Collaboration at a Distance Process Book by Hernan Maestre

INTRODUCTION

BRIEF

RESEARCH

PROTOTYPE

USER TESTING

FRAMEWORK / NEXT STEPS

REFERENCES / APPENDIX

103

INTRODUCTION

WHO WE ARE The team from DMGT 747

For Fall 2016, the DMGT 747 Collaboration at a Distance course was led by Professor Tom Hardy. The students were from a wide range of disciplines—from architecture and industrial design to photography and marketing—as well as diverse cultural backgrounds—China, Colombia, Puerto Rico, Texas and Venezuela.

Puerto Rico Photography

Industrial Design

Media & Marketing

Graphic Design Colombia

USA China

Architecture

Product Design

Brazil

Venezuela Communication Design

Our Guide on the Side, Professor Tom Hardy

BRIEF

OPPORTUNITY

PURPOSE

APPROACH

FRAMEWORK

DELIVERABLE

In this course, we were tasked with understanding the collaboration dynamics and successful practices of organizations, as well as their key issues, in the context of a current real-world business case study. This case study method is paramount to a DMGT collaboration learning strategy.

Our purpose was: how might we understand and develop an education process to more effectively learn about collaboration?

Our research approach included the research of ideation activities utilizing IBM as a subject matter expert (SME) and realworld business reference source for a collaborative culture having definable, repeatable, measurable, and actionable processes across diverse business areas. As a global company, IBM as an SME informs us as to how corporations collaborate at a distance and how to teach and train SCAD students for this inevitability in real-world projects. Additionally, much like our own class, IBM employees learn to collaborate across multidisciplines and cultures.

Our 10-week class activity was comprised of project research (50%) and project ideation / finalization (50%).

Curricula for a new SCAD course for both a 10-week course that adheres to the structure of a SCAD class, as well as a short-term version for a workshop session. Both of these curricula will focus on collaboration learning that enables variable SMEs as course content sources.

Theory (readings, lectures, discussions) reinforced with practice (group-based projects)

Quarter system 10-week courses

BRIEF

SCAD CLASSES

Grad-level studio classes capped at 16

Targeted student learning outcomes

Here at SCAD we are on a quarter system with classes lasting 10 weeks. This means we have to move quickly, especially during project-based learning exercises. All of our graduate-level studio classes are capped at 16 students. In every class, we are given defined course goals in the syllabus that set the stage for the course. Additionally, the syllabus provides targeted student learning outcomes so that students can foresee the purpose and results of the class. Here at SCAD, every class integrates theory (readings, lectures, discussions) reinforced with practice (groupbased projects, hands-on learning).

Defined course goals

RESEARCH

Our research was divided in two stages, secondary and primary. As we began our secondary research, we identified three main topics to explore: collaborative learning theory and practice, collaboration and corporate culture, and collaboration education at IBM, our subject matter expert. We synthesized the data into wheel diagrams in order to compare the three different topics and identify any data overlaps and/or outliers. 8

SECONDARY RESEARCH

RESEARCH

Collaborative Learning Theory and Techniques

Corporate Collaborative Culture and Practice

IBM Case Study (SME)

COLLABORATIVE LEARNING THEORY AND TECHNIQUES

RESEARCH

As we began researching collaborative learning theory and practice, we looked at different academic institutions such as MIT and Stanford to see how they approached the subject. We also looked at the literature they referenced and found the text Collaborative Learning Techniques: A Handbook for College Faculty. Another important source of data was The Groveâ&#x20AC;&#x2122;s Team Performance Model, which defines stages in the development of a project and also presents the best practices necessary in team dynamics. The data from these two main sources, together with the additional data points gathered from other academic institutions and secondary sources, allowed us to form our own synthesis.

Acti on

RESEARCH

Stag eN am e

Pain Po int

Gain /

e l p

m a x

We identified nine different stages in collaborative learning. For each stage we defined a number, name, activity and examples. We also identified pains and gains. Pains are behaviors that could limit the development of a project, while gains or values refer to the behaviors that need to be developed in order to successfully pass to the next stage. This graphic shows how every stage is defined in the diagram.

Va lue

Stag e#

The collaborative learning process is divided in three major areas: Before, During, and After the collaborative project.

RESEARCH

For Before, we have two stages. Stage 1: Designing collaboration relates more to the instructor and his part on defining the project. Stage 2: Orienting Students is sharing with students the value and relevance of collaboration. After developing teams and defining a project we pass on to the next major area. During the collaboration process we start with Stage 3: the Kick Off, where we recognize and celebrate the beginning of a partnership. Stage 4: Trust Building is where students begin to get to know each other and develop empathy. Stage 5: Norming is where rules and unified goals are defined and community is built. Stage 6: Commitment is where milestones are defined. Stage 7: Performing is where work distribution and workflow definition occurs and the team defines who is doing what, when. And finally, Stage 8: Emergence is where students reframe and produce deliverables and success is defined by synergy. The last area After, one that is usually forgotten, is Stage 9: Renewal, which occurs after the project is finished. This stage encompasses celebration, reflection and empowerment.

RESEARCH

CORPORATE COLLABORATIVE CULTURE AND PRACTICE

RESEARCH

CORPORATE CASE STUDIES

We investigated different collaborative corporate culture cases such as Lego, Microsoft, Adidas, NASA, IDEO, Amazon in order to understand the current corporate culture landscape in terms of size and scale and in order to be able to overlay with the academic curriculum.

RESEARCH

Yammer, Microsoft’s Enterprise Social Networking Platform

LEGO® SERIOUS PLAY®

Adidas Group Learning Campus 24

RESEARCH

Attributes we found to be overlapping during the corporate culture and collaboration research included: knowledge management, experience, verbal communication (high interaction), have common goals (alignment), listen to others, internal & external feedback loops, adaptability and participatory engagement. Personal growth factors ranged from curiosity, embrace uncertainty, balance logic and imagination to body & mind, and make new connections. From there we were able to overlay the data into the phases of Pre-project, Before, During, and After as well as the same nine stages of the collaborative learning wheel diagram.

RESEARCH

IBM CASE STUDY (SME)

RESEARCH

We investigated the different collaborative learning programs IBM offers today. Under the IBM Bootcamp banner, there are several flavors ranging from the flagship Bootcamp, a 13week onboarding program for early career professionals and new college hires geared toward IBM Design Thinking and understanding corporate practices, to the one-day Executive Bootcamp that introduces the language and framework of IBM Design Thinking to internal leaders from senior vice president down to director-level executives within the product units, so they can understand what their teams are saying and how they are working. 35

RESEARCH

IBM BOOTCAMPS

RESEARCH

We found a blog by a recent IBM Bootcamper that documented his journey through the program, so we used this as a base to design a wheel diagram. As these IBM programs are iterative, the stages do not match exactly those of the academic and corporate sections, but they contain similar content, patterns and process. We added direct quotations from the blogger so you can get an idea of what he was feeling during each stage of the experience.

RESEARCH

“‘Design and code a website introducing your new team. Oh, and you have an hour. Go!’ It was one heck of an icebreaker. Our 45-person cohort had just been divided into three groups of 15, and — at day three — we were still polite new acquaintances.” (Davidovits, 2016)

RESEARCH

“At the end of the hour, we had our first playback. Playbacks, a key concept of IBM Design Thinking, gather all team members together to reflect on the work as equals; basically, it’s a safe space to give and receive criticism. The websites showed an obvious lack of polish, but honestly, the work was surprisingly good.” (Davidovits, 2016)

3-4 individual meetings with a section lead to help each Bootcamper identify and improve specific behaviors related to their emotional intelligence, which is the ‘soul’ of IBM Design culture: Empathy, Humility, Vulnerability, Flexibility, Curiosity, Integrity, Audacity.

RESEARCH

“Each team had been asked to craft a productionready experience that would explain how to design for a certain type of accessibility (blindness, cognitive, and physical). The point was to educate ourselves — and each other — about key aspects of the design process, and career workshops, to help us to establish and forge a path toward our professional goals.” (Davidovits, 2016)

“At the kickoff, we listened to an overview of IBM Security — an incredibly complex field — and received our three project “hills.” Hills, in IBM Design Thinking, turn users’ needs into project goals, helping us align around a common vision for our project. Five-person sub-teams are dedicated to each hill.” (Davidovits, 2016)

RESEARCH

“At the kickoff, we listened to an overview of IBM Security — an “Each project follows a systematic timeline. At the end of every week, we’ll have a playback to track our progress, report on milestones, and receive feedback from our stakeholders (design leads and architects of the IBM products).” (Davidovits, 2016)

“We also attend daily design workshops, to learn about key aspects of the design process, and career workshops, to help us to establish and forge a path toward our professional goals.” —ED

“Our projects don’t aim to solve today’s problems, but rather to conceive a “Version X” — to reveal what the future could be for a product. We aren’t given hills or a specific objective. Instead, we’re pointed towards the project domain, connected to the product stakeholders who provide their desired outcomes, and we’re introduced to three reference sponsor users — actual IBM customers that use the product. It’s up to us to plan and conduct user research, discover opportunities, and build solutions from there.” (Davidovits, 2016)

RESEARCH “In the midst of our Incubator experience, my cohort had the privilege of participating in South by Southwest (SXSW) — a huge global tech conference in Austin, Texas — as part of the IBM Design Hive. Set in the beautiful Hotel Van Zandt, this all-day event started with an internal-only “Town Hall” led by our General Manager of Design, Phil Gilbert. It was followed by immersive, interactive experiences that brought to life our work at IBM Design. The whole IBM Design studio attended, and our passion was on full display. It felt great being a part of this community.” (Davidovits, 2016) 42

RESEARCH

KEY LEARNINGS FROM THE IBM BOOTCAMP BLOGGER

RESEARCH

“You can’t fully participate in design until you understand the design process of a company. For my first month — before going to Bootcamp — I felt a little out of my element. I didn’t know how to craft Hills or give an effective Playback, and this held me back. I had to build my own hands-on understanding our overall design practices, including our design language and our design thinking. Bootcamp enabled me to internalize these core elements, and I’m now able to contribute to my team much more effectively.” (Davidovits, 2016) “Feedback drives design. Honestly, I thought I was good at receiving feedback… But I couldn’t help but feel personally attacked when my designs got picked apart. However, after making the changes, I saw how the design improved and realized that it was in my best interest to separate myself from my designs and let that conversation happen. Furthermore, I became more comfortable with showing designs even when they were unfinished, so that I wouldn’t waste time working on something before being redirected.” (Davidovits, 2016) “Communicating design is as essential as the design itself. Playbacks are crucial. I learned how to tell a story, get the audience to empathize, then show what the future could be like. Learning to be a good storyteller in front of a room of people can be daunting, but at IBM Design Bootcamp we were forced to do it from day one. As a result, I have become a much more effective communicator. I also learned that good ideas often required no explanation, because they were so clear and obvious to the stakeholders.” (Davidovits, 2016)

PRIMARY RESEARCH

RESEARCH

For primary research the team conducted observations and interviews. Observations at different sections of the collaborative learning center (CLC) courses, which are project-based classes where students from different majors come together to work with real industry partners under the leadership of two faculty members. We also interviewed IBM collaborative learning leaders, SCAD CLC faculty and a TV producer to discover the facilitatorsâ&#x20AC;&#x2122; perspective on collaboration. For the team membersâ&#x20AC;&#x2122; perspective, we interviewed IBM collaborative team members and SCAD CLC student team members. 45

SCAD COLLABORATIVE LEARNING CENTER (CLC) CLASS IN ACTION

RESEARCH

We observed several different classes at the Collaborative Learning Center, since they organize courses that foster collaboration between students of different disciplines for projects with industry partners. 46

CLC TRACE WEBSITE OBSERVATIONS

RESEARCH

The CLC structure fits perfectly in the Team Performance model with an addition of one prior stage: environment. Following the structure of a collaborative project we find that the CLC structure as a class, the unveiling and the interviews for team selection are made during the environment stage. Then in the Orientation stage is where the kickoff takes place for the team to get to know each other and get to know the client (although this depends on the type and on the schedule according to the client). In between the Orientation Stage and Trust Building we find the Insight Wheel and the CLC Collaboration Wheel that helps the team members understand the type of thinking and communication styles from their teammates. This activity fosters empathy within the team as professor Scott Boylston explains “A group of individuals is qualitatively different than a team, and teams understand that emotional energy is energy, first and foremost, and aligning it with the team’s creative energy is the surest means of pushing through differing opinions.” The launch event serves as a formal transition of stages between Trust Building and Goal Clarification since it is when the deliverables are formalized. Then in between Stage 3 (Goal Clarification) and Stage 4 (Commitment) is where the the team has the leadership role selection. Note that the stage progress depends on the individual team and their work synergy. After understanding the activities and where they fit into the TPM stages, we can see that several of the TRACE articles written by the faculty and students aim to resolve doubts and give a point of view from people who have already experienced pain points in the process aiming to provide tools and solutions for the next teams to consider such as best tools for the team to apply, naming files and managing a same language in terms of design. 47

CLC OBSERVATION HIGHLIGHTS

RESEARCH

Complementing the experience of Trace, the team made observations of four different CLC groups in one class to understand the unique dynamics. From this observations several considerations were made in terms of three categories: Key aspects to avoid, key aspects to encourage and key aspect to adapt.

In terms of aspects to avoid the team spotted that the collaboration becomes static as users only concentrate on their laptops and personal devices, instead of working on a whiteboard. This conclusion was made after observing several participants disengage in the conversation and browsing other subjects that while belonged to the project limit their participation and might cause distress by lack of alignment further on.

RESEARCH

Lack of clarity of the collaborative process specially by individuals who often work isolated might suggest that the students need to undergo projects where collaboration is crucial to solve challenging tasks, so that tangible learnings permeate and work towards refinement of the collaborative skill set. While understanding that many of the students might not have experience in collaboration, the role of the professor as mentor is crucial so that clarity is present in each stage of the project. Division into subgroups for sustained amounts of time makes the group become competitive. The observation noticed how groups tended to have an aggressive posture towards the other proposals and feedback, which impacts trust and empathy. While building subgroups itâ&#x20AC;&#x2122;s logical and important so that tasks get done quicker; shifting team members often is crucial to build empathy, synergy and long-lasting relationships between peers.

RESEARCH

In terms of aspects to adapt, the team spotted that faculty needs to adapt its behavior as it is crucial to how students interact. A top down management style might not be the best for the projects, so by having different leadership roles shared by the students, the project can be managed in a more lateral way. Discussions of other topics besides the process might encourage solutions for a particular problem but it creates distractions that might kill the synergy of the team. A nice balance of effective team communication (specially for meetings) and time to share other topics is recommended.

RESEARCH

In terms of aspects to encourage the team, we found that by encouraging diversity on the collaborative teams in terms of gender, background and culture promoted collaboration and natural curiosity between team members to share specific things. This resulted in the creation of empathy and trust among the CLC group. Sharing personal experiences at the beginning of the class as a group activity promotes companionship and facilitates a space to talk about other subjects apart from the project so that students concentrate on the project matters later on without distractions. Informal environments for sharing ideas makes people comfortable, as it encourages people to bring their ideas even if they are not feasible or are incorrect. By taking away the formal environment, the student is incentivised to propose, make mistakes and correct them, resulting in a richer experience.

EMPATHY MAP DIAGRAM

THINK + FEEL

RESEARCH HEAR

SEE SAY + DO

PAIN

GAIN

To affinitize the information gathered in the interviews, we decided to use Empathy Maps. This way we could classify the information according to our usersâ&#x20AC;&#x2122; profile (leaders or team members) and detect important characteristics according to what they hear, what they feel and think, what they see, what they say and do, and what they perceive as a pain or a gain during the collaborative process. From those two Empathy Maps for leaders and team members, we synthesized the information and pulled out insights from each type of user and also detected characteristics that apply to any collaborative process in general. We then created a composite Empathy Map with pains and gains that highlights the insights gleaned from the research.

EMPATHY MAP FOR LEADERS

RESEARCH

EMPATHY MAP FOR TEAMS

RESEARCH

COMPOSITE EMPATHY MAP TEAMS

In order to create a collaborative environment, leadership and selfwillingness are essential. In order to collaborate in a project, you have to listen, be able to adapt and understand each otherâ&#x20AC;&#x2122;s strengths and weaknesses. Personal objectives are essential for my personal growth and they need to be related to the corporate culture dynamics Iâ&#x20AC;&#x2122;m inserted in.

RESEARCH

LEADERS

THINK + FEEL

As a leader, I feel that IBM Design Bootcamps prepare individuals to lead corporate culture change. Exploring and developing emotional bonds improve collaborative initiatives.

GENERAL

We want to feel that there is a mutually beneficial relationship between the company and personal beliefs.

COMPOSITE EMPATHY MAP

TEAMS

Being able to communicate an idea effectively is as valuable as the idea itself. Knowing the scale and scope of a project is key to avoiding collaboration issues.

LEADERS

RESEARCH

Finding and maintaining the right fit for team dynamics is essential.

HEAR

GENERAL

We hear that work culture defines the common ground that informs behaviors and expectations.

COMPOSITE EMPATHY MAP

RESEARCH

TEAMS

I see that when tools don’t provide new value they incite resistance and result in a lack of adoption.

LEADERS

I see that it’s my responsibility to foster a shared vision in the team that promotes transparency and ensures collaboration.

GENERAL

We need to see coherent value in what we are doing and how we are doing it.

SEE

COMPOSITE EMPATHY MAP

TEAMS

RESEARCH

Common language is derived from the exchange of multiple points of view.

LEADERS

As a leader, I need to find a balance between guiding the team and tools (macro) and allowing enough room for self-organization and autonomy (micro).

GENERAL

We find that understanding team members on a personal level informs us of how our individual and group actions affect one another.

SAY + DO

COMPOSITE EMPATHY MAP

TEAMS

RESEARCH

I believe that when uncertainties and disagreements arise, getting everyone on board is challenging and creates frustration.

LEADERS

As a leader, I approach high complexity projects by ensuring that multiple disciplines and values are in sync.

GENERAL

We cannot overcome uncertainties created by complex projects unless effective leadership and participation take all perspectives into consideration.

PAIN

COMPOSITE EMPATHY MAP

TEAMS

RESEARCH

While collaborating I can learn by doing, apply different methods and develop proper communication skills.

LEADERS

As a leader I realized that allowing individuals to self-organize promotes a better work environment.

GENERAL

We can achieve a better work environment by giving individuals freedom to learn by doing.

GAIN

GENERAL

PROTOTYPE

LEADER

TEAM MEMBER

OUTCOME DESCRIPTION

As we have discussed throughout the project, the focus of the curricula is to develop the skills necessary for the students to thrive in a corporation by creating a collaborative culture that resonates with the vision, values and culture of any corporation. To design the first prototype, we needed to first identify the course description, goals and student learning outcomes, which are the three pillars of the SCAD syllabus and which in essence serve as the contract between the students and the university, guaranteeing academic standards rigor. We looked back at the insights and realized those for the leaders matched clearly the course description, while those from the students were obviously course goals and the general were the student learning outcomes.

GOALS

SYLLABUS LAYOUT DESIGN Syllabus

Office building, room: Phone:

Quarter Year Professor Name (Office building, room) (Phone)

Office Hours: Email: Building/Room: Meeting Times:

(Office Hours) (Email) (Building/Room) (Meeting Time)

School of Design, Department of Design Management, Savannah

DMGT ### - Name of Class Section: 01 CRN: ####

PROTOTYPE

SCAD Mission: The Savannah College of Art and Design exists to prepare talented students for professional careers, emphasizing learning through individual attention in a positively oriented university environment.

COURSE DESCRIPTION

Course Description: The complexity, speed and scale demanded by global business requires design professionals to work with and across a wide range of disciplines, cultures, languages, attitudes and experiences. This course provides students opportunities to learn how to communicate explicitly and effectively with partners who are co-located and/or at a distance. Students will work in groups to achieve coordinated resolutions through the assessment of corporate culture case studies, development of a shared vision, self-organization and creative approaches to team dynamics. They will participate in exercises that emphasize transparency, emotional intelligence, leadership, decision-making, communication, and collaboration skills.

Course Goals: The following course goals articulate the general objectives and purpose of this course: Student will:

COURSE GOALS

1. 2. 3. 4. 5. 6. 7.

Learn the importance of determining as a group the best tools for the development of each project. Learn to develop a project-specific common language derived from the exchange of multiple points of view throughout the collaborative endeavor. Learn leadership and self-management skills which are essential to a collaborative environment. Learn to listen, understand and adapt to other group members’ strengths and weaknesses. Learn about corporate culture dynamics and how to evaluate them critically to achieve alignment. Learn to communicate ideas effectively through different platforms throughout the process. Learn to manage team dynamics and foster team alignment.

Student Learning Outcomes: The following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course:

LEARNING OUTCOMES

Student will: 1. 2. 3. 4. 5. 6.

Develop an understanding of relationship management and collaboration based on theory and experiential learning. Articulate the meaning and value of collaboration through written and spoken word as well as visualizations. Work with organizations to research and evaluate the role collaboration plays in their dynamics. Establish a communication structure and protocol within a team that informs behaviors and expectations. Develop methods to communicate ideas effectively through media without face-to-face contact. Evaluate ways to reframe personal work in order to effectively convey ideas to others.

Syllabus

COURSE DESCRIPTION

PROTOTYPE

The complexity, speed and scale demanded by global business requires design professionals to work with and across a wide range of disciplines, cultures, languages, attitudes and experiences. This course provides students with opportunities to learn how to communicate explicitly and effectively with partners who are co-located and/or at a distance. Students will work in groups to achieve coordinated resolutions through the assessment of corporate-culture case studies, development of a shared vision, self-organization and creative approaches to team dynamics. They will participate in exercises that emphasize transparency, emotional intelligence, leadership, decision-making, communication, and collaboration skills.

Office building, room: Phone:

Quarter Year Professor Name (Office building, room) (Phone)

Office Hours: Email: Building/Room: Meeting Times:

(Office Hours) (Email) (Building/Room) (Meeting Time)

School of Design, Department of Design Management, Savannah

DMGT ### - Name of Class Section: 01 CRN: ####

Course Goals: The following course goals articulate the general objectives and purpose of this course: Student will: 1. 2. 3. 4. 5. 6. 7.

Student Learning Outcomes: The following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course:

Student will: 1. 2. 3. 4. 5. 6.

Syllabus

COURSE GOALS 1. Learn the importance of determining as a group the best tools for the development of each project. 2. Learn to develop a project-specific common language derived from the exchange of multiple points of view throughout the collaborative endeavor.

PROTOTYPE

3. Learn leadership and self-management skills which are essential to a collaborative environment. 4. Learn to listen, understand and adapt to other group members’ strengths and weaknesses. 5. Learn about corporate culture dynamics and how to evaluate them critically to achieve alignment. 6. Learn to communicate ideas effectively through different platforms throughout the process. 7. Learn to manage team dynamics and foster team alignment.

Office building, room: Phone:

Quarter Year Professor Name (Office building, room) (Phone)

Office Hours: Email: Building/Room: Meeting Times:

(Office Hours) (Email) (Building/Room) (Meeting Time)

School of Design, Department of Design Management, Savannah

DMGT ### - Name of Class Section: 01 CRN: ####

Course Goals: The following course goals articulate the general objectives and purpose of this course: Student will: 1. 2. 3. 4. 5. 6. 7.

Student Learning Outcomes: The following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course:

Student will: 1. 2. 3. 4. 5. 6.

Syllabus

Office building, room: Phone:

Quarter Year Professor Name (Office building, room) (Phone)

Office Hours: Email: Building/Room: Meeting Times:

(Office Hours) (Email) (Building/Room) (Meeting Time)

LEARNING OUTCOMES 1. Develop an understanding of relationship management and collaboration based on theory and experiential learning.

PROTOTYPE

2. Articulate the meaning and value of collaboration through written and spoken word as well as visualizations. 3. Work with organizations to research and evaluate the role collaboration plays in their dynamics. 4. Establish a communication structure and protocol within a team that informs behaviors and expectations. 5. Develop methods to communicate ideas effectively through media without face-to-face contact. 6. Evaluate ways to reframe personal work in order to effectively convey ideas to others.

School of Design, Department of Design Management, Savannah

DMGT ### - Name of Class Section: 01 CRN: ####

Course Goals: The following course goals articulate the general objectives and purpose of this course: Student will: 1. 2. 3. 4. 5. 6. 7.

Student Learning Outcomes: The following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course:

Student will: 1. 2. 3. 4. 5. 6.

INITIAL CONCEPTS With this conception of the course overview, the course goals and the intended learning outcomes, we present you our initial set of concepts that respond to the opportunities identified in research:

PROTOTYPE

PROCESS

CONTENT

ACTIVITIES

Rearrangement of teams

Corporate culture case study

Networking between students

Collaborative educational process map

Simulation of a real-world business case

Scorecard Strengths and weaknesses

Use of distance collaboration tools Embodiment and personification of corporate culture case study Visit and interaction with corporation used for case study

PERSONAL GROWTH

COLLABORATIVE SKILLS

Simulation of the hiring process

Feedback loops via distant communication

Roadmap to match user desired dream job or company with the companyâ&#x20AC;&#x2122;s culture

Validation and critique by external guests Game Jam or similar rush challenges Network Tree, how students sustain relations over time

SYLLABUS

PROTOTYPE

At this point in the process it was important to take the initial concepts and insights for the course overview in order to build a basic structure for the syllabus layout. By incorporating the stages from secondary research wheels (collaborative learning and corporate culture) we were able to identify key stages in a 10-week course. We also used key attributes from the insights to describe the learning outcomes for the students by going through each class. The other columns described after that are based on the SCAD Syllabus structure called LIDA: L - Lecture/topics, I- In-class activity, D- Due in class, A- Assignments for next class. 67

SYLLABUS TIMELINE

TIMELINE

Weeks Stages Attributes L (lecture/topic)

PROTOTYPE

Weeks

PROJECTS

I (in-class activity) ACTIVITIES

D (due work)

READINGS

A (assignment for next class) 68

READINGS

PROTOTYPE

We first reviewed the original reading assignments for DMGT 747 and 750 and then compared with our secondary and primary research to identify eight topics critical to the new collaboration course: Emotional Intelligence, Corporate Culture, Teams, Collaborative Learning Theory, Conflict Resolution, Leadership/Facilitation, Virtual/Distance, Tools/Environments. For each topic, we assigned required readings as well as recommended readings from a range of sources including academic articles and foundational texts to classic and contemporary business books and case studies. For each topic, two students will be assigned to lead a Reading Salon in class where they develop an immersive and/or interactive experience for their classmates to review and reinforce the content. 69

WEEK 1

Emotional intelligence

Corporate culture

Teams

Collaborative learning theory

Midterm

PROTOTYPE

WEEK 6

Conflict/ resolution

Facilitation/ leadership

Virtual/ distance

Final

Collaborative tools and environments

PROTOTYPE

ACTIVITIES

PROTOTYPE We looked back at the different stages we established from our research and how these were spread out during our 10 weeks. We decided to look for related activities and study how they could be integrated in our timeline. We subdivided the activities by their main purpose. However, some are repeated in different categories since slight changes in one same activity might allow it to work effectively for a different purpose. Our first set of activities are orientation activities, these allow students to start to familiarize themselves with the projects and their role in the development. Next, we have writing activities. These provide opportunities for the students to practice their writing and critical analysis of literature and discussion topics. They also teach students how to communicate ideas in different ways, which is useful particularly for at-a-distance collaboration. Conflict resolution activities integrate discussion and reflection to ensure alignment between the team at different times during the development of the project. Trust building activities includes games and are emphasized at the beginning of the class or project, but are encouraged to be repeated at different times to nurture the trust and relationship. Then we have discussion activities, which provide a framework for discussing topics, projects or ideas with all group members. And finally we have reflection activities. These can be included as a conclusion for other activities, or for feedback sessions between team members after big presentations. 72

BANK OF ACTIVITIES

ORIENTATION

REFLECTION

WRITING

PROTOTYPE

All these categories have a list of possible activities which we have put together in a ‘Bank of Activities’. This will become a tool for the instructor to choose an activity he/she feels comfortable with and that best relates to the specific group involved and their process.

CONFLICT RESOLUTION

DISCUSSION

TRUST BUILDING

PROJECTS

PROTOTYPE

NANO

CASE STUDY

COURSE

REFLECTION

0.5 week (1 class period)

1 week (2 class periods)

7.5 weeks (15 class periods)

1 week (2 class periods)

4 teams of 3 to 4 students each

Whole class group

Peer sharing and IBM-style individual check-in

Fast in-class challenge

Startup, Small-medium enterprise, Consultancy, Multinational corporation

New software design feature idea

4 Corporate Collaborative Culture and Practice Diagrams and 4 company “cheat sheets”

Historical case study or CLC studio course Project and subject-matter expert dependent

Renewal and future goals Individual visualizations of collaboration during the course

PROTOTYPE NANO PROJECT

The course will have four different types of practice-based projects to reinforce the theory learned from the readings and activities. The first will be the Nano Project, which will take place during the first class period as an interactive kick-off activity. This project format was inspired by the kick-off projects conducted in IBM Bootcamps. The Nano Project will be four teams of three or four randomly assigned students. Each team will ideate around improvements to a presented collaboration tool. Then they will pitch it to the class within one hour. The purpose of this Nano Project is to start the quarter with a high-energy level and illuminate gaps in collaboration so the professor can have an initial understanding of the team and individual dynamics in the class. Example: class is presented with the collaboration tool Slack and they have to familiarize themselves with the software and create and pitch one new feature to improve the collaborative nature of the tool. The class will vote for their favorite new feature.

PROTOTYPE CASE STUDY PROJECT

The second project will be the Case Study Project, which will be approximately one week or two class periods with working time outside of class. This project format will also be four teams of three or four randomly assigned students and each team will have a different makeup than the Nano Project teams. This project is a result of feedback from the IBM SME team during the midterm presentation about understanding different organizational structures based on size and type. For the Case Study Project, each team will be assigned as either a startup, a small-medium enterprise, a consultancy, or a multinational corporation. Result: Teams will use the Corporate Collaborative Culture and Practice diagram as a model to overlay their research findings of their particular case study when pitching to the class. Then each team will create a one-page â&#x20AC;&#x153;cheat sheetâ&#x20AC;? about the organization for a DMGT case study library that students can refer to if interested in learning more about the collaborative nature of a particular organization.

PROTOTYPE COURSE PROJECT

The third and largest project will be the Course Project. The Course Project will be approximately seven weeks and will be done with the entire class as a single group. This final project can take on two manifestations based on the preference of both the professor and the chosen subject-matter expert. First would be a Historic Corporate Case Study: (a) not a current problem given by SME, (b) SME serves only as research reference source and reviewer, (c) no project deliverable to SME, and (d) no payment from SME. The second option would be a CLC Course Project: (a) current problem given by SME, (b) SME serves as research reference source and reviewer + is directly involved in solution development, (c) intellectual property project deliverable to SME, (d) payment from SME, and (e) CLC business process followed in context of running a CLC project within an existing DMGT course with DMGT students and faculty.

PROTOTYPE REFLECTION

The final â&#x20AC;&#x153;projectâ&#x20AC;? will be a designated week of Reflection during the last week of the quarter. This designated time for reflection is often left out of other collaborative project-based courses but is critical to renewal and discussion of what happened and what to do in future projects. The Reflection will include individual student visualizations and peer sharing as well as final IBM-style check-ins with the professor on an individual basis.

SYLLABUS BLUEPRINT

PROTOTYPE

In order to visualize the readings, activities and projects, we created a blueprint so that we could test and validate the structure, timeline and order before formalizing the syllabus in the official SCAD template. This blueprint followed the LIDA system adopted by SCAD but also included at the top the nine stages of collaboration and attributes as a sort of roadmap for the professor leading the class. We imagine this blueprint to be a working teacherâ&#x20AC;&#x2122;s guide to the syllabus with the understanding that each professor may revise or update certain sections or specific readings, activities and projects depending on new developments in the field of collaboration as well as the chosen subject matter expert and course project structure. 79

SYLLABUS BLUEPRINT

WEEKS STAGES ATTRIBUTES

1 Trust Building Align Mindsets + Class Content

Kick Off Articulate Communication

Emotional Intelligence (L) LECTURE/TOPIC

Corporate Culture Professor presents case studies on successful and failed corporate culture collaboration examples

Course Project updates

> Reading Salon Activity: 'Corporate Culture' Must include Introduction, biggest learnings, activity and reflection.

> Round Table Discussion Activity After client check in, have the whole class discuss their understanding of the project. Discussion will go around the table to make sure every student expresses their idea and builds upon classmates ideas. Once everyone has joined the conversation, the group will be ready to start the next activity. A Reflection Activity follows. (Choose from Reflection activities list).

> Reading Salon Activity: 'Teams' Must include Introduction, biggest learnings, activity and reflection.

> Reading Salon Activity: 'Emotional Intelligence' Must include Introduction, biggest learnings, activity and reflection. -----------------------> Case Study Project:

> Orienting Students Activity Group Learning Contract: Intent of group learning contract actvity is explained. Students set rules about team and class dynamics. Write a document and sign it. A Reflection Activity follows. (Choose from Reflection activities list).

Case Study Kick Off: Class is divided into -----------------------new groups of 3 or 4 by the professor and are given a company type (start-up, >Case Study Work: consultancy, SME "small-medium enterprise", or corporation. Students are Meet in teams for 30 mins. given a list of options within each typology and can choose as a group their case study.

> Pre-Class Readings:

- IBM Design Bootcamp (Parts 1-6) by Eytan Davidovits. Retrieve from https:// medium.com/my-ibm-design-bootcampexperience/ibm-designbootcamp-9dda5ed5fb62#.gr0sbnf7d

> Reading Salon Activity: 'Corporate Culture' - Dialogue journals: The team starts a learning reflection journal that should be -----------------------updated every 2 weeks with one post. Everybody in the class should comment on > Case Study Project: each post. (needs to be due work from the previous week) Case Study presentation: Each case study group presents their Corporate -----------------------Collaborative Culture and Practice and walks the class through their diagram and Case Study Work: explains

------------------------

Update in secondary research findings.

- A Descent into the Maelstrom by Devin Obryan. Retrieve from http:// www.ibm.com/design/blog-page.shtml?adescent-into-the-maelstrom

(D) DUE-WORK

> Reading Salon Activity: 'Emotional Intelligence'

> Writing Activity:

> Writing Activity: - Process Book update delivery

6 Trust Building Social networking in teams

Norming Common Language

Midterm Reflection

Norming Social networking in leadership

Conflict / Resolution

> Reading Salon Activity: 'Teams'

> Grove Map Activity: Finished Five Bold Steps Map (started in previous class)

> Case Study Project and Reflection: Case Study Reflection Assignment: Students turn in their cheat sheets to the professor and provide a copy or digital access to everyone in the class (put in Class Dropbox)

Facilitation / Leadership

Virtual / Distance

Final Rehearsal

Course Project status updates

> Reading Salon Activity: 'Collaborative Learning Theory' Must include Introduction, biggest learnings, activity and reflection.

> Reflection Activity (Choose from activities list).

> Conflict Resolution Activity (Choose from activities list). ------------------------

> Reading Salon Activity: 'Conflict Resolution' Must include Introduction, biggest learnings, activity and reflection.

>Course Project Work:

> Course Project:

------------------------

> Trust Building Activity: - Potluck: Intent of activity is explained. Students share food from their countries. A Reflection Activity follows. (Choose from Reflection activities list).

> Reading Salon Activity: 'Facilitation / Leadership' Must include Introduction, biggest learnings, activity and reflection.

----------------------->Course Project Work:

Midterm prersentation

> Course Project Activity: Second IBM-style tune-up and peer review: each student will peer review one another for constructive feedback and the professor will meet with each student individually to review progress, make suggestions, and take stock of each person's current state.

Client check-in: Check in with the client to review progress and set expectations for the final presentation

>Course Project Work:

> Imagery Writing Activity - 20 > Reading Salon Activity: 'Virtual/Distance' > Course Project: minutes Must include Introduction, biggest Final refinements on presentation and Intent of activity is explained. Have learnings, activity and reflection. process book outline students individually describe a Brand's strategy and imagery visual expression through text (10 minutes) and later have a discussion (10 minutes). This activity will allow students to look for creative ways to describe ideas when visuals aren't available, as might happen in distance collaboration when even after sharing an image it is hard to make sure people see it the same way. A Reflection Activity follows. (Choose from Reflection activities list).

------------------------

>Course Project Work: Presentation Post-Midterm Game plan to proffesor

Present research insights

----------------------->Course Project Work: Present initial concpets

-----------------------> Problem Solving Activity: - Send a Solution: Students detect problems after midterm presentation and write down solutions for them. Then they pass the solutions around and refine them as a team. They also reflect on insights and next steps to develop the insights further. A Reflection Activity follows. (Choose from Reflection activities list). ----------------------->Course Project Work: Present second round of concepts

> Writing Activity: > Course Project: - Dialogue journals: The team starts a Turn in midterm presentation deck learning reflection journal that should be updated every 2 weeks with one post. Everybody in the class should comment on each post.

> Writing Activity: - Process Book update delivery

> Reading Salon Activity: 'Conflict Resolution'

> Writing Activity: - Process Book update delivery

------------------------

>Course Project Work: Turn in post-midterm game plan to professor

>Course Project Work: Turn in research map

> Writing Activity: ------------------------ Dialogue journals: The team starts a learning reflection journal that should be >Course Project Work: updated every 2 weeks with one post. Have 2nd round of concepts visualized Everybody in the class should comment on each post.

> Course Project Work: Provide list of team members and tasks

> Reading Salon Activity: 'Collaborative Learning Theory'

> Reading Salon Activity: 'Facilitation / Leadership'

Course Project status updates

9 Project Milestones Common Language

Emergence Align outputs

Reflect on the client feedback and peers feedback

------------------------

> Pre-class Activity:

8 Trust Building Social networking at a distance

Norming Apply research knowledge

Class presents their course project findings

IBM Style Check-in as a class: The students present their norming guidelines to the professor and the class has an IBMstyle check-in where the professor helps to inform and guide the class and offer suggestions.

------------------------

7 Project Milestones Apply research knowledge

Class Rehearsal for Midterm Presentation

> Course Project:

Merged Concept: (1) COURSE PROJECT: Historic corporate problem case study: (a) not a current problem given by SME, (b) SME serves only as research reference source and reviewer, (c) no project deliverable to SME, (d) no payment from SME (2) CLC COURSE PROJECT: (a) Current problem given by SME: (b) SME serves as research reference source and reviewer + is directly involved in solution development, (c) intellectual property project deliverable to SME, (d) payment from SME, (e) CLC business process followed in context of running a CLC project within an existing DMGT course with DMGT students and faculty.

Students are broken into 3 or 4 teams and have to ideate around improvements to a presented collaboration tool (Dropbox, Murally, Google Drive, Slack, etc.) Students will have 1 hour to ideate and present their improvement idea visually or on the whiteboard to the class. The class will vote on the winning group. Way to start the course with high energy and collaboration test early on.

Midterm Presentation

5 Performance Metrics Personal Growth

------------------------

> Course Project:

> Nano Project:

Project Milestone Common Language

> Grove Map Activity: Graphic Road Map Professor provides feedback on midterm Print as many maps as teams in the class. presentation Students will create a list of actions, members in charge of each and target dates for deliverables. A Reflection Activity follows. (Choose from Reflection activities list).

------------------------

Collaborative Learning Theory Course Project status updates

> Grove Map Activity: Graphic Game Plan Print as many maps as teams in the class. Students will clarify goals and how to reach them by defining key steps, success factors -----------------------and major challenges. > Conflict Resolution Activity (Choose from A Reflection Activity follows. (Choose activities list). from Reflection activities list).

> Grove Map Activity: Five Bold Steps Print as many maps as teams in the class. Students will reach a consensus on their goals for the project and the actions they need to do to achieve them. A Reflection activity follows. (Choose from Reflection activities list).

> Reading Salon Activity - An interactive, immersive experience based on the reading materials that students in groups of two concept and lead in class

4 Emergence Aligning outputs

Emergence Articulate communication

Teams

Case Study presentations

> Writing Activity Dialogue journals The team starts a learning reflection journal that should be updated every 2 weeks with one post. Everybody in the class should comment on each post.

PROTOTYPE

3 Norming Social networking in teams

Project Milestone Apply research knowledge

Class and faculty introductions and cover the Introduce the Case Study and the Case Study status update by each research syllabus + Emotional Intelligence discussion Collaborative Corporate Culture and Practice team wheel diagram of pre-class reading assignment and CLC launch kit

> Professor introduces the following activities which will happen throughout the whole quarter:

(I) IN-CLASS ACTIVITY

2 Trust Building Social networking in companies

Norming Common language

Class Rehearsal for Final Presentation

Final Presentation

Performance Metrics Personal growth

Collaborative Tools & Environments

10 Renewal Reflection + validation

Final Reflection

Class presents their project outcomes

Process Book review

Process Book due

> Reflection Activity (Choose from activities list).

> Reading Salon Activity: 'Collaborative Tools & Environments"'

------------------------

Must include Introduction, biggest learnings, activity and reflection.

> Course Project and Reflection: Final IBM-style Check-In: Each student meets individually with the professor to review their course experience and make a plans for future collaborative experiences and growth

Course Project Work: Final presentation

-----------------------> Course Project and Reflection Activity: Final Reflection: each student will visualize their collaboration experience using 706 methods to describe the successes, emotions, and experience of the collaboration

> Visual Rhetoric Activity Intent of activity is explained. Have students describe the same brand through an image that isn't directly related to the brand but that represents its attributes (10 minutes) and later have a discussion (10 minutes). A Reflection Activity follows. (Choose from Reflection activities list).

>Course Project Work: > Reading Salon Activity: Turn in results from user testing and 'Virtual/Distance' validation. (complete outside of calss time) ----------------------->Course Project Work: Turn in presentationl script

> Writing Activity: Process Book update delivery

> Course Project: Turn in final presentation deck

> Reading Salon Activity: 'Collaborative Tools & Environments'

------------------------

> Writing Activity: - Process Book: Final Delivery > Writing Activity: - Dialogue journals: Final Delivery

>Course Project Work: Rehersal Presentation

------------------------

>Course Project Work:

>Course Project Work: Update primary research update

Have initial concepts visualized

- Review and complete Collaboration Launch Kit before first class; Retrive from: https://elearning.scad.edu/modules/ _206_1/CLC_Launch_kit.pdf

> Required Readings: - HBR On Emotional Intelligence: ‘Building the Emotional Intelligence of Groups’, pp. 71-91; ‘The Price of Incivility: Lack of Respect Hurts Morale—and the Bottom Line’, pp. 93-104; ‘Emotional Agility’, pp. 119-126; ‘Fear of Feedback’, pp. 127-140 > Recommended Readings: - HBR 2017: ‘The Limits of Empathy’, pp. 117-124 > Reading Salon Actiivity: 'Emotional Intelligence' > Writing Activity Dialogue journals The team starts a learning reflection journal that should be updated every 2 weeks with one post. Everybody in the class should comment on each post.

-----------------------> Case Study Project: Case Study Kick Off: Students have a week to research their case study and begin mapping their case study to the Corporate Collaboration Culture and Practice circular diagram introduced at the beginning of the quarter. (add in writing journal activity as an assignment) Case Study Work: Begin secondary research on case studies

(A) ASSIGNMENT FOR NEXT CLASS

> Required Readings: - Creating Corporate Culture: ‘What is Corporate Culture?’, pp. 1-21; ‘Where Angels Fear: Intervening to Change a Corporate Culture’, pp. 184-207 - HBR On Collaboration: ‘Building a Collaborative Enterprise’, pp. 45-57 - The Designful Company by Marty Neumeier > Recommended Readings: - HBR 2017: ‘Collaboration Overload’, pp. 1-9 > Reading Salon Activity: 'Corporate Culture' Case Study Work: Teams visualize secondary research

-----------------------> Case Study Project: Case Study Reflection Assignment: Each group is tasked with creating a "Cheat Sheet" about their company case study to create a library for future students interested in the company for academic or professional reasons > Writing Activity: - Process Book first steps

> Required Readings: - HBR On Teams: ‘Eight Ways to Build a Collaborative Team’, pp. 55-74 - HBR On Collaboration: ‘Harnessing Your Staff’s Internal Networks’, pp. 79-89 - No More Teams: Introduction XI-XV; Chapter 1 ‘Why Collaboration Now?’, pp. 1-5; Chapter 4 ‘Collaboration’, pp. 26-57; Chapter 9 ‘Collaborative Organizations and Technological Mythmanagement’, pp. 138-152; Chapter 10 ‘Collaboration Design Themes’, pp. 153-165 > Recommended Readings: - Global Teams: Chapter 1 ‘The Power of Global Teams’, pp. 3-18; Chapter 2 ‘Five Challenges Facing Global Teams’, pp. 19-40 > Reading Salon Activity: 'Teams'

-----------------------> Course Project: Course Project Norm Creation: Class meets outside of class time to create rules, norms, behaviors, tools and timeline for the project. They can also revisit their ninja skills and technical skills in order to divide roles and tasks. Grove Map Work: Finalize grove map activity as teams

> Required Readings:

------------------------ Swarm Creativity: Introduction pp. > Course Project: 3-7; Chapter 2 ‘Collaborative Innovation through Swarm Creativity’, Finish and prepare for midterm pp. 19-48 presentation - Collaborative Learning Techniques: Chapter 1 ‘Collaborative Learning: Coming to Terms with the Term’, pp. 3-13; Chapter 2 ‘The Case for Collaborative Learning’, pp. 14-34 > Reading Salon Activity for 'Collaborative Learning Theory' > Writing Activity: - Dialogue journals: The team starts a learning reflection journal that should be updated every 2 weeks with one post. Everybody in the class should comment on each post. Course Project Work: Begin primary research

> Writing Activity - Process Book updates ----------------------->Course Project Work: Make game plan based on professor and client feedback

>Course Project Work: Divide group into primary and secondary research teams based on game plan >Course Project Work: Start Affinitize research

> Required Readings:

> Writing Activity: - Dialogue journals: The team starts a learning reflection journal that should be - HBR On Teams: ‘When Teams Can't updated every 2 weeks with one post. Decide’ pp. 135-147; ‘How Management Teams Can Have a Good Fight’ pp. 165-181 Everybody in the class should comment on each post. - A Manager’s Guide to Virtual Teams: Chapter 5 ‘Defusing Conflict and > Writing Activity: Overcoming Roadblocks’, pp. 125-152 - Process Book updates

> Required Readings:

- Collaborative Learning Techniques: >In class Activity: Prepare potluck food Chapter 8 ‘Avoiding and Resolving Common and coordinate among the group Problems’, pp. 118-136; Chapter 11 ‘Techniques for Problem Solving’, pp. -----------------------224-260 >Course Project Work: > Recommended Readings: Begin working on concepts and prototyping

- Global Teams: Chapter 3 ‘Effective Leadership’ pp. 43-66; Chapter 4 ‘Creating a Vision and Team Identity’ pp. 67-80; Chapter 9 ‘Global Team Facilitators’ pp. 157-178

- Virtual Teams That Work: Chapter 15 ‘Conflict in Virtual Teams’, pp. 335-352

- Global Teams: Chapter 10 ‘Management and Feedback Systems’ pp. 179-192; Chapter 11 ‘Team-Oriented Assessment and Rewards’, pp. 193-202

-----------------------> Reading Salon Activity: 'Conflict Resolution' ----------------------->Course Porject Work: Continue affinitze research

- HBR On Collaboration: ‘Are You a Collaborative Leader?’, pp. 1-13; ‘What Kind of Collaboration is Right for You?’, pp. 137-151 - HBR On Communication: ‘Harnessing the Science of Persuasion’, pp. 67-89

> Recommended Readings:

- Virtual Teams That Work: Chapter 8 ‘Exploring Emerging Leadership in Virtual Teams’, pp. 183-195. - Collaborative Learning Techniques: Chapter 6 ‘Facilitating Student Collaboration’, pp. 90-100 -----------------------> Reading Salon Activity: 'Facilitation / Leadership'

>Course Project Work: User testing and validation

> Required Readings:

> Writing Activity - Process Book updates - A Manager’s Guide to Virtual Teams: Introduction, pp. 1-13; Chapter 3 ‘Context -----------------------Communication: Definitions and >Course Project Work: Challenges’, pp. 57-91; Chapter 4 Start final presentation + deliverables ‘Developing Accountability in a Virtual World’, pp. 93-123; Chapter 7 ‘CrossCultural Communication and Virtual Teams’ pp. 191-228 > Recommended Readings: - Virtual Teams That Work: Chapter 5 ‘Building a Winning Virtual Team’, pp. 95-120; Chapter 14 ‘Influence and Political Processes in Virtual Teams’, pp. 317-334; Chapter 16 ‘The Development of Global Virtual Teams’’, pp. 353-380; Chapter 17 ‘Closing the Time Gap in Virtual Teams’, pp. 381-400 -----------------------> Reading Salon Activity: 'Virtual/Distance' ------------------------

> Course Project Work: Prepare and finalize final client presentation and deliverables

> Required Readings: - Make Space: pp 5-15; pp 38-53

> Writing Activity: - Process Book: Final Delivery

> Writing Activity: - Dialogue journals: - Global Teams: Chapter 7 ‘Technological Final Delivery Support and Communications’ pp. 119-140 - No More Teams: Chapter 5 ‘Appropriate Tools: Ones that Work’, pp. 58-67; Chapter 7 ‘Collaborative Tools: A First Look’, pp. 85-116 > Recommended Readings: - Virtual Teams That Work: Chapter 11 ‘Context, Task, and the Evolution of Technology Use’, pp. 239-264; Chapter 12 ‘Technology Alignment and Adaptation for Virtual Teams Involved in Unstructured Knowledge Work’, pp. 265-291; Chapter 13 ‘Team or Community of Practice: Aligning Tasks, Structures, and Technologies’, pp. 293-306 -----------------------> Reading Salon Activity: 'Collaborative Tools & Environments'

>Course Project Work: Information synthesis + Appropiate changes based on feedback to create the presentaiton script

----------------------->Course Project Work: Project Reframe

PROJECT (S) READING ACTIVITY Obs: The faculty would have the following competences to work with throughout the quarter: 1. His/hers leadership experience 2. Make the class aware of the cultural and globalized world we are in 3. Explore different forms communication across different environments 4. Utilize multiple assessments in order to leverage the course experience (readings, activities, projects/case studies)

WEEKS STAGES ATTRIBUTES

1 Trust Building Align Mindsets + Class Content

Kick Off Articulate Communication

Emotional Intelligence (L) LECTURE/TOPIC

PROTOTYPE

Class and faculty introductions and cover the Introduce the Case Study and the syllabus + Emotional Intelligence discussion Collaborative Corporate Culture and Practice wheel diagram of pre-class reading assignment and CLC launch kit

> Group Selection Activity Team Hiring: Intent of activity is explained. Instructor chooses two students to define employer skill requirements. The rest of the group create their resumes to be anonymously submitted to the two recruiters for selection. A Reflection Activity follows. (Choose from Reflection activities list). > Professor introduces the following activities which will happen throughout the whole quarter: > Writing Activity Dialogue journals The team starts a learning reflection journal that should be updated every 2

> Reading Salon Activity: 'Emotional Intelligence' Must include Introduction, biggest learnings, activity and reflection. -----------------------> Case Study Project: Case Study Kick Off: Class is divided into new groups of 3 or 4 by the professor and are given a company type (start-up, consultancy, SME "small-medium enterprise", or corporation. Students are given a list of options within each typology and can choose as a group their case study. 81

PROTOTYPE (I) IN-CLASS ACTIVITY

> Reading Salon Activity: 'Emotional Intelligence' Must include Introduction, biggest learnings, activity and reflection. -----------------------> Case Study Project:

> Orienting Students Activity Group Learning Contract: Inten group learning contract actvity is explained. Students set rules abo and class dynamics. Write a docum sign it. A Reflection Activity follows. (C from Reflection activities list).

> Reading Salon Activity - An interactive, immersive experience based on the reading materials that students in groups of two concept and lead in class -----------------------> Nano Project: Students are broken into 3 or 4 teams and have to ideate around improvements to a presented collaboration tool (Dropbox, Murally, Google Drive, Slack, etc.) Students will have 1 hour to ideate and present their improvement idea visually or on the whiteboard to the class. The class will vote on the winning group. Way to start the course with high energy and collaboration test early on.

PROTOTYPE

USER TESTING AND VALIDATION

USER TESTING

LEADER EVALUATION For our first round of professor user testing we had two Service Design professors and one Industrial Design professor from three different countries (Spain, Brazil and the USA). We also had a member of the CLC team, Paul Runko.

DMGT USER TESTING

IDUS

SERV

In this round professors recommended to include more reflection and conflict resolution activities during the quarter, add more literature about collaboration from the field of psychology and have a clear set of detailed activities for the facilitator. Paul also gave us his input on how important it was to clarify the type of relationship between the class and the SME to avoid possible legal consequences. The experience in this testing was challenging given the amount of information that we had to deliver. We could detect mistakes on how the dynamic was set and make adjustments for the next two rounds. For our second round of professor user testing, we had our Chair of Design Management Bill Lee, our professor Tom Hardy and another Design Management professor Bruce Claxton. They found the content of the class relevant and appropriate. They made observations on the format of the syllabus and suggested to include the daily project activities in the assigned and due work. Bill Lee also requested to have a syllabus version where he could see the class (750 or 747) where the content came from and the parts that were new and came out from our research. 86

TEAM EVALUATION

USER TESTING

All five users in this round of testing were Design Management students, and four had taken both DMGT 747 and DMGT 750. They loved the content and the proposed dynamic of the class and some of them even said they would have liked to take it. They made several observations on the language of the class description, goals and outcomes to make sure that regardless of the professor teaching the class that the project with SMEs would be guaranteed. They also suggested changing the order for the conflict resolution section so it would be earlier in the process and used as a tool after the midterm presentation. They also suggested that students should make a printed copy of the process book of the class that could be kept in the SCAD Design Management Library as a reference for future students taking the course.

DMGT

ONLINE SURVEY As part of the user-testing process, we also sent a survey to SCAD Design Management alumni to get their input about what they are currently experiencing with regards to collaboration in the â&#x20AC;&#x153;real worldâ&#x20AC;? compared with their experience in the program. These are some key insights from the survey: 1. Building personal connections with team members outside the work environment is very important.

USER TESTING

2. Awareness of strengths and weaknesses is important to build relationships. 3. Align goals and expectations is important to avoid conflict. 4. Learn more about digital collaboration and tools. 5. Gamify your collaborative experience. 6. Always keep a positive energy. 7. Commit to work together, to listen to each other and build open-mindedness. 8. Some pointed out they are reading more now than during graduate school.

SYLLABUS

FRAMEWORK

Here is the final illustrated version of the course journey. By doing this, the student and faculty will be able to understand the performance and opportunity areas of this course. Hopefully, this framework leaves room for faculty flexibility and creativity. 89

FRAMEWORK

SYLLABUS

Syllabus

Office building, room: Phone:

Quarter Year Professor Name (Office building, room) (Phone)

Office Hours: Email: Building/Room: Meeting Times:

(Office Hours) (Email) (Building/Room) (Meeting Time)

Schedule of Classes: -------------------------------------------------------------------------Key events including assignments, projects due dates/exam dates:

Class 1 KICK OFF

I = In-Class Exercise(s) Nano Project Group Selection Activity: Team Hiring Reflection Activity Professor introduces the activities and projects that will happen throughout the whole quarter D = Due Work Pre-Class Readings: Watch: A Descent into the Maelstrom by Devin Obryan. Retrieve from http://www.ibm.com/design/blog-page.shtml?a-descent-into-the-maelstrom Watch: IBM Design Bootcamp (Parts 1-6) by Eytan Davidovits. Retrieve from https://medium.com/my-ibm-design-bootcamp-experience/ibm-design-bootcamp-9dda5ed5fb62#.gr0sbnf7d Review and complete: Collaboration Launch Kit. Retrive from: https://elearning.scad.edu/modules/_206_1/CLC_Launch_kit.pdf

School of Design, Department of Design Management, Savannah

DMGT ### - Name of Class Section: 01 CRN: ####

A = Assignment(s) Required Readings: HBR On Emotional Intelligence: ‘Building the Emotional Intelligence of Groups’, pp. 71-91; ‘The Price of Incivility: Lack of Respect Hurts Morale—and the Bottom Line’, pp. 93-104; ‘Emotional Agility’, pp. 119-126; ‘Fear of Feedback’, pp. 127-140 Recommended Readings: HBR 2017: ‘The Limits of Empathy’, pp. 117-124 Reading Salon Activity: 'Emotional Intelligence' Writing Activity: Dialogue journals

DELIVERABLE SCAD Mission: The Savannah College of Art and Design exists to prepare talented students for professional careers, emphasizing learning through individual attention in a positively oriented university environment.

Class 2 TRUST BUILDING

3. 4. 5. 6. 7.

Student Learning Outcomes: T he following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course:

Student will: 1. 2. 3. 4. 5. 6.

I = In-Class Exercise(s) Reading Salon Activity: 'Emotional Intelligence' Case Study Kick off

A = Assignment(s) Case Study Work: Begin secondary research on case studies

Student will: Learn the importance of determining as a group the best tools for the development of each project. Learn to develop a project-specific common language derived from the exchange of multiple points of view throughout the collaborative endeavor. Learn leadership and self-management skills which are essential to a collaborative environment. Learn to listen, understand and adapt to other group members’ strengths and weaknesses. Learn about corporate culture dynamics and how to evaluate them critically to achieve alignment. Learn to communicate ideas effectively through different platforms throughout the process. Learn to manage team dynamics and foster team alignment.

L = Lecture/Topic(s) Emotional Intelligence Introduce Case Study project and the Collaborative Corporate Culture and Practice wheel diagram

D = Due Work Reading Salon Activity: 'Emotional Intelligence'

Course Goals: The following course goals articulate the general objectives and purpose of this course: 1. 2.

L = Lecture/Topic(s) Introduction to course and syllabus: discuss objectives, goals, learning outcomes, and grading breakdown Emotional Intelligence: discussion of pre-class reading assignment and Collaboration Launch Kit

Class 3 NORMING

L = Lecture/Topic(s) Corporate Culture Case Study status update by each research team I = In-Class Exercise(s) Orienting Students Activity: Group Learning Contract Reflection Activity Case Study Work in teams D = Due Work Writing Activity: Dialogue journals Case Study Work: Secondary research update A = Assignment(s) Required Readings: Creating Corporate Culture: ‘What is Corporate Culture?’, pp. 1-21; ‘Where Angels Fear: Intervening to Change a Corporate Culture’, pp. 184-207 HBR On Collaboration: ‘Building a Collaborative Enterprise’, pp. 45-57 The Designful Company by Marty Neumeier Recommended Readings: HBR 2017: ‘Collaboration Overload’, pp. 1-9 Reading Salon Activity: 'Corporate Culture'

100

GRADING OPPORTUNITIES

Reading Salon Activity ‘Collaborative Tools & Environments’ Course Project and Reflection: Final Reflection Activity

10%

CASE STUDY

10%

D = Due Work Reading Salon Activity: ‘Collaborative Tools & Environments’

WRITING ACTIVITIES

A = Assignment(s) Writing Activity: Process Book: Final Delivery Writing Activity: Dialogue journals: Final Delivery Class 20 RENEWAL

L = Lecture/Topic(s) Final Reflection Process Book due I = In-Class Exercise(s) Course Project and Reflection: Final IBM-style Check-In D = Due Work Writing Activity: Process Book: Final Delivery Writing Activity: Dialogue journals: Final Delivery

DELIVERABLE

20%

Grading Opportunities: --------------------------------------------------------------------------

CLASS PARTICIPATION / ACTIVITIES

Your overall course grade will be computed according to the following breakdown:

ASSIGNMENT W

40%

COURSE PROJECT

20%

COLLABORATION

EIGHT

Class Participation / Activities

20.00 percent

Case Study

10.00 percent

Course Project

50.00 percent

Writing Activities

20.00 percent

Total Weight

100 percent

Grading Standards

Range

Letter grade: A = excellent

90 - 100 %

Letter grade: B = good

80 - 89 %

Letter grade: C = *

70 - 79 %

Letter grade: D = *

60 - 69 %

Letter grade: F = failing

0 - 59 %

*Refer to the student handbooks and departmental standards for minimal acceptance for passing grade.

Course Information: -------------------------------------------------------------------------Field Trip(s):

To augment the instruction of this course two field trips have been scheduled. Students must attend one of the two field trips: -- SCAD Museum of Art: Date, Time -- National Museum of the Mighty Eighth Air Force: Date, Time

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NEXT STEPS

CHAIR: DESIGN MANAGEMENT

DEAN: SCHOOL OF DESIGN

CURRICULUM COUNCIL

REGISTRAR 1

As we proceed with this curriculum, our first next step is to do a final validation session with the Chair of Design Management Bill Lee. He was present during our professer user testing session and provided valuable feedback, but we need to meet with him again to approve and review the final syllabus.

Additionally, the chair of design management will present this curriculum to our dean, Victor Ermoli, as his feedback will be critical with regard to understanding not only the needs of Design Management students, but also other students within the School of Design. He will also need to review and approve the syllabus.

After getting approval from both the Chair of Design Management and the Dean of the School of Design, will present this to the Curriculum Council who will need to review and approve the syllabus.

Lastly, when approved, the Curriculum Council will pass the syllabus to the Registrar, who will officially implement the syllabus and open it up for student registration.

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Bonchek, M. (September, 2016). What if you could learn design from Apple? Retrieved from https://hbr.org/2016/09/what-if-you-could-learn-design-fromapple

Fox, J. (September, 2016). Oprah giveaway meetings: “You all get a part!”. Retrieved from https://trace.scad.edu/article/oprah-giveaway-meetings-you-allget-a-part

Bort, J. (August, 2013). Great place to work: at automattic employees all work from home and travel to exotic locations. Retrieved from http://www. businessinsider.com/automattics-awesome-remote-work-culture-2013-8

Fu, S. (September, 2016). Save your sanity, embrace different thinking styles. Retrieved from https://trace.scad.edu/article/save-your-sanity-embrace-differentthinking-styles

Boylston, S. (September, 2016). Conflictollaboration. Retrieved from https://trace. scad.edu/article/conflictollaboration

Fu, S. (September, 2016). Communication: Talk, text, send a carrier pigeon. Retrieved from https://trace.scad.edu/article/communication-talk-text-send-acarrier-pigeon

Budds, Diana. (October, 2016). Google has a solution for the ux design education gap: google. Retrieved from https://www.fastcodesign.com/3062640/google-hasa-solution-for-the-ux-design-education-gap-google

REFERENCES

Burnette, A. (2015). CX Interview on IBM Design Thinking and Designcamp with Charlie Hill of IBM. Retrieved from http://blogs.forrester.com/allegra_burnette/1506-08-cx_interview_on_ibm_design_thinking_and_designcamp_with_charlie_ hill_of_ibm Canady, S. (2010). SCAD rallies to get the world out about QEP. Retrieved from http://scadconnector.com/2010/03/01/scad-rallies-to-get-the-word-out-aboutqep/ Chaney, M. (September, 2016). Oh, You’ll use the Launch Kit! Retrieved from https://trace.scad.edu/article/oh-you-ll-use-the-launch-kit Chertavian, A, (September, 2016). Psychiatric Help: The Doctor is in. Retrieved from https://trace.scad.edu/article/psychiatric-help-the-doctor-is-in Davidovits, E. (2016). IBM Design Bootcamp (Parts 1-6) Retrieved from https:// medium.com/my-ibm-design-bootcamp-experience/ibm-design-bootcamp9dda5ed5fb62#.gr0sbnf7d DesMarais, C. (August, 2016). Seven things leonardo da vinci can teach you about creativity. Retrieved from http://www.inc.com/christina-desmarais/7things-leonardo-da-vinci-can-teach-you-about-creativity.html

Fu, S. (September, 2016). Scrum-ing your management. Retrieved from https:// trace.scad.edu/article/scrum-ing-your-management Gough, A. (2014). The Maelstrom (Weeks 1-8). Retrieved from https://medium.com/ the-maelstrom/week-one-815960363a48#.fje6ed62h Hanion, L. (2016). Designing for Big Blue. Retrieved from http://www.100archive. com/article/designing-for-big-blue-my-story-so-far Hardy, T. (September, 2016).Trust and Empathy: The dynamic Duo. Retrieved from https://trace.scad.edu/article/trust-and-empathy-the-dynamic-duo Kilmann, R. (2009). The most complex and least understood mode: Collaborating. Retrieved from http://www.kilmanndiagnostics.com/blog/2011/jun/17/mostcomplex-and-least-understood-mode-collaborating Kocsmarszky, Z. (May, 2014). 9 tools to keep our remote team together. Retrieved from https://logbook.hanno.co/nine-tools-to-keep-our-remote-team-together/ Lego serious play method. (n.d.) Retrieved from https://www.lego.com/en-us/ seriousplay/the-method Lindvall, C. (September, 2016). The trouble with long distance relationships. Retrieved from https://trace.scad.edu/article/the-trouble-with-long-distancerelationships

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Lyle, C. (February, 2016). How to Slack: A communication App. Retrieved from https://trace.scad.edu/article/how-to-slack-a-communication-app

Optimizing Yammer for teams. (2015, August 13). Retrieved from https://blogs. office.com/2015/08/13/optimizing-yammer-for-teams/

Lockwood, T. (May, 2013). Innovation culture starts with the right people and the right process. Retrieved from http://lockwoodresource.com/innovation-culturesstart-with-the-right-people-and-the-right-process-by-thomas-lockwood/?utm_ content=bufferc204d&utm_medium=social&utm_source=linkedin.com&utm_ campaign=buffer

Ozaysin, G. (2010). SCAD collaborative Learning: A Triptych for Collaboration. Retrieved from http://www.sacscoc.org/pdf/2010%20track%20b%20qeps/ Savannah%20College%20of%20Art%20&%20Design%20QEP%20Summary.pdf

Mael, A. (September, 2016). Digital Resources: The simplest way for storing & sharing information. Retrieved from https://trace.scad.edu/article/digitalresources-the-simplest-way-for-storing-sharing-information

REFERENCES

Mannes, J. (September, 2016). Facebook, Amazon, Google, IBM and Microsoft come together to create the partnership on ai. Retrieved from https://techcrunch. com/2016/09/28/facebook-amazon-google-ibm-and-microsoft-come-togetherto-create-historic-partnership-on-ai/? McCabe, J. (January,2016). How can you have FUN in a time like this?! Retrieved from https://trace.scad.edu/article/how-can-you-have-fun-in-a-time-like-this Meister, J. (n.d.). A New Way Of Working And Learning: Adidas Style. Retrieved from http://www.forbes.com/sites/jeannemeister/2014/07/21/a-new-way-ofworking-and-learning-adidas-style/#16ed3d4a689a) Myers, C. (April, 2016). 3 reasons amazonâ&#x20AC;&#x2122;s culture won;t work for you, according to jeff bezos. Retrieved from http://www.inc.com/chris-myers/jeff-bezos-justrevealed-the-secret-to-amazons-culture-heres-why-you-shouldnt-tr.html Myers, M. (September, 2016). Major communication breakdown. Retrieved from https://trace.scad.edu/article/major-communication-breakdown Obryan, D. (2016). A Descent into the Maelstrom. Retrieved from http://www.ibm. com/design/blog-page.shtml?a-descent-into-the-maelstrom

Pizzichemi, C. (September, 2016). Divide and Conquer. Retrieved from https:// trace.scad.edu/article/divide-and-conquer Pizzichemi, C. (September 9). Calm, Cool, and Collected. Retrieved from https:// trace.scad.edu/article/calm-cool-and-collected Quito, A. (September, 2016). IBM is gearing up to become the worldâ&#x20AC;&#x2122;s largest and most sophisticated design company. Retrieved from http://qz.com/755741/ibm-isbecoming-the-worlds-largest-design-company/ Savannah College of Art and Design (2014). What is SCADpad? Retrieved fromhttp://www.scadpad.com/what-is-scadpad The Facilitator Training Program. (n.d.). Retrieved from http://seriousplay. training/?page_id=6 Walters, D. (February 2010). QEP leads collaborative efforts. Retrieved from http:// scaddistrict.com/2010/02/20/qep-leads-collaborative-effort/ Weldon, R. (september 2016). Are you the Collaborative type? Retrieved from`https://trace.scad.edu/article/are-you-the-collaborative-type Williams, C. (September, 2016). Collaborative strategies for adaptive thinking. Retrieved from https://trace.scad.edu/article/collaborative-strategies-for-adaptivethinking

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APPENDIX

BANK OF ACTIVITIES PAGE 106

FINAL COURSE DESCRIPTION ‘WHERE IT COMES FROM’ PAGE 133

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BANK OF ACTIVITIES

GROUP SELECTION

Team Hiring

DISCUSSION

Round Robin

Jeopardy (for readings)

Talking Chips

Friendly Feud

Three-step Interview

GAMES

Round Table

APPENDIX 1

ORIENTING STUDENTS

Group Learning Contract

Index Cards RECIPROCAL RESEARCH

Role Play

REFLECTION

SOCIAL

Cultural Potluck

PROBLEM SOLVING

GROVE MAPS

Send a problem, write a solution

CONFLICT RESOLUTION

Feedback Form Send a problem, write a solution

Imagery Writing

Five Bold Steps Graphic Game Plan Map Graphic Road Map

Team-led Discussion

Index Cards

Whodunit Ball Toss

Feedback Form

Collaborative Writing Process Book WRITING

Round Table Dialogue Journals

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TEAM HIRING ACTIVITY GROUP SELECTION

INTENT Selecting group members.

APPENDIX 1

DESCRIPTION

MATERIALS

. Have students create their own resume with skills related to teamwork 1 and special skills (better known as ninja skills). The resume must be anonymous. 2. Randomly select two students to act as employers. 3. Make the rest of the class turn in the resumes to the selected students and have them select their own teams based on the skills described in the resumes.

Paper

Pens

107

GROUP LEARNING CONTRACT ACTIVITY ORIENTING STUDENTS

INTENT Define group norms and wishes.

APPENDIX 1

DESCRIPTION

MATERIALS

Reference contract

List of ground rules for team work

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WHODUNIT ACTIVITY SOCIAL

INTENT Ice breaker, building trust between team members by sharing personal experiences.

APPENDIX 1

DESCRIPTION

MATERIALS

1. Proved students with index cards. 2. Ask them to write something interesting they have done encouraging them to share things that most people in the group don’t know. 3. Collect the cards, shuffle them and pass them back out.

Index cards

Pens

4. Each person takes turns and reads aloud his or her card and then must guess who is the owner of the read fact. 5. The guessed person must say “yes” or “no”.

Markers

6. If the guess was correct, that person needs to explain shortly what he or she wrote. 7. Continue until every card owner is identified.

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BALL TOSS ACTIVITY SOCIAL

INTENT Ice breaker, class starter, discussion starter.

APPENDIX 1

DESCRIPTION

MATERIALS

Beach ball

Permanent marker

4. When students receive the ball, they must read the question closest to their right thumb and answer it. 5. After answering, they must toss the ball again.

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CULTURAL POTLUCK ACTIVITY SOCIAL

INTENT

APPENDIX 1

Building trust in the team, celebrating accomplishments, sharing experiences.

DESCRIPTION

MATERIALS

1. Decide if it is an in-class activity or if it should be a field trip. 2. Ask students to bring food from their cultures. 3. Each student explains the traditions around it. 4. Team members eat together and have informal conversation.

Every team member will plan accordingly

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FIVE BOLD STEPS ACTIVITY GROVE MAPS

INTENT To help the group reach consensus on goals and the actions needed to achieve them.

APPENDIX 1

DESCRIPTION 1. Have the map printed and hanging 6. Ask students to revisit the vision on the wall. and sub-visions they created individually and have them write one 2. Gather students in front of the as a group taking into account what map. they individually expressed. 3. Ask students to write on PostIt’s values they think are important to accomplish their goals in their project and class.

7. Ask students to write on Post-It’s 5 bold steps they would need to do in order to accomplish the vision.

8. Ask them to write on Post-It’s 4. Ask students to write a statement challenges they could encounter to that reflects their personal vision of accomplish the vision. the class and project. What do they want to accomplish individually? It 9. Have students write on Posthas to be written in present tense. It’s supports they count on to accomplish their vision. 5. Ask students to create sub-visions for the vision. They have to be 10. Wrap up the activity by having written in present progressive tense. an open table discussion about any doubts or questions. Make a short reflection about the process.

MATERIALS

Printed map

Post-It’s

Tape

Markers

112

GRAPHIC GAME PLAN MAP ACTIVITY GROVE MAPS

INTENT

APPENDIX 1

Create a big picture of actions and target dates for deliverables. This is an action-oriented map that visually integrates the previously stated bold steps with team members, resources, success factors and major challenges. Having all the information available in the same space provides focus and helps clarifying actions.

DESCRIPTION

MATERIALS

1. Transfer the vision and five bold-steps to the game plan map and explain that these are the starting points to developing the map. 2. Students now focus on writing objectives on Post-It’s without cataloguing them either ‘primary’ or ‘other objective’. The notes are placed in the mountain under the vision.

Completed five bold steps

3. Engage students into identifying the stages or tasks to be taken in regards of each bold step leading to the vision. The desired outcome and how to overcome challenges for each task are filled in simultaneously. 4. Once students have the tasks per each desired outcome have them move again into the objectives. They now asses each previously written objective, cluster them accordingly with any new objectives and place them in either ‘primary’ or ‘other objectives’. 5. Wrap up the activity by having an open table discussion where the team expresses doubts. Follow this by offering a self reflection from each team member.

Printed map

Post-It’s

Tape

Markers

113

GRAPHIC ROAD MAP ACTIVITY GROVE MAPS

APPENDIX 1

INTENT

DESCRIPTION

This map is an actionoriented target map that takes into account the previously stated bold steps and vision. It helps to create a big picture of actions and target dates. The team sets high level goals to set a direction. Overall, it illustrates specific milestones the team would like to achieve.

1. Have the students bring bold steps and vision from the Bold Steps Map activity together with the objectives created in the Game Plan Map and have them place this information in the designated placeholders on this map. 2. From the primary objective the team should develop overall goals and match them to the specific bold steps. The team should also be able to define measureable steps to achieve these goals.

MATERIALS

Completed five bold steps and game plan maps

3. Ask students to set a schedule and set specific dates and deadlines for each step on the top. 4. Once students have the dates, goals and bold steps on the board, the team should identify the challenges that would hinder the process. With the challenges, the team should also mention ways of overcoming them. Overall, a collection of challenges and their solution should be pinned on the map. 5. Wrap up the activity by having an open table discussion where the team expresses doubts. Follow this by offering a self reflection from each team member.

Printed map

Post-Itâ&#x20AC;&#x2122;s

Tape

Markers

114

ROUND ROBIN ACTIVITY DISCUSSION

INTENT

APPENDIX 1

Quick idea generation involving everyone in the team. Brainstorming. This technique discourages comments that interrupt or inhibit the flow of ideas.

DESCRIPTION 1. Explain the students the intent of the brainstorming activity. 2. Ask students to share an idea taking turns around the table. Tell them they must not evaluate or question each othersâ&#x20AC;&#x2122; ideas. 3. Make sure all students share their ideas and repeat as many times as needed.

115

TAKING CHIPS ACTIVITY DISCUSSION

INTENT

APPENDIX 1

Ensure team members participation and regulating participation, encouraging quiet members to participate and limiting talkers speech.

DESCRIPTION

MATERIALS

1. Inflate the beach ball. 2. Write questions relevant to the class content, or about topics that you feel must be discussed in a particular class session. 3. Have the students toss the ball to each other. 4. When students receive the ball, they must read the question closest to their right thumb and answer it.

Poker chips or any other object that can be placed as tokens

5. After answering, they must toss the ball again.

116

THREE-STEP INTERVIEW ACTIVITY DISCUSSION

INTENT Practice interview skills and test interview questions.

APPENDIX 1

DESCRIPTION

MATERIALS

1. Have the team prepare interview questions before class. 2. Divide the team in pairs. 3. In each pair, one student acts as interviewer and the other as interviewee. 4. Students conduct the interview. 5. Ask students to make changes to questions according to the experience they have so they can refine the order and the content of the questions.

Paper Interview questions prepared and printed

6. When pairs finish the interview process, have students share their experience as a team and make changes to the interview questions accordingly.

117

ROLE PLAY ACTIVITY RECIPROCAL RESEARCH

INTENT

APPENDIX 1

Provide an action environment that allows students to experience emotional and intellectual responses of an imaginary position or role.

DESCRIPTION

MATERIALS

1. Previously, create a scenario with a defined story and roles. 2. Present the scenario and allow time for questions and discussion about it. Assign roles including observers and moderators. 3. Give instructions about time and activity parameters.

Scenario ready

4. Start the role play. It should run until the proposed behavior is clear and the objective achieved. 5. Follow the activity with group discussion and reflect on the consequences of actions.

118

SEND A PROBLEM, WRITE A SOLUTION PROBLEM SOLVING

INTENT

APPENDIX 1

Find different solutions to the same problem. Evaluation of different perspectives.

DESCRIPTION

MATERIALS

1. Form groups. 2. Distribute a problem to each group. Ask them to discuss solutions, and choose the best one. Then each group writes the selected solution and places it in an envelope. 3. Rotate the problems between the teams and repeat the process.

Problems written on paper envelopes

4. When all problems have rotated around each group, teams read the different solutions.Finally, as a team, students decide which solution is the most appropriate or build a new one taking into account different ideas from various solutions. 5. Wrap up the activity by having an open table discussion about any doubts or questions. Make a short reflection about the process.

119

IMAGERY WRITING ACTIVITY WRITING

INTENT

APPENDIX 1

Develop writing skills by using imagery as a tool for descriptive writing. Students will develop a branding strategy only using written language.

DESCRIPTION

MATERIALS

1. Divide the team into groups. 2. Choose topics for creating a branding strategy and distribute them randomly between teams. 3. Each group has to develop a branding strategy only using written language.

Paper

Pens

4. When time is up, each group shares their strategy with the rest of the class. 5. Wrap up the activity by having an open table discussion about any doubts or questions. Make a short reflection about the process.

Topics ready

120

COLLABORATIVE WRITING PROCESS BOOK ACTIVITY WRITING

INTENT Involving team members in writing the process book.

APPENDIX 1

DESCRIPTION 1. Allocate roles for the process book preparation. 2. Divide topics between students. Explain that everyone in the class should be involved in the writing process. 3. Inform deadlines for progress deliveries.

121

ROUND TABLE ACTIVITY WRITING

INTENT

APPENDIX 1

Written brainstorming. Opposite to speaking, writing gives students quiet time to think about their ideas before sharing them and allows having a record of a brainstorming session.

DESCRIPTION

MATERIALS

1. Provide a sheet of paper. 2. Randomly select a student to start the round. Ask the student to write his or her ideas as fast as possible on the sheet of paper. 3. Ask the student share his or her ideas aloud. 4. Ask the student to pass the sheet of paper to the next student and repeat the process. The activity ends when all students have shared their ideas. 5. Wrap up the activity by encouraging reflection around the ideas. Ask participants to write down the ideas digitally.

Paper

Pens

Markers

122

DIALOGUE JOURNALS ACTIVITY WRITING

INTENT

APPENDIX 1

Having a written record of important conclusions and reflections through the class experience.

DESCRIPTION

MATERIALS

1. Explain the importance of keeping record of key conclusions and reflections. 2. Have students self organize and allocate journal reflections to some team members that will have the responsibility to write an entry every two weeks.

GOOGLE docs file

3. Everyone in the class has to make comments to each journal entry. 4. The journal will be kept as a GOOGLE doc.

123

JEOPARDY ACTIVITY GAMES

INTENT

APPENDIX 1

Share the contents of reading through a creative game that helps students feel more engaged as they learn.

DESCRIPTION

MATERIALS

1. Use index cards to re-create the Jeopardy Game Screen. 2. Include different themes and a list of topics within each and place backwards on the wall. Have student choose a numbered card and read the topic on the other side of the card.

Index cards

3. The student then proceeds to define the topic in form of a question as in the Jeopardy Game Show. 4. Keep track of points. The group with most points wins.

124

FRIENDLY FEUD ACTIVITY GAMES

INTENT

APPENDIX 1

Discuss topics and opinions through a creative game that helps students feel more engaged as they assess everyoneâ&#x20AC;&#x2122;s perspectives.

DESCRIPTION

MATERIALS

1. Create a list of questions the team might have different opinions on. 2. Have students give several answers to the questions. Tally the answers and list the 2-3 responses that were most repeated. 3. Following the rules of the Family Feud Game, help students discover how classmates feel about certain topics or decisions.

Paper

Pens

125

ROUND TABLE ACTIVITY REFLECTION

INTENT

APPENDIX 1

Have students reflect on how they felt about the activities that took place, how they were (or werenâ&#x20AC;&#x2122;t) useful, how they could have been better and what they learned about themselves and their teammates.

DESCRIPTION 1. Start asking one student what they learned from the activity that took place. 2. Go around clockwise around the class and make sure every student builds on what previous students have said.

126

INDEX CARDS ACTIVITY REFLECTION

INTENT

APPENDIX 1

Have students reflect on how they felt about the activities that took place, how they were (or weren’t) useful, how they could have been better and what they learned about themselves and their teammates.

DESCRIPTION

MATERIALS

1. Give one card to each student. Ask them to think about what they experienced, how they felt before the activity and how they felt after. 2. Ask the student to draw on an index card a symbol (or graphic) that represents those feelings. Allow 5 minutes for this.

Index cards

Pens

3. Go around the room discussing each person’s drawing.

127

FEEDBACK FORM ACTIVITY REFLECTION

INTENT

APPENDIX 1

For student-organized reading salons, have students reflect on how they felt about the activities that took place, how they were (or werenâ&#x20AC;&#x2122;t) useful, how they could have been better and what they learned about themselves and their teammates.

DESCRIPTION

MATERIALS

1. Ask students to divide a paper in 4 quadrants (a cross through the center of the paper) 2. Ask them to name each quadrant the following: What I expected? / What I experienced? / What I appreciated? / What I would have liked more of?

Paper

Pens

3. Once every student is finished, ask each student to share their feedback in open discussion (at least the parts they feel are most important) with the group in charge of the activity.

128

TEAM-LED DISCUSSION ACTIVITY REFLECTION

INTENT

APPENDIX 1

DESCRIPTION

MATERIALS

Simply ask students to reflect around the activities and allow for them to find their own method. Varies

129

INDEX CARDS ACTIVITY CONFLICT RESOLUTION

INTENT

APPENDIX 1

The activity’s goal is to reflect on the group dynamic and solve any possible conflicts.

DESCRIPTION

MATERIALS

1. Give two cards to each student. Have students reflect on how they felt have felt about the group dynamic until now. Ask them to think about how they would like the group dynamic to be. 2. Ask the student to draw on an index card a symbol (or graphic) that represents how they feel the group dynamic has been and on the other index card ask them to draw one for how they would like the dynamic to be. Allow 10 minutes for this.

Index cards

Pens

3. Go around the room discussing each person’s drawings.

130

FEEDBACK FORM ACTIVITY CONFLICT RESOLUTION

INTENT

APPENDIX 1

The activityâ&#x20AC;&#x2122;s goal is to reflect on the group dynamic and solve any possible conflicts.

DESCRIPTION

MATERIALS

1. Ask students to divide a paper in 4 quadrants (a cross through the center of the paper). 2. Ask them to name each quadrant the following: What I expected? / What I experienced? / What I appreciated? / What I would have liked more of?

Paper

Pens

3. Ask them to fill each quadrant in relation to the group dynamic. 4. Once every student is finished, ask each student to share their feedback in open discussion.

131

SEND A PROBLEM, WRITE A SOLUTION CONFLICT RESOLUTION

INTENT

APPENDIX 1

The activityâ&#x20AC;&#x2122;s goal is to reflect on the group dynamic and solve any possible conflicts.

DESCRIPTION

MATERIALS

1. Form groups. 2. Distribute a problem to each group. Ask them to discuss solutions, and choose the best one. Then each group writes the selected solution and places it in an envelope. Rotate the problems between the teams and repeat the process. 3. When all problems have rotated around each group, teams read the different solutions.

Problems written on paper

Envelops

4. Finally, as a team, students decide which solution is the most appropriate or build a new one taking into account different ideas from various solutions. 5. Wrap up the activity by having an open table discussion about any doubts or questions. Make a short reflection about the process.

132

FINAL COURSE DESCRIPTION - â&#x20AC;&#x2DC;WHERE IT COMES FROMâ&#x20AC;&#x2122;

DMGT-747 DMGT-750 Insights

COURSE DESCRIPTION APPENDIX 2

The complexity, speed and scale demanded by global business requires design professionals to work with and across a wide range of disciplines, cultures, languages, attitudes and experiences . This course provides students opportunities to learn how to communicate explicitly and effectively with partners and counterparts who are co-located and/or at a distance. Students will work in groups to achieve coordinated resolutions through the assessment of high complexity corporate culture case studies, development of a shared vision, self-management and creative approaches to team dynamics. They will participate in exercises that emphasize transparency, emotional intelligence, leadership experience, decision-making communication and collaborative skills.

133

FINAL COURSE DESCRIPTION - ‘WHERE IT COMES FROM’

DMGT-747 DMGT-750

COURSE GOALS

Insights

Students will: 1. Learn the importance of determining as a group the best tools for the development of each project.

APPENDIX 2

Learn to develop a common language derived from the exchange of multiple points of view throughout the 2. collaborative endeavor. 3. Learn leadership and self-willingness skills which are essential to a collaborative environment. 4. Learn to listen, understand and adapt to each other’s strengths and weaknesses. 5. Learn about corporate culture dynamics and how to evaluate them critically to achieve alignment. 6. Learn to communicate ideas effectively through different platforms and at different moments in the process. 7. Learn to manage team dynamics and foster team alignment.

134

FINAL COURSE DESCRIPTION - â&#x20AC;&#x2DC;WHERE IT COMES FROMâ&#x20AC;&#x2122;

DMGT-747 DMGT-750 Insights

STUDENT LEARNING OUTCOMES 1. Students will develop an understanding of relationship management and collaboration based on theory and experiential learning.

APPENDIX 2

2. Students will articulate the meaning and value of collaboration through written and spoken word as well as visualizations. 3. Students will work with organizations to research and evaluate the role collaboration play in their dynamics. 4. Students will establish a communication structure and protocol within a team that informs behaviors and expectations. 5. Students will develop methods to communicate ideas effectively through media without face-to-face contact. 6. Students will evaluate ways to reframe personal work in order to effectively convey ideas to others.

135

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