coming together is a beginning keeping together is progress working together is success henry ford
Skip this Video
Download Presentation
Teaming & Collaboration Requirement:

Loading in 2 Seconds...

play fullscreen
1 / 32

Teaming & Collaboration Requirement: - PowerPoint PPT Presentation

  • Uploaded on

“Coming together is a beginning; Keeping together is progress; Working together is success.” Henry Ford. Teaming & Collaboration Requirement:. Part II: Teaming Experience. Teaming Experience Reflection Paper.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Teaming & Collaboration Requirement:' - channing-marcel

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
coming together is a beginning keeping together is progress working together is success henry ford
“Coming together is a beginning; Keeping together is progress; Working together is success.”

Henry Ford

Teaming & Collaboration Requirement:

Part II: Teaming Experience

teaming experience reflection paper
Teaming Experience Reflection Paper
  • To complete the teaming experience part (part II) of the Teaming and Collaboration requirement all guidelines of the paper must be met;
  • The Kolb Learning Style Inventory that was taught in SCI 130 and SCI 210 must be used in your reflection. Failure to study and apply this information will result in failure of the reflection paper.

Teaming: Reflection Paper Guidelines – CS course

  • NOTE: Please verify with your faculty that this is the paper outline you are to follow.
  • Part of a successful teaming experience is the ability to critically reflect on that experience and articulate it well to others. Although there is no page limit on this paper, it would seem that in order to adequately reflect on your teaming experience an 800—1000 word paper is called for. College-level writing that has been spell-checked and proof read is expected. This paper is to be submitted to your CS faculty.
  • Preparation
  • Spend some time brainstorming: review specific examples and activities of your experiences in teaming in your CS course. DO NOT use your teaming experience in SCI 130 or SCI 210.
  • Take time to think in depth about teaming, your roles and the roles of teammates.
  • Kolb Learning Styles information must be incorporated into your reflection paper as this discussion connects your knowledge of teaming principles with your team experience in your CS course, meeting the intent of the teaming and collaboration requirement.
  • Analysis
  • In your paper reflect on all of the following questions regarding you experience and interactions during your CS course regarding teaming and collaboration. Include comparisons/contrasts within your teaming experience while addressing the following questions:

Using the KOLB learning style inventory discuss your contributions to your team. Include discussion of the strengths and areas of weakness in regards to your preferred learning style. Discuss the roles you most like to fulfill while teaming and those that you would like to defer to other team members. Further discuss your insights into the learning styles of your team members, focusing on perceived strengths and weaknesses.

  • What trait or traits regarding learning styles did each team member bring to your team that influenced its functioning either positively or negatively?  Give examples of their impact.
  • Who did what on your team?  How were roles determined? Did everyone contribute equally? How was this decided?
  • Describe an instance where a team member(s) created an obstacle that had to be overcome in order to allow your team to perform effectively.
  • What stumbling blocks relating to team cohesiveness did you encounter in working on your project/activity? How did you overcome them? How do you believe learning styles impacted your team’s ability to work collaboratively together and towards team goals?
  • Did you gain skills in conflict resolution while working on the team? Were you able to use these skills effectively to enhance your team’s performance? Illustrate with an example.
  • Did your team struggle with personal agendas? Were you able to work toward a common purpose? How?
  • In your teaming experience, did you gain any insights into how cultural differences have an impact on teamwork? If so, please describe.
  • How might your teaming experience affect your future --- with regard to academic, social, career, and/or personal choices?
sci 130 210 teaming principles goals
SCI 130/210: Teaming Principles Goals
  • a framework for understanding your learning style and how it impacts your participation and success in teams;
  • The opportunity to assess your strengths and areas of development when you team; and
  • The opportunity to identify and respect the strengths and areas of development of teammates.

To Provide:

teambuilding experiential approach
Teambuilding – Experiential Approach
  • “INSIDE-OUT” approach
  • Great way to objectively improve team performance (outside)
  • Identify and build upon strengths and experiences of team members (inside)
    • Past experiences, personal and learning preferences, skills working in a team
a recipe for a strong team
A Recipe for a Strong Team
  • Trust and Cohesion
  • Clear Goals
  • Productive Communications
  • People who can get along together
  • Clear Roles
  • Clear Agendas
  • Good Decision-making
  • Interesting problems to solve
  • A team that has the requisite experience and expertise
learning styles and strategies
Learning Styles and Strategies
  • What is measured is PREFERENCE, not competence
  • Better understanding of how you prefer to learn means a higher quotient for success
  • Understanding your preference and that of others improves communication, teamwork and future career success
factors that influence lsi
Factors that Influence LSI
  • Personality type
  • Education, specialization/experience
  • Professional career choice
  • Current job role (we become more skilled at what we do frequently)
  • Current task or issue (context)
teambuilding with the lsi
Teambuilding with the LSI
  • Learning Modes (4)
  • Learning Styles (4)
  • Problem Solving Cycle
learning modes what do my scores mean
Learning Modes: What do my scores mean?

Your scores indicate how much you rely on each of the 4 learning modes:

  • Concrete Experience
  • Reflective Observation
  • Abstract Conceptualization
  • Active Experimentation
modes of learning
Modes of Learning
  • Concrete Experience – learning by EXPERIENCING
  • Abstract Conceptualization – learning by THINKING
  • Active Experimentation – learning by DOING
  • Reflective Observation – learning by REFLECTING
learning modes ce and ro
Learning Modes – CE and RO
  • Concrete experience: where learning from feelings or reactions to experience influence your learning.

2. Reflective observation: where learning from watching and listening influence your learning.

learning modes ac and ae
Learning Modes – AC and AE

3. Active conceptualization: where learning from thinking or analyzing problems in a systematic method influence your learning.

4. Active Experimentation: where learning by doing or being results driven influences your learning.

combining learning modes
Combining Learning Modes

The four learning modes come together in two distinct continuums which help us to understand how we:




information when problem-solving.

lsi two main dimensions
LSI: Two Main Dimensions
  • How we Perceiveor experience new information:

Concrete (CE)– Abstract (AC)

  • How we Process or transform what we perceive:

Active (AE) – Reflective (RO)

combining learning modes1
Combining Learning Modes

* We bring together the four learning modes in a way that makes sense to us to help us fully understand the elements of a situation, problem-solve and to select the best plan for success.

* The importance, and time and focus, spent in each learning mode is determined by each individual

effective learners utilize all 4 modes
Effective Learners Utilize all 4 Modes:

Concrete Experience (CE): Involve themselves fully, openly, and without bias in new experiences


Reflective Observation (RO): Reflect on and observe these experiences from many perspectives.


Abstract Conceptualization (AC):

Create concepts that integrate their observations into logically sound theories.


Active Experimentation (AC):

Use these theories to make decisions and solve problems.

combining learning modes2
Combining Learning Modes

The four learning modes come together in pairs to create four distinct learning styles.

learning style diverging concrete experience reflective observation
Learning Style: DIVERGINGConcrete Experience + Reflective Observation


  • Generates ideas
  • Works well with people
  • Shares ideas
  • Very involved with learning
  • Asks: “Why?” or “Why not?”
diverging creating
Diverging (Creating)
  • Dominant learning modes: CE and RO
  • Learners view concrete situations from many points of view.
  • They perform better in “brainstorming” sessions, or situations that call for looking at things from many angles.
  • Approach is to observe rather than take action
  • Prefer to work in teams to gather information. Listen with an open mind and receive feedback.
learning style assimilating reflective observation abstract conceptualization
Learning Style: ASSIMILATINGReflective Observation + Abstract Conceptualization

“Theoretical/basic scientist”

  • Theoretical interests
  • Combine diverse ideas
  • Create models
  • Analytical/Inductive
  • Asks: “What do I have here?”
assimilating planning
Assimilating (Planning)
  • Dominant learning modes: RO and AC
  • Use inductive reasoning and assimilating disparate observations into an integrated explanation.
  • Theories need to be more logically sound and precise than of practical value.
  • If theory doesn’t fit the “facts” they might disregard or reexamine the facts.
  • Prefer lectures, reading, exploring analytical models.
  • Need time to think things through.
learning style converging abstract conceptualization active experimentation
Learning Style: CONVERGINGAbstract Conceptualization + Active Experimentation

“Applied Scientist”

  • Want concrete answers
  • Prefer to work with things vs. people
  • Like hands-on experiences
  • Want answers quickly
  • Asks: “How does this work?”
converging deciding
Converging (Deciding)
  • Dominant learning modes: AC and AE
  • Knowledge is organized through hypothetical-deductive reasoning, focus on a problem and converge on an answer.
  • Best at finding practical uses for ideas and theories.
  • Rather deal with technical tasks/problems than interpersonal issues.
  • Prefer experimenting with ideas, simulations, lab assignments and practical applications.
learning style accomodating active experimentation concrete experience
Learning Style: ACCOMODATINGActive Experimentation + Concrete Experience


  • Take risks
  • Focus on doing
  • Adapt well to change
  • Like new experiences
  • Integrate application with experience
  • Asks: ”What will this become?”
accommodating acting
Accommodating (Acting)
  • Dominant learning modes: AE and CE
  • Interested in doing things, in carrying out plans, and involving themselves in new plans.
  • Risk takers, excel often where one must adapt or accommodate.
  • If the plan doesn’t fit the facts, often will disregard the facts.
  • Rely heavily on others for information than on own technical analysis.
  • Prefer to work with others to get assignments done, set goals and test different approaches.

Kolb LSI

Learning Cycle

Choose a model or goal

Concrete Experience

Compare it with reality

Execute a solution

Identify problems



Active Experimentation

Reflective Observation



Select a solution

Select a problem

Evaluate consequences of solutions

Consider alternative solutions

Abstract Conceptualization

Where will you jump in?