: you can look from a distance to your own interactions with other people
Schematic view of different aspects of a person
Reflective learning cycle
Formulate learning
goals
Reflective learning in RGIC
Coach: group meetings + personal interviews
Self assessment dossier:
Application letter: motivation project choice + CV
Expectation paper: self-assessment + learning goals
Reflection paper: reflection on outcomes and progress
Once in a lifetime experience!
Try to find a balance
Formulate personal learning goals
Think about experiences so far: both strong and weak points
Formulate what you want to learn
Formulate your goals positively
Goals can be formulated at different levels: knowledge, skills, attitude
Indicate the way you want to achieve your goals: formulate specific activities
Indicate at which level you are now and what level you want to achieve
Formulate personal learning goals: example
Who has already thought about it?
Formulate personal learning goals: examples
“I want to know more about accepted negotiating strategies in a professional context”.
“I want to learn and practice to be a chairperson in a decision making meeting”.
“I want to feel more confident during a meeting”:
● having sufficient knowledge about the topic of the meeting
● putting my potential input on paper on beforehand
● active interventions during a meeting
● trying to realize why I feel so nervous and by doing this, try to overcome the nerves
● communicating to the meeting that I have this problem of nervousness and asking them to assist me in one way or the other
Formulate personal learning goals: inspiration
“I” domain mainly: Keeping of appointments; Listening;
Pro-active approach to process coaching and reflective
learning; Self reflection; Accepting and using feedback; Pro-
active execution of assigned team function (controller,
member, manager, secretary); Pro-active execution of team
tasks;
“I-We” domain mainly: Quality of oral feedback on group
process; Collaboration; Persuasion; Application of Belbin
team role model to a project team; Commitment to the
group; Stimulation; Communication within the group;
“I-It” domain mainly: Pro-active approach to content
coaching; Output orientation; Flexibility in approach to the
project; Contribution during discussions on the basis of own
disciplinary background;
Formulate personal learning goals: inspiration
“I-We-IT” domain mainly: Approach to procedural side of team work; Quality of oral feedback on products; Quality of written feedback on products
“It” domain mainly: Academic attitude in contribution to report; Written contribution on the basis of own disciplinary background; Commitment to the product; Commitment to the commissioner; Ability to separate means and goals while executing a project proposal; Ability to compile and select relevant information; Ability to integrate contribution with total project perspective; Contribution to written presentation of product(s) (lay-out)
“We” domain mainly: Team roles, Team thinking
“We-It” domain mainly: Academic attitude/contribution in discussions; Quality of written feedback on group process; Communication with external people; Cross disciplinary contribution to report; Cross disciplinary contribution in discussions
Formulate personal learning goals: level
Concept: rubrics
Prepare expectation paper
Deadline: Friday May 19 end of the day
Send your paper to coach of your project team
Appointment in week 2
Instructions: see course website
Assignment Learning goals (20 minutes)
Groups of 2
Everybody is preparing 2 learning goals for him/herself for 2 different levels
Discuss the learning goals together: why, do they agree with stated rules, are they realistic
Summary
ACT: next to content also process is a learning outcome
Try to build in ‘reflection moments’:
● Make short notes after meetings
● During team meetings
Read background material CS
Communication skills II
Team roles
Core qualities
Mutual assessment
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