Active8-planet Wiki - User contributions [en]

Servant leader

2021-10-11T14:58:12Z

GiuliaSinatti:

Servant Leader

= Introduction =
== Servant Leadership towards interdisciplinary collaboration ==
Active8-Planet Servant Leadership is based on a new model of leadership in which the so-called leader is foremost of service to the entire team [add link to teamwork wiki] and to all individual team members.
*A servant leader puts each individual in the team at the centre of their thinking and their actions, and allows all team members to grow as a person, become healthier, wiser, freer, more independent. Perhaps, in the long run, team members might even feel inspired to develop in such a way that they also want to become such leaders in the future (Planeteers).
*A servant leader encourages a sense of unity and of a shared responsibility and decision-making. All this within a clear set of values that are collectively gathered and supported by everyone in the team, regardless of hierarchy in terms of age, position, gender,  etc.
*A servant leader guards the collaborative process within each team and ensures that members stay focused and connected to each other and the ultimate goal. 
*A servant leader creates space for all voices in the team, especially if these represent minority perspectives and/or are embodied by people who are not necessarily trained in voicing their perspective in an interdisciplinary team.
*A servant leader allows room for discontent and conflict and ensures that these will be addressed through frank and open discussions, with the goal of attempting to reach a shared decision.
[Insert Figure here]
Figure 1: Showing an optional composition of a 7+1 team. Note the balance between students and non-students.

== The role of servant leader in intervision ==
The Servant Leader may notice a need for intervision among different members in the team. In their role as Servant Leader, they can address this need and help the members to plan a suitable intervision session. See intervision [add link to Intervision wiki] for more information about intervision and how to set up a successful intervision session.

 
== The difference between a Servant leader and a leader ==
Our predominant idea of a leader is of someone who sits at the wheel, accelerates and brakes. In the case of Servant leadership - to stay with the car metaphor - a leader is not the driver but rather the car mechanic. Servant leaders ensure a smooth and enjoyable journey. They provide frequent check-ups and give some instruction on how to handle the car. In sum, servant leaders are somewhat distant rather than dominant. As process facilitators however they ensure pleasant and successful team work.

 
= Exercises =
== Self-reflection as a tool for learning ==
[source: https://www.idealist.org/en/careers/5-self-reflection-exercises]
Executive coach Jennifer Porter explains that “reflection gives the brain an opportunity to pause amidst the chaos, untangle and sort through observations and experiences, consider multiple possible interpretations, and create meaning. This meaning becomes learning, which can then inform future mindsets and actions.” 
Through reflection practice, you can rewrite old stories that don’t serve you, examine the “why” of what happened, and explore “what’s next.” Thinking about your past can help you find out what’s holding you back and get it out of the way, or find the insights you need to stay on target toward a big goal. 

== 5 guided self-reflection exercises ==
To get you started, here are some prompts you can use the next time you sit down to do some careful reflection. Set aside at least 15 minutes for any one of these and afterward, take action based on what you’ve learned.  
To reflect on a project or process, ask yourself:
*What have I learned about how my organization works?
*What barriers did I overcome? 
*What will I do differently next time?
*What do I know now that I didn’t know then? How did I acquire that knowledge?
*What do I need to do today in order to make this learning concrete?  
To reflect on “where you are,” ask yourself:
*What’s important to me?
*How has what’s important to me changed in the past year? Five years? 
*How am I aligning my actions with what’s important to me?
*What’s difficult about it?
*What actions can I take today in order to find more alignment? 
To reflect on a mistake (a rash decision you made, an offensive thing you said, a clear oversight in your judgement), ask yourself:
*From the perspective of three other people, what happened here? How might I have been perceived by those people?
*What will I do differently next time? Whose help do I need to make that happen? 
*What’s the new entry I’ll now add to my failure resume?
*With whom do I need to share my learning in order to maintain strong relationships in the future? 
To reflect on an article you’ve read, a quote that speaks to you, or a talk you attended, ask yourself:
*Why are the ideas I’ve learned here so compelling to me? 
*How am I currently living out the ideas expressed here? 
*What might I do differently? 
*What might it feel like to make this my personal mantra? 
*What actions do I want to take next? 
To reflect when you’re feeling disengaged, antsy, uninspired, or just “blah,” ask yourself:
*What are all of the things I’m feeling right now?
*What’s going on in life that might be creating these feelings?
*How do these feelings impact me?
*Do I want to let this continue? Why or why not?  
*What kind of support do I need? 
*What are the next three steps I’ll take to move through (not around) these feelings?  
Finally, if you’re engaging in a group reflection, you can schedule a productive “post mortem” activity or call up a few quick but powerful reflection questions to recap a completed project. 

== The bottom line ==
You might ask “What’s the point of all of this omphaloskepsis?” (look it up). Here it is: If we want to become more productive, impactful, and fulfilled, we need to understand what makes us productive, impactful, and fulfilled in the first place, and do more of that and less of the other stuff. Pretty simple, really.

 
= References =
For some more cues on Servant leadership: 

 “What is a Servant Leader? (as illustrated by Gollum from Lord of the Rings)” https://drive.google.com/drive/folders/1JBacPpctUErIld_2ILEO4DtilmZ2mNoy

 “Ten characteristics of servant leadership” https://www.youtube.com/watch?v=yL4-mr3-hyc

Servant leader

2021-10-11T14:56:55Z

GiuliaSinatti: Created page with "Servant Leader = Introduction = == Servant Leadership towards interdisciplinary collaboration == Active8-Planet Servant Leadership is based on a new model of leaders..."

Servant Leader
= Introduction =
== Servant Leadership towards interdisciplinary collaboration ==
Active8-Planet Servant Leadership is based on a new model of leadership in which the so-called leader is foremost of service to the entire team [add link to teamwork wiki] and to all individual team members.
*A servant leader puts each individual in the team at the centre of their thinking and their actions, and allows all team members to grow as a person, become healthier, wiser, freer, more independent. Perhaps, in the long run, team members might even feel inspired to develop in such a way that they also want to become such leaders in the future (Planeteers).
*A servant leader encourages a sense of unity and of a shared responsibility and decision-making. All this within a clear set of values that are collectively gathered and supported by everyone in the team, regardless of hierarchy in terms of age, position, gender,  etc.
*A servant leader guards the collaborative process within each team and ensures that members stay focused and connected to each other and the ultimate goal. 
*A servant leader creates space for all voices in the team, especially if these represent minority perspectives and/or are embodied by people who are not necessarily trained in voicing their perspective in an interdisciplinary team.
*A servant leader allows room for discontent and conflict and ensures that these will be addressed through frank and open discussions, with the goal of attempting to reach a shared decision.
[Insert Figure here]Figure 1: Showing an optional composition of a 7+1 team. Note the balance between students and non-students.
== The role of servant leader in intervision ==
The Servant Leader may notice a need for intervision among different members in the team. In their role as Servant Leader, they can address this need and help the members to plan a suitable intervision session. See intervision [add link to Intervision wiki] for more information about intervision and how to set up a successful intervision session.

 
== The difference between a Servant leader and a leader ==
Our predominant idea of a leader is of someone who sits at the wheel, accelerates and brakes. In the case of Servant leadership - to stay with the car metaphor - a leader is not the driver but rather the car mechanic. Servant leaders ensure a smooth and enjoyable journey. They provide frequent check-ups and give some instruction on how to handle the car. In sum, servant leaders are somewhat distant rather than dominant. As process facilitators however they ensure pleasant and successful team work.

 
== Understanding your role in the team ==
All members contribute to the teamwork. In order to do this in a way you feel comfortable and useful, it is important to understand your role in the team. Your role is related to your position as a student, supervisor, professional or other stakeholder. It also depends on your professional background, your field of expertise and your personality. Moreover, as social scientists, we acknowledge the fact that our cultural context and age may play an important role [link to intergenerational wiki]. Sometimes you automatically take on a role that you do not want, or sometimes your role changes during the course of the project. Aware of your role in the team can benefit your sense of comfort and performance. The Servant leader can help you in the process.

 
= Exercises =
== Self-reflection as a tool for learning ==
[source: https://www.idealist.org/en/careers/5-self-reflection-exercises]Executive coach Jennifer Porter explains that “reflection gives the brain an opportunity to pause amidst the chaos, untangle and sort through observations and experiences, consider multiple possible interpretations, and create meaning. This meaning becomes learning, which can then inform future mindsets and actions.” Through reflection practice, you can rewrite old stories that don’t serve you, examine the “why” of what happened, and explore “what’s next.” Thinking about your past can help you find out what’s holding you back and get it out of the way, or find the insights you need to stay on target toward a big goal. 
== 5 guided self-reflection exercises ==
To get you started, here are some prompts you can use the next time you sit down to do some careful reflection. Set aside at least 15 minutes for any one of these and afterward, take action based on what you’ve learned.  To reflect on a project or process, ask yourself:
*What have I learned about how my organization works?
*What barriers did I overcome? 
*What will I do differently next time?
*What do I know now that I didn’t know then? How did I acquire that knowledge?
*What do I need to do today in order to make this learning concrete?  
To reflect on “where you are,” ask yourself:
*What’s important to me?
*How has what’s important to me changed in the past year? Five years? 
*How am I aligning my actions with what’s important to me?
*What’s difficult about it?
*What actions can I take today in order to find more alignment? 
To reflect on a mistake (a rash decision you made, an offensive thing you said, a clear oversight in your judgement), ask yourself:
*From the perspective of three other people, what happened here? How might I have been perceived by those people?
*What will I do differently next time? Whose help do I need to make that happen? 
*What’s the new entry I’ll now add to my failure resume?
*With whom do I need to share my learning in order to maintain strong relationships in the future? 
To reflect on an article you’ve read, a quote that speaks to you, or a talk you attended, ask yourself:
*Why are the ideas I’ve learned here so compelling to me? 
*How am I currently living out the ideas expressed here? 
*What might I do differently? 
*What might it feel like to make this my personal mantra? 
*What actions do I want to take next? 
To reflect when you’re feeling disengaged, antsy, uninspired, or just “blah,” ask yourself:
*What are all of the things I’m feeling right now?
*What’s going on in life that might be creating these feelings?
*How do these feelings impact me?
*Do I want to let this continue? Why or why not?  
*What kind of support do I need? 
*What are the next three steps I’ll take to move through (not around) these feelings?  
Finally, if you’re engaging in a group reflection, you can schedule a productive “post mortem” activity or call up a few quick but powerful reflection questions to recap a completed project. 
== The bottom line ==
You might ask “What’s the point of all of this omphaloskepsis?” (look it up). Here it is: If we want to become more productive, impactful, and fulfilled, we need to understand what makes us productive, impactful, and fulfilled in the first place, and do more of that and less of the other stuff. Pretty simple, really.

 
= References =
For some more cues on Servant leadership: 

 “What is a Servant Leader? (as illustrated by Gollum from Lord of the Rings)” https://drive.google.com/drive/folders/1JBacPpctUErIld_2ILEO4DtilmZ2mNoy

 “Ten characteristics of servant leadership” https://www.youtube.com/watch?v=yL4-mr3-hyc

Intervision

2021-09-14T08:57:40Z

GiuliaSinatti:

= Introduction =
 Intervision is a structured form of professionalization (in other words, of 'knowledge and skill development'). It allows learning how to deal with difficulties and challenges that you experience in your everyday work and life. It does so through the following steps: 
#A group of peers form an intervision team [link to teamwork wiki]. 
#Questions are discussed regarding the case / situation of one of the participants. 
#The case / situation is unpacked in line with the needs of the participant. 
#Different perspectives are explored on how to deal with the case / situation. 

 Intervision is not the same as supervision and it is important to understand the difference between the two. Supervision is based on a hierarchical relationship, hence the root ‘super’, which means ‘above’. Intervision is instead based on a relationship among equals, and the root ‘inter’ means ‘between’ or ‘amongst’. Supervision is a form of collaboration we are very familiar with in learning environments. It allows teachers, for instance, to supervise their students and parents to supervise their children. Intervision is less common. It is similar to the more commonly known peer feedback. Intervision allows for a team [link to team wiki] of peers, of people on equal footing, to look at each other and share what they see, which refers to the last part of the word: ‘vision’.

 The aim of intervision is professionalization by learning from your own experience and the experience of others. To achieve this, intervision builds on the fact that when someone is looking in from the outside, that person has a different perspective. Listening to this different perspective can help you see options and solutions you did not see before. It also brings in new perspectives for your team members.

 An important aspect of intervision is that meetings work by focussing on learning through difficulties and challenges. You move from observations of issues to collaborating on interventions to improve the (team)work [link to teamwork wiki]. This proactive team-wide approach is based on the shared conviction that everyone in the team [link to teamwork wiki] wants to work well together. With this goal aligned, you can share your thoughts and ideas openly and also listen with an open mind to your team members. Important note: intervision may not work well when the discussed challenge directly relates to the peers that are part of the intervision group. In the context of the 7+1 teams within Active8-Planet, an intervision group can indeed enhance the teamwork, but will not necessarily solve challenges internal to the team.

 If 'done' correctly, intervision can be an inspiring and fruitful learning experience for all involved. This, however, requires all participants to agree on and commit to a few basic 'rules of engagement':

 
*Do not focus on correcting anyone's behavior. This automatically generates the idea that there is a hierarchy, in which someone knows better. 
*Only share observations and discuss on equal footing which interventions might be preferred.
*Intervision sessions happen when the group itself signals the need for them. Again, unlike supervision, it should not be a predetermined/scheduled meeting that causes intervision moments. Intervision is used to follow the group’s needs.

 It is important to consider where intervision sessions take place. Not only the precise location matters, but also who participates in the group of peers. In Active8-Planet we are working within multi-generational, multi-disciplinary and multi-cultural teams, and depending on the topic different peer groups emerge [link to inter- pages on wiki]. It is likely that most Active8-Planet intervision sessions will be held between students, to more easily fit in the equal footing that is necessary for these kinds of sessions.

 Scroll further below for different methods that can guide you in setting up your intervision meeting. Before you get started, however, remember this: when deciding on an intervision form or strategy, it is important to hold onto this firmly during the session. By changing the rules during the game, you risk losing the trust of participants. This, in turn, can escalate into everything but a productive session. The servant leader could play an important role in setting up an intervision session, picking a strategy and even facilitating the session. Read more about the servant leader role [link to servant leader wiki].

 
= Exercises =
 Four methods of discussing dilemmas in a group are illustrated below. For each one, you will find an indication of the time needed for the exercise and the steps to be taken. These four methods can be used in many different situations. Sometimes, it is great to have options. It is also great if the person with the dilemma can choose a method they are most comfortable with. Giving them the option to choose, helps them feel confident and in control.

 
=== Incident method ===
Time: +/- 50 minutes 

 Step 1 Introduction (5 min.) The dilemma owner describes the situation and their question concisely only stating the facts. 

 Step 2 Question round (20 min.) In silence, the group takes time to write down their question. When all questions are on paper, the questions will be asked and the dilemma owner answers. Note that only open questions with the aim of gaining more insight into the factual situation should be asked. Advice needs to wait until step 4. 

 Step 3 Analysis (10 min.) All group members, except the dilemma owner, analyse the core of the problem. 

 Step 4 Advice (10 min.) Every group member formulates advice for the dilemma owner. 

 Step 5 Evaluation (5 min.) The dilemma owner shares which pieces of advice were/will be helpful and explains why. 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

 
=== Balint method ===
Time: +/- 90 minutes 

 Step 1 Inventory (10 min.) Start with a round in which all group members state their dilemma in one sentence. 

 Step 2 Choice (10 min.) First make an inventory of the dilemmas and see which one appeals to the group the most or is most recognised by the group members. Then choose a chairman. The dilemma owner is never the chairman. 

 Step 3 Problem statement (5 min.) The dilemma owner describes the situation and their question concisely only stating the facts. In silence, group members write down which thoughts and feelings come to mind when thinking about this dilemma. 

 Step 4 Exploration (20 min.) Group members think up clarifying questions. The chairman invites all group members to ask their questions taking turns. The dilemma owner answers the questions concisely and without discussion. 

 Step 5 Judgement & advice (20 min.) Group members form a judgement and advice and write this down. Taking turns, the judgements and advice are shared. The dilemma owner reacts concisely without starting a discussion. 

 Step 6 Decision (10 min.) The dilemma owner shares his/her reaction to the advice and explains what this advice brings him/her. 

 Step 7 Sharing (15 min.) All group members share their own difficulties in similar situations. 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

=== Gossip method ===
Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) The dilemma owner shares his question with a short explanation. 

 Step 2 Exploration (15 min.) Group members explore the problem with focused, open questions with the aim of gaining more insight into the factual situation. They focus on relation, feeling and procedure. 

 Step 3 Gossip (15 min.) The dilemma owner steps out of the circle. The group gossips about the possible underlying problems and possible solutions. The dilemma owner simply listens and does not get involved. The dilemma owner takes notes of what is said that stands out or touches him/her. 

 Step 4 Sharing (15 min.) The dilemma owner comes back in the circle and shares his/her experience; how did it feel to listen to the gossip, what touched him/her and what (s)he thinks of the possible solutions. 

 Step 5 Evaluation (10 min.) The whole group, both the dilemma owner and the other participants, look back on the process; what did it bring? How did everyone experience it? 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

=== Learn from successes ===
Time: +/- 60 minutes 

 Step 1 Introduction (15 min.) The success owner shares a success experience in great detail; a moment when something you did worked really well; an experience that you learnt something from in a very short time; a feeling that you have grown. Other group members listen and write down what they think are the factors that made this situation/experience such a success. 

 Step 2 Inventory (20 min.) All the factors are written down on a large piece of paper in two columns: Left column: initiatives, qualities, strengths and actions of the success owner. Right column: context and support from others. The success owner thinks and, if necessary, corrects and adds. 

 Step 3 Elaboration (15 min.) Members ask clarifying questions to gain more insight into the factual situation. The new found (underlying) success factors are written down on a separate piece of paper. The core question in this step is: What factors made this situation into a success? 

 Step 4 Evaluation (10 min.) Group members evaluate and discuss; what have we learnt from this? What can we take away from this?

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

 
= References =
Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf

Teamwork

2021-09-14T08:37:26Z

GiuliaSinatti: /* Assignments 'Back Stories' & 'Ground Rules' (for Team building) */

= Introduction =
A team is built, not given. This means that a team is not a solid construct or tool ready for use from the beginning. At the beginning, a team is not a team. Becoming a team, in fact, requires getting to know each other, getting to know each other's strengths as well as weaknesses, and using that knowledge to build on each other. This does not only require self-knowledge and reflection skills; it also takes time.

 In Active8-Planet we apply a particular understanding of teams as based on relationships between peers. In other words, team members are understood to be on an equal standing. A team made of equals, however, does not mean that everybody has the same role. Your team role is dependent on your expertise, profession and personality. For instance, the Servant Leader [link to Servant Leader wiki] plays a particular role within a team of peers, facilitating an equal playing field for all. A number of ingredients help promote peer Teamwork. These are listed below. You can also scroll further down to “Exercises” for some concrete methods you can use to first design a Team, then build a Team of peers, and lastly ensure that members remain aligned to shared goals and roles throughout teamwork.

== Intercultural Communication ==
As with all relationships, communication is a key aspect of team building. In Active8-Planet, teams are multi-generational, multi-disciplinary and multi-cultural [add wiki links to Interdisciplinary and Intergenerational Co-creation]. This brings extra challenges and opportunities. Since our teams are made up of people with all kinds of different backgrounds, it could be said that we are dealing with intercultural communication. Not only will we be learning each other's communication culture, but each team will also be developing their own new intercultural communication. Active8-Planet partner Vaike Fors writes about her experience with intercultural communication in teams of students, academic supervisors and industry partners in an article published in the first Active8-Planet newsletter. She refers to the “cinnamon bun effect” as a tool to overcome diverging views and enhance interdisciplinary team building by moving the conversation out of work-related workshops and into informal discussion groups in which shared rituals (like making coffee and eating cinnamon buns). You can read more about the “cinnamon bun effect” here [add link to A8P newsletter one: https://active8-planet.eu/wp-content/uploads/2021/07/Active8_newsletter1.pdf]

== Checking in and Checking out ==
When you are building a new team it is important to connect to all the members. Since most people nowadays are part of many different teams (families, departments, friend groups, work projects) it is important to facilitate the switch. A simple method for this is checking in and checking out. When you start a session with your team, check in. Have everyone share briefly how they are doing and feeling before getting into the topic of the session. At the end of the session, make sure there is time to have everyone again share briefly how they are doing and feeling before leaving. This way you allow for people to really connect with each other and take the time to transition into this new setting with this particular team.

== Understanding your Role in the Team ==
In many ways, all participants serve the team. To do this in a way you feel comfortable with and that benefits the team, it is important to understand your role. In Active8-Planet teamwork, this role is of course related to your function as a student, academic supervisor, or industry partner. But it also relates to your professional and educational background, your field of expertise and your personality. For instance, as social scientists, we are especially aware that our cultural and generational backgrounds are important factors shaping our role [add link to intergenerational and interdisciplinary wiki]. Sometimes you automatically take on a role that you actually do not want. Or sometimes your role can change during the course of the project. Being aware of your role in the team can help your comfort and performance. Working together with the Servant Leader [add link to Servant Leader wiki] you can address these different roles and your place in the team, including when a change might be needed.

== Equity versus Equality ==
Active8-Planet teams are multi-layered [add link to interdisciplinary/generational etc. wiki]. It is often assumed that in such teams it is important to strive for equality and to give equal help to everyone. The illustration below however shows well that what you want to achieve is equity, not equality. This requires inventorization of the different needs and adjusting help to allow all team members a similar experience.[Add picture to be found at this link: http://madewithangus.com/portfolio/equality-vs-equity/]Source: ANGUS MAGUIRE // INTERACTION INSTITUTE FOR SOCIAL CHANGE [http://madewithangus.com/portfolio/equality-vs-equity/]


== Role Switching: The Student becomes the Teacher ==
In many academic and industry settings, the professional hierarchy is quite strong. In Active8-Planet, we aim to allow for each and all experiences to matter. This means that, if you are a student, you will sometimes have to step out of your student role and step up to the teachers’ role, to share your expertise and experience. At these times, the other team members will have to take the role of student, independently of their profession. For many in the team this will be a new experience and therefore it might not come naturally. It is however important to enable this capacity to shift perspectives because it facilitates every team member to bring their own valuable input to the project, for instance following the principles of intervision [add link to intervision wiki]. The Servant Leader plays a key supporting role in allowing this to happen [add link to servant leader wiki].

= Exercises =
The methods illustrated below can be used in the Team design phase (to facilitate the identification of suitable members), to enhance Team formation (to build a shared sense of belonging to a team), and during Teamwork with an established team of peers. For each exercise, you will find an indication of the steps to be taken. The indicative duration of some exercises is based on an assumed group size of four members. Working with more participants may require longer. 

== Team Design Canvas (for Team design) ==
This tool is designed to guide the recruitment of members prior to the formation of a Team. Those in charge of forming the Team ask themselves the following reflection questions:

*What complementary knowledge, skills and attitudes do we require to tackle the identified challenge/described case?
*What roles do we foresee and how are these interrelated?
*What kind of students fit (some of) these roles & why?
*What kind of academic supervisors would these students require & why?
*What kind of industry professionals would complement the team & why?
 The filled in canvas can be used to brief the person(s) who recruit team members.Once the Active8-Planet 7+1 teams are formed, the content of this exercise can facilitate Team building through shared reflection and decision-making on different roles among members. For instance, the content of this exercise could be used as input for the Strengths Game or the Team Charter tool (scroll down for details).

 [Add link to canvas in miro: https://miro.com/app/board/o9J_lz2jCzo=/]
== Strengths Game (for Team building) ==
Time: +/- 60 minutes 

 '''Step 1 Introduction''' (5 min.) A facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) shares the rules of the game with the team. 

 '''Step 2 Card round strengths '''(20 min.) Each participant picks five cards out of a pack of “strength” cards. All remaining cards are shuffled and placed, face down, on a shared stack. In turn, participants pick a sixth random card from the stack. Each participant then chooses the card that least represents their strengths and either places it in front of another participant whose strengths they feel that card represents, or places the card on a discard stack containing the cards that do not match any of the participants. The participant explains his/her choice to the group and the receiver of a strengths card can also ask questions. Participants continue picking new cards until all cards are either distributed among participants or in the discard stack. Each participant then discusses with the group the cards they have ended up with. The game closes with every participant making a final choice of the two cards that most represent their strengths.  

 '''Step 3 Card round weaknesses''' (15 min.) Repeat the same game as above, this time using a pack of “weaknesses” cards. 

 '''Step 4 Evaluation '''(10 min.) End the game with an evaluation round in which every participant shares their experiences of identifying their own strengths and weaknesses and those of other participants, as well as which round they found easier and why. 

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 67-70]

== Team Charter (for Team building) ==
The Team Charter is a Team building tool that facilitates fruitful collaboration by helping members become aware of their strengths and weaknesses. In addition to making these explicit, this tool also allows participants to discuss shared vision and goals. It is particularly indicated for shared assignments, such as a team-based research project.

 Time: +/- 60 minutes 

 '''Step 1 Introduction''' (5 min.) In the above picture, you see a charter with four boxes. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) explains to the group with the meaning of each box:My success - what each participant sees as success in a project;What others need to know about me - each participant writes their points for improvement;What do I need - what each participant needs from other team members to successfully contribute to the project;What do I add - each member writes their strengths and what they can add to the project. 

 '''Step 2 Example '''(5 min.) The facilitator starts the exercise by sharing their own filled in charter as an example and, if possible, explains to the group how it helped collaboration in a previous project.

 '''Step 3 Individual charter''' (15 min.) The facilitator asks participants to individually write down their input for each box in the charter. 

 '''Step 4 Shared charter '''(15 min.) The facilitator invites members to share the content of their individual charters with the group and to create one charter containing combined input from all members. 

 '''Step 5 Agreements''' (20 min.) The group makes decisions about how members will work together as a Team. Agreements may cover, for instance, communication styles, ways of giving feedback to each other, as well as shared and individual tasks, deadlines, etc. 

 '''Step 6 Follow-up''' (n/a) The group gets together on a regular basis to assess progress on the last agreements and to make new ones for the work ahead. Alternatively, progress can be monitored using the next exercise, Retrospective Scrum Method.

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 63-67].

== Assignments 'Back Stories' & 'Ground Rules' (for Team building) ==
Through these two assignments:
#team members will connect with a fellow team member; #they will hear the backstories of all team members and; #as a team they will establish ground rules that enable the team to create an inclusive, safe and nurturing environment for learning Time: +/- 70 minutesPart A - Discover each other’s ‘backstory’
(Time. Explanation part A and presenting duos: 5 minutes; team members interviewing each other: 10 minutes)The Servant Leader divides the group into duos, matching partners who do not know each other and are diverse when it comes to gender, age, nationality, educational background etc. During class, check if the designated partners know each other. The Servant Leader provides information to the team members: This assignment will help you get to know a fellow team member and present his/her backstory to the rest of class in a ‘under-a-minute pitch’. Interview your partner to get a glimpse of his/her backstory. Who is he/she? What is their background? What brought them here in this class, in this programme? You can ask all kinds of things. Be creative. If you hear something special, probe a little to get a clear picture. Try to discover as much as possible and something that is ‘out of the ordinary’ for you. This ‘remarkable’ part in your partner’s backstory needs to be something that makes your partner stand out in a positive way. Make notes to prepare yourself to present your partner’s backstory in a ‘under-a-minute-pitch’ to the rest of the class.
Part B - Under-a-minute-pitches 
(Time. Under-a-minute pitches: 20 minutes)Now team members present their partner’s backstory to the rest of class under a minute. During this pitch, you do not need to tell everything you have discovered, but be sure to tell those things you think are most important and paint a clear and positive picture of your partner.
Part C – Establishing ground rules in duos
(Time. Explanation part C: 5 minutes; team members share ground rules: 10 minutes)Team members now take ten minutes with their previous partner to share what they need from/in this group to feel safe and what they need to be able to give and receive support in this group. Decide on 5 ground rules you want to share with the rest of class and write them down in clear and concise sentences.
Part D – Establishing ground rules as a group
(Time. Group dialogue on 10-12 rules: 20 minutesThe Servant Leader asks the group to join in a circle. The duos to share their ground rules and the servant leader writes them down on a white board / flip chart, marking rules that were previously mentioned. The group finally needs to agree on 10-12 final rules that are shared by all, including the Servant Leader. The group should have the complete agreement on the final rules AND agreement on how to proceed if group members in the future (un)knowingly and/or (un)willingly break one of the rules. One duo will be asked to turn the sheet with rules into a visually pleasing remembrance that can be shared on Canvas. Share this PDF on Canvas as soon as possible.
[Additional references:
- Getting started with Inclusive Teaching: https://teaching.cornell.edu/resource/getting-started-inclusive-teaching-strategies- Creating ground rules: https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms/establishing-ground-rules]

== Retrospective Scrum Method (for Teamwork) ==
 The Retrospective is a Teamwork tool from the Scrum method that helps monitor progress in Teamwork and ensure that the group remains aligned to the roles and goals of all participants. The benefits of this tool are that its essence is very simple and quick. You can build on this basic structure, depending on your needs. 

 Time: +/- 40 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see six stimulating categories. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) asks participants to write down their input for each of these categories on post-it’s and stick them underneath each category. There are no wrong answers. It is good for participants to have a frame to work with, such as: “your experience in this team the past two months” OR “the scientific level of this project.” This frame will help steer participant input to the topic set by the facilitator. 

 Step 2 Sharing (20 min.) After everyone has put up their post-its, the facilitator reads each of them out loud to the group. This is a moment for people to elaborate on their input or ask for elaboration from others.

 Step 3 Follow-up (15 min.) The facilitator invites discussion with the group and decisions about any concrete actions that need to be taken based on the session. Concrete actions are written down, and pictures of the post-its with each category are taken and shared with the team for later reference. 

 [Freely adapted from: https://vitalitychicago.com/blog/improving-your-retrospectives-part-3-techniques/ ]

= References =
*Edelbroek, H. M. Mijnders, G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press.

*Twente Education Model: https://www.utwente.nl/en/tom/

*VU Learn Academy, Mixed Classroom Principles: https://vu.nl/en/education/learn-academy

Intervision

2021-09-14T08:10:35Z

GiuliaSinatti:

= Introduction =
 Intervision is a structured form of professionalization (in other words, of 'knowledge and skill development'). It allows learning how to deal with difficulties and challenges that you experience in your everyday work and life. It does so through the following steps: 
#A group of peers form an intervision team [link to teamwork wiki]. 
#Questions are discussed regarding the case / situation of one of the participants. 
#The case / situation is unpacked in line with the needs of the participant. 
#Different perspectives are explored on how to deal with the case / situation. 

 Intervision is not the same as supervision and it is important to understand the difference between the two. Supervision is based on a hierarchical relationship, hence the root ‘super’, which means ‘above’. Intervision is instead based on a relationship among equals, and the root ‘inter’ means ‘between’ or ‘amongst’. Supervision is a form of collaboration we are very familiar with in learning environments. It allows teachers, for instance, to supervise their students and parents to supervise their children. Intervision is less common. It is similar to the more commonly known peer feedback. Intervision allows for a team [link to team wiki] of peers, of people on equal footing, to look at each other and share what they see, which refers to the last part of the word: ‘vision’.

 The aim of intervision is professionalization by learning from your own experience and the experience of others. To achieve this, intervision builds on the fact that when someone is looking in from the outside, that person has a different perspective. Listening to this different perspective can help you see options and solutions you did not see before. It also brings in new perspectives for your team members.

 An important aspect of intervision is that meetings work by focussing on learning through difficulties and challenges. You move from observations of issues to collaborating on interventions to improve the (team)work [link to teamwork wiki]. This proactive team-wide approach is based on the shared conviction that everyone in the team [link to teamwork wiki] wants to work well together. With this goal aligned, you can share your thoughts and ideas openly and also listen with an open mind to your team members.

 If 'done' correctly, intervision can be an inspiring and fruitful learning experience for all involved. This, however, requires all participants to agree on and commit to a few basic 'rules of engagement':

 
*Do not focus on correcting anyone's behavior. This automatically generates the idea that there is a hierarchy, in which someone knows better. 
*Only share observations and discuss on equal footing which interventions might be preferred.
*Intervision sessions happen when the group itself signals the need for them. Again, unlike supervision, it should not be a predetermined/scheduled meeting that causes intervision moments. Intervision is used to follow the group’s needs.

 It is important to consider where intervision sessions take place. Not only the precise location matters, but also who participates in the group of peers. In Active8-Planet we are working within multi-generational, multi-disciplinary and multi-cultural teams, and depending on the topic different peer groups emerge [link to inter- pages on wiki]. It is likely that most Active8-Planet intervision sessions will be held between students, to more easily fit in the equal footing that is necessary for these kinds of sessions.

 Scroll further below for different methods that can guide you in setting up your intervision meeting. Before you get started, however, remember this: when deciding on an intervision form or strategy, it is important to hold onto this firmly during the session. By changing the rules during the game, you risk losing the trust of participants. This, in turn, can escalate into everything but a productive session. The servant leader could play an important role in setting up an intervision session, picking a strategy and even facilitating the session. Read more about the servant leader role [link to servant leader wiki].

 
= Exercises =
 Four methods of discussing dilemmas in a group are illustrated below. For each one, you will find an indication of the time needed for the exercise and the steps to be taken. These four methods can be used in many different situations. Sometimes, it is great to have options. It is also great if the person with the dilemma can choose a method they are most comfortable with. Giving them the option to choose, helps them feel confident and in control.

 
=== Incident method ===
Time: +/- 50 minutes 

 Step 1 Introduction (5 min.) The dilemma owner describes the situation and their question concisely only stating the facts. 

 Step 2 Question round (20 min.) In silence, the group takes time to write down their question. When all questions are on paper, the questions will be asked and the dilemma owner answers. Note that only open questions with the aim of gaining more insight into the factual situation should be asked. Advice needs to wait until step 4. 

 Step 3 Analysis (10 min.) All group members, except the dilemma owner, analyse the core of the problem. 

 Step 4 Advice (10 min.) Every group member formulates advice for the dilemma owner. 

 Step 5 Evaluation (5 min.) The dilemma owner shares which pieces of advice were/will be helpful and explains why. 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

 
=== Balint method ===
Time: +/- 90 minutes 

 Step 1 Inventory (10 min.) Start with a round in which all group members state their dilemma in one sentence. 

 Step 2 Choice (10 min.) First make an inventory of the dilemmas and see which one appeals to the group the most or is most recognised by the group members. Then choose a chairman. The dilemma owner is never the chairman. 

 Step 3 Problem statement (5 min.) The dilemma owner describes the situation and their question concisely only stating the facts. In silence, group members write down which thoughts and feelings come to mind when thinking about this dilemma. 

 Step 4 Exploration (20 min.) Group members think up clarifying questions. The chairman invites all group members to ask their questions taking turns. The dilemma owner answers the questions concisely and without discussion. 

 Step 5 Judgement & advice (20 min.) Group members form a judgement and advice and write this down. Taking turns, the judgements and advice are shared. The dilemma owner reacts concisely without starting a discussion. 

 Step 6 Decision (10 min.) The dilemma owner shares his/her reaction to the advice and explains what this advice brings him/her. 

 Step 7 Sharing (15 min.) All group members share their own difficulties in similar situations. 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

=== Gossip method ===
Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) The dilemma owner shares his question with a short explanation. 

 Step 2 Exploration (15 min.) Group members explore the problem with focused, open questions with the aim of gaining more insight into the factual situation. They focus on relation, feeling and procedure. 

 Step 3 Gossip (15 min.) The dilemma owner steps out of the circle. The group gossips about the possible underlying problems and possible solutions. The dilemma owner simply listens and does not get involved. The dilemma owner takes notes of what is said that stands out or touches him/her. 

 Step 4 Sharing (15 min.) The dilemma owner comes back in the circle and shares his/her experience; how did it feel to listen to the gossip, what touched him/her and what (s)he thinks of the possible solutions. 

 Step 5 Evaluation (10 min.) The whole group, both the dilemma owner and the other participants, look back on the process; what did it bring? How did everyone experience it? 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

=== Learn from successes ===
Time: +/- 60 minutes 

 Step 1 Introduction (15 min.) The success owner shares a success experience in great detail; a moment when something you did worked really well; an experience that you learnt something from in a very short time; a feeling that you have grown. Other group members listen and write down what they think are the factors that made this situation/experience such a success. 

 Step 2 Inventory (20 min.) All the factors are written down on a large piece of paper in two columns: Left column: initiatives, qualities, strengths and actions of the success owner. Right column: context and support from others. The success owner thinks and, if necessary, corrects and adds. 

 Step 3 Elaboration (15 min.) Members ask clarifying questions to gain more insight into the factual situation. The new found (underlying) success factors are written down on a separate piece of paper. The core question in this step is: What factors made this situation into a success? 

 Step 4 Evaluation (10 min.) Group members evaluate and discuss; what have we learnt from this? What can we take away from this?

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

 
= References =
Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf

Teamwork

2021-09-14T08:08:26Z

GiuliaSinatti:

= Introduction =A team is built, not given. This means that a team is not a solid construct or tool ready for use from the beginning. At the beginning, a team is not a team. Becoming a team, in fact, requires getting to know each other, getting to know each other's strengths as well as weaknesses, and using that knowledge to build on each other. This does not only require self-knowledge and reflection skills; it also takes time.

 In Active8-Planet we apply a particular understanding of teams as based on relationships between peers. In other words, team members are understood to be on an equal standing. A team made of equals, however, does not mean that everybody has the same role. Your team role is dependent on your expertise, profession and personality. For instance, the Servant Leader [link to Servant Leader wiki] plays a particular role within a team of peers, facilitating an equal playing field for all. A number of ingredients help promote peer Teamwork. These are listed below. You can also scroll further down to “Exercises” for some concrete methods you can use to first design a Team, then build a Team of peers, and lastly ensure that members remain aligned to shared goals and roles throughout teamwork.

 
== Intercultural Communication ==As with all relationships, communication is a key aspect of team building. In Active8-Planet, teams are multi-generational, multi-disciplinary and multi-cultural [add wiki links to Interdisciplinary and Intergenerational Co-creation]. This brings extra challenges and opportunities. Since our teams are made up of people with all kinds of different backgrounds, it could be said that we are dealing with intercultural communication. Not only will we be learning each other's communication culture, but each team will also be developing their own new intercultural communication. Active8-Planet partner Vaike Fors writes about her experience with intercultural communication in teams of students, academic supervisors and industry partners in an article published in the first Active8-Planet newsletter. She refers to the “cinnamon bun effect” as a tool to overcome diverging views and enhance interdisciplinary team building by moving the conversation out of work-related workshops and into informal discussion groups in which shared rituals (like making coffee and eating cinnamon buns). You can read more about the “cinnamon bun effect” here [add link to A8P newsletter one: https://active8-planet.eu/wp-content/uploads/2021/07/Active8_newsletter1.pdf]

 
== Checking in and Checking out ==When you are building a new team it is important to connect to all the members. Since most people nowadays are part of many different teams (families, departments, friend groups, work projects) it is important to facilitate the switch. A simple method for this is checking in and checking out. When you start a session with your team, check in. Have everyone share briefly how they are doing and feeling before getting into the topic of the session. At the end of the session, make sure there is time to have everyone again share briefly how they are doing and feeling before leaving. This way you allow for people to really connect with each other and take the time to transition into this new setting with this particular team.

 
== Understanding your Role in the Team ==In many ways, all participants serve the team. To do this in a way you feel comfortable with and that benefits the team, it is important to understand your role. In Active8-Planet teamwork, this role is of course related to your function as a student, academic supervisor, or industry partner. But it also relates to your professional and educational background, your field of expertise and your personality. For instance, as social scientists, we are especially aware that our cultural and generational backgrounds are important factors shaping our role [add link to intergenerational and interdisciplinary wiki]. Sometimes you automatically take on a role that you actually do not want. Or sometimes your role can change during the course of the project. Being aware of your role in the team can help your comfort and performance. Working together with the Servant Leader [add link to Servant Leader wiki] you can address these different roles and your place in the team, including when a change might be needed.

 
== Equity versus Equality  ==Active8-Planet teams are multi-layered [add link to interdisciplinary/generational etc. wiki]. It is often assumed that in such teams it is important to strive for equality and to give equal help to everyone. The illustration below however shows well that what you want to achieve is equity, not equality. This requires inventorization of the different needs and adjusting help to allow all team members a similar experience.[Add picture to be found at this link: http://madewithangus.com/portfolio/equality-vs-equity/]Source: ANGUS MAGUIRE // INTERACTION INSTITUTE FOR SOCIAL CHANGE [http://madewithangus.com/portfolio/equality-vs-equity/]



== Role Switching: The Student becomes the Teacher ==In many academic and industry settings, the professional hierarchy is quite strong. In Active8-Planet, we aim to allow for each and all experiences to matter. This means that, if you are a student, you will sometimes have to step out of your student role and step up to the teachers’ role, to share your expertise and experience. At these times, the other team members will have to take the role of student, independently of their profession. For many in the team this will be a new experience and therefore it might not come naturally. It is however important to enable this capacity to shift perspectives because it facilitates every team member to bring their own valuable input to the project, for instance following the principles of intervision [add link to intervision wiki]. The Servant Leader plays a key supporting role in allowing this to happen [add link to servant leader wiki].

 

= Exercises  =The methods illustrated below can be used in the Team design phase (to facilitate the identification of suitable members), to enhance Team formation (to build a shared sense of belonging to a team), and during Teamwork with an established team of peers. For each exercise, you will find an indication of the steps to be taken. The indicative duration of some exercises is based on an assumed group size of four members. Working with more participants may require longer. 

 

== Team Design Canvas (for Team design) ==This tool is designed to guide the recruitment of members prior to the formation of a Team. Those in charge of forming the Team ask themselves the following reflection questions:

*What complementary knowledge, skills and attitudes do we require to tackle the identified challenge/described case?
*What roles do we foresee and how are these interrelated?
*What kind of students fit (some of) these roles & why?
*What kind of academic supervisors would these students require & why?
*What kind of industry professionals would complement the team & why?
 The filled in canvas can be used to brief the person(s) who recruit team members.Once the Active8-Planet 7+1 teams are formed, the content of this exercise can facilitate Team building through shared reflection and decision-making on different roles among members. For instance, the content of this exercise could be used as input for the Strengths Game or the Team Charter tool (scroll down for details).

 [Add link to canvas in miro: https://miro.com/app/board/o9J_lz2jCzo=/]

 
== Strengths Game (for Team building) ==Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) A facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) shares the rules of the game with the team. 

 Step 2 Card round strengths (20 min.) Each participant picks five cards out of a pack of “strength” cards. All remaining cards are shuffled and placed, face down, on a shared stack. In turn, participants pick a sixth random card from the stack. Each participant then chooses the card that least represents their strengths and either places it in front of another participant whose strengths they feel that card represents, or places the card on a discard stack containing the cards that do not match any of the participants. The participant explains his/her choice to the group and the receiver of a strengths card can also ask questions. Participants continue picking new cards until all cards are either distributed among participants or in the discard stack. Each participant then discusses with the group the cards they have ended up with. The game closes with every participant making a final choice of the two cards that most represent their strengths.  

 Step 3 Card round weaknesses (15 min.) Repeat the same game as above, this time using a pack of “weaknesses” cards. 

 Step 4 Evaluation (10 min.) End the game with an evaluation round in which every participant shares their experiences of identifying their own strengths and weaknesses and those of other participants, as well as which round they found easier and why. 

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 67-70]

 
== Team Charter (for Team building) ==The Team Charter is a Team building tool that facilitates fruitful collaboration by helping members become aware of their strengths and weaknesses. In addition to making these explicit, this tool also allows participants to discuss shared vision and goals. It is particularly indicated for shared assignments, such as a team-based research project.

 Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see a charter with four boxes. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) explains to the group with the meaning of each box:My success - what each participant sees as success in a project;What others need to know about me - each participant writes their points for improvement;What do I need - what each participant needs from other team members to successfully contribute to the project;What do I add - each member writes their strengths and what they can add to the project. 

 Step 2 Example (5 min.) The facilitator starts the exercise by sharing their own filled in charter as an example and, if possible, explains to the group how it helped collaboration in a previous project.

 Step 3 Individual charter (15 min.) The facilitator asks participants to individually write down their input for each box in the charter. 

 Step 4 Shared charter (15 min.) The facilitator invites members to share the content of their individual charters with the group and to create one charter containing combined input from all members. 

 Step 5 Agreements (20 min.) The group makes decisions about how members will work together as a Team. Agreements may cover, for instance, communication styles, ways of giving feedback to each other, as well as shared and individual tasks, deadlines, etc. 

 Step 6 Follow-up (n/a) The group gets together on a regular basis to assess progress on the last agreements and to make new ones for the work ahead. Alternatively, progress can be monitored using the next exercise, Retrospective Scrum Method.

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 63-67].

 

== Assignments 'Back Stories' & 'Ground Rules' (for Team building) ==Through these two assignments:

#team members will connect with a fellow team member; #they will hear the backstories of all team members and; #as a team they will establish ground rules that enable the team to create an inclusive, safe and nurturing environment for learning Time: +/- 70 minutesPart A - Discover each other’s ‘backstory’

(Time. Explanation part A and presenting duos: 5 minutes; team members interviewing each other: 10 minutes)Info for Servant Leader: Divide the group into duos. Best to do this before class. Try to match partners who are divers when it comes to gender, age, nationality, educational background etc. During class, check if the designated partners know each other. If they do, make them switch on the spot. Explain the first part of the assignment, tell them they have 10 minutes to accomplish it. Remind them to switch halfway. Best not to let team members leave the room to have a more comfortable/quiet place to talk, because you do not have enough time to allow for walking in and out.Info for team members: This assignment will help you get to know a fellow team member and present his/her backstory to the rest of class in a ‘under-a-minute pitch’. Interview your partner to get a glimpse of his/her backstory. Who is he/she? What is their background? What brought them here in this class, in this programme? You can ask all kinds of things. Be creative. If you hear something special, probe a little to get a clear picture. Try to discover as much as possible and something that is ‘out of the ordinary’ for you. This ‘remarkable’ part in your partner’s backstory needs to be something that makes your partner stand out in a positive way. Make notes to prepare yourself to present your partner’s backstory in a ‘under-a-minute-pitch’ to the rest of the class.Part B - Under-a-minute-pitches 

(Time. Under-a-minute pitches: 20 minutes)Info for Servant Leader: Ask the duos if they are ready to present. Make sure the group is positioned in such a way that everybody can hear and see all pitches. You can ask the duos to come to the front of the room, however, this takes time. Another option is to stand in a circle during the pitches. This switches things up, signifies unity, allows for an active stance and also allows everybody to see and hear everything equally. Ask people to present in duos and be sure t0 keep under a minute per person. Things can go fast and that is ok, no need for people to respond in depth to pitches, if people have questions/remarks they can ask them personally at a later time.Info for team members: Now present your partner’s backstory to the rest of class under a minute. During this pitch, you do not need to tell everything you have discovered, but be sure to tell those things you think are most important and paint a clear and positive picture of your partner.Part C – Establishing ground rules in duos

(Time. Explanation part C: 5 minutes; team members share ground rules: 10 minutes)Info for Servant Leader:Explain this part of the assignment and refer to the aim of creating a safe and nurturing learning and working group in which team members all support each other. Ask the previous duos to jointly come up with five ground rules they think/feel are important for everybody in the group to follow. Invite them to share one on one what they each need for them to feel safe in the group and what they need to be able to give and receive support. Tell the duos they have 10 minutes to come up with these ground rules and remind them of the time halfway.Info for team members: Take ten minutes with your previous partner to share what you need from/in this group to feel safe and what you need to be able to give and receive support in this group. Decide on 5 ground rules you both want to share with the rest of class and write them down in clear and concise sentences.Part D – Establishing ground rules as a group

(Time. Group dialogue on 10-12 rules: 20 minutesInfo for Servant Leader: Ask the group to join you in the circle. Standing, again, allows for a more active participation. Make sure you have a board or flip-over sheet to write on. Invite the duos to share their ground rules and write them down. You can ask team members to be quick about this. No need to explain the rules at this point. First collect all the rules. When you encounter a rule that is previously mentioned, be sure to mark this. This allows you all to see which of the rules are mentioned most. You want to work towards a list of say 10-12 rules that everybody in the group agrees upon. Including you as a teacher. This process, of deciding on the final 10-12, probably requires a little bit of probing on what is meant by a mentioned rule. This allows everybody to really get behind the same ‘picture’ of what these rules mean concretely. In the end, make sure you have the complete agreement of the group AND agreement on how to proceed if group members in the future (un)knowingly and/or (un)willingly break one of the rules. It is important to have this talk now, so you are able to refer back to it any time something happens in class that could hinder the safe and nurturing environment of the group. Finally, ask which duo would like to turn your sheet with rules into a visually pleasing remembrance that can be shared on Canvas. Share this PDF on Canvas as soon as possible.[Additional references:

- Getting started with Inclusive Teaching: https://teaching.cornell.edu/resource/getting-started-inclusive-teaching-strategies- Creating ground rules: https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms/establishing-ground-rules]

== Retrospective Scrum Method (for Teamwork) == The Retrospective is a Teamwork tool from the Scrum method that helps monitor progress in Teamwork and ensure that the group remains aligned to the roles and goals of all participants. The benefits of this tool are that its essence is very simple and quick. You can build on this basic structure, depending on your needs. 

 Time: +/- 40 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see six stimulating categories. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) asks participants to write down their input for each of these categories on post-it’s and stick them underneath each category. There are no wrong answers. It is good for participants to have a frame to work with, such as: “your experience in this team the past two months” OR “the scientific level of this project.” This frame will help steer participant input to the topic set by the facilitator. 

 Step 2 Sharing (20 min.) After everyone has put up their post-its, the facilitator reads each of them out loud to the group. This is a moment for people to elaborate on their input or ask for elaboration from others.

 Step 3 Follow-up (15 min.) The facilitator invites discussion with the group and decisions about any concrete actions that need to be taken based on the session. Concrete actions are written down, and pictures of the post-its with each category are taken and shared with the team for later reference. 

 [Freely adapted from: https://vitalitychicago.com/blog/improving-your-retrospectives-part-3-techniques/ ]

 

= References =

*Edelbroek, H. M. Mijnders, G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press.
*Twente Education Model: https://www.utwente.nl/en/tom/
*VU Learn Academy, Mixed Classroom Principles: https://vu.nl/en/education/learn-academy

Teamwork

2021-09-13T15:21:21Z

GiuliaSinatti: /* Exercises */

= Introduction =
A team is built, not given. This means that a team is not a solid construct or tool ready for use from the beginning. At the beginning, a team is not a team. Becoming a team, in fact, requires getting to know each other, getting to know each other's strengths as well as weaknesses, and using that knowledge to build on each other. This does not only require self-knowledge and reflection skills; it also takes time.

 In Active8-Planet we apply a particular understanding of teams as based on relationships between peers. In other words, team members are understood to be on an equal standing. A team made of equals, however, does not mean that everybody has the same role. Your team role is dependent on your expertise, profession and personality. For instance, the Servant Leader [link to Servant Leader wiki] plays a particular role within a team of peers, facilitating an equal playing field for all. A number of ingredients help promote peer Teamwork. These are listed below. You can also scroll further down to “Exercises” for some concrete methods you can use to first design a Team, then build a Team of peers, and lastly ensure that members remain aligned to shared goals and roles throughout teamwork.

 
== Intercultural Communication ==
As with all relationships, communication is a key aspect of team building. In Active8-Planet, teams are multi-generational, multi-disciplinary and multi-cultural [add wiki links to Interdisciplinary and Intergenerational Co-creation]. This brings extra challenges and opportunities. Since our teams are made up of people with all kinds of different backgrounds, it could be said that we are dealing with intercultural communication. Not only will we be learning each other's communication culture, but each team will also be developing their own new intercultural communication. Active8-Planet partner Vaike Fors writes about her experience with intercultural communication in teams of students, academic supervisors and industry partners in an article published in the first Active8-Planet newsletter. She refers to the “cinnamon bun effect” as a tool to overcome diverging views and enhance interdisciplinary team building by moving the conversation out of work-related workshops and into informal discussion groups in which shared rituals (like making coffee and eating cinnamon buns). You can read more about the “cinnamon bun effect” here [add link to A8P newsletter one: https://active8-planet.eu/wp-content/uploads/2021/07/Active8_newsletter1.pdf]

 
== Checking in and Checking out ==
When you are building a new team it is important to connect to all the members. Since most people nowadays are part of many different teams (families, departments, friend groups, work projects) it is important to facilitate the switch. A simple method for this is checking in and checking out. When you start a session with your team, check in. Have everyone share briefly how they are doing and feeling before getting into the topic of the session. At the end of the session, make sure there is time to have everyone again share briefly how they are doing and feeling before leaving. This way you allow for people to really connect with each other and take the time to transition into this new setting with this particular team.

 
== Understanding your Role in the Team ==
In many ways, all participants serve the team. To do this in a way you feel comfortable with and that benefits the team, it is important to understand your role. In Active8-Planet teamwork, this role is of course related to your function as a student, academic supervisor, or industry partner. But it also relates to your professional and educational background, your field of expertise and your personality. For instance, as social scientists, we are especially aware that our cultural and generational backgrounds are important factors shaping our role [add link to intergenerational and interdisciplinary wiki]. Sometimes you automatically take on a role that you actually do not want. Or sometimes your role can change during the course of the project. Being aware of your role in the team can help your comfort and performance. Working together with the Servant Leader [add link to Servant Leader wiki] you can address these different roles and your place in the team, including when a change might be needed.

 
== Equity versus Equality ==
Active8-Planet teams are multi-layered [add link to interdisciplinary/generational etc. wiki]. It is often assumed that in such teams it is important to strive for equality and to give equal help to everyone. The illustration below however shows well that what you want to achieve is equity, not equality. This requires inventorization of the different needs and adjusting help to allow all team members a similar experience.
[Add picture to be found at this link: http://madewithangus.com/portfolio/equality-vs-equity/]
Source: ANGUS MAGUIRE // INTERACTION INSTITUTE FOR SOCIAL CHANGE [http://madewithangus.com/portfolio/equality-vs-equity/]

== Role Switching: The Student becomes the Teacher ==
In many academic and industry settings, the professional hierarchy is quite strong. In Active8-Planet, we aim to allow for each and all experiences to matter. This means that, if you are a student, you will sometimes have to step out of your student role and step up to the teachers’ role, to share your expertise and experience. At these times, the other team members will have to take the role of student, independently of their profession. For many in the team this will be a new experience and therefore it might not come naturally. It is however important to enable this capacity to shift perspectives because it facilitates every team member to bring their own valuable input to the project, for instance following the principles of intervision [add link to intervision wiki]. The Servant Leader plays a key supporting role in allowing this to happen [add link to servant leader wiki].

 

= Exercises  =The methods illustrated below can be used in the Team design phase (to facilitate the identification of suitable members), to enhance Team formation (to build a shared sense of belonging to a team), and during Teamwork with an established team of peers. For each exercise, you will find an indication of the steps to be taken. The indicative duration of some exercises is based on an assumed group size of four members. Working with more participants may require longer. 

 

== Team Design Canvas (for Team design) ==This tool is designed to guide the recruitment of members prior to the formation of a Team. Those in charge of forming the Team ask themselves the following reflection questions:

*What complementary knowledge, skills and attitudes do we require to tackle the identified challenge/described case?
*What roles do we foresee and how are these interrelated?
*What kind of students fit (some of) these roles & why?
*What kind of academic supervisors would these students require & why?
*What kind of industry professionals would complement the team & why?
 The filled in canvas can be used to brief the person(s) who recruit team members.Once the Active8-Planet 7+1 teams are formed, the content of this exercise can facilitate Team building through shared reflection and decision-making on different roles among members. For instance, the content of this exercise could be used as input for the Strengths Game or the Team Charter tool (scroll down for details).

 [Add link to canvas in miro: https://miro.com/app/board/o9J_lz2jCzo=/]

 
== Strengths Game (for Team building) ==Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) A facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) shares the rules of the game with the team. 

 Step 2 Card round strengths (20 min.) Each participant picks five cards out of a pack of “strength” cards. All remaining cards are shuffled and placed, face down, on a shared stack. In turn, participants pick a sixth random card from the stack. Each participant then chooses the card that least represents their strengths and either places it in front of another participant whose strengths they feel that card represents, or places the card on a discard stack containing the cards that do not match any of the participants. The participant explains his/her choice to the group and the receiver of a strengths card can also ask questions. Participants continue picking new cards until all cards are either distributed among participants or in the discard stack. Each participant then discusses with the group the cards they have ended up with. The game closes with every participant making a final choice of the two cards that most represent their strengths.  

 Step 3 Card round weaknesses (15 min.) Repeat the same game as above, this time using a pack of “weaknesses” cards. 

 Step 4 Evaluation (10 min.) End the game with an evaluation round in which every participant shares their experiences of identifying their own strengths and weaknesses and those of other participants, as well as which round they found easier and why. 

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 67-70]

 
== Team Charter (for Team building) ==The Team Charter is a Team building tool that facilitates fruitful collaboration by helping members become aware of their strengths and weaknesses. In addition to making these explicit, this tool also allows participants to discuss shared vision and goals. It is particularly indicated for shared assignments, such as a team-based research project.

 Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see a charter with four boxes. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) explains to the group with the meaning of each box:My success - what each participant sees as success in a project;What others need to know about me - each participant writes their points for improvement;What do I need - what each participant needs from other team members to successfully contribute to the project;What do I add - each member writes their strengths and what they can add to the project. 

 Step 2 Example (5 min.) The facilitator starts the exercise by sharing their own filled in charter as an example and, if possible, explains to the group how it helped collaboration in a previous project.

 Step 3 Individual charter (15 min.) The facilitator asks participants to individually write down their input for each box in the charter. 

 Step 4 Shared charter (15 min.) The facilitator invites members to share the content of their individual charters with the group and to create one charter containing combined input from all members. 

 Step 5 Agreements (20 min.) The group makes decisions about how members will work together as a Team. Agreements may cover, for instance, communication styles, ways of giving feedback to each other, as well as shared and individual tasks, deadlines, etc. 

 Step 6 Follow-up (n/a) The group gets together on a regular basis to assess progress on the last agreements and to make new ones for the work ahead. Alternatively, progress can be monitored using the next exercise, Retrospective Scrum Method.

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 63-67].

 

== Assignments 'Back Stories' & 'Ground Rules' (for Team building) ==Through these two assignments:

#team members will connect with a fellow team member; #they will hear the backstories of all team members and; #as a team they will establish ground rules that enable the team to create an inclusive, safe and nurturing environment for learning Time: +/- 70 minutesPart A - Discover each other’s ‘backstory’

(Time. Explanation part A and presenting duos: 5 minutes; team members interviewing each other: 10 minutes)Info for Servant Leader: Divide the group into duos. Best to do this before class. Try to match partners who are divers when it comes to gender, age, nationality, educational background etc. During class, check if the designated partners know each other. If they do, make them switch on the spot. Explain the first part of the assignment, tell them they have 10 minutes to accomplish it. Remind them to switch halfway. Best not to let team members leave the room to have a more comfortable/quiet place to talk, because you do not have enough time to allow for walking in and out.Info for team members: This assignment will help you get to know a fellow team member and present his/her backstory to the rest of class in a ‘under-a-minute pitch’. Interview your partner to get a glimpse of his/her backstory. Who is he/she? What is their background? What brought them here in this class, in this programme? You can ask all kinds of things. Be creative. If you hear something special, probe a little to get a clear picture. Try to discover as much as possible and something that is ‘out of the ordinary’ for you. This ‘remarkable’ part in your partner’s backstory needs to be something that makes your partner stand out in a positive way. Make notes to prepare yourself to present your partner’s backstory in a ‘under-a-minute-pitch’ to the rest of the class.Part B - Under-a-minute-pitches 

(Time. Under-a-minute pitches: 20 minutes)Info for Servant Leader: Ask the duos if they are ready to present. Make sure the group is positioned in such a way that everybody can hear and see all pitches. You can ask the duos to come to the front of the room, however, this takes time. Another option is to stand in a circle during the pitches. This switches things up, signifies unity, allows for an active stance and also allows everybody to see and hear everything equally. Ask people to present in duos and be sure t0 keep under a minute per person. Things can go fast and that is ok, no need for people to respond in depth to pitches, if people have questions/remarks they can ask them personally at a later time.Info for team members: Now present your partner’s backstory to the rest of class under a minute. During this pitch, you do not need to tell everything you have discovered, but be sure to tell those things you think are most important and paint a clear and positive picture of your partner.Part C – Establishing ground rules in duos

(Time. Explanation part C: 5 minutes; team members share ground rules: 10 minutes)Info for Servant Leader:Explain this part of the assignment and refer to the aim of creating a safe and nurturing learning and working group in which team members all support each other. Ask the previous duos to jointly come up with five ground rules they think/feel are important for everybody in the group to follow. Invite them to share one on one what they each need for them to feel safe in the group and what they need to be able to give and receive support. Tell the duos they have 10 minutes to come up with these ground rules and remind them of the time halfway.Info for team members: Take ten minutes with your previous partner to share what you need from/in this group to feel safe and what you need to be able to give and receive support in this group. Decide on 5 ground rules you both want to share with the rest of class and write them down in clear and concise sentences.Part D – Establishing ground rules as a group

(Time. Group dialogue on 10-12 rules: 20 minutesInfo for Servant Leader: Ask the group to join you in the circle. Standing, again, allows for a more active participation. Make sure you have a board or flip-over sheet to write on. Invite the duos to share their ground rules and write them down. You can ask team members to be quick about this. No need to explain the rules at this point. First collect all the rules. When you encounter a rule that is previously mentioned, be sure to mark this. This allows you all to see which of the rules are mentioned most. You want to work towards a list of say 10-12 rules that everybody in the group agrees upon. Including you as a teacher. This process, of deciding on the final 10-12, probably requires a little bit of probing on what is meant by a mentioned rule. This allows everybody to really get behind the same ‘picture’ of what these rules mean concretely. In the end, make sure you have the complete agreement of the group AND agreement on how to proceed if group members in the future (un)knowingly and/or (un)willingly break one of the rules. It is important to have this talk now, so you are able to refer back to it any time something happens in class that could hinder the safe and nurturing environment of the group. Finally, ask which duo would like to turn your sheet with rules into a visually pleasing remembrance that can be shared on Canvas. Share this PDF on Canvas as soon as possible.[Additional references:

- Getting started with Inclusive Teaching: https://teaching.cornell.edu/resource/getting-started-inclusive-teaching-strategies- Creating ground rules: https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms/establishing-ground-rules]

== Retrospective Scrum Method (for Teamwork) == The Retrospective is a Teamwork tool from the Scrum method that helps monitor progress in Teamwork and ensure that the group remains aligned to the roles and goals of all participants. The benefits of this tool are that its essence is very simple and quick. You can build on this basic structure, depending on your needs. 

 Time: +/- 40 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see six stimulating categories. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) asks participants to write down their input for each of these categories on post-it’s and stick them underneath each category. There are no wrong answers. It is good for participants to have a frame to work with, such as: “your experience in this team the past two months” OR “the scientific level of this project.” This frame will help steer participant input to the topic set by the facilitator. 

 Step 2 Sharing (20 min.) After everyone has put up their post-its, the facilitator reads each of them out loud to the group. This is a moment for people to elaborate on their input or ask for elaboration from others.

 Step 3 Follow-up (15 min.) The facilitator invites discussion with the group and decisions about any concrete actions that need to be taken based on the session. Concrete actions are written down, and pictures of the post-its with each category are taken and shared with the team for later reference. 

 [Freely adapted from: https://vitalitychicago.com/blog/improving-your-retrospectives-part-3-techniques/ ]

 

= References =

*Edelbroek, H. M. Mijnders, G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press.
*Twente Education Model: https://www.utwente.nl/en/tom/
*VU Learn Academy, Mixed Classroom Principles: https://vu.nl/en/education/learn-academy

Teamwork

2021-09-13T15:20:22Z

GiuliaSinatti: /* Introduction */

= Introduction =
A team is built, not given. This means that a team is not a solid construct or tool ready for use from the beginning. At the beginning, a team is not a team. Becoming a team, in fact, requires getting to know each other, getting to know each other's strengths as well as weaknesses, and using that knowledge to build on each other. This does not only require self-knowledge and reflection skills; it also takes time.

 In Active8-Planet we apply a particular understanding of teams as based on relationships between peers. In other words, team members are understood to be on an equal standing. A team made of equals, however, does not mean that everybody has the same role. Your team role is dependent on your expertise, profession and personality. For instance, the Servant Leader [link to Servant Leader wiki] plays a particular role within a team of peers, facilitating an equal playing field for all. A number of ingredients help promote peer Teamwork. These are listed below. You can also scroll further down to “Exercises” for some concrete methods you can use to first design a Team, then build a Team of peers, and lastly ensure that members remain aligned to shared goals and roles throughout teamwork.

 
== Intercultural Communication ==
As with all relationships, communication is a key aspect of team building. In Active8-Planet, teams are multi-generational, multi-disciplinary and multi-cultural [add wiki links to Interdisciplinary and Intergenerational Co-creation]. This brings extra challenges and opportunities. Since our teams are made up of people with all kinds of different backgrounds, it could be said that we are dealing with intercultural communication. Not only will we be learning each other's communication culture, but each team will also be developing their own new intercultural communication. Active8-Planet partner Vaike Fors writes about her experience with intercultural communication in teams of students, academic supervisors and industry partners in an article published in the first Active8-Planet newsletter. She refers to the “cinnamon bun effect” as a tool to overcome diverging views and enhance interdisciplinary team building by moving the conversation out of work-related workshops and into informal discussion groups in which shared rituals (like making coffee and eating cinnamon buns). You can read more about the “cinnamon bun effect” here [add link to A8P newsletter one: https://active8-planet.eu/wp-content/uploads/2021/07/Active8_newsletter1.pdf]

 
== Checking in and Checking out ==
When you are building a new team it is important to connect to all the members. Since most people nowadays are part of many different teams (families, departments, friend groups, work projects) it is important to facilitate the switch. A simple method for this is checking in and checking out. When you start a session with your team, check in. Have everyone share briefly how they are doing and feeling before getting into the topic of the session. At the end of the session, make sure there is time to have everyone again share briefly how they are doing and feeling before leaving. This way you allow for people to really connect with each other and take the time to transition into this new setting with this particular team.

 
== Understanding your Role in the Team ==
In many ways, all participants serve the team. To do this in a way you feel comfortable with and that benefits the team, it is important to understand your role. In Active8-Planet teamwork, this role is of course related to your function as a student, academic supervisor, or industry partner. But it also relates to your professional and educational background, your field of expertise and your personality. For instance, as social scientists, we are especially aware that our cultural and generational backgrounds are important factors shaping our role [add link to intergenerational and interdisciplinary wiki]. Sometimes you automatically take on a role that you actually do not want. Or sometimes your role can change during the course of the project. Being aware of your role in the team can help your comfort and performance. Working together with the Servant Leader [add link to Servant Leader wiki] you can address these different roles and your place in the team, including when a change might be needed.

 
== Equity versus Equality ==
Active8-Planet teams are multi-layered [add link to interdisciplinary/generational etc. wiki]. It is often assumed that in such teams it is important to strive for equality and to give equal help to everyone. The illustration below however shows well that what you want to achieve is equity, not equality. This requires inventorization of the different needs and adjusting help to allow all team members a similar experience.
[Add picture to be found at this link: http://madewithangus.com/portfolio/equality-vs-equity/]
Source: ANGUS MAGUIRE // INTERACTION INSTITUTE FOR SOCIAL CHANGE [http://madewithangus.com/portfolio/equality-vs-equity/]

== Role Switching: The Student becomes the Teacher ==
In many academic and industry settings, the professional hierarchy is quite strong. In Active8-Planet, we aim to allow for each and all experiences to matter. This means that, if you are a student, you will sometimes have to step out of your student role and step up to the teachers’ role, to share your expertise and experience. At these times, the other team members will have to take the role of student, independently of their profession. For many in the team this will be a new experience and therefore it might not come naturally. It is however important to enable this capacity to shift perspectives because it facilitates every team member to bring their own valuable input to the project, for instance following the principles of intervision [add link to intervision wiki]. The Servant Leader plays a key supporting role in allowing this to happen [add link to servant leader wiki].

 

= Exercises =
The methods illustrated below can be used in the Team design phase (to facilitate the identification of suitable members), to enhance Team formation (to build a shared sense of belonging to a team), and during Teamwork with an established team of peers. For each exercise, you will find an indication of the steps to be taken. The indicative duration of some exercises is based on an assumed group size of four members. Working with more participants may require longer. 
 

== Team Design Canvas (for Team design) ==
This tool is designed to guide the recruitment of members prior to the formation of a Team. Those in charge of forming the Team ask themselves the following reflection questions:
*What complementary knowledge, skills and attitudes do we require to tackle the identified challenge/described case?
*What roles do we foresee and how are these interrelated?
*What kind of students fit (some of) these roles & why?
*What kind of academic supervisors would these students require & why?
*What kind of industry professionals would complement the team & why?
 The filled in canvas can be used to brief the person(s) who recruit team members.Once the Active8-Planet 7+1 teams are formed, the content of this exercise can facilitate Team building through shared reflection and decision-making on different roles among members. For instance, the content of this exercise could be used as input for the Strengths Game or the Team Charter tool (scroll down for details).

 [Add link to canvas in miro: https://miro.com/app/board/o9J_lz2jCzo=/]

 
== Strengths Game (for Team building) ==
Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) A facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) shares the rules of the game with the team. 

 Step 2 Card round strengths (20 min.) Each participant picks five cards out of a pack of “strength” cards. All remaining cards are shuffled and placed, face down, on a shared stack. In turn, participants pick a sixth random card from the stack. Each participant then chooses the card that least represents their strengths and either places it in front of another participant whose strengths they feel that card represents, or places the card on a discard stack containing the cards that do not match any of the participants. The participant explains his/her choice to the group and the receiver of a strengths card can also ask questions. Participants continue picking new cards until all cards are either distributed among participants or in the discard stack. Each participant then discusses with the group the cards they have ended up with. The game closes with every participant making a final choice of the two cards that most represent their strengths.  

 Step 3 Card round weaknesses (15 min.) Repeat the same game as above, this time using a pack of “weaknesses” cards. 

 Step 4 Evaluation (10 min.) End the game with an evaluation round in which every participant shares their experiences of identifying their own strengths and weaknesses and those of other participants, as well as which round they found easier and why. 

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 67-70]

 
== Team Charter (for Team building) ==
The Team Charter is a Team building tool that facilitates fruitful collaboration by helping members become aware of their strengths and weaknesses. In addition to making these explicit, this tool also allows participants to discuss shared vision and goals. It is particularly indicated for shared assignments, such as a team-based research project.

 Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see a charter with four boxes. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) explains to the group with the meaning of each box:My success - what each participant sees as success in a project;What others need to know about me - each participant writes their points for improvement;What do I need - what each participant needs from other team members to successfully contribute to the project;What do I add - each member writes their strengths and what they can add to the project. 

 Step 2 Example (5 min.) The facilitator starts the exercise by sharing their own filled in charter as an example and, if possible, explains to the group how it helped collaboration in a previous project.

 Step 3 Individual charter (15 min.) The facilitator asks participants to individually write down their input for each box in the charter. 

 Step 4 Shared charter (15 min.) The facilitator invites members to share the content of their individual charters with the group and to create one charter containing combined input from all members. 

 Step 5 Agreements (20 min.) The group makes decisions about how members will work together as a Team. Agreements may cover, for instance, communication styles, ways of giving feedback to each other, as well as shared and individual tasks, deadlines, etc. 

 Step 6 Follow-up (n/a) The group gets together on a regular basis to assess progress on the last agreements and to make new ones for the work ahead. Alternatively, progress can be monitored using the next exercise, Retrospective Scrum Method.

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 63-67].

 
== Retrospective Scrum Method (for Teamwork) ==
 
The Retrospective is a Teamwork tool from the Scrum method that helps monitor progress in Teamwork and ensure that the group remains aligned to the roles and goals of all participants. The benefits of this tool are that its essence is very simple and quick. You can build on this basic structure, depending on your needs. 

 Time: +/- 40 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see six stimulating categories. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) asks participants to write down their input for each of these categories on post-it’s and stick them underneath each category. There are no wrong answers. It is good for participants to have a frame to work with, such as: “your experience in this team the past two months” OR “the scientific level of this project.” This frame will help steer participant input to the topic set by the facilitator. 

 Step 2 Sharing (20 min.) After everyone has put up their post-its, the facilitator reads each of them out loud to the group. This is a moment for people to elaborate on their input or ask for elaboration from others.

 Step 3 Follow-up (15 min.) The facilitator invites discussion with the group and decisions about any concrete actions that need to be taken based on the session. Concrete actions are written down, and pictures of the post-its with each category are taken and shared with the team for later reference. 

 [Freely adapted from: https://vitalitychicago.com/blog/improving-your-retrospectives-part-3-techniques/ ]


== Assignments 'Back Stories' & 'Ground Rules' ==
Through these two assignments:
#team members will connect with a fellow team member;
#they will hear the backstories of all team members and;
#as a team they will establish ground rules that enable the team to create an inclusive, safe and nurturing environment for learning
Time: +/- 70 minutes

Part A - Discover each other’s ‘backstory’

(Time. Explanation part A and presenting duos: 5 minutes; team members interviewing each other: 10 minutes)Info for Servant Leader: Divide the group into duos. Best to do this before class. Try to match partners who are divers when it comes to gender, age, nationality, educational background etc. During class, check if the designated partners know each other. If they do, make them switch on the spot. Explain the first part of the assignment, tell them they have 10 minutes to accomplish it. Remind them to switch halfway. Best not to let team members leave the room to have a more comfortable/quiet place to talk, because you do not have enough time to allow for walking in and out.Info for team members: This assignment will help you get to know a fellow team member and present his/her backstory to the rest of class in a ‘under-a-minute pitch’. Interview your partner to get a glimpse of his/her backstory. Who is he/she? What is their background? What brought them here in this class, in this programme? You can ask all kinds of things. Be creative. If you hear something special, probe a little to get a clear picture. Try to discover as much as possible and something that is ‘out of the ordinary’ for you. This ‘remarkable’ part in your partner’s backstory needs to be something that makes your partner stand out in a positive way. Make notes to prepare yourself to present your partner’s backstory in a ‘under-a-minute-pitch’ to the rest of the class.Part B - Under-a-minute-pitches 

(Time. Under-a-minute pitches: 20 minutes)Info for Servant Leader: Ask the duos if they are ready to present. Make sure the group is positioned in such a way that everybody can hear and see all pitches. You can ask the duos to come to the front of the room, however, this takes time. Another option is to stand in a circle during the pitches. This switches things up, signifies unity, allows for an active stance and also allows everybody to see and hear everything equally. Ask people to present in duos and be sure t0 keep under a minute per person. Things can go fast and that is ok, no need for people to respond in depth to pitches, if people have questions/remarks they can ask them personally at a later time.Info for team members: Now present your partner’s backstory to the rest of class under a minute. During this pitch, you do not need to tell everything you have discovered, but be sure to tell those things you think are most important and paint a clear and positive picture of your partner.Part C – Establishing ground rules in duos

(Time. Explanation part C: 5 minutes; team members share ground rules: 10 minutes)Info for Servant Leader:Explain this part of the assignment and refer to the aim of creating a safe and nurturing learning and working group in which team members all support each other. Ask the previous duos to jointly come up with five ground rules they think/feel are important for everybody in the group to follow. Invite them to share one on one what they each need for them to feel safe in the group and what they need to be able to give and receive support. Tell the duos they have 10 minutes to come up with these ground rules and remind them of the time halfway.Info for team members: Take ten minutes with your previous partner to share what you need from/in this group to feel safe and what you need to be able to give and receive support in this group. Decide on 5 ground rules you both want to share with the rest of class and write them down in clear and concise sentences.Part D – Establishing ground rules as a group

(Time. Group dialogue on 10-12 rules: 20 minutesInfo for Servant Leader: Ask the group to join you in the circle. Standing, again, allows for a more active participation. Make sure you have a board or flip-over sheet to write on. Invite the duos to share their ground rules and write them down. You can ask team members to be quick about this. No need to explain the rules at this point. First collect all the rules. When you encounter a rule that is previously mentioned, be sure to mark this. This allows you all to see which of the rules are mentioned most. You want to work towards a list of say 10-12 rules that everybody in the group agrees upon. Including you as a teacher. This process, of deciding on the final 10-12, probably requires a little bit of probing on what is meant by a mentioned rule. This allows everybody to really get behind the same ‘picture’ of what these rules mean concretely. In the end, make sure you have the complete agreement of the group AND agreement on how to proceed if group members in the future (un)knowingly and/or (un)willingly break one of the rules. It is important to have this talk now, so you are able to refer back to it any time something happens in class that could hinder the safe and nurturing environment of the group. Finally, ask which duo would like to turn your sheet with rules into a visually pleasing remembrance that can be shared on Canvas. Share this PDF on Canvas as soon as possible.[Additional references:

- Getting started with Inclusive Teaching: https://teaching.cornell.edu/resource/getting-started-inclusive-teaching-strategies
- Creating ground rules: https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms/establishing-ground-rules]

 

= References =

*Edelbroek, H. M. Mijnders, G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press.
*Twente Education Model: https://www.utwente.nl/en/tom/
*VU Learn Academy, Mixed Classroom Principles: https://vu.nl/en/education/learn-academy

Teamwork

2021-09-13T15:17:41Z

GiuliaSinatti: /* Retrospective Scrum Method (for Teamwork) */

= Introduction =
A team is built, not given. This means that a team is not a solid construct or tool ready for use from the beginning. At the beginning, a team is not a team. Becoming a team, in fact, requires getting to know each other, getting to know each other's strengths as well as weaknesses, and using that knowledge to build on each other. This does not only require self-knowledge and reflection skills; it also takes time.

 In Active8-Planet we apply a particular understanding of teams as based on relationships between peers. In other words, team members are understood to be on an equal standing. A team made of equals, however, does not mean that everybody has the same role. Your team role is dependent on your expertise, profession and personality. For instance, the Servant Leader [link to Servant Leader wiki] plays a particular role within a team of peers, facilitating an equal playing field for all. A number of ingredients help promote peer Teamwork. These are listed below. You can also scroll further down to “Exercises” for some concrete methods you can use to first design a Team, then build a Team of peers, and lastly ensure that members remain aligned to shared goals and roles throughout teamwork.

 
== Intercultural Communication ==
As with all relationships, communication is a key aspect of team building. In Active8-Planet, teams are multi-generational, multi-disciplinary and multi-cultural [add wiki links to Interdisciplinary and Intergenerational Co-creation]. This brings extra challenges and opportunities. Since our teams are made up of people with all kinds of different backgrounds, it could be said that we are dealing with intercultural communication. Not only will we be learning each other's communication culture, but each team will also be developing their own new intercultural communication. Active8-Planet partner Vaike Fors writes about her experience with intercultural communication in teams of students, academic supervisors and industry partners in an article published in the first Active8-Planet newsletter. She refers to the “cinnamon bun effect” as a tool to overcome diverging views and enhance interdisciplinary team building by moving the conversation out of work-related workshops and into informal discussion groups in which shared rituals (like making coffee and eating cinnamon buns). You can read more about the “cinnamon bun effect” here [add link to A8P newsletter one: https://active8-planet.eu/wp-content/uploads/2021/07/Active8_newsletter1.pdf]

 
== Checking in and Checking out ==
When you are building a new team it is important to connect to all the members. Since most people nowadays are part of many different teams (families, departments, friend groups, work projects) it is important to facilitate the switch. A simple method for this is checking in and checking out. When you start a session with your team, check in. Have everyone share briefly how they are doing and feeling before getting into the topic of the session. At the end of the session, make sure there is time to have everyone again share briefly how they are doing and feeling before leaving. This way you allow for people to really connect with each other and take the time to transition into this new setting with this particular team.

 
== Understanding your Role in the Team ==
In many ways, all participants serve the team. To do this in a way you feel comfortable with and that benefits the team, it is important to understand your role. In Active8-Planet teamwork, this role is of course related to your function as a student, academic supervisor, or industry partner. But it also relates to your professional and educational background, your field of expertise and your personality. For instance, as social scientists, we are especially aware that our cultural and generational backgrounds are important factors shaping our role [add link to intergenerational and interdisciplinary wiki]. Sometimes you automatically take on a role that you actually do not want. Or sometimes your role can change during the course of the project. Being aware of your role in the team can help your comfort and performance. Working together with the Servant Leader [add link to Servant Leader wiki] you can address these different roles and your place in the team, including when a change might be needed.

 
== Equity versus Equality ==
Active8-Planet teams are multi-layered [add link to interdisciplinary/generational etc. wiki]. It is often assumed that in such teams it is important to strive for equality and to give equal help to everyone. The illustration below however shows well that what you want to achieve is equity, not equality. This requires inventorization of the different needs and adjusting help to allow all team members a similar experience.[Add picture to be found at this link: http://madewithangus.com/portfolio/equality-vs-equity/]Source: ANGUS MAGUIRE // INTERACTION INSTITUTE FOR SOCIAL CHANGE [http://madewithangus.com/portfolio/equality-vs-equity/]
== Role Switching: The Student becomes the Teacher ==
In many academic and industry settings, the professional hierarchy is quite strong. In Active8-Planet, we aim to allow for each and all experiences to matter. This means that, if you are a student, you will sometimes have to step out of your student role and step up to the teachers’ role, to share your expertise and experience. At these times, the other team members will have to take the role of student, independently of their profession. For many in the team this will be a new experience and therefore it might not come naturally. It is however important to enable this capacity to shift perspectives because it facilitates every team member to bring their own valuable input to the project, for instance following the principles of intervision [add link to intervision wiki]. The Servant Leader plays a key supporting role in allowing this to happen [add link to servant leader wiki].

 
= Exercises =
The methods illustrated below can be used in the Team design phase (to facilitate the identification of suitable members), to enhance Team formation (to build a shared sense of belonging to a team), and during Teamwork with an established team of peers. For each exercise, you will find an indication of the steps to be taken. The indicative duration of some exercises is based on an assumed group size of four members. Working with more participants may require longer. 
 

== Team Design Canvas (for Team design) ==
This tool is designed to guide the recruitment of members prior to the formation of a Team. Those in charge of forming the Team ask themselves the following reflection questions:
*What complementary knowledge, skills and attitudes do we require to tackle the identified challenge/described case?
*What roles do we foresee and how are these interrelated?
*What kind of students fit (some of) these roles & why?
*What kind of academic supervisors would these students require & why?
*What kind of industry professionals would complement the team & why?
 The filled in canvas can be used to brief the person(s) who recruit team members.Once the Active8-Planet 7+1 teams are formed, the content of this exercise can facilitate Team building through shared reflection and decision-making on different roles among members. For instance, the content of this exercise could be used as input for the Strengths Game or the Team Charter tool (scroll down for details).

 [Add link to canvas in miro: https://miro.com/app/board/o9J_lz2jCzo=/]

 
== Strengths Game (for Team building) ==
Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) A facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) shares the rules of the game with the team. 

 Step 2 Card round strengths (20 min.) Each participant picks five cards out of a pack of “strength” cards. All remaining cards are shuffled and placed, face down, on a shared stack. In turn, participants pick a sixth random card from the stack. Each participant then chooses the card that least represents their strengths and either places it in front of another participant whose strengths they feel that card represents, or places the card on a discard stack containing the cards that do not match any of the participants. The participant explains his/her choice to the group and the receiver of a strengths card can also ask questions. Participants continue picking new cards until all cards are either distributed among participants or in the discard stack. Each participant then discusses with the group the cards they have ended up with. The game closes with every participant making a final choice of the two cards that most represent their strengths.  

 Step 3 Card round weaknesses (15 min.) Repeat the same game as above, this time using a pack of “weaknesses” cards. 

 Step 4 Evaluation (10 min.) End the game with an evaluation round in which every participant shares their experiences of identifying their own strengths and weaknesses and those of other participants, as well as which round they found easier and why. 

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 67-70]

 
== Team Charter (for Team building) ==
The Team Charter is a Team building tool that facilitates fruitful collaboration by helping members become aware of their strengths and weaknesses. In addition to making these explicit, this tool also allows participants to discuss shared vision and goals. It is particularly indicated for shared assignments, such as a team-based research project.

 Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see a charter with four boxes. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) explains to the group with the meaning of each box:My success - what each participant sees as success in a project;What others need to know about me - each participant writes their points for improvement;What do I need - what each participant needs from other team members to successfully contribute to the project;What do I add - each member writes their strengths and what they can add to the project. 

 Step 2 Example (5 min.) The facilitator starts the exercise by sharing their own filled in charter as an example and, if possible, explains to the group how it helped collaboration in a previous project.

 Step 3 Individual charter (15 min.) The facilitator asks participants to individually write down their input for each box in the charter. 

 Step 4 Shared charter (15 min.) The facilitator invites members to share the content of their individual charters with the group and to create one charter containing combined input from all members. 

 Step 5 Agreements (20 min.) The group makes decisions about how members will work together as a Team. Agreements may cover, for instance, communication styles, ways of giving feedback to each other, as well as shared and individual tasks, deadlines, etc. 

 Step 6 Follow-up (n/a) The group gets together on a regular basis to assess progress on the last agreements and to make new ones for the work ahead. Alternatively, progress can be monitored using the next exercise, Retrospective Scrum Method.

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 63-67].

 
== Retrospective Scrum Method (for Teamwork) ==
 
The Retrospective is a Teamwork tool from the Scrum method that helps monitor progress in Teamwork and ensure that the group remains aligned to the roles and goals of all participants. The benefits of this tool are that its essence is very simple and quick. You can build on this basic structure, depending on your needs. 

 Time: +/- 40 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see six stimulating categories. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) asks participants to write down their input for each of these categories on post-it’s and stick them underneath each category. There are no wrong answers. It is good for participants to have a frame to work with, such as: “your experience in this team the past two months” OR “the scientific level of this project.” This frame will help steer participant input to the topic set by the facilitator. 

 Step 2 Sharing (20 min.) After everyone has put up their post-its, the facilitator reads each of them out loud to the group. This is a moment for people to elaborate on their input or ask for elaboration from others.

 Step 3 Follow-up (15 min.) The facilitator invites discussion with the group and decisions about any concrete actions that need to be taken based on the session. Concrete actions are written down, and pictures of the post-its with each category are taken and shared with the team for later reference. 

 [Freely adapted from: https://vitalitychicago.com/blog/improving-your-retrospectives-part-3-techniques/ ]


== Assignments 'Back Stories' & 'Ground Rules' ==
Through these two assignments:
#team members will connect with a fellow team member;
#they will hear the backstories of all team members and;
#as a team they will establish ground rules that enable the team to create an inclusive, safe and nurturing environment for learning
Time: +/- 70 minutes

Part A - Discover each other’s ‘backstory’

(Time. Explanation part A and presenting duos: 5 minutes; team members interviewing each other: 10 minutes)Info for Servant Leader: Divide the group into duos. Best to do this before class. Try to match partners who are divers when it comes to gender, age, nationality, educational background etc. During class, check if the designated partners know each other. If they do, make them switch on the spot. Explain the first part of the assignment, tell them they have 10 minutes to accomplish it. Remind them to switch halfway. Best not to let team members leave the room to have a more comfortable/quiet place to talk, because you do not have enough time to allow for walking in and out.Info for team members: This assignment will help you get to know a fellow team member and present his/her backstory to the rest of class in a ‘under-a-minute pitch’. Interview your partner to get a glimpse of his/her backstory. Who is he/she? What is their background? What brought them here in this class, in this programme? You can ask all kinds of things. Be creative. If you hear something special, probe a little to get a clear picture. Try to discover as much as possible and something that is ‘out of the ordinary’ for you. This ‘remarkable’ part in your partner’s backstory needs to be something that makes your partner stand out in a positive way. Make notes to prepare yourself to present your partner’s backstory in a ‘under-a-minute-pitch’ to the rest of the class.Part B - Under-a-minute-pitches 

(Time. Under-a-minute pitches: 20 minutes)Info for Servant Leader: Ask the duos if they are ready to present. Make sure the group is positioned in such a way that everybody can hear and see all pitches. You can ask the duos to come to the front of the room, however, this takes time. Another option is to stand in a circle during the pitches. This switches things up, signifies unity, allows for an active stance and also allows everybody to see and hear everything equally. Ask people to present in duos and be sure t0 keep under a minute per person. Things can go fast and that is ok, no need for people to respond in depth to pitches, if people have questions/remarks they can ask them personally at a later time.Info for team members: Now present your partner’s backstory to the rest of class under a minute. During this pitch, you do not need to tell everything you have discovered, but be sure to tell those things you think are most important and paint a clear and positive picture of your partner.Part C – Establishing ground rules in duos

(Time. Explanation part C: 5 minutes; team members share ground rules: 10 minutes)Info for Servant Leader:Explain this part of the assignment and refer to the aim of creating a safe and nurturing learning and working group in which team members all support each other. Ask the previous duos to jointly come up with five ground rules they think/feel are important for everybody in the group to follow. Invite them to share one on one what they each need for them to feel safe in the group and what they need to be able to give and receive support. Tell the duos they have 10 minutes to come up with these ground rules and remind them of the time halfway.Info for team members: Take ten minutes with your previous partner to share what you need from/in this group to feel safe and what you need to be able to give and receive support in this group. Decide on 5 ground rules you both want to share with the rest of class and write them down in clear and concise sentences.Part D – Establishing ground rules as a group

(Time. Group dialogue on 10-12 rules: 20 minutesInfo for Servant Leader: Ask the group to join you in the circle. Standing, again, allows for a more active participation. Make sure you have a board or flip-over sheet to write on. Invite the duos to share their ground rules and write them down. You can ask team members to be quick about this. No need to explain the rules at this point. First collect all the rules. When you encounter a rule that is previously mentioned, be sure to mark this. This allows you all to see which of the rules are mentioned most. You want to work towards a list of say 10-12 rules that everybody in the group agrees upon. Including you as a teacher. This process, of deciding on the final 10-12, probably requires a little bit of probing on what is meant by a mentioned rule. This allows everybody to really get behind the same ‘picture’ of what these rules mean concretely. In the end, make sure you have the complete agreement of the group AND agreement on how to proceed if group members in the future (un)knowingly and/or (un)willingly break one of the rules. It is important to have this talk now, so you are able to refer back to it any time something happens in class that could hinder the safe and nurturing environment of the group. Finally, ask which duo would like to turn your sheet with rules into a visually pleasing remembrance that can be shared on Canvas. Share this PDF on Canvas as soon as possible.[Additional references:

- Getting started with Inclusive Teaching: https://teaching.cornell.edu/resource/getting-started-inclusive-teaching-strategies
- Creating ground rules: https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms/establishing-ground-rules]

 

= References =

*Edelbroek, H. M. Mijnders, G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press.
*Twente Education Model: https://www.utwente.nl/en/tom/
*VU Learn Academy, Mixed Classroom Principles: https://vu.nl/en/education/learn-academy

Intervision

2021-09-06T14:59:11Z

GiuliaSinatti: Created page with "= Introduction = Intervision is a structured form of professionalization (in other words, of 'knowledge and skill development'). It allows learning how to deal with dif..."

= Introduction =
 Intervision is a structured form of professionalization (in other words, of 'knowledge and skill development'). It allows learning how to deal with difficulties and challenges that you experience in your everyday work and life. It does so through the following steps: 
#A group of peers form an intervision team [link to teamwork wiki]. 
#Questions are discussed regarding the case / situation of one of the participants. 
#The case / situation is unpacked in line with the needs of the participant. 
#Different perspectives are explored on how to deal with the case / situation. 
 Intervision is not the same as supervision and it is important to understand the difference between the two. Supervision is based on a hierarchical relationship, hence the root ‘super’, which means ‘above’. Intervision is instead based on a relationship among equals, and the root ‘inter’ means ‘between’ or ‘amongst’. Supervision is a form of collaboration we are very familiar with in learning environments. It allows teachers, for instance, to supervise their students and parents to supervise their children. Intervision is less common. It is similar to the more commonly known peer feedback. Intervision allows for a team [link to team wiki] of peers, of people on equal footing, to look at each other and share what they see, which refers to the last part of the word: ‘vision’.

 The aim of intervision is professionalization by learning from your own experience and the experience of others. To achieve this, intervision builds on the fact that when someone is looking in from the outside, that person has a different perspective. Listening to this different perspective can help you see options and solutions you did not see before. It also brings in new perspectives for your team members.

 An important aspect of intervision is that meetings work by focussing on learning through difficulties and challenges. You move from observations of issues to collaborating on interventions to improve the (team)work [link to teamwork wiki]. This proactive team-wide approach is based on the shared conviction that everyone in the team [link to teamwork wiki] wants to work well together. With this goal aligned, you can share your thoughts and ideas openly and also listen with an open mind to your team members.

 If 'done' correctly, intervision can be an inspiring and fruitful learning experience for all involved. This, however, requires all participants to agree on and commit to a few basic 'rules of engagement':

 
*Do not focus on correcting anyone's behavior. This automatically generates the idea that there is a hierarchy, in which someone knows better. 
*Only share observations and discuss on equal footing which interventions might be preferred.
*Intervision sessions happen when the group itself signals the need for them. Again, unlike supervision, it should not be a predetermined/scheduled meeting that causes intervision moments. Intervision is used to follow the group’s needs.
 It is important to consider where intervision sessions take place. Not only the precise location matters, but also who participates in the group of peers. In Active8-Planet we are working within multi-generational, multi-disciplinary and multi-cultural teams, and depending on the topic different peer groups emerge [link to inter- pages on wiki]. It is likely that most Active8-Planet intervision sessions will be held between students, to more easily fit in the equal footing that is necessary for these kinds of sessions.

 Scroll further below for different methods that can guide you in setting up your intervision meeting. Before you get started, however, remember this: when deciding on an intervision form or strategy, it is important to hold onto this firmly during the session. By changing the rules during the game, you risk losing the trust of participants. This, in turn, can escalate into everything but a productive session. The servant leader could play an important role in setting up an intervision session, picking a strategy and even facilitating the session. Read more about the servant leader role [link to servant leader wiki].

 
= Exercises =
 Four methods of discussing dilemmas in a group are illustrated below. For each one, you will find an indication of the time needed for the exercise and the steps to be taken. These four methods can be used in many different situations. Sometimes, it is great to have options. It is also great if the person with the dilemma can choose a method they are most comfortable with. Giving them the option to choose, helps them feel confident and in control.

 
=== Incident method ===
Time: +/- 50 minutes 

 Step 1 Introduction (5 min.) The dilemma owner describes the situation and their question concisely only stating the facts. 

 Step 2 Question round (20 min.) In silence, the group takes time to write down their question. When all questions are on paper, the questions will be asked and the dilemma owner answers. Note that only open questions with the aim of gaining more insight into the factual situation should be asked. Advice needs to wait until step 4. 

 Step 3 Analysis (10 min.) All group members, except the dilemma owner, analyse the core of the problem. 

 Step 4 Advice (10 min.) Every group member formulates advice for the dilemma owner. 

 Step 5 Evaluation (5 min.) The dilemma owner shares which pieces of advice were/will be helpful and explains why. 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

 
=== Balint method ===
Time: +/- 90 minutes 

 Step 1 Inventory (10 min.) Start with a round in which all group members state their dilemma in one sentence. 

 Step 2 Choice (10 min.) First make an inventory of the dilemmas and see which one appeals to the group the most or is most recognised by the group members. Then choose a chairman. The dilemma owner is never the chairman. 

 Step 3 Problem statement (5 min.) The dilemma owner describes the situation and their question concisely only stating the facts. In silence, group members write down which thoughts and feelings come to mind when thinking about this dilemma. 

 Step 4 Exploration (20 min.) Group members think up clarifying questions. The chairman invites all group members to ask their questions taking turns. The dilemma owner answers the questions concisely and without discussion. 

 Step 5 Judgement & advice (20 min.) Group members form a judgement and advice and write this down. Taking turns, the judgements and advice are shared. The dilemma owner reacts concisely without starting a discussion. 

 Step 6 Decision (10 min.) The dilemma owner shares his/her reaction to the advice and explains what this advice brings him/her. 

 Step 7 Sharing (15 min.) All group members share their own difficulties in similar situations. 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]
=== Gossip method ===
Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) The dilemma owner shares his question with a short explanation. 

 Step 2 Exploration (15 min.) Group members explore the problem with focused, open questions with the aim of gaining more insight into the factual situation. They focus on relation, feeling and procedure. 

 Step 3 Gossip (15 min.) The dilemma owner steps out of the circle. The group gossips about the possible underlying problems and possible solutions. The dilemma owner simply listens and does not get involved. The dilemma owner takes notes of what is said that stands out or touches him/her. 

 Step 4 Sharing (15 min.) The dilemma owner comes back in the circle and shares his/her experience; how did it feel to listen to the gossip, what touched him/her and what (s)he thinks of the possible solutions. 

 Step 5 Evaluation (10 min.) The whole group, both the dilemma owner and the other participants, look back on the process; what did it bring? How did everyone experience it? 

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]
=== Learn from successes ===
Time: +/- 60 minutes 

 Step 1 Introduction (15 min.) The success owner shares a success experience in great detail; a moment when something you did worked really well; an experience that you learnt something from in a very short time; a feeling that you have grown. Other group members listen and write down what they think are the factors that made this situation/experience such a success. 

 Step 2 Inventory (20 min.) All the factors are written down on a large piece of paper in two columns: Left column: initiatives, qualities, strengths and actions of the success owner. Right column: context and support from others. The success owner thinks and, if necessary, corrects and adds. 

 Step 3 Elaboration (15 min.) Members ask clarifying questions to gain more insight into the factual situation. The new found (underlying) success factors are written down on a separate piece of paper. The core question in this step is: What factors made this situation into a success? 

 Step 4 Evaluation (10 min.) Group members evaluate and discuss; what have we learnt from this? What can we take away from this?

 [Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

 
= References =
Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf

Teamwork

2021-09-06T14:55:29Z

GiuliaSinatti: /* The methods illustrated below can be used in the Team design phase (to facilitate the identification of suitable members), to enhance Team formation (to build a shared sense of belonging to a team), and during Teamwork with an established team of peers. For each exercise, you will find an indication of the steps to be taken. The indicative duration of some exercises is based on an assumed group size of four members. Working with more participants may require longer.  */

= Introduction =
A team is built, not given. This means that a team is not a solid construct or tool ready for use from the beginning. At the beginning, a team is not a team. Becoming a team, in fact, requires getting to know each other, getting to know each other's strengths as well as weaknesses, and using that knowledge to build on each other. This does not only require self-knowledge and reflection skills; it also takes time.

 In Active8-Planet we apply a particular understanding of teams as based on relationships between peers. In other words, team members are understood to be on an equal standing. A team made of equals, however, does not mean that everybody has the same role. Your team role is dependent on your expertise, profession and personality. For instance, the Servant Leader [link to Servant Leader wiki] plays a particular role within a team of peers, facilitating an equal playing field for all. A number of ingredients help promote peer Teamwork. These are listed below. You can also scroll further down to “Exercises” for some concrete methods you can use to first design a Team, then build a Team of peers, and lastly ensure that members remain aligned to shared goals and roles throughout teamwork.

 
== Intercultural Communication ==
As with all relationships, communication is a key aspect of team building. In Active8-Planet, teams are multi-generational, multi-disciplinary and multi-cultural [add wiki links to Interdisciplinary and Intergenerational Co-creation]. This brings extra challenges and opportunities. Since our teams are made up of people with all kinds of different backgrounds, it could be said that we are dealing with intercultural communication. Not only will we be learning each other's communication culture, but each team will also be developing their own new intercultural communication. Active8-Planet partner Vaike Fors writes about her experience with intercultural communication in teams of students, academic supervisors and industry partners in an article published in the first Active8-Planet newsletter. She refers to the “cinnamon bun effect” as a tool to overcome diverging views and enhance interdisciplinary team building by moving the conversation out of work-related workshops and into informal discussion groups in which shared rituals (like making coffee and eating cinnamon buns). You can read more about the “cinnamon bun effect” here [add link to A8P newsletter one: https://active8-planet.eu/wp-content/uploads/2021/07/Active8_newsletter1.pdf]

 
== Checking in and Checking out ==
When you are building a new team it is important to connect to all the members. Since most people nowadays are part of many different teams (families, departments, friend groups, work projects) it is important to facilitate the switch. A simple method for this is checking in and checking out. When you start a session with your team, check in. Have everyone share briefly how they are doing and feeling before getting into the topic of the session. At the end of the session, make sure there is time to have everyone again share briefly how they are doing and feeling before leaving. This way you allow for people to really connect with each other and take the time to transition into this new setting with this particular team.

 
== Understanding your Role in the Team ==
In many ways, all participants serve the team. To do this in a way you feel comfortable with and that benefits the team, it is important to understand your role. In Active8-Planet teamwork, this role is of course related to your function as a student, academic supervisor, or industry partner. But it also relates to your professional and educational background, your field of expertise and your personality. For instance, as social scientists, we are especially aware that our cultural and generational backgrounds are important factors shaping our role [add link to intergenerational and interdisciplinary wiki]. Sometimes you automatically take on a role that you actually do not want. Or sometimes your role can change during the course of the project. Being aware of your role in the team can help your comfort and performance. Working together with the Servant Leader [add link to Servant Leader wiki] you can address these different roles and your place in the team, including when a change might be needed.

 
== Equity versus Equality ==
Active8-Planet teams are multi-layered [add link to interdisciplinary/generational etc. wiki]. It is often assumed that in such teams it is important to strive for equality and to give equal help to everyone. The illustration below however shows well that what you want to achieve is equity, not equality. This requires inventorization of the different needs and adjusting help to allow all team members a similar experience.[Add picture to be found at this link: http://madewithangus.com/portfolio/equality-vs-equity/]Source: ANGUS MAGUIRE // INTERACTION INSTITUTE FOR SOCIAL CHANGE [http://madewithangus.com/portfolio/equality-vs-equity/]
== Role Switching: The Student becomes the Teacher ==
In many academic and industry settings, the professional hierarchy is quite strong. In Active8-Planet, we aim to allow for each and all experiences to matter. This means that, if you are a student, you will sometimes have to step out of your student role and step up to the teachers’ role, to share your expertise and experience. At these times, the other team members will have to take the role of student, independently of their profession. For many in the team this will be a new experience and therefore it might not come naturally. It is however important to enable this capacity to shift perspectives because it facilitates every team member to bring their own valuable input to the project, for instance following the principles of intervision [add link to intervision wiki]. The Servant Leader plays a key supporting role in allowing this to happen [add link to servant leader wiki].

 
= Exercises =
== The methods illustrated below can be used in the Team design phase (to facilitate the identification of suitable members), to enhance Team formation (to build a shared sense of belonging to a team), and during Teamwork with an established team of peers. For each exercise, you will find an indication of the steps to be taken. The indicative duration of some exercises is based on an assumed group size of four members. Working with more participants may require longer.  ==
 

== Team Design Canvas (for Team design) ==
This tool is designed to guide the recruitment of members prior to the formation of a Team. Those in charge of forming the Team ask themselves the following reflection questions:
*What complementary knowledge, skills and attitudes do we require to tackle the identified challenge/described case?
*What roles do we foresee and how are these interrelated?
*What kind of students fit (some of) these roles & why?
*What kind of academic supervisors would these students require & why?
*What kind of industry professionals would complement the team & why?
 The filled in canvas can be used to brief the person(s) who recruit team members.Once the Active8-Planet 7+1 teams are formed, the content of this exercise can facilitate Team building through shared reflection and decision-making on different roles among members. For instance, the content of this exercise could be used as input for the Strengths Game or the Team Charter tool (scroll down for details).

 [Add link to canvas in miro: https://miro.com/app/board/o9J_lz2jCzo=/]

 
== Strengths Game (for Team building) ==
Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) A facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) shares the rules of the game with the team. 

 Step 2 Card round strengths (20 min.) Each participant picks five cards out of a pack of “strength” cards. All remaining cards are shuffled and placed, face down, on a shared stack. In turn, participants pick a sixth random card from the stack. Each participant then chooses the card that least represents their strengths and either places it in front of another participant whose strengths they feel that card represents, or places the card on a discard stack containing the cards that do not match any of the participants. The participant explains his/her choice to the group and the receiver of a strengths card can also ask questions. Participants continue picking new cards until all cards are either distributed among participants or in the discard stack. Each participant then discusses with the group the cards they have ended up with. The game closes with every participant making a final choice of the two cards that most represent their strengths.  

 Step 3 Card round weaknesses (15 min.) Repeat the same game as above, this time using a pack of “weaknesses” cards. 

 Step 4 Evaluation (10 min.) End the game with an evaluation round in which every participant shares their experiences of identifying their own strengths and weaknesses and those of other participants, as well as which round they found easier and why. 

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 67-70]

 
== Team Charter (for Team building) ==
The Team Charter is a Team building tool that facilitates fruitful collaboration by helping members become aware of their strengths and weaknesses. In addition to making these explicit, this tool also allows participants to discuss shared vision and goals. It is particularly indicated for shared assignments, such as a team-based research project.

 Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see a charter with four boxes. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) explains to the group with the meaning of each box:My success - what each participant sees as success in a project;What others need to know about me - each participant writes their points for improvement;What do I need - what each participant needs from other team members to successfully contribute to the project;What do I add - each member writes their strengths and what they can add to the project. 

 Step 2 Example (5 min.) The facilitator starts the exercise by sharing their own filled in charter as an example and, if possible, explains to the group how it helped collaboration in a previous project.

 Step 3 Individual charter (15 min.) The facilitator asks participants to individually write down their input for each box in the charter. 

 Step 4 Shared charter (15 min.) The facilitator invites members to share the content of their individual charters with the group and to create one charter containing combined input from all members. 

 Step 5 Agreements (20 min.) The group makes decisions about how members will work together as a Team. Agreements may cover, for instance, communication styles, ways of giving feedback to each other, as well as shared and individual tasks, deadlines, etc. 

 Step 6 Follow-up (n/a) The group gets together on a regular basis to assess progress on the last agreements and to make new ones for the work ahead. Alternatively, progress can be monitored using the next exercise, Retrospective Scrum Method.

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 63-67].

 
== Retrospective Scrum Method (for Teamwork) ==
 The Retrospective is a Teamwork tool from the Scrum method that helps monitor progress in Teamwork and ensure that the group remains aligned to the roles and goals of all participants. The benefits of this tool are that its essence is very simple and quick. You can build on this basic structure, depending on your needs. 

 Time: +/- 40 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see six stimulating categories. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) asks participants to write down their input for each of these categories on post-it’s and stick them underneath each category. There are no wrong answers. It is good for participants to have a frame to work with, such as: “your experience in this team the past two months” OR “the scientific level of this project.” This frame will help steer participant input to the topic set by the facilitator. 

 Step 2 Sharing (20 min.) After everyone has put up their post-its, the facilitator reads each of them out loud to the group. This is a moment for people to elaborate on their input or ask for elaboration from others.

 Step 3 Follow-up (15 min.) The facilitator invites discussion with the group and decisions about any concrete actions that need to be taken based on the session. Concrete actions are written down, and pictures of the post-its with each category are taken and shared with the team for later reference. 

 [Freely adapted from: https://vitalitychicago.com/blog/improving-your-retrospectives-part-3-techniques/ ]

 
= References =

*Edelbroek, H. M. Mijnders, G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press.
*Twente Education Model: https://www.utwente.nl/en/tom/
*VU Learn Academy, Mixed Classroom Principles: https://vu.nl/en/education/learn-academy

Teamwork

2021-09-06T14:54:05Z

GiuliaSinatti: Created page with "= Introduction = A team is built, not given. This means that a team is not a solid construct or tool ready for use from the beginning. At th..."

= Introduction =
A team is built, not given. This means that a team is not a solid construct or tool ready for use from the beginning. At the beginning, a team is not a team. Becoming a team, in fact, requires getting to know each other, getting to know each other's strengths as well as weaknesses, and using that knowledge to build on each other. This does not only require self-knowledge and reflection skills; it also takes time.

 In Active8-Planet we apply a particular understanding of teams as based on relationships between peers. In other words, team members are understood to be on an equal standing. A team made of equals, however, does not mean that everybody has the same role. Your team role is dependent on your expertise, profession and personality. For instance, the Servant Leader [link to Servant Leader wiki] plays a particular role within a team of peers, facilitating an equal playing field for all. A number of ingredients help promote peer Teamwork. These are listed below. You can also scroll further down to “Exercises” for some concrete methods you can use to first design a Team, then build a Team of peers, and lastly ensure that members remain aligned to shared goals and roles throughout teamwork.

 
== Intercultural Communication ==
As with all relationships, communication is a key aspect of team building. In Active8-Planet, teams are multi-generational, multi-disciplinary and multi-cultural [add wiki links to Interdisciplinary and Intergenerational Co-creation]. This brings extra challenges and opportunities. Since our teams are made up of people with all kinds of different backgrounds, it could be said that we are dealing with intercultural communication. Not only will we be learning each other's communication culture, but each team will also be developing their own new intercultural communication. Active8-Planet partner Vaike Fors writes about her experience with intercultural communication in teams of students, academic supervisors and industry partners in an article published in the first Active8-Planet newsletter. She refers to the “cinnamon bun effect” as a tool to overcome diverging views and enhance interdisciplinary team building by moving the conversation out of work-related workshops and into informal discussion groups in which shared rituals (like making coffee and eating cinnamon buns). You can read more about the “cinnamon bun effect” here [add link to A8P newsletter one: https://active8-planet.eu/wp-content/uploads/2021/07/Active8_newsletter1.pdf]

 
== Checking in and Checking out ==
When you are building a new team it is important to connect to all the members. Since most people nowadays are part of many different teams (families, departments, friend groups, work projects) it is important to facilitate the switch. A simple method for this is checking in and checking out. When you start a session with your team, check in. Have everyone share briefly how they are doing and feeling before getting into the topic of the session. At the end of the session, make sure there is time to have everyone again share briefly how they are doing and feeling before leaving. This way you allow for people to really connect with each other and take the time to transition into this new setting with this particular team.

 
== Understanding your Role in the Team ==
In many ways, all participants serve the team. To do this in a way you feel comfortable with and that benefits the team, it is important to understand your role. In Active8-Planet teamwork, this role is of course related to your function as a student, academic supervisor, or industry partner. But it also relates to your professional and educational background, your field of expertise and your personality. For instance, as social scientists, we are especially aware that our cultural and generational backgrounds are important factors shaping our role [add link to intergenerational and interdisciplinary wiki]. Sometimes you automatically take on a role that you actually do not want. Or sometimes your role can change during the course of the project. Being aware of your role in the team can help your comfort and performance. Working together with the Servant Leader [add link to Servant Leader wiki] you can address these different roles and your place in the team, including when a change might be needed.

 
== Equity versus Equality ==
Active8-Planet teams are multi-layered [add link to interdisciplinary/generational etc. wiki]. It is often assumed that in such teams it is important to strive for equality and to give equal help to everyone. The illustration below however shows well that what you want to achieve is equity, not equality. This requires inventorization of the different needs and adjusting help to allow all team members a similar experience.[Add picture to be found at this link: http://madewithangus.com/portfolio/equality-vs-equity/]Source: ANGUS MAGUIRE // INTERACTION INSTITUTE FOR SOCIAL CHANGE [http://madewithangus.com/portfolio/equality-vs-equity/]
== Role Switching: The Student becomes the Teacher ==
In many academic and industry settings, the professional hierarchy is quite strong. In Active8-Planet, we aim to allow for each and all experiences to matter. This means that, if you are a student, you will sometimes have to step out of your student role and step up to the teachers’ role, to share your expertise and experience. At these times, the other team members will have to take the role of student, independently of their profession. For many in the team this will be a new experience and therefore it might not come naturally. It is however important to enable this capacity to shift perspectives because it facilitates every team member to bring their own valuable input to the project, for instance following the principles of intervision [add link to intervision wiki]. The Servant Leader plays a key supporting role in allowing this to happen [add link to servant leader wiki].

 
= Exercises =
== The methods illustrated below can be used in the Team design phase (to facilitate the identification of suitable members), to enhance Team formation (to build a shared sense of belonging to a team), and during Teamwork with an established team of peers. For each exercise, you will find an indication of the steps to be taken. The indicative duration of some exercises is based on an assumed group size of four members. Working with more participants may require longer.  ==
 
== Team Design Canvas (for Team design) ==
This tool is designed to guide the recruitment of members prior to the formation of a Team. Those in charge of forming the Team ask themselves the following reflection questions:
*What complementary knowledge, skills and attitudes do we require to tackle the identified challenge/described case?
*What roles do we foresee and how are these interrelated?
*What kind of students fit (some of) these roles & why?
*What kind of academic supervisors would these students require & why?
*What kind of industry professionals would complement the team & why?
 The filled in canvas can be used to brief the person(s) who recruit team members.Once the Active8-Planet 7+1 teams are formed, the content of this exercise can facilitate Team building through shared reflection and decision-making on different roles among members. For instance, the content of this exercise could be used as input for the Strengths Game or the Team Charter tool (scroll down for details).

 [Add link to canvas in miro: https://miro.com/app/board/o9J_lz2jCzo=/]

 
== Strengths Game (for Team building) ==
Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) A facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) shares the rules of the game with the team. 

 Step 2 Card round strengths (20 min.) Each participant picks five cards out of a pack of “strength” cards. All remaining cards are shuffled and placed, face down, on a shared stack. In turn, participants pick a sixth random card from the stack. Each participant then chooses the card that least represents their strengths and either places it in front of another participant whose strengths they feel that card represents, or places the card on a discard stack containing the cards that do not match any of the participants. The participant explains his/her choice to the group and the receiver of a strengths card can also ask questions. Participants continue picking new cards until all cards are either distributed among participants or in the discard stack. Each participant then discusses with the group the cards they have ended up with. The game closes with every participant making a final choice of the two cards that most represent their strengths.  

 Step 3 Card round weaknesses (15 min.) Repeat the same game as above, this time using a pack of “weaknesses” cards. 

 Step 4 Evaluation (10 min.) End the game with an evaluation round in which every participant shares their experiences of identifying their own strengths and weaknesses and those of other participants, as well as which round they found easier and why. 

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 67-70]

 
== Team Charter (for Team building) ==
The Team Charter is a Team building tool that facilitates fruitful collaboration by helping members become aware of their strengths and weaknesses. In addition to making these explicit, this tool also allows participants to discuss shared vision and goals. It is particularly indicated for shared assignments, such as a team-based research project.

 Time: +/- 60 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see a charter with four boxes. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) explains to the group with the meaning of each box:My success - what each participant sees as success in a project;What others need to know about me - each participant writes their points for improvement;What do I need - what each participant needs from other team members to successfully contribute to the project;What do I add - each member writes their strengths and what they can add to the project. 

 Step 2 Example (5 min.) The facilitator starts the exercise by sharing their own filled in charter as an example and, if possible, explains to the group how it helped collaboration in a previous project.

 Step 3 Individual charter (15 min.) The facilitator asks participants to individually write down their input for each box in the charter. 

 Step 4 Shared charter (15 min.) The facilitator invites members to share the content of their individual charters with the group and to create one charter containing combined input from all members. 

 Step 5 Agreements (20 min.) The group makes decisions about how members will work together as a Team. Agreements may cover, for instance, communication styles, ways of giving feedback to each other, as well as shared and individual tasks, deadlines, etc. 

 Step 6 Follow-up (n/a) The group gets together on a regular basis to assess progress on the last agreements and to make new ones for the work ahead. Alternatively, progress can be monitored using the next exercise, Retrospective Scrum Method.

 [Freely adapted from: Edelbroek, H., M. Mijnders & G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press: pp. 63-67].

 
== Retrospective Scrum Method (for Teamwork) ==
 The Retrospective is a Teamwork tool from the Scrum method that helps monitor progress in Teamwork and ensure that the group remains aligned to the roles and goals of all participants. The benefits of this tool are that its essence is very simple and quick. You can build on this basic structure, depending on your needs. 

 Time: +/- 40 minutes 

 Step 1 Introduction (5 min.) In the above picture, you see six stimulating categories. In this exercise, a facilitator (for instance, the Servant Leader [link to Servant Leadership wiki]) asks participants to write down their input for each of these categories on post-it’s and stick them underneath each category. There are no wrong answers. It is good for participants to have a frame to work with, such as: “your experience in this team the past two months” OR “the scientific level of this project.” This frame will help steer participant input to the topic set by the facilitator. 

 Step 2 Sharing (20 min.) After everyone has put up their post-its, the facilitator reads each of them out loud to the group. This is a moment for people to elaborate on their input or ask for elaboration from others.

 Step 3 Follow-up (15 min.) The facilitator invites discussion with the group and decisions about any concrete actions that need to be taken based on the session. Concrete actions are written down, and pictures of the post-its with each category are taken and shared with the team for later reference. 

 [Freely adapted from: https://vitalitychicago.com/blog/improving-your-retrospectives-part-3-techniques/ ]

 
= References =

*Edelbroek, H. M. Mijnders, G. Post. (2018). Interdisciplinary Learning Activities. Amsterdam, Amsterdam University Press.
*Twente Education Model: https://www.utwente.nl/en/tom/
*VU Learn Academy, Mixed Classroom Principles: https://vu.nl/en/education/learn-academy