QUIET TO RIOT A proposed framework for integrating the introvert into collaborative-based ideation methodologies
AMY HUBER; ILLINOIS STATE UNIVERSITY
“I prefer to express myself in writing... T/F”
Test Questions Adapted from Cain, S. (2011). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Crown Publishers Retrived from http://www.thepowerofintroverts.com/quiet-quiz-are-you-an-introvert/
I enjoy work that I can “dive in” without interuptions... T/F”
Test Questions Adapted from Cain, S. (2011). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Crown Publishers Retrived from http://www.thepowerofintroverts.com/quiet-quiz-are-you-an-introvert/
“People tell me I’m a good listener... T/F”
Test Questions Adapted from Cain, S. (2011). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Crown Publishers Retrived from http://www.thepowerofintroverts.com/quiet-quiz-are-you-an-introvert/
“I prefer to not show work to others until it’s finished... T/F”
Test Questions Adapted from Cain, S. (2011). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Crown Publishers Retrived from http://www.thepowerofintroverts.com/quiet-quiz-are-you-an-introvert/
mostly T
mostly F
indicate introversion traits
indicate extroversion traits
early observations
Carl Jung
withdraws into himself
prefers to be alone shy
Lakshmi, N.V. (2008). Personality profiling of introverts and extroverts. The Icfai University Journal of Soft Skills. 2(3) 60-67.
seeks company of others
sociable
chemistry
high activity level along a slow neurotransmitter pathway called acetylcholine acetylcholine triggers the brain to conserve energy & stimulates thinking & feeling.
Justice, B., Justic, R. (December, 2008), Introverts vs. Extroverts. Health Leader. 1-3.
chemistry
relatively less internal activity scans the external world for stimulation to fuel shorter, quicker, dopamine pathways uses adrenaline to gain more dopamine, thus seeking more risk and activity.
Justice, B., Justic, R. (December, 2008), Introverts vs. Extroverts. Health Leader. 1-3.
INTROVERTS AMONG US
1
46% interior design student population
2
50% general population
1 Russ, R., & Weber, M. (1995). Personality types of interior design students: Implications for education. Journal of Interior Design, 21(1), 30–38. 2
Briggs Myers, I., McCaulley, M., Quenk, N., Hammer, A. (1998). MBTI manual: A guide to the development and use of the Myers Briggs Type Indicator (3rd ed. pp. 298). Palo Alto, CA: Consulting Psychologist Press.
photo credit Harvard Business Review
photo credit Harvard Business Review
collaboration
Character Guides
Personality Guides
Citzenship Duty Work Honor Reputation Morals Manners Integrity
Magnetic Fascinating Stunning Attractive Glowing Dominant Forceful Energetic
as cited nineteenth century publications
as cited twentieth century publications
adapted from Cain 2012 pg 23-24.
Framework for introvert inclusion Adapted from Cain, S. (2011). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Crown Publishers
changing preferences
space allocation in the workplace
Executives
17% Middle Managers
from 1994 to 2002
Senior Managers
16.5%
15%
Technical Staff
Senior Professionals
12%
16%
International Facilities Management. (June, 2004) Press Release. retrieved from http://www.ifma.org/tools/prdetail.cfm?id=25
photo credit Knoll
photo credit Herman Miller retrieved from http://www.hermanmiller.com/research/solution-essays/rethinking-the-classroom.html
process information through......
reflection
verbalization
formulating response
vocalize initial thoughts
Helgoe, L. (2010). Revenger of the introvert. Psychology Today. 54-62.
classroom conduct responding to stimuli
greater likelihood of...... collaboration
giving contradictions
to be overlooked
to repeat themselves if needed
Helgoe, L. (2010). Revenger of the introvert. Psychology Today. 54-62. Nussbaum, E.M. (2002). How introverts vs extroverts approach small-group argumentative discussions. The Elementry School Journal. 102(3). Retrieved from http://www.jstor.org/discover/10.2307/1002215?uid=2644 3&uid=
3739656&uid=2&uid=3&uid=26442&uid=67&uid=62&uid=3739256&sid=21101164831957
classroom inconduct a discussion
Which ideas get used? BEST OR BEST ARTICULATED
Cain, S. (2011). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Crown Publishers Janis, Irving L. (1982). Groupthink: Psychological Studies of Policy Decisions and Fiascoes. Second Edition. New York: Houghton Mifflin.
How do we avoid GROUPTHINK?
Cain, S. (2011). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Crown Publishers Janis, Irving L. (1982). Groupthink: Psychological Studies of Policy Decisions and Fiascoes. Second Edition. New York: Houghton Mifflin.
7 student workshop
junior/senior
20 student studio
sophomore
15 faculty committee
sessions
3 X2
hr
student workshop
junior/senior
3 X 30 hr
student studio
sophomore
2 X1 hr
faculty committee
sessions
Framework for introvert inclusion Ideation Session
Early Intervention send discussion points out prior to session
Small Group Large Group Interaction Interaction ideation + combination
ideation + combination
Closing Comments internalization + opportunity for added thought
proposed frameowork
Early Intervention
early response
Early Intervention
factor analysis
Small Group
Interaction
team response
Small Group
Interaction
team response
further question/ideas contact....
Closing Comments
reflective response
observable increase in breadth of participants increased vested interest in deliverable
outcomes
updated analysis of interiors introverted population have techonological advances changed introversion-extroversion preferences emperical testing of activity success analysis of interior design faculty how does our preference change how we teach?
future work
Framework for introvert inclusion Ideation Session
%
Early Intervention send discussion points out prior to session
Small Group Large Group Interaction Interaction ideation + combination
ideation + combination
Closing Comments internalization + opportunity for added thought
updated analysis of interiors introverted population emperical testing of activity success analysis of interior design faculty how does our preference change how we teach?
future work
Framework for introvert inclusion Ideation Session
Early Intervention send discussion points out prior to session
Small Group Large Group Interaction Interaction ideation + combination
ideation + combination
video playback
Closing Comments internalization + opportunity for added thought
updated analysis of interiors introverted population has techonological advances change introversion-extroversion preferenc emperical testing of activity success analysis of interior design faculty how does our preference change how we teach?
future work
Framework for introvert inclusion
%
Ideation Session
Early Intervention send discussion points out prior to session
Small Group Large Group Interaction Interaction ideation + combination
ideation + combination
Closing Comments internalization + opportunity for added thought
classroom techniques
Barkely. E (2010). Student Engagement Techniques. San Francisco, CA: John Wiley & Sons.
seminar prior preparation p 181
“ticket in� to small group dicussion
Barkely. E (2010). Student Engagement Techniques. San Francisco, CA: John Wiley & Sons.
split room move about the room based on opinion of a topic p 202
Barkely. E (2010). Student Engagement Techniques. San Francisco, CA: John Wiley & Sons.
poster sessions graphically present findings p 238
Barkely. E (2010). Student Engagement Techniques. San Francisco, CA: John Wiley & Sons.
questions & discussion