Integrowanie koncepcji AT w spotkaniach zespołu za pomocą metod mikrolearningu
DOI:
https://doi.org/10.16926/eat.2020.09.11Słowa kluczowe:
mikro-nauczania, spotkania, analiza transakcyjnaAbstrakt
Mikrolearning w ramach spotkań zespołowych zapewnia natychmiastowe zastosowanie wiedzy i integrację z praktyką. Jako metoda pedagogiczna, mikrolearning rozwinął się w miejscach pracy, ponieważ jest w stanie przekazywać niewielkie ilości wiedzy, która jest istotna, podnosi umiejętności i może być stosowana bezpośrednio w praktyce.
Ponieważ więcej spotkań odbywa się w miejscu pracy niż kiedykolwiek wcześniej, wykorzystanie możliwości uczenia się nigdy nie było ważniejsze. Podczas spotkań zespołowych regularnie tracono możliwości uczenia się z powodu konkurujących ze sobą priorytetów, nadmiaru informacji, braku wspólnej uwagi, rozbieżnych modeli mentalnych i braku identyfikacji potrzeb edukacyjnych.
W tym artykule omówiono jeden z aspektów doktoranckiego projektu badawczego, skoncentrowanego na uczeniu się podczas spotkań zespołowych. Dyskusję oparto o dwie koncepcje analizy transakcyjnej dostarczane jako tematy mikrolearningu podczas spotkań zespołu i stosowane w praktyce. Przedstawiono koncepcję, wnioski oraz dalsze rozważania.
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Bibliografia
Akgun, A. E., Byrne, J. C., Keskin, H., & Lynn, G. S. (2006). Transactive memory system in new product development teams. IEEE Transactions on Engineering Management, 53(1), 95–111. doi:10.1109/TEM.2005.857570
Attea, W. J. (1970). VTR: In-service tool for improving instruction. Educational Leadership, 28(2). 147-150.
Avery, A. (2016). What is the impact of blended learning including micro-learning on manager learning and behavior change vs. impact of classroom learning? Cornell University ILR School. Retrieved from http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1110&context=student&sei-
Berne, E. (1963). The structure and dynamics of groups and organisations. New York, NY: Ballantine.
Boon, A., Raes, E., Kyndt, E., & Dochy, F. (2013). Team learning beliefs and behaviours in response teams. European Journal of Training and Development, 37(4), 357–379. doi:10.1108/03090591311319771
Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile learning with micro-content: A framework and evaluation. BLED Proceedings 2012. Retrieved from https://aisel.aisnet.org/bled2012/2/
Buchem, I., & Hamelmann, H. (2010). Microlearning: A strategy for ongoing professional development. eLearning Papers, (21), 1–15. Retrieved from http://www.scirp.org/(S(czeh2tfqyw2orz553k1w0r45))/reference/ReferencesPapers.aspx?ReferenceID=1644222
Carpenter, J., Stevens, D. R., Flango, V., & Babcock, L. K. (2016). Ready, aim, perform! Targeted micro-training for performance intervention. Paper presented at the Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC), Orlando, FL, November 28-Dec 2, 2016. Retrieved from http://files.eric.ed.gov/fulltext/ED571523.pdf
Cornell, W. F. (2018). Into TA: A comprehensive textbook on transactional analysis. Routledge.
Decker, J., Hauschild, A. L., Meinecke, N., Redler, M., & Schumann, M. (2017). Adoption of micro and mobile learning in German enterprises: A quantitative study. In Proceedings of the European Conference on e-Learning, ECE 2017, Porto, Portugal.
Decuyper, S., Dochy, F., & Van den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111–133. doi:10.1016/j.edurev.2010.02.002
Dehler Zufferey, J., Bodemer, D., Buder, J., & Hesse, F. W. (2010). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79(1), 102–125. doi:10.1080/00220970903292991
Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Thousand Oaks CA: Sage.
Doganata, Y., & Topkara, M. (2011). Visualizing meetings as a graph for more accessible meeting artifacts. In Proceedings of the 2011 annual conference Extended Abstracts on Human Factors in Computing Systems: CHI EA ’11 (p. 1939). New York, NY: ACM Press. doi:10.1145/1979742.1979850
Durkheim, E. (1982). The rules of sociological method. New York, NY: The Free Press. Retrieved from http://jefftirshfield.com/wp-content/uploads/2017/09/Durkheim-Emile-Rules-of-Sociological-Method-1982.pdf
Edmondson, A. C., Dillon, J. R., & Roloff, K. S. (2006). Three perspectives on team learning: Outcome improvement , task mastery, and group process. Working Paper, Division of Research, Harvard Business School. Retrieved from http://www.hbs.edu/faculty/Publication%20Files/07-029.pdf
Eldridge. B. (2017). Developing a micro-learning strategy with or without an LMS. In The International Scientific Conference eLearning and Software for Education (Vol.1, p. 48–51). doi:10.12753/2066-026X-17-007.
Ewenstein, B., & Whyte, J. (2009). Knowledge practices in design: The role of visual representations as `epistemic objects’. Organization Studies, 30(1), 7–30. doi:10.1177/0170840608083014
Faltin, N., Von Rosing, M., & Scheer, A.-W. (2014). Real-time learning: Business process guidance at the point of need. In M. von Rosing, A.-W. Scheer, & H. von Scheel (Eds.), The complete business process handbook (pp. 639–647). doi:10.1016/B978-0-12-799959-3.00031-8
Fine, G. A. (2015). Participant observation. In J. D. Wright (Ed.), International encyclopedia of the social and behavioural sciences (pp. 530–534). London, UK: Elsevier. doi:10.1016/B978-0-08-097086-8.44041-9
Fong, P. S. W. (2003). Knowledge creation in multidisciplinary project teams: An empirical study of the processes and their dynamic interrelationships. International Journal of Project Management, 21(7), 479–486. doi:10.1016/S0263-7863(03)00047-4
Gutierrez. (2014, April 15). The age of bite-sized learning: What is it and why it works. Shift eLearning. Retrieved from https://www.shiftelearning.com/blog/bid/342367/The-Age-of-Bite-sized-Learning-What-is-It-and-Why-It-Works
Gustavsson, M. (2009). Facilitating expansive learning in a public sector organization. Studies in Continuing Education, 31(3), 245-259.
Halvorsen, K., & Sarangi, S. (2015). Team decision-making in workplace meetings: The interplay of activity roles and discourse roles. Journal of Pragmatics, 76, 1–14. doi:10.1016/j.pragma.2014.11.002
Hay, J. (2009). Working it out at work: understanding attitudes and building relationships. Wildhill, Broadoak End, UK: Sherwood.
Hay, J . (2011). Setting up the coaching contract. IDTA Newsletter, 6(2), 5–6.
Hug, T., & Friesen, N. (2007). Outline of a microlearning agenda. In T Hug (Ed.), Didactics of Microlearning. Concepts, Discourses and Examples, (pp. 15-31). Munster, Germany: Waxmann Verlag.
Hug. T. (2010). Mobile learning as microlearning: Conceptual considerations. International Journal of Mobile and Blended Learning, 2(4), 47–57. doi:10.4018/jmbl.2010100104
Kauffeld, S., & Lehmann-Willenbrock, N. (2012). Meetings matter: Effects of team meetings on team and organizational success. Small Group Research, 43(2), 130–158. doi:10.1177/1046496411429599
Kim, J., & Shah, J. A. (2016). Improving Team ’s Consistency of Understanding in Meetings. IEEE Transactions on Human- Machine Systems 46 (5), 625–637.
Kovachev, D., Cao, Y., Klamma, R., & Jarke, M. (2011). Learn-as-you-go: New ways of cloud-based micro-learning for the mobile web. In H. Leung, E. Popescu, Y. Cao, R. Lau & W. Nejdl (Eds.), Advances inWeb-Based Learning – ICWL 2011 (pp. 51-61). Berlin: Springer.
Kübler-Ross, E. (1983). On children and death. How children and parents can and do cope with death. Touchstone, New York, NY.
Lacy, M. (2012). Learning Transactional Analysis through Cognitive Apprenticeship. Transactional Analysis Journal, 42(4), 265–276.
Levin, P. (1982). The cycle of development. Transactional Analysis Journal, 12(2), 129-139.
Mazzetti, M. (2012). Phantoms in organizations. Transactional Analysis Journal, 42(3), 199-208.
Mountain, A. (2017). Using the OK models model to enhance clarity in communication. Transactional Analysis Journal, 47(1), 42–53. doi:10.1177/0362153716681028
Mountain, A. (2012). Working together: Organizational transactional analysis and business performance. Human Resource Management International Digest.
Napper, R.& Newton, T. (2000). TACTICS. Ipswich: TA Resources.
Newton, T. (2016). From transactional analysis in education to educational transactional analysis: A personal encounter, Edukacyjna Analiza Transakcyjna, 5, 29–37. http://doi.org/10.16926/eat.2016.05.02
Nisbet, G., Dunn, S., & Lincoln, M. (2015). Interprofessional team meetings: Opportunities for informal interprofessional learning. Journal of Interprofessional Care, 29(5), 426–432. doi:10.3109/13561820.2015.1016602
Perlow, L. A., Hadley, C. N., Eun, E. (2017). Stop the meeting madness. Harvard Business Review, July-August 2017, 61–69.
Pimmer, C., & Pachler, N. (2013). Mobile learning in the workplace: Unlocking the value of mobile technology for work-based education. In M. Ally & A. Tsinakos (Eds.), Mobile learning development for flexible learning. Edmonton, Canada: Athabasca University Press. Retrieved from http://www.iqpc.com/media/7807/6168.pdf
Raes, E., Boon, A., Kyndt, E., & Dochy, F. (2017). Exploring the occurrence of team learning behaviours in project teams over time. Research Papers in Education, 32(3), 376-401.
Ratcheva, V. (2009). Integrating diverse knowledge through boundary spanning processes: The case of multidisciplinary project teams. International Journal of Project Management, 27(3), 206–215. doi:10.1016/j.ijproman.2008.02.008
Rogelberg, S. G. (2018). The surprising science of meetings: How you can lead your team to peak performance. Oxford University Press, USA.
Rogelberg, S. G., Scott, C., & Kello, J. (2007). The science and fiction of meetings. MIT Sloan Management Review, 48(2), 18-21.
Steiner, C. M. (1974). Scripts people live: Transactional analysis oflife scripts. New York: Grove.
Stewart, I., & Joines, V. (1987). TA today. Lifespace Pub., Nottingham.
Tannenbaum, S. I., Mathieu, J. E., Salas, E., & Cohen, D. (2012). Teams are changing: Are research and practice evolving fast enough? Industrial and Organizational Psychology, 5(1), 2–24. doi:10.1111/j.1754-9434.2011.01396.x
Tavella, E., & Franco, L. A. (2014). Dynamics of group knowledge production in facilitated modelling workshops: An exploratory study. Group Decision and Negotiation, 24(3), 451–475. doi:10.1007/s10726-014-9398-2
Tudor, K. (2013). Group imago and group development. Transactional Analysis Journal, 43(4), 321–333. doi:10.1177/0362153713516297
Van Den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments: team learning beliefs and behaviors. Small Group Research, 37(5), 490–521. doi:10.1177/1046496406292938
Van Poelje, S. J. (2004). Learning for leadership. Transactional Analysis Journal, 3(34), 223–228.
Attea, W. J. (1970). VTR: In-service tool for improving instruction. Educational Leadership, 28(2). 147-150.
Avery, A. (2016). What is the impact of blended learning including micro-learning on manager learning and behavior change vs. impact of classroom learning? Cornell University ILR School. Retrieved from http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1110&context=student&sei-
Berne, E. (1963). The structure and dynamics of groups and organisations. New York, NY: Ballantine.
Boon, A., Raes, E., Kyndt, E., & Dochy, F. (2013). Team learning beliefs and behaviours in response teams. European Journal of Training and Development, 37(4), 357–379. doi:10.1108/03090591311319771
Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile learning with micro-content: A framework and evaluation. BLED Proceedings 2012. Retrieved from https://aisel.aisnet.org/bled2012/2/
Buchem, I., & Hamelmann, H. (2010). Microlearning: A strategy for ongoing professional development. eLearning Papers, (21), 1–15. Retrieved from http://www.scirp.org/(S(czeh2tfqyw2orz553k1w0r45))/reference/ReferencesPapers.aspx?ReferenceID=1644222
Carpenter, J., Stevens, D. R., Flango, V., & Babcock, L. K. (2016). Ready, aim, perform! Targeted micro-training for performance intervention. Paper presented at the Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC), Orlando, FL, November 28-Dec 2, 2016. Retrieved from http://files.eric.ed.gov/fulltext/ED571523.pdf
Cornell, W. F. (2018). Into TA: A comprehensive textbook on transactional analysis. Routledge.
Decker, J., Hauschild, A. L., Meinecke, N., Redler, M., & Schumann, M. (2017). Adoption of micro and mobile learning in German enterprises: A quantitative study. In Proceedings of the European Conference on e-Learning, ECE 2017, Porto, Portugal.
Decuyper, S., Dochy, F., & Van den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111–133. doi:10.1016/j.edurev.2010.02.002
Dehler Zufferey, J., Bodemer, D., Buder, J., & Hesse, F. W. (2010). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79(1), 102–125. doi:10.1080/00220970903292991
Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Thousand Oaks CA: Sage.
Doganata, Y., & Topkara, M. (2011). Visualizing meetings as a graph for more accessible meeting artifacts. In Proceedings of the 2011 annual conference Extended Abstracts on Human Factors in Computing Systems: CHI EA ’11 (p. 1939). New York, NY: ACM Press. doi:10.1145/1979742.1979850
Durkheim, E. (1982). The rules of sociological method. New York, NY: The Free Press. Retrieved from http://jefftirshfield.com/wp-content/uploads/2017/09/Durkheim-Emile-Rules-of-Sociological-Method-1982.pdf
Edmondson, A. C., Dillon, J. R., & Roloff, K. S. (2006). Three perspectives on team learning: Outcome improvement , task mastery, and group process. Working Paper, Division of Research, Harvard Business School. Retrieved from http://www.hbs.edu/faculty/Publication%20Files/07-029.pdf
Eldridge. B. (2017). Developing a micro-learning strategy with or without an LMS. In The International Scientific Conference eLearning and Software for Education (Vol.1, p. 48–51). doi:10.12753/2066-026X-17-007.
Ewenstein, B., & Whyte, J. (2009). Knowledge practices in design: The role of visual representations as `epistemic objects’. Organization Studies, 30(1), 7–30. doi:10.1177/0170840608083014
Faltin, N., Von Rosing, M., & Scheer, A.-W. (2014). Real-time learning: Business process guidance at the point of need. In M. von Rosing, A.-W. Scheer, & H. von Scheel (Eds.), The complete business process handbook (pp. 639–647). doi:10.1016/B978-0-12-799959-3.00031-8
Fine, G. A. (2015). Participant observation. In J. D. Wright (Ed.), International encyclopedia of the social and behavioural sciences (pp. 530–534). London, UK: Elsevier. doi:10.1016/B978-0-08-097086-8.44041-9
Fong, P. S. W. (2003). Knowledge creation in multidisciplinary project teams: An empirical study of the processes and their dynamic interrelationships. International Journal of Project Management, 21(7), 479–486. doi:10.1016/S0263-7863(03)00047-4
Gutierrez. (2014, April 15). The age of bite-sized learning: What is it and why it works. Shift eLearning. Retrieved from https://www.shiftelearning.com/blog/bid/342367/The-Age-of-Bite-sized-Learning-What-is-It-and-Why-It-Works
Gustavsson, M. (2009). Facilitating expansive learning in a public sector organization. Studies in Continuing Education, 31(3), 245-259.
Halvorsen, K., & Sarangi, S. (2015). Team decision-making in workplace meetings: The interplay of activity roles and discourse roles. Journal of Pragmatics, 76, 1–14. doi:10.1016/j.pragma.2014.11.002
Hay, J. (2009). Working it out at work: understanding attitudes and building relationships. Wildhill, Broadoak End, UK: Sherwood.
Hay, J . (2011). Setting up the coaching contract. IDTA Newsletter, 6(2), 5–6.
Hug, T., & Friesen, N. (2007). Outline of a microlearning agenda. In T Hug (Ed.), Didactics of Microlearning. Concepts, Discourses and Examples, (pp. 15-31). Munster, Germany: Waxmann Verlag.
Hug. T. (2010). Mobile learning as microlearning: Conceptual considerations. International Journal of Mobile and Blended Learning, 2(4), 47–57. doi:10.4018/jmbl.2010100104
Kauffeld, S., & Lehmann-Willenbrock, N. (2012). Meetings matter: Effects of team meetings on team and organizational success. Small Group Research, 43(2), 130–158. doi:10.1177/1046496411429599
Kim, J., & Shah, J. A. (2016). Improving Team ’s Consistency of Understanding in Meetings. IEEE Transactions on Human- Machine Systems 46 (5), 625–637.
Kovachev, D., Cao, Y., Klamma, R., & Jarke, M. (2011). Learn-as-you-go: New ways of cloud-based micro-learning for the mobile web. In H. Leung, E. Popescu, Y. Cao, R. Lau & W. Nejdl (Eds.), Advances inWeb-Based Learning – ICWL 2011 (pp. 51-61). Berlin: Springer.
Kübler-Ross, E. (1983). On children and death. How children and parents can and do cope with death. Touchstone, New York, NY.
Lacy, M. (2012). Learning Transactional Analysis through Cognitive Apprenticeship. Transactional Analysis Journal, 42(4), 265–276.
Levin, P. (1982). The cycle of development. Transactional Analysis Journal, 12(2), 129-139.
Mazzetti, M. (2012). Phantoms in organizations. Transactional Analysis Journal, 42(3), 199-208.
Mountain, A. (2017). Using the OK models model to enhance clarity in communication. Transactional Analysis Journal, 47(1), 42–53. doi:10.1177/0362153716681028
Mountain, A. (2012). Working together: Organizational transactional analysis and business performance. Human Resource Management International Digest.
Napper, R.& Newton, T. (2000). TACTICS. Ipswich: TA Resources.
Newton, T. (2016). From transactional analysis in education to educational transactional analysis: A personal encounter, Edukacyjna Analiza Transakcyjna, 5, 29–37. http://doi.org/10.16926/eat.2016.05.02
Nisbet, G., Dunn, S., & Lincoln, M. (2015). Interprofessional team meetings: Opportunities for informal interprofessional learning. Journal of Interprofessional Care, 29(5), 426–432. doi:10.3109/13561820.2015.1016602
Perlow, L. A., Hadley, C. N., Eun, E. (2017). Stop the meeting madness. Harvard Business Review, July-August 2017, 61–69.
Pimmer, C., & Pachler, N. (2013). Mobile learning in the workplace: Unlocking the value of mobile technology for work-based education. In M. Ally & A. Tsinakos (Eds.), Mobile learning development for flexible learning. Edmonton, Canada: Athabasca University Press. Retrieved from http://www.iqpc.com/media/7807/6168.pdf
Raes, E., Boon, A., Kyndt, E., & Dochy, F. (2017). Exploring the occurrence of team learning behaviours in project teams over time. Research Papers in Education, 32(3), 376-401.
Ratcheva, V. (2009). Integrating diverse knowledge through boundary spanning processes: The case of multidisciplinary project teams. International Journal of Project Management, 27(3), 206–215. doi:10.1016/j.ijproman.2008.02.008
Rogelberg, S. G. (2018). The surprising science of meetings: How you can lead your team to peak performance. Oxford University Press, USA.
Rogelberg, S. G., Scott, C., & Kello, J. (2007). The science and fiction of meetings. MIT Sloan Management Review, 48(2), 18-21.
Steiner, C. M. (1974). Scripts people live: Transactional analysis oflife scripts. New York: Grove.
Stewart, I., & Joines, V. (1987). TA today. Lifespace Pub., Nottingham.
Tannenbaum, S. I., Mathieu, J. E., Salas, E., & Cohen, D. (2012). Teams are changing: Are research and practice evolving fast enough? Industrial and Organizational Psychology, 5(1), 2–24. doi:10.1111/j.1754-9434.2011.01396.x
Tavella, E., & Franco, L. A. (2014). Dynamics of group knowledge production in facilitated modelling workshops: An exploratory study. Group Decision and Negotiation, 24(3), 451–475. doi:10.1007/s10726-014-9398-2
Tudor, K. (2013). Group imago and group development. Transactional Analysis Journal, 43(4), 321–333. doi:10.1177/0362153713516297
Van Den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments: team learning beliefs and behaviors. Small Group Research, 37(5), 490–521. doi:10.1177/1046496406292938
Van Poelje, S. J. (2004). Learning for leadership. Transactional Analysis Journal, 3(34), 223–228.
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2020-12-30
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Lacy, A. (2020). Integrowanie koncepcji AT w spotkaniach zespołu za pomocą metod mikrolearningu. Edukacyjna Analiza Transakcyjna, (9), 161–185. https://doi.org/10.16926/eat.2020.09.11
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Prawa autorskie (c) 2020 Amanda Lacy
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