ENGGEN 204 Course Introduction 2024 PDF

ENGGEN 204 │ 2024 ENGGEN 204 Course Introduction Ashvin Thambyah Accreditation of Engineering Degrees By a country’s engineering professional body Washington Accord Originally signed in 1989, the Washington Accord, is a multi-lateral agreement between bodies respon...

ENGGEN 204 │ 2024 ENGGEN 204 Course Introduction Ashvin Thambyah Accreditation of Engineering Degrees By a country’s engineering professional body Washington Accord Originally signed in 1989, the Washington Accord, is a multi-lateral agreement between bodies responsible for accreditation or recognition of tertiary-level engineering qualifications within their jurisdictions who have chosen to work collectively to assist the mobility of professional engineers. It also establishes and benchmarks the standard for professional engineering education across those bodies  The Washington Accord is an international agreement between bodies responsible for accrediting engineering degree programmes. Originally signed in 1989, the Washington Accord, is a multi-lateral agreement between bodies responsible for accreditation or recognition of tertiary-level engineering qualifications within their jurisdictions who have chosen to work collectively to assist the mobility of professional engineers. As with the other accords the signatories are committed to development and recognition of good practice in engineering education. The activities of the Accord signatories (for example in developing exemplars of the graduates’ profiles from certain types of qualification) are intended to assist growing globalization of mutual recognition of engineering qualifications. The Washington Accord is specifically focused on academic programmes which deal with the practice of engineering at the professional level. The Accord outlines the mutual recognition, between the participating bodies, of accredited engineering degree programmes. It also establishes and benchmarks the standard for professional engineering education across those bodies. 15/07/2024 4 ributes and Professional Competencies International Engineering Alliance – Washington Accord 1. Engineering knowledge: Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialisation to the solution of complex engineering problems. 2. Problem analysis: Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. 3. Design/ development of solutions: Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health, and safety, cultural, societal and environmental considerations. 4. Investigation: Conduct investigations of complex problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. 5. Modern tool usage: Create, select and apply appropriate techniques, resources and modern engineering and IT tools, including prediction and modelling, to complex engineering problems, with an understanding of the limitations. 6. The engineer and society: Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice and solutions to complex engineering problems. 7. Environment and sustainability: Understand and evaluate the sustainability and impact of professional engineering work in the solution of complex engineering problems in societal and environmental contexts. 8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. 9. Individual and teamwork: Function effectively as an individual, and as a member or leader in diverse teams and in multi- disciplinary settings. 10. Communication: Communicate effectively on complex engineering activities with the engineering community and society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. 11. Project management and finance: Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work as a member and leader in a team, to manage projects and in multi- disciplinary environments. 12. Life-long learning: Recognise the need for, and have the preparation and ability to engage in, independent and life-long learning in the broadest context of technological change. 5 The engineer and society: Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice and solutions to complex engineering problems. Environment and sustainability: Understand and evaluate the sustainability and impact of professional engineering work in the solution of complex engineering problems in societal and environmental contexts.  The SDGs build on decades of work by countries and the UN, including the UN Department of Economic and Social Affairs In June 1992, at the Earth Summit in Rio de Janeiro, Brazil, more than 178 countries adopted Agenda 21, a comprehensive plan of action to build a global partnership for sustainable development to improve human lives and protect the environment. United Member States unanimously adopted the Millennium Declaration at the Millennium Summit in September 2000 at UN Headquarters in New York. The Summit led to the elaboration of eight Millennium Development Goals (MDGs) to reduce extreme poverty by 2015. Nations The Johannesburg Declaration on Sustainable Development and the Plan of Implementation, adopted at the World Summit on Sustainable Development in South Africa in 2002, reaffirmed Sustainable the global community's commitments to poverty eradication and the environment, and built on Agenda 21 and the Millennium Declaration by including more emphasis on multilateral partnerships. Development At the United Nations Conference on Sustainable Development (Rio+20) in Rio de Janeiro, Brazil, in June 2012, Member States adopted the outcome document "The Future We Want" in which they decided, inter alia, to launch a process to develop a set of SDGs to build upon the MDGs Goals - and to establish the UN High-level Political Forum on Sustainable Development. The Rio +20 outcome also contained other measures for implementing sustainable development, including mandates for future programmes of work in development financing, small island developing UNSDG states and more. In 2013, the General Assembly set up a 30-member Open Working Group to develop a proposal on the SDGs. In January 2015, the General Assembly began the negotiation process on the post-2015 development agenda. The process culminated in the subsequent adoption of the 2030 Agenda for Sustainable Development, with 17 SDGs at its core, at the UN Sustainable Development Summit in September 2015. UNSDG 17 GOAL 3: Good GOAL 6: Clean GOAL 1: No GOAL 2: Zero GOAL 4: Quality GOAL 5: Gender Health and Well- Water and Poverty Hunger Education Equality being Sanitation GOAL 12: GOAL 8: Decent GOAL 9: Industry, GOAL 11: GOAL 7: Affordable GOAL 10: Reduced Responsible Work and Innovation and Sustainable Cities and Clean Energy Inequality Consumption and Economic Growth Infrastructure and Communities Production GOAL 16: Peace GOAL GOAL 13: Climate GOAL 14: Life GOAL 15: Life on and Justice Strong 17: Partnerships to Action Below Water Land Institutions achieve the Goal How is New Zealand doing? Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice.  1.Take reasonable steps to safeguard health and safety 2.Have regard to effects on environment 3.Report adverse consequences 4.Act competently ENZ Code of Ethics 5.Behave appropriately 6.Inform others of consequences of not following advice 7.Maintain confidentiality 8.Report breach of Code Individual and teamwork: Function effectively as an individual, and as a member or leader in diverse teams and in multi- disciplinary settings. Communication: Communicate effectively on complex engineering activities with the engineering community and society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. Project management and finance: Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work as a member and leader in a team, to manage projects and in multi- disciplinary environments. Life-long learning: Recognise the need for, and have the preparation and ability to engage in, independent and life-long learning in the broadest context of technological change. Critical vs Analytical thinking Do engineers’ What’s the need to learn difference? about critical thinking? Critical thinking According to a 2016 survey of 63,924 managers and 14,167 recent graduates, ranking among the critical thinking is the number one soft skill managers feel new graduates are lacking most in-demand skills for job SOURCE: https://hbr.org/2019/10/a-short- guide-to-building-your-teams-critical- candidates thinking-skills - Matt Plummer You know your employee is getting it when you can answer “yes” to these questions Execute Synthesize Do they complete all parts of Can they identify all the their assignments? important insights? Do they complete them on Do they time? exclude all unimportant Do they complete them at or insights? close to your standard of Do they accurately assess the quality? relative importance of the important insights? Can they communicate the important insights clearly and succinctly? You know your employee is getting it when you can answer “yes” to these questions Recommend Generate Do they always provide a Do they propose high-value work recommendation when asking you that doesn’t follow logically from questions instead of relying on you work they are already doing? to come up with answers? Can they convert your and others’ Do they demonstrate appreciation visions into feasible plans for for the potential downsides of their realizing those visions? recommendation? Can they figure out how to answer Do they consider alternatives questions you have but don’t know before landing on a how to answer? recommendation? Are their recommendations backed by strong, sensible reasoning? Graduate Profile BEHON 2024 BEHON] Bachelor of Engineering (Honours) 2024 https://canvas.auckland.ac.nz/course Capabilities Developed in this Course s/104388/pages/graduate-profile- Capability 1: People and Place behon-2024 Capability 6: Communication Capability 7: Collaboration Capability 8: Ethics and Professionalism Lectures, Assignments, Tests Weekly Tutorial attendance Peer Marking Peer Review Before the break After the break Introduction Collaboration (continued) Teamwork Ethics Team Life Cycle and Dysfunction Morality and Integrity Negotiation and Compromise Ethics and Democracy Conflict Resolution Sustainability Decision Making Engineering a Sustainable Future Giving and Receiving Feedback UNSDG - Inequalities, Peace, Justice, and Strong Institutions Communication ESR Technical Communication The Engineer and Society Modes of Discourse Stakeholders The art of giving a good presentation Writing a good report H&S Literature Review and Research Methods Safety 2.0 H&S Law Collaboration Participation Critical Thinking Perspective Taking Problem Identification Social Regulation Teamwork Working in a Group Negotiation and Compromise Decision Making Giving and Receiving Feedback Communication Technical Communication Modes of Discourse The art of giving a good presentation Writing a good report Literature Review and Research Methods Collaboration Participation Perspective Taking Social Regulation Context Ethics Sustainability Engineers’ Social Health and Safety Responsibility Ethics Morality and Integrity Ethics and Democracy Sustainability Engineering a Sustainable Future UNSDG 10 and 16: Reduced Inequalities, Peace, Justice and Strong Institutions Engineers’ Social Responsibilty The Engineer and Society Understanding Stakeholders  Health and Safety SAFETY 2.0 H&S LAW  How to succeed in this course COMMITMENT HUMILITY GOOD COMMUNICATION  Workload Expectations This course is scheduled for over 12 weeks. Each week there are 2 hour-long lectures and 1 hour- long group tutorial. For self-study, it is expected This course is a standard 15 point course and the student spends approximately 3 hours a week students are expected to spend 10 hours per week reading and thinking about the content. There involved in each 15 point course that they are are several 'peak periods' where the student will enrolled in. be expected to spend more time on the course. These are for assignments and tests. Averaged-out throughout the 12 weeks, these amount to approximately 4 hours a week.  Meet the ENGGEN 204 Team Amanda Di Ienno Joined CHEMMAT in 2019 as a Professional Teaching Fellow Has been involved in ENGGEN Systems since 2020 10+ years teaching Chemical Engineering and Systems BS Chemical Engineering (‘09) Biomedical Engineering (‘09) Dr Reza Arjmandi Lecturer, CHEMMAT Joined ENGGEN Systems in 2020 PhD (AUT,NZ, 2019), ME (Mech Eng, UTM, MY ,2012), BSc (hons) (IUT, IRN, 2007) Previously worked in the industry as: Design Engineer Project Engineer Engineering Analyst (FEA) Marc Lewis Professional Teaching Fellow (2022) PhD Candidate UoA Conjoint BE (hons) (Chemmat)/BCom (Entrepreneurship and Ops Mgmt) Velocity Innovation Challenge Judge 2022 Auckland Uniservices Momentum Committee Member 2021 Worked in Start-ups, Corporate, and Contracting Own Entrepreneurial Journey  Dr Hasini Wijayaratne Lecturer/Professional Teaching Fellow Researcher for over a decade in the aluminium smelting field and most recently in industrial chemical waste processing PhD (Chemmat UoA, 2019) ME (Chemmat UoA, 2012) BE (Hons) (Chemmat UoA, 2007)  Scylla Sundheim - Research Assistant researching edible scaffolds for lab-grown meat production - Ex-ENGGEN 303 student of three years - Awarded 4th year project 2nd prize (equal) in 2021 - IT’s systems don’t like me :( 37 Professor Ashvin Thambyah Joined UoA as a lecturer in 2007 and Presently Head of Chemical and Materials Engineering (since 2018) Accomplished researcher in Orthopaedics for the last 20+ years (includes having worked as a research engineer in a hospital for 10 years prior to joining academia) Enjoys teaching and has received several teaching awards Enjoys research and has received several research awards Hates admin and has received no admin awards Judith Glasson PhD Candidate, Chemical and Materials Engineering (Submitted in April, Woo!) Honours in Biomedical Science - 2018 Bachelors of Science in Biomedical Science - 2017 Research Affiliate – University of Sydney Australia and New Zealand Bioengineered Cornea (ANZBioCor) EMCR Committee Member Doing her best to improve artificial corneas by making biomimetic biomaterials suitable for transplants Jack Robertson Graduate Teaching Assistant (2024) PhD Candidate UoA Bachelor Engineering (hons) (Chemmat - 2018) BIOPRO World Talent Campus Selectee (2022) NZ National Wrestling Champion (Freestyle and Greco Roman) Worked in Water Treatment and Chemical Processing Specialising in Resource Recovery and Sustainability Innovation  ENGGEN 204 │ 2024 Teamwork Team Lifecycle and Dysfunction Amanda Di Ienno / Marc Lewis Learning Outcomes By the end of this session, students should be able to: Describe and discuss effective teamwork and its value in the engineering profession. Explain the life cycle of a team as outlined by Tuckman. Identify and Explain Patrick Lencioni’s five dysfunctions of a team. Operate as effective team members. Implement the concepts of Team Charter, Team Attribution and Team Debrief and execute them in your teams. 3 Lecture Outline 1. Context 2. What is a team? 3. What is an effective team? 4. Team lifecycle 5. Team dysfunction 6. How to be an effective team 7. How to be an effective team member 8. Recap 4 Context As Engineers, both in your degrees and in industry you will work in teams. Therefore, it is important to understand what makes a team effective and how to be an effective team member. Teamwork means never Washington Accord having to take all the blame yourself. WA8: Individual and Collaborative Team Work: - Stephen Hawking Function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multi-disciplinary, face-to-face, remote None of us are as smart as and distributed settings all of us. - Ken Blanchard 6 What is a team Dictionary Definition A team is a number of persons associated together in work or activity. Literary Definition (The Wisdom of Teams) A team is a small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable. (Jon & Douglas, 1993) Formally established Assigned (some) autonomy Interdependent. 7 Why Teams? Teams exceed individuals in several regards: Brings together many experiences, skillsets, perspectives and judgements. Better at solving complex problems Potential for greater innovation through sharing of ideas Clear goals, roles and approaches Flexible and responsive to events Facilitates personal growth 8 Groupwork vs Teamwork Groups Teams Share information, perspectives, skill sets and decisions Strong focused leader Shared leadership Individual accountability Individual and peer-peer accountability Individual commitment Common commitment and shared purpose Individual work products Collective work products Efficient meetings Open ended discussion Performance is the culmination of all the Performance is greater than the sum of individuals work its parts 9 Katzenbach, Jon R, and Douglas K Smith. The Discipline of Teams. vol. 83. Boston: Harvard Business Review, 2005. Print. What is an Effective Team? Let’s see how you well you match the literature. Characteristics of Effective Teams Clear purpose Commitment Social intelligence Self-knowledge Cohesion Adequate resources Coordination Contribution Giving and receiving Appropriate Culture Organized feedback Trust Defined roles Helpfulness Respect Flexibility and open Suitable leadership Accountability mindedness Time management Communication Decision making Share without risk of reprisal Specified Tasks Relevant members 11 Mickan, S., & Rodger, S. (2000). Characteristics of effective teams: a literature review. Australian Health Review, 23(3), 201-208. What is an Effective Team? Teams should have… 1. A common sense of purpose. 2. A clear understanding of the team’s objectives. 3. Resources to achieve those objectives. 4. Mutual respect among team members, both as individuals and for the contribution each makes to the team’s performance. 5. Valuing members’ strengths and weaknesses. 6. Mutual trust. 7. Willingness to share knowledge and expertise. 8. A willingness to speak openly. 9. A range of skills among team members to deal effectively with all its tasks. 10. A range of personal styles for the various roles needed to carry out the team’s 12 tasks. Effective Teams Models Hackman Model Katzenbach and Smith Model 13 Images retrieved from: https://www.atlassian.com/blog/teamwork/what-strong-teamwork-looks-like Effective Teams Models T7 Model LaFasto and Larson Model 14 Images retrieved from: https://www.atlassian.com/blog/teamwork/what-strong-teamwork-looks-like Team Lifecycle Teams will go through 5 stages in their lifetime. 15 Images retrieved from: https://www.atlassian.com/blog/teamwork/what-strong-teamwork-looks-like Team Lifecycle Forming Team Member Behaviours Politeness, Tentative joining, Orienting with The team comes together, others personally, Avoids controversy, Cliques orientates themselves, discusses may form, Need for safety and approval, skill sets, goals, opportunities Attempts to define tasks, processes, and how it will be decided here, Discussion of problems not and challenges. relevant to the task Relationships, dependencies and hierarchies established Team Requirements Testing of theories/methods. Team mission and vision, Establish specific objectives and tasks, Moving to the next stage Identify roles and responsibilities Establish ground rules involves team members Team member expectations speaking out and relinquishing Operational guidelines for team 1st set of feedback from project guides their fear of conflict 16 Team Lifecycle Storming Team Member Behaviours Organizing tasks and processes Arguing among members, Vying for leadership, uncovers conflicts. Differences in points of view and personal style, Lack of role clarity, Team organizing itself, Power Leadership, power and struggles and clashes, Lack of consensus-seeking behaviors, Lack of progress, Establishes structures are tested here unrealistic goals, Concern over excessive work Moving to the next stage Team Requirements involves team members Personal relationships Identify differences relinquishing testing and proving Effective listening mentality and listening to what Giving and receiving feedback Conflict resolution team members are trying to say Clarify and understand the team’s purpose Reestablish roles and ground rules How to deal with ‘some’ team members violating team codes of conduct Receiving Feedback from project guide 17 Team Lifecycle Team Member Behaviours Norming Processes and procedures are agreed upon, The team creates new ways of Comfortable with relationships, Focus and energy doing and being together on tasks, Effective conflict resolution skills, Sincere attempt to make consensual decisions, Cohesion is formed Balanced influence, shared problem solving, Develop team routines , Sets and achieves task Leadership becomes shared as milestones trust develops. Openness, functionality Team Requirements Develop a decision making process Moving to the next stage Be prepared to offer ideas and suggestions Problem solving is shared involves team members speaking Utilizing all resources to support the team effort out and relinquishing their fear of Team members take responsibility in shared conflict leadership skills Receiving Feedback from project guides 18 Team Lifecycle Performing Team Member Behaviours Fully functional teams, Roles are clearer, True interdependence formed Team develops independence, Team able to Flexibility and agility achieved organize itself, Flexible members function well individually, in subgroups or as a team, Better Most productive and rewarding understand each other’s strengths and stage weaknesses and insights into group processes Teams do not always reach the performing stage. Here team Team Requirements Project guides assure team is moving in members operate freely and collaborative direction efficiently either in subgroups or Maintain team flexibility Measure knowledge performance – post test as a whole. Provide information Giving and Receiving Feedback and Dialogue with project guides 19 Team Lifecycle Adjourning The team will disband and Team Member Behaviours members leave Slowing of momentum, dread, Manage transition and change Restlessness, anxiety, uncertainty Still productive in wrapping out Adjourning involves the termination of task behaviours Team Requirements and disengagement from the Evaluate the efforts of the team group. Relinquishing of control Tie up loose ends and tasks and inclusion in group dynamic Recognize and reward team efforts Reflection and Debrief 20 The Five Dysfunctions Inattention to Results Avoidance of Accountability Lack of Commitment Fear of Conflict Absence of Trust 21 The Five Dysfunctions Absence of Trust Teams who lack trust conceal weaknesses and mistakes, hesitate to ask for help or to be vulnerable, jump to conclusions about the intentions of others, hold grudges and dread meetings. How to overcome this dysfunction Build Trust Trust = vulnerability = openness Be open about your weaknesses! Be vulnerable! “I was wrong”, “I made a mistake”, “I need some help” 22 The Five Dysfunctions Fear of Conflict A lack of trust leads to a fear of conflict. Team members do not engage in passionate dialogue, do not challenge decisions nor disagree. Meetings are often boring because controversial topics are avoided, and no one speaks up. How to overcome this dysfunction Conflict and disagreement (productive & ideological) = good Facilitate passionate unfiltered debate Everything is said Work through conflict because of trust Conflict norming (ground rules, team charter) Constructive not destructive (the sweet 23 spot) The Five Dysfunctions Lack of Commitment When teams become conflict-avoidant, a fear of failure develops. Team members do not buy-in to decisions. Things are left unsaid, to the detriment of team outputs. These teams have difficulty making decisions, lack clarity, lack confidence, and second guess themselves. How to overcome this dysfunction Individuals should buy-in not come to consensus Buy-in = agree to decision they do not naturally agree with Leaders drive commitment by making a decision After everything is on the table Mostly people just want to be heard Ensure clarity in actions and direction 24 The Five Dysfunctions Avoidance of Accountability Second-guessing and a lack of common objectives then leads to an inability to develop standards for performance. Team members miss deadlines, do not hold each other to account and deliver mediocre work. There is also a lack of confidence in the team leader. How to overcome this dysfunction Peer-peer accountability incl. Leader Behavioural issues as well as results Leaders set the tone for addressing team members Confront difficult issues Best done at team meetings with everyone present 25 The Five Dysfunctions Inattention to Results When teams lack trust, dialogue, decision making, and accountability team members stagnate, become distracted, and focus on themselves. This leads to a team that places their individual needs above the collective results that define success. How to overcome this dysfunction Put others above yourself (difficult) Clarify desired results Keep results visible (scoreboard) 26  How to be an Effective team? Team Foster trust and openness Have disagreement and resolve conflict Decision making and buy-in Peer-peer accountability Have a Team charter Delegation and task attribution Conduct team debrief after completing projects Sufficient communication channels Regular meetings and updates where needed Seek help and outside resources 28  How to be an Effective team? Leadership Establish urgency and direction. Pay particular attention to first meetings and actions. Agree team objectives and standards within the team. Assess people’s performance on both results as well as their capacity to work well in a team. Encourage team members to plan work, monitor control information, and take action without reference to their team leader except in special circumstances. Facilitate suggestions on how the performance of the team could be improved or working methods changed for the better. 29 Hold off-job meetings as needed.  How to be an Effective team? Team Charter Sets the vision, values, tone, rules, roles, and expectations for the Team. 30  How to be an Effective team? 31  How to be an Effective team? 32  How to be an Effective team? 33  How to be an Effective team Task attribution Team debriefs Builds trust and cohesiveness Maintains trust and drives positive change 34 How to be an Effective Team member Tips/Recap Build Trust, be vulnerable Facilitate productive disagreement and conflict resolution Get team members to buy-in to decisions Create peer-peer accountability Put the team above yourself (within reason) Professionalism all the time (includes on social media) Leaders: Embody good practice (openness, transparency, vulnerability, receiving feedback) 35 Make decisions as needed, once everyone has been heard. References Jon, K., & Douglas, S. (1993). The Wisdom of Teams : Creating the High-Performance Organization [Book]. Harvard Business Review Press. https://ezproxy.auckland.ac.nz/login?url=https://search.ebscohost.com/login.aspx?direc t=true&db=nlebk&AN=26853&site=ehost-live&scope=site LaFasto, F. M. J., & Larson, C. E. (2001). When teams work best : 6,000 team members and leaders tell what it takes to succeed. Sage Publications. Lencioni, P. (2002). The five dysfunctions of a team : a leadership fable (1st ed.). Jossey- Bass. Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological bulletin, 63(6), 384-399. https://doi.org/10.1037/h0022100 37  When in a collaborative mode, one will always need to NEGOTIATION know how to negotiate and compromise. AND One will need to know the difference between the two. From this lesson the student will be expected to COMPROMISE demonstrate the ability to recall and describe the skills for effective negotiation and compromise. 1 LEARNING OUTCOMES At the end of this lecture the student should be able to demonstrate:  1. To articulate the definitions and differences between negotiation and compromise.  2. Understanding of the communication skills required for negotiation.  3. Understanding of why and how perspective taking is important when negotiating and compromising.  4. The difference between compromise and collaboration.  5. The difference between shallow and deep compromise and why knowledge of this difference is important. 2 NEGOTIATION 01 02 03 04 Negotiation is the So, negotiation refers to a Typically, negotiation The success of any discussion between process to reach an involves skills and tactics. negotiation requires people who are trying to agreement, while careful consideration of reach an agreement compromise refers to the the following ‘rights’: right peace/trade/wage, etc. end of a process where people, right issues, right there is agreement and way, right time, right harmony. place. 3 The following are some of the communication skills useful for negotiation1.  Preparation.  The right balance between talking and listening.  Body language.  Speaking effectively. 1. Chapter 8 Communication, In Nixon, Peter. Negotiation Mastering Business in Asia, John Wiley & Sons, Incorporated, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/auckland/detail.action?docID=990621. 4 PREPARATION  If there is an opportunity to plan your negotiation, use it.  For example, build scenarios, anticipate questions, and prepare responses. 5 THE RIGHT BALANCE BETWEEN TALKING AND LISTENING.  Negotiation involves asking the right questions and providing the right responses when asked – and this process is two-way.  To provide the right response and ask the right question, one must be able to listen and understand. 6 BODY LANGUAGE  Be mindful of your own signals and learn to use the signals given by the other party. 7 SPEAKING EFFECTIVELY  It is extremely advantageous that the content of your speech has structure, is logical, defensible, is simple, and contains examples and metaphors. 8 Perspective taking and empathising with the other party can be advantageous for negotiation. Perspective taking is a cognitive response that involves imagining yourself in ‘‘someone else’s shoes’’ (Batson et al., 2003) or entertaining the point of view of others (Davis, 1983b) Perspective taking is when the negotiator focuses on the thoughts and interests of their counterpart, while empathy focuses on their counterpart’s emotions and feelings 1. Both are important and a balance is required, as both can be complementary. For example, considering an opponent’s thoughts helps a negotiator win money and resources, but considering an opponent’s feelings helps a negotiator avoid harmful breaches of ethics1. 1. Cohen TR. Moral Emotions and Unethical Bargaining: The Differential Effects of Empathy and Perspective Taking in Deterring Deceitful Negotiation. Journal of Business Ethics (2010) 94:569–579. 9 THINGS TO WATCH OUT FOR  Competitive Bargaining  Attacking your opponent  ETHICAL CONUNDRUMS  Making false promises  UNETHICAL BARGAINING  Misrepresentation  Inappropriate information gathering  Feigning emotion Cohen TR. Moral Emotions and Unethical Bargaining: The Differential Effects of Empathy and Perspective Taking in Deterring Deceitful Negotiation. Journal of Business Ethics (2010) 94:569–579. 10 COMPROMISE  Compromise is an agreement made between two people or groups in which each side gives up some of the things they want so that both sides are happy at the end. 11 WHEN TO COMPROMISE A compromise is made when there is a need to resolve an issue and no one solution is accepted. The issue requiring compromise is typically called a ‘conflict’ and conflict resolution is a huge area of interest as there is obviously both academic and practical value. Compromise is one way of conflict resolution, the others being aggression (or competing), avoidance, accommodation (as in conceding), and collaboration. 12 CONFLICT RESOLUTION http://www.aim-associes.com/eusa/ebook/nego-en/chapter02 13 THE DIFFERENCE BETWEEN COMPROMISE AND COLLABORATE The difference between compromise and collaborate, is that the former refers to a ‘giving up’ of a thing from both parties, while the latter considers a suitable way forward that benefits both parties. Ideally collaboration is the most beneficial but requires effort and ingenuity to create new opportunity from the problem of conflict. Compromise will require careful consideration on the thing to give up, resolving the conflict. Having a clear understanding of one’s own ‘big picture’ strategy is important in order to make the right decision on what to give up and how. 14 CONDITION FOR ANY COMPROMISE  Pareto optimality  That even though both sides ‘give up something’ it is understood that by not doing so there is more to lose.  That in the end, the compromise is an improvement on the status quo. Bellamy R. Democracy, Compromise and the Representation Paradox: Coalition Government and Political Integrity. Government and Opposition, Vol. 47, No. 3, pp. 441–465, 2012. doi:10.1111/j.1477-7053.2012.01370.x 15 SHALLOW VS DEEP COMPROMISE Deep Shallow compromise that has the compromise based on mutual modification of trading and bartering ends and principles at its core 16  Good only if there is a common baseline in ideals, principles etc. The problem arises when the parties SHALLOW have different ideals or principles, and COMPROMISE thus different reasons for the compromise. Has there been a betrayal? 17 THE DILEMMA  Wollheim’s paradox  consisted of the dilemma of a committed democrat who believes A ought to be done when the democratic majority holds that B ought to be done, and thereby finds him or herself believing that both A and B ought to be done, even if A and B are incompatible with each other. Bellamy R. Democracy, Compromise and the Representation Paradox: Coalition Government and Political Integrity. Government and Opposition, Vol. 47, No. 3, pp. 441–465, 2012. doi:10.1111/j.1477-7053.2012.01370.x 18 Deep compromise is good but requires effort, ingenuity, and resolve. The underpinning ideals and principles have to be adaptable, to be fused with others into new versions. The result is trust and respect, friendship and collegiality. 19  This lecture introduces the student to some useful tools DECISION to help with decision making. From this, the student is expected to be able to demonstrate the ability to MAKING correctly use decision-making tools. Tools such as SWOT, Decision Matrix, and Decision tree. 20 LEARNING OUTCOMES 1. The ability to perform a SWOT analysis. 2. The ability to develop and use a decision matrix. 3. Understanding of a decision tree. 21 WHY DECISION MAKING SKILLS ARE IMPORTANT  Decision making helps us get from being in a situation of not knowing to knowing.  Situations could be that of not knowing what to do, what to choose or maybe even what to think.  When there are consequences from our decision making, that can add pressure onto the need to make the ‘right’ decision.  Decision making comes into play when we need to generate, evaluate, or organize ideas, formulate important criteria for measuring outcomes or success, plan and analyse processes, and reduce complexity in large multifactorial problems. 22 DECISION-MAKING – OPTIMISATION – QUALITY AND WORK IMPROVEMENT – PROBLEM-SOLVING For  Generating and organising ideas  Determining important criteria  Evaluating ideas  Analysing processes  Determining root causes  Risk assessments  Planning  Data-handling  Statistics and experimental design CHALLENGES IN COMPLEX PROBLEM-SOLVING Too many variables  What are the variables?  How to decide which are important? What tools and procedures can help us?  What is the interdependence? SOME EXAMPLES OF ‘TOOLS’  Fishbone diagram  Pareto Chart  SWOT analysis  Decision matrix  Decision Tree Do spend some time researching these 1.Agree on a problem statement (effect). o Write it at the center right of the flipchart or whiteboard. o Draw a box around it and draw a horizontal arrow running to it. 2.Brainstorm the major categories of causes of the problem. o If this is difficult use generic headings. o In this example: o Methods o Machines (equipment) o People (manpower) o Materials o Measurement o Environment 3.Write the categories of causes as branches from the main arrow. 4.Brainstorm all the possible causes of the problem. o Ask "Why does this happen?" o As each idea is given, the facilitator writes it as a branch from the appropriate category. o Causes can be written in several places if they relate to several categories. 5.Again ask "Why does this happen?" about each cause. o Write sub-causes branching off the causes. Fishbone diagram o Continue to ask "Why?" and generate deeper levels of causes. https://asq.org/quality-resources/fishbone#Resources o Layers of branches indicate causal relationships. 6.When the group runs out of ideas, focus attention to places on the chart where ideas are few. FISHBONE DIAGRAM FISHBONE DIAGRAM PROCEDURE 1. Agree on a problem statement, desired result, outcome. 2. Brainstorm the major categories of causes.  WHEN TO USE A FISHBONE DIAGRAM 3. Write the categories of causes as branches from the main arrow. When identifying possible causes for a problem 4. Brainstorm all the possible causes of the problem. Ask "Why does this happen?" When a team’s thinking tends to fall into ruts 5. Make sure step 4 is thorough – ask again – add layers if needed. 6. When the group runs out of ideas, focus attention to places on the chart where ideas are few. https://asq.org/ 27  Pareto Chart Takes largest category and investigates further https://asq.org/quality-resources/pareto PARETO CHART  PARETO CHART PROCEDURE  WHEN TO USE A PARETO CHART 1. Decide what categories you will use to group items. 2. Decide what measurement is appropriate. When analyzing data about the frequency of problems or causes in a process 3. Decide what period of time the Pareto chart will cover. When there are many problems or causes and 4. Collect the data.. you want to focus on the most significant 5. Subtotal the measurements for each category. When analyzing broad causes by looking at their 6. Determine the appropriate scale for the specific components measurements you have collected. When communicating with others about your data 7. Construct and label bars for each category. Place the tallest at the far left, and so on. https://asq.org/ 29  SWOT analysis Used both to formulate strategies and analyze strategies https://asq.org https://asq.org DECISION MATRIX  WHEN TO USE A DECISION MATRIX When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After a list of options has been reduced to a manageable number by list reduction 32 DECISION MATRIX PROCEDURE  DECISION MATRIX PROCEDURE 1. Brainstorm the evaluation criteria and list of options appropriate to the situation. 2. Assign a relative weight to each criterion 3. Draw an L-shaped matrix. Write the criteria and their weights as labels along one edge and the list of options along the other edge. 4. Evaluate each option against the criteria. (Establish a rating scale for each criterion.) 5. Multiply each option’s rating by the weight. Add the points for each option. The option with the highest score will not necessarily be the one to choose, but the relative scores can generate meaningful discussion and lead the team toward consensus 33 EXAMPLE So, let’s consider an example1. Let us say you work in a company that produces metal components for airplanes. Let’s say you and your team are tasked to look at the design of torque tubes where you are eager to produce the best material for the job, given the constraints of manufacturing and cost. 1. Example from: From Chapter 2: Decisions in Engineering Design. In Chang, Kuang-Hua. Design Theory and Methods Using CAD/CAE. 1st edition. London: Academic Press, 2015. Print. 34 Constructing the Decision Matrix. Here a matrix is used to list down in the left-hand column the ‘options’ and in the top row the ‘criteria’ for assessing each option. The different material options, (Above analysis adapted from Chang) versus the criteria of material From Chapter 2: Decisions in Engineering Design. In Chang, Kuang- Hua. Design Theory and Methods Using CAD/CAE. 1st edition. strength, weight, machinability, London: Academic Press, 2015. Print. corrosion resistance, and cost. Note also the possible weighting for each criterion. Thus, each of the options, may be rated against each of the criterion, from a score of 1 – 5, with 5 being the most positive rating. The weighting factors here are based on the SWOT analysis as well, and is used to multiply the rating factor scores, to obtain a final Decision factor score. 35 The strength of the decision matrix is dependent on the effort and intelligence put into determining the options, criteria, weighting, and rating. Typically, a collaborative set of individuals working on the problem and brainstorming on these factors will provide the best decision making. Such metrics-based processes for decision making also helps validates decisions, and if done collaboratively, can serve to justify a final decision in a democratic manner. 36 DECISION TREE  Useful for evaluating the outcomes of different decision possibilities  Action and possible consequence  Action refers to the decision chosen  ‘Possible’ refers to probability  Consequence could be in terms of $$ profit or loss  DECISION TREE See page 47 of the reference text. Each decision point is represented as a square. In this example the question is: In order to create a new product, should the company invest in significant R&D or should it do a less costly improvement? The consequences of a decision is predicted. If a decision can result in more than one outcome, a chance node is introduced (circle). At this chance node, the probability of each outcome is stated. From some chance nodes, a further decision may be needed (e.g. nodes 2A and 2B) At the far end to the right is the final payoff in dollars. This entire map is drawn left to right, with respect to a timescale from 2, 3, 5, and up to 18 years. (Above analysis adapted from Chang) From Chapter 2: Decisions in Engineering Design. In Chang, Kuang-Hua. Design Theory and Methods Using CAD/CAE. 1st edition. London: Academic Press, 2015. Print.  DECISION TREE See page 47 of the reference text. So following the ‘Do R&D’ decision, it leads to two possibilities – success or failure. If success, the decision (2A) should be made to introduce the product to market or abandon. If failure, a decision (2B) should be made on whether or not to reinvest another $1.5M for further research, or abandon. High, Medium, and Low Sales are presented as possible outcomes with estimated probabilities. DECISION TREE - Solutions Refer to the decision tree in the earlier slide. The solutions map, to the decision tree, is a result of analysing the numbers in the decision tree. E is the ‘expected value’ for a decision. So at each decision node in the earlier decision tree, some idea of the $ value of a decision may be obtained. To do this, the following is done: where Pi and Ci are respectively the probability of individual event and its payoff, and Ij is the investment. The way to calculate is to go from right to left and calculate the expected value for each decision node, one by one. Should the company invest in R&D? E, expected value for a decision Note that there is an error in the textbook, instead of $4.5M they used $5M TRY THIS OUT  Think about where you would like to go for holiday.  List them as options.  Find out the criteria relevant this holiday being a reality.  Decide on weighting for each criteria.  Score the options based on the criteria and weightings.  Reflect on the winning result! 43  ENGGEN 204 │ 2024 Teamwork Conflict Resolution Amanda Di Ienno / Marc Lewis Learning Outcomes By the end of this session, students should be able to: Conduct and execute passionate discussions within your teams and resolve conflict and disagreement productively. Differentiate between the different conflict management styles. Recognize which is the appropriate conflict management style to use in different situations. Execute debriefs within your teams 2 Lecture Outline 1. Introduction 2. Disagreement and conflict 3. Conflict management styles 4. Team debrief 3 Recap Ash’s Lecture Negotiation Discussion between people who are trying to reach an agreement. Speaking and communicating effectively Body language, tone, structure, simple. Decision Making Decision matrix, SWOT. Compromise One of the 5 styles for managing conflict, we will go over this further in today’s lecture. 4 Disagreement As covered last week, teams that have disagreement and conflict that can be resolved, will produce higher quality work than teams that have no conflict at all. Oxford Dictionary “Lack of consensus or approval.” Can occur because of differences in: Values Motivations Aligned through team Beliefs Sparks creativity charter Desires Improves decision making Perceptions Team cohesion Ideas Robust discussion 5 Conflict Disagreement can lead to conflict, can be productive or destructive Lencioni on teams – Overcoming the Five Dysfunctions of a Team They do not hesitate to disagree with, challenge and question one another all in the spirit of finding the best answers, discovering the truth and making great decisions.” -The Fear of Conflict Destructive conflict leads to undesirable outcomes for everyone involved. 6 Conflict Management Thomas-Kilmann Conflict Model 7 Image retrieved from: https://emoneyadvisor.com/blog/conflict-resolution-in-financial-planning/ Conflict Management Styles Competing (Win/Lose) Low cooperation / High assertiveness. An individual pursues his own concerns at others expense. Use whatever you can to win the argument for your side. Takes the form of: This is the only way forward! Pulling rank. Trying to win the argument. Use this when… Decisions need to be made. There are differences in power. (Knowledge, position) 8 Conflict Management Styles Accommodating (Lose/Win) High cooperation / Low assertiveness. The opposite of competing. Satisfies the concerns of others over themselves. I messed up.. Let’s go with Sounds good Self-sacrificing. your option Takes the form of: Yields to others even when they don’t want to. Selfless generosity Use this when… You need to preserve relationships A mistake is made 9 You are in a weaker position Conflict Management Styles Avoiding (Lose/Lose) Low cooperation / Low assertiveness. Neither pursues their interests nor the interests of others. Does not deal with conflict Talk about it later! Takes the form of: Side stepping Postponing Withdrawing from situations Use this when… Conflict isn’t productive (high tension). Members are inconsolable. Not worth the argument. 10 Conflict Management Styles Collaborating (Win/Win) High cooperation / High assertiveness. Opposite of avoiding. Work towards a solution that satisfies everyone's concerns including your own. Digging deep into the needs and wants of everyone. Takes the form of: Exploring the disagreement. Learn from each other's insights. Use this when… You want to create the most value. You have time/resource to satisfy everyone. 11 Conflict Management Styles Compromising (Both win some / Both lose some) Moderate cooperation / Moderate assertiveness We can do it Sure, let’s Expedient, mutually acceptable your way here make it if we do it my A solution that partially satisfies everyone way there? work Takes the form of Splitting the difference Seeking a quick middle ground Exchange concessions Use this when… Both sides are rational. You trust the team to make fair concessions. You are out of time and must settle. 12 Conducting an Effective Team Debrief A team debrief is a tool teams can use to improve their performance and collaborations. To hold an effective debrief, teams should… Focus on performance improvement not penalty. Allocate time to the debrief (set a meeting). Enter with empathy, trust, communication skills, listening skills and respect. Discuss rather than tell. Team leaders should… Foster a psychologically safe environment to debrief. Record conclusions and actions (close the loop). 13  Conducting an Effective Team Debrief When to hold a Team debrief? After completion of a packet or project of work. OR When conflict has become too destructive. Refer to your team charters! 14 Team Debrief Template 15 Team Debrief Template 16 Team Debrief Template 17 Team Debrief Template 18 How to be an Effective Team member Tips/Recap There is no right style. It all depends on the situation, team members, and context. Know when to use each one. The important thing is to resolve the conflict. Team debrief to be carried out after projects or when conflict become constructive. Listen, be professional, respectful, open, and trusting. 19  ENGGEN 204 │ 2024 Teamwork Giving and Receiving Feedback Amanda Di Ienno Learning Outcomes By the end of this session, students should be able to: Discuss of the types of feedback and when they are used Describe and use the different models of effective feedback Identify the barriers to receiving feedback and discuss how to overcome them Identify and explain examples of providing and receiving good feedback 2 Lecture Outline 1.The purpose of being able to give and receive feedback 2.The typical types of feedback 3.Models and techniques for providing good feedback 4.Barriers of receiving feedback 3 Feedback Information about reactions to a product, a person's performance of a task, etc. which is used as a basis for improvement. Collaborative communication, we need to encourage and critique Highly effective way to communicate improvements contributions to the team and the team’s goal 5 Purpose of Feedback Provide feedback to improve a person’s performance Receiving feedback to improve one’s own performance Makes one a good, fair, and ethical team player or leader Constructive manner, Being open, empathetic, clear, and supportive 6 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. Types of Feedback Informal Feedback On the spot Formal Feedback Written form, recommended structure Formative Feedback Continuous & progressive along a journey of learning or collaboration Summative Feedback final assessment or opinion of one’s performance overall, end of journey 7 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. Feedback Sandwich Pros Softens the impact of criticism Ending on a positive note Cons Critique being lost between the ‘contrived’ compliments Its all very great. But 8 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. Chronological Model Pros Report style feedback Structured, clear, understandable Cons Not dynamic nor interactive Lacks response or timely discussion 9 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. Pendleton Model “What do you think went well?” Pros Reflection “What do you think could be done Formulate the improvements differently?” Cons “What could be further improved?” Outcome is dependent on coaching Too structured “How can this be achieved?” Requires skill and experience 10 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. What makes effective feedback Barriers Effective 1) Too generalised 1) Relate to specific facts 2) Lack of advice 2) Actionable advice 3) Lack of respect 3) Respect for the source 4) Fear of feelings 4) Open team discussion 5) Fear of relationships 5) Develop pro relationships 6) Defensive behaviour 6) Open-mindedness 7) Physical barriers 7) Proper time, place, etc 8) Personal agendas 8) Objectivity 9) Lack of confidence 9) Clear and concise 11 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. What makes effective feedback Concise and succinct Specific & Prescriptive Referenced or validated Receiver understands why its necessary Kind manner Empathy and awareness of the feelings and position of the receiver 12 (From Gardner) Mark Gardner – Teaching Students to Give Peer Feedback. Encouraging Reflection How do you think things went? Did it go as planned? If not, why not? If you were doing it again, what would you do the same next time and what would you do differently? Why? How did you feel during the session? How would you feel about doing it again? How do you think the (client) felt? What makes you think that? What did you learn from this session? 14 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. Considerations Do not bring up past actions unless you wish to underscore a certain behaviour or pattern As a rule, start with the positive and then move to the negative events Be aware of nonverbal clues, such as your facial expressions, body language, posture, voice, and eye contact Focus your attention on the person in front of you when giving feedback and when you are listening In the end, remember to summarise the session (e.g. in an e- mail) and to follow up on what has been discussed. 15 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. Receiving Feedback Active listener Ask for clarification Embrace the learning opportunity Pause and think before responding Don’t jump to conclusions Invest in the learning process and improve Think positively and be open Learn from your mistakes Be a good sport and show appreciation Be proactive 16 Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. Tips Emotion Confusion Fear 17 Edward de Bono. Six Thinking Hats (1985) ISBN 0-316-17831-4 Tips 18 Edward de Bono. Six Thinking Hats (1985) ISBN 0-316-17831-4 References Hardavella G, Aamli-Gaagnat A, Saad N, et al. How to give and receive feedback effectively. Breathe 2017; 13: 327–333. Mark Gardner – Teaching Students to Give Peer Feedback. - Downloaed from https://www.edutopia.org/article/teaching-students-give-peer-feedback Edward de Bono. Six Thinking Hats (1985) ISBN 0-316-17831-4 21  The first of three lectures1 that focuses on the PARTICIPATION ingredients for effective collaboration. From this lecture, students will be expected to know the meaning of participation and distinguish how it is measured in terms of its three elements. 1. Most of the content in the following three lectures are drawn from: Hesse et al. A Framework for Teachable Collaborative Problem-Solving Skills. Chapter In: Griffin, P., & Care, E. (Eds.). (2015). Assessment and teaching of 21st century skills. Methods and approaches. Dordrect: Springer. 1 LEARNING OUTCOMES 1. Understanding of the term participation, and the concepts of action, interaction, and task perseverance. 2. Understanding of how participation is ‘measured’. 3. Understanding of how participation is important for effective problem solving. 4. Understanding of how collaboration is more than mere cooperation and is useful for problem solving. 2 PARTICIPATION  Participation refers to the observable action of engaging in discourse.  The extent of participation, of each member of a group, in an activity that requires collaboration, is shown to be the best predictor of outcomes. 3 ELEMENTS OR INDICATORS OF PARTICIPATION  So how do we define the elements of participation?  How do we quantify ‘extent of participation’?  There are three key aspects of participation1 that we will discuss,  Action,  Interaction  Task completion. 1. Hesse et al. A Framework for Teachable Collaborative Problem-Solving Skills. Chapter In: Griffin, P., & Care, E. (Eds.). (2015). Assessment and teaching of 21st century skills. Methods and approaches. Dordrect: Springer. 4 ACTION  Action refers to the level of participation of the individual. 5 So, let us consider the example scenarios shown graphically below. 6 ACTION  Problem solvers are action-oriented  Passive – require scaffolding  Active – do not require scaffolding INTERACTION  Interaction refers to behaviour that demonstrates communication with and responses to others1.  Achieved through verbal and non-verbal means, interaction involves prompting others, and responding to the contributions of others.  The interactor not only acknowledges communication with others, but also the ‘cues’, in communication.  So consider this - responding to a question versus responding to cues. 1. Hesse et al. A Framework for Teachable Collaborative Problem-Solving Skills. Chapter In: Griffin, P., & Care, E. (Eds.). (2015). Assessment and teaching of 21st century skills. Methods and approaches. Dordrect: Springer. 8 TASK PERSEVERANCE  Task perseverance and completion refers to the skill of being motivated, and motivating others, towards the completion of the task involving collaborative problem solving.  It is a perseverance towards the defined goal.  So why is this an important component of ‘Participation’? 9 EXTENT OF TASK PERSEVERANCE  Just like levels of activity and interaction, problem solvers can be assessed by the levels to which they are committed to the activity.  If the participant merely maintains a presence in the group, that is a low-level commitment compared to when the participant works with the group to identify and attempt tasks.  However, the ultimate commitment levels are when the participant perseveres in the task despite failures, and this is indicated by repeated attempts and the incorporation of different strategies towards reaching the desired goal. 1. Hesse et al. A Framework for Teachable Collaborative Problem-Solving Skills. Chapter In: Griffin, P., & Care, E. (Eds.). (2015). Assessment and teaching of 21st century skills. Methods and approaches. Dordrect: Springer. 10 TASK COMPLETION/ PERSEVERANCE  Degree of commitment  Level of engagement is consistently good  Willingness to try different strategies to ensure success in the collaboration  Element Indicator Action Activity within environment Interacting with, prompting and responding to the Interaction contributions of others Task completion/ Undertaking and completing a task or part of a task perseverance individually/ commitment  Element Low Middle High Activity in familiar Activity in familiar and Action No or very little activity contexts unfamiliar contexts Acknowledges Responds to cues in Initiates and promotes Interaction communication directly communication interaction or activity or indirectly Perseveres in task as Task completion/ Identifies and attempts indicated by repeated Maintains presence only perseverance the task attempts or multiple strategies COLLABORATIVE PROBLEM SOLVING Ingredients for collaboration  Communication  Cooperation  Responsiveness COLLABORATION VS COOPERATION  Cooperation is a ‘lower order’ of collaboration  Cooperation largely a ‘division of labour’  Collaboration: requires integration of efforts – orchestration - concert  Collaboration is where the whole is greater than the sum of the parts Be an ant?  https://www.youtube.com/watch?v=pa5UnI279Es  https://www.youtube.com/watch?v=eMOr8yypO5w  16 PROBLEM SOLVING – IT IS AN ACTION THE ELEMENTS OF GOOD PROBLEM SOLVING  The objective is always clear  Able to know when to let go  Utilising diverse abilities of group members 17  Why Participation? LEADERSHIP  Understanding what participation means, and practicing the elements will lead to the development of leadership skills.  The participation Age: embrace it and flourish; ignore it and perish  https://www.youtube.com/watch?v=ewA2Bqb WhUQ 18