person-centered communication in business informatics: experiences with an academic course including...
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Person-Centered Communication in Business Informatics:
Experiences with an Academic Course Including Encounter Groups
Renate Motschnig and Ladislav [email protected]
Goals of this Workshop
• Exchange of ideas and perspectiveson the PCA in HE
• View Person-Centered Communication an one instance towards more general goals: – How could PC ideas become more influential in
innovative learning strategies in academia?– Focused research findings, new methods– Ideas on where and how the PCA can be spread
Overview
• Motivation• History and Context• Person-Centered Communication
– Goals– Course Design:
• participant‘s inputs• Our concept and scenario
– Students‘ reactions– Empirical studies
• Discussion – implications, impact, and future perspective
Motivation: Compensation for online activities and learning
• The more intellectual inputs are acquired from various media (books, links, internet), the more time can be spent in face-to-face meetings to– Ask questions,– Share meanings,– Co-create and follow ideas and projects,...– encounter others.
• ...turning teaching and learning upside down...
Socio-technical Systems –Communication and Learning
• What’s your opinion about the following statements?
– Successful IT work is at least 50% successful communication work. (119)
– From what do you personally learn most? Select 0 to 2 concepts. (208)
3 %moderately disagree 1 %neutral
55 %strongly agree
1 %strongly disagree
40 %moderately agree
15 %books20 %courses, workshops
39 %colleagues, team work
4 %miscellaneous
22 %internet: tutorials, forums, etc.
Some History and Context
• Incorporation of “soft-skills“ aspects into the curriculum of project management– One afternoon workshop– Three 4-hour workshops with one encounter-demo-
experiment– 60 h course on Communication and New Media –
Person-Centered Communication– 2 courses for psychologists in Brno/CZ (L. Nykl)– Development of two variants in Vienna.– ??? ideas ???
Person-Centered CommunicationContext (Vienna)
• Integrated into the Masters Curriculum in Business Informatics (for choice)
• Course must be offered to 20 students
• Grading is required
• Aspects of New Media shall be covered
• Attendees are potential managers of tomorrow influence on organizations?
Person-Centered CommunicationWorking definition - core
• The core of Person-Centered Communication lies in a fluent development towars a PC way of being. It buids on a confluence of the three Person-Centered dispositions of congruence, acceptance, and empathic understanding, and on finding the proper ballance of them in response to particular relationships and situations. This alllows to create a facilitative atmoshpere in which persons can develop and learn significantly.
Person-Centered CommunicationWorking definition – process and goal
• We call the process of communication person-cented, if it emanates from a person living the three PC attitudes. Talking about communication we refer, in the first place, to face-to face dialogue but include also further forms of interaction such as cooperation in teams, negotiations, mediation, moderation, presentation, visualization, and computer mediated communication.
• The goal of PCC is the integration of cognitive and organismic, felt experiences in a constructive atmosphere for the sake of deep, transparent understanding and development of all participants. (Motschnig-Pitrik und Nykl, 2002; 2003).
Course Goal: Learning at three levels
intellect
(social) skills
personality, attitudes;feelings, intuitions
I
II
III
optimal learningrespects all three levels!
Course goals (1)
• Knowledge about: – 3 Rogers variables– active listening– Developmental tendency in the PCA– Actualizing tendency, self-structure and experience– Significant learning– Encounter groups: Process stages, effects– Community building in real and virtual communities
Course goals (2)
• Skills– ad hoc communication– Online communication– Speaking in a group– Active listening– Short ad hoc presentations– Teamwork– Reflection and feedback
Course goals (3)
• Development towards – inner flexibility– transparent communication as a result from
increased congruence between self and experience
– Improved online communication– Higher acceptance of self and others– Better understanding of self and others– Dealing with problems in everyday life more
constructively
PCC - Course Structure
WS 1
Workshops
preliminary discussion
WS 2 WS 3 EG 1 EG 2 EG 3
reaction sheet reaction sheet reaction sheet
Encounter groups
questionnaire 1 questionnaire 2
self evaluation
feedback
Evaluation
peer evaluation
team project
PCC - Course Structure - Variant
WS 1
Workshops
preliminary discussion
WS 2 WS 3 EG 1 EG 2
reaction sheet
Encounter groups
questionnaire 1 questionnaire 2
self evaluation
feedback
Evaluation
peer evaluation
team project
WS 4 WS 5
reaction sheet
reaction sheet
reaction sheet
reaction sheet
reaction sheet
literature work
Role of New Media:Reflection & Summary
• Active contributions on the platform have value as – Preparation– Consolidation, afterwork– Persistance, reuse, repository for solutions
• Central processes and motivation/meaning emanate in face-to-face encounters!
• The platform supports the effectiveness of learning/problem solving encounters by enriching the process in the “here and now“ by extending it by past experience and planing for the future.
Contribution of Technology
• Provision of material; • Learning from more than one example
– All peer projects are online, open for inspection
• Transparency– Reaction sheets online;
• Oral and written forms of expression– multiple ways to contribute,
• Peer evaluation more feasible
Selected results of self-evaluationCategory of statement: n
1. Statement with respect to my contribution:
- I have listened actively 9
- I have contributed to the conversation 5
2. Occupation with contributions/ topics
- Occupation with experiences and contents also after the course 7
- Occupation with the person centered approach also after the course 4
3. Interpersonal communication
- I became conscious of aspects of interpersonal communication 4
- I have learned a lot about interacting with people 4
- I have overcome my fear to speak in front of a group 3
Selected results of self-evaluationCategory of statement : n
4. Personality enhancement
- Deeper understanding of own personality, learned about myself 5
- Learned for life 2
5. Teamwork for team project
- cooperation of the team members- varied- was balanced
38
6. Single Nominations
- acted as a mediator 2
- great team work 1
- found new friends 2
Examples
• ad 1. Statements with respect to my contribution„I have not necessarily contributed actively every unit, because I am a rather introverted person who does not like to speak about emotions and personal stuff. I have followed everything from the beginning till the end but I think that it was from the middle of the course only that I have started to benefit from what was going on.”
• ad 2. Occupation with contributions/ topics “I was never occupied with the topics discussed in class in my private life as much as it was the case here .”„Writing the reaction sheets was something quite new for me, but it has been great fun, because I have never experienced that conversations after course units continue where they have stopped."
Examples
• ad 3. Interpersonal communication
"For me some things have become clearer in interpersonal communication by the experiences made. For example that other people react to the same statements and words very differently. Hence, I regard it to be valuable for the learning process to have had so many different characters in a room.”
"I have learned to dare to have my own opinion, also to state criticism and to put my name under my opinion."
Examples
• ad 4. Personality enhancement “On the one hand it was totally interesting to get to know the other participants so closely and to really see, how different their social environments were and how differently they perceive issues and feel about them. On the other hand, I could get to know myself and my behaviour in groups better. “
• ad 5. Teamwork" We were a really good team, namely a heterogeneous one, what, in my view, constitutes a good team, because the single team members have to complement each other to achieve something together that each individual wouldn’t be able to accomplish on his or her own.
Learning on 3 levels (SS 05)
n = 29
1,00
1,50
2,00
2,50
3,00
3,50
4,00
4,50
5,00
1. knowledge/intellect 2. social andcommunication skills
3. personaldispositions/
intuitions/ feelings
Group 1 typ. course
Group 1 PCC
Learning on 3 levels
1,00
1,50
2,00
2,50
3,00
3,50
4,00
4,50
5,00
1. know ledge/intellect 2. social andcommunication skills
3. personal dispositions/intuitions/ feelings
Group 1 end
Group 2 end
1,00
1,50
2,00
2,50
3,00
3,50
4,00
4,50
5,00
1. knowledge/intellect 2. social andcommunication skills
3. personaldispositions/
intuitions/ feelings
Group 2 typ. course
Group 2 PCC
Learning on 3 levels (overview)
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
4,50
5,00
1. knowledge/intellect 2. social andcommunication skills
3. personaldispositions/
intuitions/ feelings
Group 1 (M,N) SS 05
Group 2 (M,N) SS 05
Group 3 (M) WS 04/05
Group 1 (M,N) WS 04/05
Group 1 (M,N) SS 04
Meaningful Elements SS05
1
2
3
4
5
cont
ribut
ions
on p
latfo
rm
stru
ctur
ed w
orks
hops
enco
unter g
roups
Group 1 (M,N)
Group 2 (M)
strongly agree
somewhat agree
partly agree/disagree
somewhat disagree
strongly disagree
• Which parts of the course do you consider as meaningful ?
n = 29
Contributed and benefited
contributed benefited from Min Mean Max Min Mean Max
Group 1 (M,N) SS 05 3 7,94 11 6 9,47 11 Group 2 (M) SS 05 4 8,88 11 7 10,25 11 Group 3 (M) WS 04/05 6 8,79 11 6 9,74 11 Group 1 (M,N) WS 04/05 6 8,94 11 8 10,00 11 Group 1 (M,N) SS 04 5 8,00 11 5 9,61 11 Group 1 (M,N) WS 03/04 4 9,10 11 7 9,85 11
1,00
2,00
3,00
4,00
5,00
6,00
7,00
8,00
9,00
10,00
11,00
contributed benefited from
Group 1 (M,N) SS 05
Group 2 (M) SS 05
Group 3 (M) WS 04/05
Group 1 (M,N) WS 04/05
Group 1 (M,N) SS 04
Group 1 (M,N) WS 03/04
Teamwork
4,21
3,64
4,13
1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50 5,00
establish positiveinteractions
work in teams
Group 1 (M,N)
Group 2 (M)harder easierequal
n = 28
Additional verbal remarks
13
5
10
0 5 10 15
Teamwork was better
Teamwork was the same as inother courses
No additional Remarks
Effects on interpersonal relationships
negative effect
Rather negative effect no effect
rather positive effect positive effect
I don’t have any
G1 G2 G1 G2 all G1 G2 all G1 G2 all G1 G2 all G1 G2 all
study colleagues 1 1 11 7 18 3 7 10 working colleagues 1 1 2 8 3 11 5 6 11 5 5 superiors 1 1 3 3 6 7 2 9 1 5 6 2 5 7 friends 1 1 6 5 11 8 9 17 companion 1 1 4 5 9 10 7 17 2 2 parents 2 3 5 9 3 12 3 9 12 contact with others in general 11 6 17 3 9 12
all 1 0 1 6 10 16 56 31 87 33 52 85 2 12 14
****+
p ≤ 0.001
p ≤ 0.01
p ≤ 0.05
p ≤ 0.10
**Legend for graphs:
Effects on interpersonal relationships
1
18
10
5
2
11 11
7
1
6
9
6
1
11
17
21
9
5
12 12
17 17
12
0
2
4
6
8
10
12
14
16
18
20
I don’t haveany
negativeeffect
rathernegativeeffect
no effect ratherpositiveeffect
positiveeffect
study colleagues
working colleagues
superiors
friends
companion
parents
contact with others in general
Motivational aspects (SS 05)
4,11
3,56
3,56
3,56
3,33
3,89
3,89
4,56
3,89
3,78
4,53
3,60
4,47
4,07
4,33
4,67
4,93
4,67
4,20
4,64
1,00 2,00 3,00 4,00 5,00
1.Living and engaged course design
2. Enhancing problem-solving ability
3. Exchange with colleagues
4. Self-initiative was rewarded
5. Possibility for autonomous contributions
6. Collaboration with colleagues
7. Appealing course style
8. Instructor interests students for course content
9. I like autonomous working
10. Motivating working atmosphere
Group 2 typ. course
Group 2 PCC n = 9
*
*
+
Motivational aspects (SS 05)
3,89
4,11
4,00
4,00
3,89
4,00
3,33
3,44
3,78
4,00
3,89
3,93
4,60
4,85
4,47
4,13
4,47
4,60
3,93
4,47
4,93
4,73
1,00 2,00 3,00 4,00 5,00
11. Acquire technical competence in subject area
12. High practice orientation
13. Atmosphere/ working climate of the course
14. Relevance for (later) profession
15. Learning from self-initiated contributions
16. Active participation was possible
17. Sufficient room for discussions
18. My contributions were useful to my colleagues
19. Enhancing practical skills
20. Cooperation with peers was very collegial
21. Encouraging atmosphere
Group 2 typ. course
Group 2 PCC n = 9
*
*
+
+
Motivational aspects (SS 05)
3,31
3,57
4,21
3,69
4,31
4,14
4,43
4,00
4,08
3,71
4,53
4,47
4,07
4,33
4,67
4,93
4,67
4,20
4,64
3,60
1,00 2,00 3,00 4,00 5,00
1.Living and engaged course design
2. Enhancing problem-solving ability
3. Exchange with colleagues
4. Self-initiative was rewarded
5. Possibility for autonomous contributions
6. Collaboration with colleagues
7. Appealing course style
8. Instructor interests students for course content
9. I like autonomous working
10. Motivating working atmosphere
Group 1 PCC
Group 2 PCC
n = 29
+*
***
Motivational aspects (SS 05)
3,15
4,07
3,86
3,69
4,00
4,36
4,50
3,85
3,57
4,29
3,77
3,93
4,85
4,47
4,13
4,47
4,60
3,93
4,47
4,93
4,73
4,60
1,00 2,00 3,00 4,00 5,00
11. Acquire technical competence in subject area
12. High practice orientation
13. Atmosphere/ working climate of the course
14. Relevance for (later) profession
15. Learning from self-initiated contributions
16. Active participation was possible
17. Sufficient room for discussions18. My contributions were useful to my colleagues
19. Enhancing practical skills
20. Cooperation with peers was very collegial
21. Encouraging atmosphere
Group 1 PCC
Group 2 PCC
n = 29
***
**
**
**
Motivational aspects ( WS 03/04)
2,88
3,65
3,82
3,88
3,76
4,12
3,76
1,82
4,18
4
4,18
2,35
4,24
4,41
4,35
3,88
4,65
4,65
1,53
4,53
4,65
3,94
0,00 1,00 2,00 3,00 4,00 5,00
1. Aiming for a good grade
2. Enhancing problem-solving ability
3. Great interest in the content provided
4. Self-initiative was rewarded
5. The instructor stimulates participation
6. Good co-operation with colleagues
7. Appealing course style
8. Showing that I am superior to my colleagues
9. I like to solve real problems
10. Exchange with colleagues and instructor
11. Acquire technical competence in subject area
typ. COURSE
PCC
n = 22
+
+
+
**
*
**
Motivational aspects ( WS 03/04)
3,65
3,94
3,71
3,65
4,12
3,53
3,44
4,25
4
3,41
4,18
4,06
3,94
4,06
4,35
4,71
4,65
3,69
4,19
4,59
3,94
4
0,00 1,00 2,00 3,00 4,00 5,00
12. High practice orientation
13. Atmosphere/ working climate of the course
14. Relevance for (later) profession
15. Learning from self-initiated contributions
16. Active participation was possible
17. Sufficient room for discussions18. My contributions were useful to my
colleagues19. Enhancing practical skills
20. Cooperation with peers was very collegial
21. I acquired goal-oriented behavior
22. Instructor was well prepared
typ. COURSE
PCC
n = 22
++
****
Profitable Elements (SS05)
3,89
3,67
4,33
4,22
3,78
3,89
4,00
3,33
3,78
4,22
4,44
4,00
3,73
3,27
4,57
4,13
4,73
4,40
4,71
4,47
4,20
4,20
4,47
4,00
0,00 1,00 2,00 3,00 4,00 5,00
1. Materials and literature references
2.Materials collected by myself
3. Practical exercises during the lab hours
4. Practical exercises at home
5. Active participation during the course
6. Co-operation with peers
7. Exchange and discussion with colleagues
8. Exchange and discussion with instructor
9. Interpersonal relationships within the team
10. factual knowledge
11. Acquired practical knowledge
12. Acquired orientation within the subject area
Group 2 typ.course
Group 2 PCC
n = 9
+
+
Profitable Elements (SS05)
3,33
3,67
3,44
3,11
4,22
3,22
3,78
3,33
3,44
3,78
4,00
4,44
3,53
3,53
3,00
4,20
4,13
4,27
4,33
4,27
4,13
4,47
3,80
4,33
0,00 1,00 2,00 3,00 4,00 5,00
13. Producing work reports
14.Presentation of results
15. Enhanced personal time management
16. Possibility to bring in my personal interests
17. Support by a Web-based learning platform
18. Possibility to contribute in a self-initiated way
19. Acquired problem-solving competence
20. Contributions of colleagues
21. Decisions and leadership of the instructor
22. Solving different kinds of conflicts
23. Acquired skills of abstracting complex problems
24. Considering tasks from different points of view
Group 2 typ.course
Group 2 PCC
n = 9
+
+
Profitable Elements (WS 03/04) 3,47
3,71
4,18
4,29
4
4,24
4,53
4,18
4,47
4
4,24
3,82
3,71
3,82
4,65
4,12
4,59
4,71
4,53
4,47
4,76
3,59
3,76
3,53
0,00 1,00 2,00 3,00 4,00 5,00
1. Materials and literature references
2.Materials collected by myself
3. Practical exercises during the lab hours
4. Practical exercises at home
5. Active participation during the course
6. Co-operation with peers
7. Exchange and discussion with colleagues
8. Exchange and discussion with instructor
9. Interpersonal relationships within the team
10. factual knowledge
11. Acquired practical knowledge
12. Acquired orientation within the subject area
typ. course
PCC
n = 22
++
**
Profitable Elements (WS 03/04) 2,88
3,82
3
3,29
2,88
3,41
3,76
3,76
3,82
3,82
3,56
3,71
2,59
3,24
2,88
4,35
3,25
4,59
3,76
4,29
3,24
3,52
3,44
4,12
0,00 1,00 2,00 3,00 4,00 5,00
13. Producing work reports
14.Presentation of results
15. Enhanced personal time management
16. Possibility to bring in my personal interests
17. Support by a Web-based learning platform
18. Possibility to contribute in a self-initiated way
19. Acquired problem-solving competence
20. Contributions of colleagues
21. Decisions and leadership of the instructor
22. Solving different kinds of conflicts
23. Acquired skills of abstracting complex problems
24. Considering tasks from different points of view
typ. course
PCC
n = 22
+
*****
*
*
Questions
• How could the added value be assessed?Is growth in social skills and personality features probable?
• How could learning/growth processes still be deepened?
• Should/How could concepts be transferred to further contexts and who could contribute?
Finally...
• Thank you for your attention!
• Every viewpoint or contribution is welcome!
[email protected]@univie.ac.at