EDLP 320 Journal #1

Journal Entry #1: Action Plan for Collaborative Skills Journal and Readings Reflection


Identify a Target Skill Area for improvement
Target Skill Area ( Major Area for Improvement):
The target skill area that I would like to improve is inclusion of others in meetings.

Rationale for Selection of Target Skill Area (Why did you select this area? Discuss results of checklist #1 or other forms of self-assessment):

The reason I chose this target skill area is because although I feel it is important for all voices to be heard, I do not do much in meetings to make this happen. There are people who dominate the discussions and there are others that barely talk at all. I happen to be one of the people who talks the most in my meetings. I make sure to leave room for those who also want to share, but I don’t actively encourage others to add their thoughts. When assessing myself using the checklist, I rated myself a 2 on two skills that demonstrate a more inclusive approach to members of our team. These skills were “I ask team members opinions” and “I paraphrase other team members’ contributions.” If I work to improve these two skills, I think that it will help create a more inclusive team.


Generate two goals that will help you make improvements in your target area that you will be able to work on across the duration of the semester. Identify strategies you will engage in to achieve your goals, as well as measurable performance indicators that wll help you determine whether or not you have achieved them. *EDSP Master’s Students: You must connect one of your goals to one of the CEC Code of Ethics. Please include the Ethic you selected on this journal post.


Goal #1 (include a description of strategies you will use to accomplish this goal. Include performance indicators to allow you to evaluate your progress):

Goal #1: By May 2020, I will help create a more inclusive team by asking for the opinions of all my team members.

Strategies: I will create a discussion diagram during meetings so that I can track who is sharing and who is not. This diagram will help me identify people I should reach out to for their opinions on our discussions. My team members will know that I am doing this so that they too can see the dynamics of the group and those that I ask to share will not feel put on the spot.

Performance indicators: By May, I will have asked the opinion of all our quieter members at least 2 times. I will track this data using the discussion diagram and circle the team members that I asked for their opinion.


Goal #2 (include a description of strategies you will use to accomplish this goal. Include performance indicators when possible to allow you to evaluate your progress):

Goal #2: By May 2020, I will help create a more inclusive team by paraphrasing the contributions of my team members during meetings.

Strategies: I will use my active listening skills to hear the ideas of my team members. I will take short notes of what others say. I will use these notes to summarize what another member says at an appropriate time in the meeting.

Performance indicators: By May, I will have successfully paraphrased a team member’s contributions in 80% of the meetings I attend. I will collect this data in a journal of personal meeting notes, indicating who I paraphrased by circling name and idea.


Reading response: Write down 3 ideas that were new or intriguing to you from this introductory reading on collaborative teaming and team development. I only expect 1 or 2 sentences for each idea, but please put in parentheses which reading those ideas came from. Write down 1 question you have.

Ideas:

Teams should regularly assess how they are functioning as a team. There should be a designated time in the meeting for group members to process how well teams are using collaborative skills. Processing heightens awareness of effective behaviors and increases team members use of these behaviors (Thousand and Villa, 1992).

Teams can and should have a diverse membership. This means that people will have different ideas and goals for accomplishing the tasks the team is assigned to accomplish. Diverse ideas are good but they can cause conflict. But if at least one goal of the team is shared among all members, the team can function well with its focus on that shared goal (Friend and Cook, 2017).

Teams whose goals require continuous learning are the most successful (Wheelan, 2016).

Question:

How do I share the big ideas of effective collaborative teaming so that my teammates can also have a better understanding of these key ideas.



Collaborative Teams:

Assessment of Individual and Group Functioning

Checklist #1

(Adapted from Thousand & Villa, 2000; Friend & Cook, 2012; Wheelan, 2015)


Name: Emily Wood

Directions for Individual Assessment (e.g., for Collaborative Skills Journal): Reflect on your behavior and skills in the context of collaborative teaming within your professional context. On a 5-point scale (1= I never do; 5= I always do), rate yourself on the following skills. Select and place a star next to 2 – 4 skills that you wish to improve. Use the “pre” column for the first assessment of your skills, and the “post” column for the final assessment.


Forming Skills: Trust Building
(a.k.a. Stage 1, Dependency and Inclusion)

Self Self

(pre) (post)

I observe the meeting schedule identified

by the group. __4___ _____

I arrive at meetings on time. __4___ _____

I stay for the duration of the meeting. __5___ _____

I participate in the establishment of the group’s goal. __2___ _____

I share individual personal goals. __2___ _____

I encourage everyone to participate. __3___ _____

I use members’ names. __4___ _____

I do not use “put-downs.” __5___ _____

I observe norms developed by the group. __5___ _____

I observe agendas developed by the group. __5___ _____

I make an effort to learn more about each other. __4___ _____


Functioning Skills: Communication and Distributed Leadership
(a.k.a. Stage 2, Counterdependency & Fight or Storming)

Self Self

(pre) (post)

I share ideas. __5___ _____

I share feelings when appropriate. __5___ _____

I share materials or resources. __5___ _____

I practice excellent listening skills. __4___ _____

I share volunteer for roles which help the group

accomplish its task (e.g., facilitator, timekeeper). __4___ _____

I volunteer for roles which help to maintain a harmonious group

(e.g., encouraging others to participate). __4___ _____

I clarify the purpose of our meetings. __4___ _____

I clarify the procedures the group uses

during meetings (e.g., use of agendas, roles, etc.). __1___ _____

I set or call attention to time limits. __1___ _____

I offer suggestions as to how to accomplish the task

effectively and efficiently. __4___ _____

assistance when needed. __4___ _____

I praise team members’ contributions. __4___ _____

I ask team members’ opinions. __2___ _____

I use head nods, smiles, and other facial expressions

to show interest/approval. ___5__ _____

I offer to explain or clarify. ___4__ _____

I paraphrase other team members’ contributions. ___2__ _____

I energize the group with humor, ideas, or enthusiasm

when motivation is low or when tension is present. ___5__ _____

I check for understanding of the concepts discussed. ___4__ _____

I summarize outcomes before moving

to the next agenda item. ___3__ _____

I use communication systems identified by the group

for communicating between meetings. ___4__ _____


Formulating Skills: Decision-Making and Creative Problem Solving
(a.k.a. Stage 3, Trust and Structure or Norming)

Self Self

(pre) (post)

I seek accuracy of information by adding to

or questioning summaries. __3___ _____

I seek elaboration by relating to familiar events

or asking how material is understood by others. __3___ _____

I ask for additional information or rationale. __4___ _____

I seek clever ways of remembering ideas and facts

(e.g. posters, visuals, notes, public agendas, mnemonics). __4___ _____

I ask other members why and how they are reasoning. __4___ _____

I encourage the assigning of specific roles

to facilitate better group functioning (e.g., observer). __1___ _____

I diagnose group difficulties regarding tasks. __3___ _____

I diagnose group difficulties regarding interpersonal

issues. __4___ _____

I clearly understand the process by which our team

makes decisions (e.g., consensus, voting, etc.). __2___ _____

I clearly understand the role of leadership in

our team. __2___ _____

I encourage the use of multiple solutions to problems

through the use of creative problem-solving strategies. ___4__ _____


Fermenting Skills: Creativity and Conflict Management
(a.k.a. Stage 4, Work and Productivity or Performing)

Self Self

(pre) (post)

I communicate the rationale for

ideas, decisions or conclusions. _4____ _____

I ask for justification of others’ ideas or conclusions. __4___ _____

I extend or build upon others’ ideas or conclusions. __3___ _____

I generate additional solutions or strategies. ___3__ _____

I test the reality of solutions by planning

and assessing the feasibility of their implementation. __2___ _____

I see ideas from other persons’ perspectives. __4___ _____

I criticize ideas without criticizing people. __3___ _____

I differentiate differences of opinion

when there is a disagreement. __3___ _____

I perceive that the group is aligned and

successful in achieving its common goals. __4___ _____

I take pride in the accomplishments of the group. __4___ _____

I perceive the group to have achieved parity

in decision-making, leadership, and fulfillment of tasks. _3____ _____