Hildebrandt und Partner & zorn consultants Workshop Scope Online Personality Technical tools Soft tools Interaction Styles Assessment

Hildebrandt und Partner & zorn consultantHildebrandt und Partner & zorn consultantss

Workshop ScopeWorkshop Scope

Online Personality

Technical toolsSoft tools

Interaction Styles

Assessment


SIETAR 2004SIETAR 2004

Remote Cooperating and Learning. Remote Cooperating and Learning.

How to team, cooperate and learn How to team, cooperate and learn effectivelyeffectively

and efficiently onlineand efficiently online

Henning ZornHenning Zornwww.zornconsultants.comwww.zornconsultants.com

Dr. Marcus HildebrandtDr. Marcus Hildebrandtwww.learning.dewww.learning.de


Marcus: A German participant after attending our „Spinner workshop“ at the Learntec 2004 conference:

“I had the impression that the virtual run up of the workshop was more intensive than the actual f2f workshop itself.“

Henning: A Brazilian participant after having gone through an intensive 6 week‘s eCoaching session.

“For me the comments of the facilitator were extremely useful, it was like talking to him. (face to face).“

It is time for a paradigm shift (I)It is time for a paradigm shift (I)


People from almost 50 countries participated in Henning‘s eCoaching sessions.

This is how respondents evaluated the sessions:

100% said issues where relevant to their work.

98% said that they could relate and integrate given advice to / into their daily work.

96% found the assignments useful

96% thought the coach contributed to their learning experience

It is time for a paradigm shift (II)It is time for a paradigm shift (II)


Walther, J.B.: Computer mediated communication (CMC) is sometimes hyper-personal rather than the predicted impersonal (filtered cues theories):

Experienced CMC users rated text based media as rich or richer than telephone conversations and face to face conversations.

It is time for a paradigm shift (III)It is time for a paradigm shift (III)


What makes you a successful eModerator / eCoach?What makes you a successful eModerator / eCoach? Assignment (I)Assignment (I)

What makes you feel somebody’s presence even when he is not there?


One of the major purposes to attend a SIETAR conference is networking.

Here is your chance: Select somebody in the room you would like to get to know.

Write her/him a message to establish contact (3-5 lines on a paper)!

You have 7 intensive minutes time…

What makes you a successful eModerator / What makes you a successful eModerator /

eCoach?eCoach? Assignment (II)Assignment (II)


What makes you a successful eModerator / eCoach?

The driving competences are:

1. Successfully creating social presence online or in other screen to screen (S2S) communication situations!

2. Use intercultural / transcultural approach for learning / coaching design!

What drives this paradigm shift?What drives this paradigm shift?


The degree to which the partner of interaction is perceived as a person (Paechter, M. Schweizer, K. und Weidemann, B.)

In face to face communication situations social presence is mainly created through the richness of non-verbal or para-verbal information channels.

Definition of social presenceDefinition of social presence


3 Categories for social presence (Online community of inquiry):

Affective responses (emoticons, humour self-disclosure)

Cohesive responses (phatics and salutations, vocatives, addressing the group as we, our or us)

Interactive responses (reply features, quoting directly from the conference transcript, referring explicitly to the content of others messages)

Examples (I)Examples (I)


MessageArticle No. 432: [Branch from no. 430]posted by Sally on Mon, Oct. 12, 1999, 12:06Subject: re: Week 6 questionsHi Guys:Just got home from a very hectic day, but I want to respond to some of the postings before I fall asleep at the dinner table ;-) Joe asked: “Do you have experience with either one of the models (be it extensive or limited)?” Where I work, we tried the author-editor model but since 1988 we have moved to the course team approach. I have to agree with Gerry’s very perceptive comment about the cost, time and other demands of this approach. What really frustrates me is that our textbook fails to mention any of these types of things. Does anyone else feel the same?Well, that’s all for now. Guess I’ll have a little dinner and see what’s on the tube.Cheers Sally

Fictitious message taken from Rourke et al

Example (II)Example (II)


MessageArticle No. 432: [Branch from no. 430]posted by Sally on Mon, Oct. 12, 1999, 12:06Subject: re: Week 6 questionsHi Guys:Just got home from a very hectic day, but I want to respond to some of the postings before I fall asleep at the dinner table ;-) Joe asked: “Do you have experience with either one of the models (be it extensive or limited)?” Where I work, we tried the author-editor model but since 1988 we have moved to the course team approach. I have to agree with Gerry’s very perceptive comment about the cost, time and other demands of this approach. What really frustrates me is that our textbook fails to mention any of these types of things. Does anyone else feel the same?Well, that’s all for now. Guess I’ll have a little dinner and see what’s on the tube.Cheers Sally Affective Response

Cohesive Response

Interactive Response

Example (II): Indicators for social presenceExample (II): Indicators for social presence


Ways to create para-language online:

Emoticons

ASCII-Art

Sound words: „mmhh, aha, yupp, uh-huh, smack“

Action words: „click here!“

Capital letters: If you do not stop I SCREAM!

Akronyms: rtfm! (read the fu… manual)

Avatars

/=====================\ / : : : : : : | : : : :| : : : : : \ { : : : : : : : | : : : :| : : : : : :} \ : : : : : : : | : : : :| : : : : : / \======================/

Bandage

d=(^o^)=b japanese: yeah

Example (III)Example (III)


Culture’s Impact on eMethodsCulture’s Impact on eMethods

Expectations towards:

Result / Objectives

Effective communication / learning should

produce:

• Reproducible knowledge

• Concepts

• Attitudes / paradigm shifts

• Competences / Know how / Skills Process

Needs

Own and others’ Roles & Responsibilities

Communication and Learning Styles

Context

Where

With whom

Others’ expectations &

receptiveness

Presentation

Language

Media

Layout

Order / Flow

Characters

Colours


Relevant Relative Cultural Preferences Relevant Relative Cultural Preferences based on G. Hofstedebased on G. Hofstede

Power Distance

High Low

Instruction Participation

Father Facilitator

Central De-central

Respect Initiative

Individualism

High Low

Leisure time Increasing k + s

Freedom of learning Working environment

Challenge / sat Deploy of own talents

Mistake: shame Guilt

Moral obligation Functional relation

Risk avoidance

High Low

Structure l. e. Open l. e.

Absolute rules Flexible rules

Coach: Answers Guidance

Deviation: Dangerous Interesting

Masculinity

High Low

Achievement Relationship

Promotion Stability

Assertive Modest

Fixed roles Flexible roles

Confronting Compromising


Some General Remarks on eCommunication Some General Remarks on eCommunication

General Approach

Positive, confident and trustful

Integrity is crucial to make this work

Work from participants’ strengths

The coach / moderator needs distance involvement

Communication requirements

Communication efforts should be directed to adding value

Clear communication is crucial

Avoid reactive replies – always re-read before sending

International setting => English language


Culture’s Consequences for eMethodsCulture’s Consequences for eMethodsbased on G. Hofstedebased on G. Hofstede

Individual A (Culture Print "Germany")

010203040506070

Power Distance

Risk Avoidance

Masculinity

Individualism

High Individualism

Self-directed learning

On-demand availability

Peer2peer communication

High Achievement Focus

On-the-job-coaching

High Security

Structured learning path

Provide small early wins

Focused themes

Personalized approach

eMet

ho

d s

up

po

rter

seM

eth

od

su

pp

ort

ers



Individual B (Culture Print "USA")

0

20

40

60

80

100Power Distance

Risk Avoidance

Masculinity

Individualism

High Individualism




Multiple sourcing

Possibilities for creating own learning paths

Less structured assignments

Self-evaluative exercises

360 degree methods

eMet

ho

d s

up

po

rter

seM

eth

od

su

pp

ort

ers



Individual C (Culture Print "Arabic Countries")

0

20

40

60

80Power Distance

Risk Avoidance

Masculinity

Individualism

High Power Distance

High profile project

Reward completion

Supervisor’s involvement

High Security



Clear assignments

Significant Achievement focus

Experts’ visible involvement

eMet

ho

d s

up

po

rter

seM

eth

od

su

pp

ort

ers



Individual D (Culture Print "Japan")

0

20

40

60

80

100Power Distance

Risk Avoidance

Masculinity

Individualism


On-the-job-coaching

Groups assignments

Rotating leadership roles

High Security


Provide content details

Group feedback

eMet

ho

d s

up

po

rter

seM

eth

od

su

pp

ort

ers



Individual E (Culture print "Mexiko")

0

20

40

60

80

100Power Distance

Risk Avoidance

Masculinity

Individualism

High Power Distance

Include supervisor

Reward completion

High Security



Focused themes


Significant Achievement Focus

On-the-job-coaching

eMet

ho

d s

up

po

rter

seM

eth

od

su

pp

ort

ers



Individual F (Culture Print "Denmark")

0

20

40

60

80Power Distance

Risk Avoidance

Masculinity

Individualism

High Individualism




Multiple sourcing

Possibilities for creating ownlearning paths

Less structured assignments

Self-evaluative exercises

360 degree methods

eMet

ho

d s

up

po

rter

seM

eth

od

su

pp

ort

ers



Individual G (Culture Print "Italy")

0

20

40

60

80Power Distance

Risk Avoidance

Masculinity

Individualism

High Individualism





On-the-job-coaching

Create maximum visibility

High Security



Focused themes

Personalized approacheM

eth

od

su

pp

ort

ers

eMet

ho

d s

up

po

rter

s



Individual H (Culture Print "Turkey")

0

20

40

60

80

100Power Distance

Risk Avoidance

Masculinity

Individualism

High Security



Focused themes


Fair Power Distance

On-the-job-coaching

Reward completion

Involve superior

eMet

ho

d s

up

po

rter

seM

eth

od

su

pp

ort

ers


Escalation BoxEscalation Boxadapted from: Training Management Cooperation (TMC)adapted from: Training Management Cooperation (TMC)

1. Encounter

Culture 1 / Culture 2

Person A annoyed

Really annoyed

Person B annoyed

Person B more annoyed

Person A more annoyed

3. Communication Check

Examine orientation and attribution

Ask questions to determine source of friction

4. Increased understanding

2. Escalation Box

5. Modify behaviour

6. Encounter continues

without further friction

6. Encounter continues additional

friction occurs

Clash


f2f

02468

1012

Gettin

g to

know

...

Asking

que

stions

Fightin

g / q

uarellin

g

Negotia

ting

Excha

nging

conf..

.

Taking

dec

ision

s

Brains

torm

ing

Info

rming

To ke

ep in

cont

act

Distrib

uting

quic

kl...

f2f, telephoning and email: assessed by Kuhlen

Media appropriateness (I)Media appropriateness (I)


telephoning

02468

1012

Gettin

g to

know

...

Asking

que

stions

Fightin

g / q

uarellin

g

Negotia

ting

Excha

nging

conf..

.

Taking

dec

ision

s

Brains

torm

ing

Info

rming

To ke

ep in

cont

act

Distrib

uting

quic

kl...


Media appropriateness (II)Media appropriateness (II)


email

02468

1012

Gettin

g to

know

...

Asking

que

stions

Fightin

g / q

uarellin

g

Negotia

ting

Excha

nging

conf..

.

Taking

dec

ision

s

Brains

torm

ing

Info

rming

To ke

ep in

cont

act

Distrib

uting

quic

kl...


Media appropriateness (III)Media appropriateness (III)


Chat

02468

1012

Gettin

g to

know

...

Asking

que

stions

Fightin

g / q

uarellin

g

Negotia

ting

Excha

nging

conf..

.

Taking

dec

ision

s

Brains

torm

ing

Info

rming

To ke

ep in

cont

act

Distrib

uting

quic

kl...


Media appropriateness (IV)Media appropriateness (IV)


Instant Messenger

02468

1012

Gettin

g to

know

...

Asking

que

stions

Fightin

g / q

uarellin

g

Negotia

ting

Excha

nging

conf..

.

Taking

dec

ision

s

Brains

torm

ing

Info

rming

To ke

ep in

cont

act

Distrib

uting

quic

kl...

Media appropriateness (VI)Media appropriateness (VI)


Discussion Forum

02468

1012

Gettin

g to

know

...

Asking

que

stions

Fightin

g / q

uarellin

g

Negotia

ting

Excha

nging

conf..

.

Taking

dec

ision

s

Brains

torm

ing

Info

rming

To ke

ep in

cont

act

Distrib

uting

quic

kl...

Media appropriateness (VII)Media appropriateness (VII)


LiteratureLiterature

• Liam Rourke, Terry Anderson, D. Randy Garrison, Walter Archer, “Assessing Social Presence In Asynchronous Text- based Computer Conferencing” Journal of Distance Education(2001)• Rainer Kuhlen (Universität Konstanz) Fachtagung der Wirtschaftsprüfer (2002) Elektronische Foren und "Virtual communities" – zur kommunikativen Begründung des Wissensmanagement• Walther, J. B. (1994). Interpersonal effects in computer mediated interaction. Communication Research, 21(4), 460- 487.• Walther, J. B., & Parks, M. R. (2002). Cues filtered out, cues filtered in: Computer-mediated communication and relationships. In M. L. Knapp & J. A. Daly (Eds.), Handbook of interpersonal communication (3rd ed., pp. 529-563). Thousand Oaks, CA: Sage.

Documents

Hildebrandt und Partner & zorn consultants Workshop Scope Online Personality Technical tools Soft tools Interaction Styles Assessment