Individual Training Project, The Office Conflict

The Office Conflict.  Shown in conjunction with discussion on patterned role relationships in individual training, Thursday, Dec. 5, 2013.

Individual Training Project

Teamwork Dynamics

Communication in a two-person relationship

I had the opportunity to be a guest teacher/facilitator in a Teamwork Dynamics class at Treasure Valley Community College on Thursday, December 5, 2013.  I presented communication concepts based on the two-person relationship. Concepts discussed included reciprocity, trust, blind spots (Johari Window), negotiations and self-sealing reciprocal loops within pattered role relationships.

Prior to the beginning of class, the instructor gave me a five minute technology tutorial which included the computer, lights, overhead projector and the remotes that managed each element.  Although it was a bit nerve wracking, I was able to move from one medium to the next without any major hiccups. 

My one hour teaching experience began with the class instructor introducing me to the class.  After taking a couple minutes to informally engage with the class, I began my presentation with an overview of the communication principles I would be addressing in that class session.

Reciprocity --  I found a great video about reciprocity which was particularly relevant for business students as it illustrated the importance of reciprocity in the workplace. The video was followed by a discussion about the relevance of reciprocity in the workplace, in social settings and in our personal relationships. 
 


Trust -- I shared a narrative (business scenario involving broken trust) which we dissected and discussed as a group.  It was fun to see the group take ownership of the scenario as we explored the what ifs of possible outcomes.

Blind spots -- The discussion on trust led to a presentation about the Johari Window.  I used the Johari window concept and talked about blind spots and accepting feedback. We were able to pick up and integrate the prior two subjects of reciprocity and trust as we talked about blind spots.  We discussed the merits and liabilities of 360 degree assessments and the need to be self aware.

The class took an awareness quiz to assess how others including business colleagues, friends and family would rate them in various areas and then discussed the results.

Negotiations -- We had a discussion on negotiations and looking for the win/win vs win/lose scenario.

Patterned Role Relationships -- We ended the workshop with a discussion about pattern role relationships and self-sealing loops.  As a fun element,  I shared The Office Conflict video below.


http://www.youtube.com/watch?feature=player_embedded&v=5SnSzo4AbRI

(left click with mouse on link and then left click above on URL to see video) OR go to the next blog entry to access.

WHAT I LEARNED:

1. I learned that an hour goes by really fast!
2. I love teaching interpersonal communication!
3. Non traditional students tend to engage more in discussion than traditional students.
4. Bringing candy is a good thing!
5. Technology is a great tool for engaging students.
6. I am really excited about being a teacher!

The Ultimate Training Workhop Handbook, Chap 13

WORKING WITH QUESTIONS

For a successful workshop, it is imperative that we motivate participants and keep them engaged in the learning process.  Questions are key to for helping students delve deeper into content being presented.

Questions are used to get participant attention, give information, start participant thinking, bring content to a conclusion, and to get information.

As we use questions in our workshops, we must consider the structure and orientation of our questions, options for directing questions, how to ask questions, and how to challenge with questions.

Using effective questioning skills in our workshops will greatly affect how material is received and synthesized by participants.  As we are more comfortable with material being presented and well versed in the content, we can spent more time working on the types of questions we ask participants.

With each presentation, we can do a self assessment of our questioning skills. We should take notes of our strengths and weaknesses.

1.  How adept are we at using questions in a group?
2. Are we able to get discussion going in a productive way?
3. What are our strengths
4. How could we improve our questioning skills?

WHAT I HAVE LEARNED?

In my individual teaching experience yesterday, I found that I was much better at fielding questions as I got more comfortable with the group.  At first, after asking a few initial questions, I got a lot of blank stares.  Because I worried about the silence, I then started answering my own questions. 

As I began to relax, I was able to slow down and be more methodical about my questions.  After presenting a business related scenario involving personnel, I asked the class how they would have dealt with the difficulty of the situation.  We had a hearty discussion and were able to dissect the issues one at a time.  I tried to steer the conversation with additional questions and found that the group began to take ownership of the scenario and were able to engage as if they were the senior level executives having to make the difficult decision about whether a particular employee would be kept or dismissed.  A very fun and stimulating experience!

 

The Ultimate Training Workshop Handbook, chapter 16

 Managing Participation in a Workshop

Getting people engaged in the workshop is what makes a training successful.  Workshop coordinators can avert potential participation problems by quickly identifying and eliminating issues before they become detractors to the workshop.  Facilitators can also be aware of non-verbal cues by participants to redirect efforts. 

When problems arise, facilitators can engage in:

1.  Active listening techniques -- Resolving problems with participants (Participants speaks, you repeat back, participant fills in missing details, again repeat what you heard, participant expresses need, again repeat what you heard, revers process.

2.  The 5 c's Model -- Handling conflict (express Concern, Confer, Consult, Confront and Conclude.  Use this model with care, compassion and consideration

3.   The Harvard Negotiation Technique -- Working through strongly held differences (Separate people from the problem, focus on interests, invent options for mutual gain, insist on having objective criteria to evaluate proposed options.)

WHAT I HAVE LEARNED:





Wow!  So many things to manage in a workshop! And people ... the good, the bad and the ugly!  It sounds like you have to be part manager, mother, coach, arbiter, etc.  I guess like parenting, though, as a facilitator, you are the grown up and have the responsibility to help de-escalate problems and keep the workshop from getting out of hand.  And, not only that, but the facilitator must keep a positive attitude and help others to be enthusiastic and upbeat to maintain a  safe and successful workshop environment.

I have always struggled with disrespect, especially at the adult level.  I assume that adults should know better.  As I have traveled abroad with student tours over the past few years, I have had many occasions to help resolve conflicts between travelers.  Often, the most egregious participants are adults.  However, by staying calm and by incorporating some of these conflict management techniques, we have been able to successfully navigate and manage some pretty serious disputes.  It is never a pretty picture, though.  And, sometimes we have had to get a bit direct to those who have been responsible for the discord. Not fun, but a necessary skill to have when you are dealing with groups.
 

Grow Where You are Planted: Cultivating Success with Awareness and Attitude



 Presented by Jenn Ambrose, Teresa Kunz and Marshiela Banner
Thursday, October 31, 2013
Boise State University Lookout room
 

Our training was scheduled for a two hour block from 10:00 -12:00, subdivided into three segments allowing each of us an opportunity to be the trainer.  Teresa taught concepts about awareness; Jenn taught about attitude and I taught concepts necessary to achieve balanced self renewal.

As participants entered the room, we introduced ourselves and learned each individuals name.  We were able to learn a little of each participants background which helped as we interacted with each of them during the training session.

We set out training manuals, candy and water bottles for each of the participants.  We also provided nuts and granola bars half way through the training.  We did all that we could think of to create comfort zones.  The only glitch was the heat (or lack of it) in the room.  We didn't really notice it at first, but by the time we were done, I think everyone was a little chilly. 

However, we tried to keep our participants engaged in the learning process to keep them moving.  Each of us presented information and then asked our groups to do reflection exercises followed by group interaction.  We used different zones in the room.  Tables were set up in the back for break-away sessions.  We also had our participants break up in sub groups where they were sitting. 

We were able to incorporate the 'music matters' training component by having spa music playing during reflection exercises.  It was great to set the mood for writing and also kept the room from being uncomfortably silent.

We ended on time and had some nice feedback from our participants afterwards.  We were all pleased with the result.  It was a great learning experience.

WHAT I HAVE LEARNED:

I appreciate the opportunity I had to work with these very capable ladies.  Throughout the entire process, deadlines were kept, we brainstormed and planned together, and everyone was willing to step up and do their part.

The biggest take away from this experience was that planning is absolutely key to a successful workshop.  We were lucky and did not encounter any big surprises during our training, which I would attribute to our advance preparation.   The workshop went very smoothly. 

As well as it went, however, I know it would be even better the second, third of fourth time if we had the opportunity.  Practice does make perfect.  But, for a first experience with the subject matter, we were so pleased with how it turned out. 

Our one glitch turned out to be in our video recording.  Although we tried to plan ahead and be prepared for contingencies, we learned that it is hard to control every outcome.  Next time, we would make sure we had a backup :)!

The Non Conscious Learning environment

I loved this chapter on Motivations! Whereas some of the other chapters we have read were cautionary, this chapter was positive and inspiring.  The instruction given to teachers as we interact with students was affirming and helpful as we strive to create comfortable learning environments for our students.  Most of what we are learning happens on a non-conscious level.  We take cues from all kinds of things including sights, sounds, aromas, feelings,  etc.  We are learning all the time based on what is happening now, our past experiences and the way we internalize and synthesize information.

The capacity of the human brain is nearly unlimited. We store and code all types of information.  It is our job as teachers to help students decode learning by first creating a comfortable learning environment.  We can use the art of suggestion and a positive environment to help our students learn more effectively.  Some key suggestions:

1. Set high standards of attitude, dress and professionalism
2. Use a variety of teaching methods and resources
3. Tell positive stories of prior students success
4. Counter stereotypes
5. Be encouraging
6. Provide sufficient resources for learning
7. Be receptive to questions
8. Create comfort zones

Strive to improve professionalism by showing respect for students, sharing information about your educational background, talk about mentors, become knowledgeable in a given area, become a spokesman,  publish in professional journals, etc.

Other areas which help create a positive learning environment include:

1. Being congruent
2. Helping students understand relevance of subject matter
3. Allowing for movement
4. Having flexible seating arrangement

APPLICATION:   Most students can be motivated through one method or another given the right conditions. This chapter helps remind me that we as teachers have so much power to create a positive environment.  We can make our classrooms what we want them to be.  I have definitely felt that in the many different classrooms I have been in over my lifetime.  Each is unique, yet reflective of the teacher and his/her individual style.  For good AND for bad.   If we desire to have a good outcome, and work towards that, we will be successful. As we incorporate more of the suggestions we learned in this chapter, the better able we will be to help motivate our students in the learning environment.