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Collaboration

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by

Deann Hunt

on 12 June 2013

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Transcript of Collaboration

Collaboration
School structure
- many professionals work in isolation with in the structure of schools
Process of
- hearing, attending, understanding, responding, remembering
Challenges:
Successful Collaboration involves all the components mentioned
Remember two heads are better than one IF the participants share a common goal and are there on a voluntary basis.
"Interpersonal collaboration is a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal." (p.6)
Characteristics:
Voluntary
- willingness to collaborate on their own
Parity
- each persons contribution is equally valued with in the group
Mutual Goals
- there is a least one mutual goal
Shared responsibility for participation and decision making
- this does not necessarily mean equal division of labor but that it is convenient amongst the group members. You are, however, equally responsible for decision making to achieve the goal.
Share resources
- individuals contribute their resources to reach the goal
Shared accountability
- all participants are accountable for the outcome
Emergent Characteristics:
Individuals who collaborate believe in this interpersonal style
-individuals believe that two heads are better than one.
Trust amongst professionals
- more trust will be built as collaboration proves successful
Sense of community evolves
- participants' strengths are maximized, weaknesses are minimized, and the results are beneficial for all.
Examples of expected collaboration:
-
Response to Intervention (RTI)
- procedure for identifying students with learning disabilities
-
Middle School approach
- teaching teams in core academic areas

-
School reform
- school-university partnership
-
Peer collaboration
- when students work together
-
School leadership teams and collegial work groups
- shared decision making on school issues
-
Special education
- evolved from P.L. 94-142 with parent participation and least restrictive environment
Professional socialization
- some teachers may resist working collaboratively; within school cultures there is a strong belief for independence and self-reliance
Power of the relationship
- based on participant's power or perceived power
referent power- if they are admired and value their input
legitimate power- directions of administrators due to being the leaders of the building and require compliance
reward power- perception that another person controls valuable resources
coercive power- punishment may be given by a participant if directions were not followed
informational power- another persons' knowledge of an explained change demonstrates the reason to implement it
Pragmatic issues
- time, space, and materials
Communication:
Views
- communication both locally and globally
Linear view- one-way "informational transfer"; generally not face to face and feedback is delayed
Interactional view- two way process where sender and receiver alternately exchange information; real time and feedback is not delayed
Transactional view- participants are both the sender and receiver simultaneously; both are communicators
Concepts in Interpersonal communication
- it is transactional where sender and receiver are simultaneously communicating; communicate through multiple channels; people create meaning; environment and noise
Principles of Interpersonal communication
- it is unavoidable; irreversible; has both content and relational dimensions; effectiveness is learned
Interpersonal competence
- perspective which is unique to everyone and perception which is the process of selecting, organizing, interpreting, and negotiating meaning from information available through various situations
Professional perspective- professional socialization contributes
Culture and perspective- cultural competency and responsiveness
High-Ambiguity-Tolerant and Low-Ambiguity-Tolerant- how different cultures tolerate uncertainty
High- and Low- Context Cultures- how different cultures imply meaning
Individualist and collectivist orientation- how a culture places emphasis on individual goals, achievement, and fulfillment vs. interdependence and emphasis on the how the group is doing as a whole
Competent communication:
Two criteria: effective and appropriate
effective- communication that achieves the expected outcome
appropriate- when communication is adapted to the proper situation and people
Skills Repertoire
- use of large range of communication skills
Choose and adapt behavior
- knowing what to do in particular instances
Watch yourself
- learning to understand others and yourself
Communicate effectively to others as unique individuals
- commitment to the other person is evident and they show concern for what is being communicated
Verbal
- what is being said aloud
Nonverbal
- body language, vocal cues, spatial relations
Listening:
Factors that interfere with listening effectively
- faulty assumptions, insufficient time for communication, daydreaming, rehearsing a response, filtering messages, being distracted by noise, lack of training
Improving listening skills
- establish listening goals, eliminate distractions, talk less, avoid prejudgments, avoid interruptions, focus on CONTENT of the message, focus on the CONTEXT of the message
Responding:
Prompting
- involves nonverbal to very limited verbal communication when responding
Paraphrasing
- restating in your words with what you heard the message to be
Reflecting
- similar to paraphrasing but includes inferences
Questioning
- asking questions
Feedback:
Characteristics
- descriptive, specific, directed toward changeable behaviors and situations, concise, and checked for clarity
Guidelines for providing feedback
- solicited, direct, culturally sensitive, well timed
Happy Collaborating!!
Presentation reference:
Cook, L., & Friend, M. (2012) Interactions: Collaboration Skills for School Professionals (Seventh edition) Boston: Pearson Education, Inc.
Full transcript