Learning To Work Together
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Induction session with MSc students, Sept 2009
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Learning To Work Together
- 1. Welcome! The objective of this session is to discuss how we can learn and work together effectively even though we are all different
- 3. George: our course mascot
- 5. Â
- 6. Where do you think you are on the attitude pyramid? Managing Valuing Understanding Awareness Tolerance Intolerance
- 13. 1. How did you work as a group? 2. How difficult was the task to manage? 3. Did you encounter any problems when talking with each other? 4. Were any of your group offended or did any of the group feel that they could not contribute to the discussion? 5. How do you think this activity relates to learning and completing your degree programme here? In your group please answer the following questions
- 14. Please let us know if you feel like this
- 15. â Individuals are selected and treated on the basis of their relevant merits and abilities, and are given equal opportunities within the University.â So now please reflect on what this means to you and how you will think, behave and learn together. What do we value at Southampton?
- 16. What is the educatorâs role in a world where production and consumption of information is now⊠Democratic Amateur Distributed
Hinweis der Redaktion
- Age Geographical Location Race Ethnicity Physical Qualities Gender Sexual Orientation Marital Status Military Experience Religious Beliefs Education Parental Status Income Work Background Make sure that they bring out the secondary dimensions in the outer circle from the diagram below.
- What do you see when you look at this man? Whatâs above the surface but what is below what we DONât see?? What sort of profile do you think he may have e.g. education, work background, parental status etc (in other words secondary dimensions). Fair to say that what they come up with will be broadly negative stereotypes. We make assumptions based on what we see.
- In order to work together effectively we will need to lose some of these stereotypes and adapt and change our attitudes. This may not always be easy. Activity Think about the following student quotes which are from last yearâs cohorts and in your groups identify where you think these students attitudes lay on the pyramid. It may help if you are open about your position on the pyramid. Often we believe we are on the âawarenessâ and even âunderstandingâ level but when this is tested it may turn out that we are much lower down the pyramid that we think. Until we can go through the stages towards understanding and valuing differences we will not be able to manage working with differences. Our aim is to achieve total inclusivity in our working lives together in this University and to value and subsequently manage our differences. This then becomes Inclusivity.
- What is the perceived attitude towards this Taiwanese student? intolerance What attitude is this student showing? Culturally self aware. You may need to go back to the pyramid slide
- What attitudes are going on here? You may need to go back to the pyramid slide
- Cont. activity: Set your groups to think about and discuss this problem for about 8 - 10 minutes. How do they think they can overcome the misperception of leaders in a group and the responsibilities of the rest of the group? What are their suggested solutions? Gain their feedback and share.
- NOT so pertinent for Undergraduates but you may choose to include this.
- Give five minutes on each and ask for feedback â make a note of them. With the Undergraduate groups you may wish to change the example from British to English or even Southern English or something similar.
- It is best to put this slide up whilst the activity is going on . When you give then time warnings for the completion of the activity remind them that they will be asked to think through these questions.
- The way we think will affect our behaviour but unless you communicate what youâre going through and where you are on the curve (e.g. depressed) we wonât know and cannot help. So what does this mean in terms of being forced together and having to study in this context? An example: If they are feeling intolerant they must be able to recognise this, face up to the intolerance and take the problem to Programme director or personal tutor. Finish with UoS statement on the next slide
- Please remind them of the strengths they all bring to the programme. Networking and supporting each other regardless of background will take their learning into a new dimension but they need to invest time and take every opportunity to develop good working relationships with those from different cultures. PLEASE DISTIBUTE THE EVALUATION FORMS PROVIDED - REMIND THE STUDENTS THAT YOU ONLY WANT THEIR VIEWS OF THIS SPECIFIC SESSION. Collect the forms and return to the Management reception. Many thanks Jean and Mel.