Person-Centered Communication in Business Informatics: Experiences with an Academic Course Including Encounter Groups Renate Motschnig and Ladislav Nykl

Person-Centered Communication in Business Informatics:

Experiences with an Academic Course Including Encounter Groups

Renate Motschnig and Ladislav [email protected]

[email protected]

mailto:[email protected]


Goals of this Workshop

• Exchange of ideas and perspectiveson the PCA in HE

• View Person-Centered Communication an one instance towards more general goals: – How could PC ideas become more influential in

innovative learning strategies in academia?– Focused research findings, new methods– Ideas on where and how the PCA can be spread

Overview

• Motivation• History and Context• Person-Centered Communication

– Goals– Course Design:

• participant‘s inputs• Our concept and scenario

– Students‘ reactions– Empirical studies

• Discussion – implications, impact, and future perspective

Motivation: Compensation for online activities and learning

• The more intellectual inputs are acquired from various media (books, links, internet), the more time can be spent in face-to-face meetings to– Ask questions,– Share meanings,– Co-create and follow ideas and projects,...– encounter others.

• ...turning teaching and learning upside down...

Socio-technical Systems –Communication and Learning

• What’s your opinion about the following statements?

– Successful IT work is at least 50% successful communication work. (119)

– From what do you personally learn most? Select 0 to 2 concepts. (208)

3 %moderately disagree 1 %neutral

55 %strongly agree

1 %strongly disagree

40 %moderately agree

15 %books20 %courses, workshops

39 %colleagues, team work

4 %miscellaneous

22 %internet: tutorials, forums, etc.

Some History and Context

• Incorporation of “soft-skills“ aspects into the curriculum of project management– One afternoon workshop– Three 4-hour workshops with one encounter-demo-

experiment– 60 h course on Communication and New Media –

Person-Centered Communication– 2 courses for psychologists in Brno/CZ (L. Nykl)– Development of two variants in Vienna.– ??? ideas ???

Person-Centered CommunicationContext (Vienna)

• Integrated into the Masters Curriculum in Business Informatics (for choice)

• Course must be offered to 20 students

• Grading is required

• Aspects of New Media shall be covered

• Attendees are potential managers of tomorrow influence on organizations?

Person-Centered CommunicationWorking definition - core

• The core of Person-Centered Communication lies in a fluent development towars a PC way of being. It buids on a confluence of the three Person-Centered dispositions of congruence, acceptance, and empathic understanding, and on finding the proper ballance of them in response to particular relationships and situations. This alllows to create a facilitative atmoshpere in which persons can develop and learn significantly.

Person-Centered CommunicationWorking definition – process and goal

• We call the process of communication person-cented, if it emanates from a person living the three PC attitudes. Talking about communication we refer, in the first place, to face-to face dialogue but include also further forms of interaction such as cooperation in teams, negotiations, mediation, moderation, presentation, visualization, and computer mediated communication.

• The goal of PCC is the integration of cognitive and organismic, felt experiences in a constructive atmosphere for the sake of deep, transparent understanding and development of all participants. (Motschnig-Pitrik und Nykl, 2002; 2003).

Course Goal: Learning at three levels

intellect

(social) skills

personality, attitudes;feelings, intuitions

I

II

III

optimal learningrespects all three levels!

Course goals (1)

• Knowledge about: – 3 Rogers variables– active listening– Developmental tendency in the PCA– Actualizing tendency, self-structure and experience– Significant learning– Encounter groups: Process stages, effects– Community building in real and virtual communities

Course goals (2)

• Skills– ad hoc communication– Online communication– Speaking in a group– Active listening– Short ad hoc presentations– Teamwork– Reflection and feedback

Course goals (3)

• Development towards – inner flexibility– transparent communication as a result from

increased congruence between self and experience

– Improved online communication– Higher acceptance of self and others– Better understanding of self and others– Dealing with problems in everyday life more

constructively

PCC - Course Structure

WS 1

Workshops

preliminary discussion

WS 2 WS 3 EG 1 EG 2 EG 3

reaction sheet reaction sheet reaction sheet

Encounter groups

questionnaire 1 questionnaire 2

self evaluation

feedback

Evaluation

peer evaluation

team project

PCC - Course Structure - Variant

WS 1

Workshops

preliminary discussion

WS 2 WS 3 EG 1 EG 2

reaction sheet

Encounter groups

questionnaire 1 questionnaire 2

self evaluation

feedback

Evaluation

peer evaluation

team project

WS 4 WS 5

reaction sheet

reaction sheet

reaction sheet

reaction sheet

reaction sheet

literature work

Role of New Media:Reflection & Summary

• Active contributions on the platform have value as – Preparation– Consolidation, afterwork– Persistance, reuse, repository for solutions

• Central processes and motivation/meaning emanate in face-to-face encounters!

• The platform supports the effectiveness of learning/problem solving encounters by enriching the process in the “here and now“ by extending it by past experience and planing for the future.

Contribution of Technology

• Provision of material; • Learning from more than one example

– All peer projects are online, open for inspection

• Transparency– Reaction sheets online;

• Oral and written forms of expression– multiple ways to contribute,

• Peer evaluation more feasible

Selected results of self-evaluationCategory of statement: n

1. Statement with respect to my contribution:

- I have listened actively 9

- I have contributed to the conversation 5

2. Occupation with contributions/ topics

- Occupation with experiences and contents also after the course 7

- Occupation with the person centered approach also after the course 4

3. Interpersonal communication

- I became conscious of aspects of interpersonal communication 4

- I have learned a lot about interacting with people 4

- I have overcome my fear to speak in front of a group 3

Selected results of self-evaluationCategory of statement : n

4. Personality enhancement

- Deeper understanding of own personality, learned about myself 5

- Learned for life 2

5. Teamwork for team project

- cooperation of the team members- varied- was balanced

38

6. Single Nominations

- acted as a mediator 2

- great team work 1

- found new friends 2

Examples

• ad 1. Statements with respect to my contribution„I have not necessarily contributed actively every unit, because I am a rather introverted person who does not like to speak about emotions and personal stuff. I have followed everything from the beginning till the end but I think that it was from the middle of the course only that I have started to benefit from what was going on.”

• ad 2. Occupation with contributions/ topics “I was never occupied with the topics discussed in class in my private life as much as it was the case here .”„Writing the reaction sheets was something quite new for me, but it has been great fun, because I have never experienced that conversations after course units continue where they have stopped."

Examples

• ad 3. Interpersonal communication

"For me some things have become clearer in interpersonal communication by the experiences made. For example that other people react to the same statements and words very differently. Hence, I regard it to be valuable for the learning process to have had so many different characters in a room.”

"I have learned to dare to have my own opinion, also to state criticism and to put my name under my opinion."

Examples

• ad 4. Personality enhancement “On the one hand it was totally interesting to get to know the other participants so closely and to really see, how different their social environments were and how differently they perceive issues and feel about them. On the other hand, I could get to know myself and my behaviour in groups better. “

• ad 5. Teamwork" We were a really good team, namely a heterogeneous one, what, in my view, constitutes a good team, because the single team members have to complement each other to achieve something together that each individual wouldn’t be able to accomplish on his or her own.

Learning on 3 levels (SS 05)

n = 29

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

5,00

1. knowledge/intellect 2. social andcommunication skills

3. personaldispositions/

intuitions/ feelings

Group 1 typ. course

Group 1 PCC

Learning on 3 levels

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

5,00

1. know ledge/intellect 2. social andcommunication skills

3. personal dispositions/intuitions/ feelings

Group 1 end

Group 2 end

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

5,00




Group 2 typ. course

Group 2 PCC

Learning on 3 levels (overview)

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

5,00




Group 1 (M,N) SS 05

Group 2 (M,N) SS 05

Group 3 (M) WS 04/05

Group 1 (M,N) WS 04/05

Group 1 (M,N) SS 04

Meaningful Elements SS05

1

2

3

4

5

cont

ribut

ions

on p

latfo

rm

stru

ctur

ed w

orks

hops

enco

unter g

roups

Group 1 (M,N)

Group 2 (M)

strongly agree

somewhat agree

partly agree/disagree

somewhat disagree

strongly disagree

• Which parts of the course do you consider as meaningful ?

n = 29

Contributed and benefited

contributed benefited from Min Mean Max Min Mean Max

Group 1 (M,N) SS 05 3 7,94 11 6 9,47 11 Group 2 (M) SS 05 4 8,88 11 7 10,25 11 Group 3 (M) WS 04/05 6 8,79 11 6 9,74 11 Group 1 (M,N) WS 04/05 6 8,94 11 8 10,00 11 Group 1 (M,N) SS 04 5 8,00 11 5 9,61 11 Group 1 (M,N) WS 03/04 4 9,10 11 7 9,85 11

1,00

2,00

3,00

4,00

5,00

6,00

7,00

8,00

9,00

10,00

11,00

contributed benefited from

Group 1 (M,N) SS 05

Group 2 (M) SS 05

Group 3 (M) WS 04/05


Group 1 (M,N) SS 04


Teamwork

4,21

3,64

4,13

1,00 1,50 2,00 2,50 3,00 3,50 4,00 4,50 5,00

establish positiveinteractions

work in teams

Group 1 (M,N)

Group 2 (M)harder easierequal

n = 28

Additional verbal remarks

13

5

10

0 5 10 15

Teamwork was better

Teamwork was the same as inother courses

No additional Remarks

Effects on interpersonal relationships

negative effect

Rather negative effect no effect

rather positive effect positive effect

I don’t have any

G1 G2 G1 G2 all G1 G2 all G1 G2 all G1 G2 all G1 G2 all

study colleagues 1 1 11 7 18 3 7 10 working colleagues 1 1 2 8 3 11 5 6 11 5 5 superiors 1 1 3 3 6 7 2 9 1 5 6 2 5 7 friends 1 1 6 5 11 8 9 17 companion 1 1 4 5 9 10 7 17 2 2 parents 2 3 5 9 3 12 3 9 12 contact with others in general 11 6 17 3 9 12

all 1 0 1 6 10 16 56 31 87 33 52 85 2 12 14

****+

p ≤ 0.001

p ≤ 0.01

p ≤ 0.05

p ≤ 0.10

**Legend for graphs:

Effects on interpersonal relationships

1

18

10

5

2

11 11

7

1

6

9

6

1

11

17

21

9

5

12 12

17 17

12

0

2

4

6

8

10

12

14

16

18

20

I don’t haveany

negativeeffect

rathernegativeeffect

no effect ratherpositiveeffect

positiveeffect

study colleagues

working colleagues

superiors

friends

companion

parents

contact with others in general

Motivational aspects (SS 05)

4,11

3,56

3,56

3,56

3,33

3,89

3,89

4,56

3,89

3,78

4,53

3,60

4,47

4,07

4,33

4,67

4,93

4,67

4,20

4,64

1,00 2,00 3,00 4,00 5,00

1.Living and engaged course design

2. Enhancing problem-solving ability

3. Exchange with colleagues

4. Self-initiative was rewarded

5. Possibility for autonomous contributions

6. Collaboration with colleagues

7. Appealing course style

8. Instructor interests students for course content

9. I like autonomous working

10. Motivating working atmosphere

Group 2 typ. course

Group 2 PCC n = 9

*

*

+


3,89

4,11

4,00

4,00

3,89

4,00

3,33

3,44

3,78

4,00

3,89

3,93

4,60

4,85

4,47

4,13

4,47

4,60

3,93

4,47

4,93

4,73

1,00 2,00 3,00 4,00 5,00

11. Acquire technical competence in subject area

12. High practice orientation

13. Atmosphere/ working climate of the course

14. Relevance for (later) profession

15. Learning from self-initiated contributions

16. Active participation was possible

17. Sufficient room for discussions

18. My contributions were useful to my colleagues

19. Enhancing practical skills

20. Cooperation with peers was very collegial

21. Encouraging atmosphere

Group 2 typ. course

Group 2 PCC n = 9

*

*

+

+


3,31

3,57

4,21

3,69

4,31

4,14

4,43

4,00

4,08

3,71

4,53

4,47

4,07

4,33

4,67

4,93

4,67

4,20

4,64

3,60

1,00 2,00 3,00 4,00 5,00

1.Living and engaged course design


3. Exchange with colleagues


5. Possibility for autonomous contributions

6. Collaboration with colleagues


8. Instructor interests students for course content

9. I like autonomous working

10. Motivating working atmosphere

Group 1 PCC

Group 2 PCC

n = 29

+*

***


3,15

4,07

3,86

3,69

4,00

4,36

4,50

3,85

3,57

4,29

3,77

3,93

4,85

4,47

4,13

4,47

4,60

3,93

4,47

4,93

4,73

4,60

1,00 2,00 3,00 4,00 5,00







17. Sufficient room for discussions18. My contributions were useful to my colleagues

19. Enhancing practical skills


21. Encouraging atmosphere

Group 1 PCC

Group 2 PCC

n = 29

***

**

**

**

Motivational aspects ( WS 03/04)

2,88

3,65

3,82

3,88

3,76

4,12

3,76

1,82

4,18

4

4,18

2,35

4,24

4,41

4,35

3,88

4,65

4,65

1,53

4,53

4,65

3,94

0,00 1,00 2,00 3,00 4,00 5,00

1. Aiming for a good grade


3. Great interest in the content provided


5. The instructor stimulates participation

6. Good co-operation with colleagues


8. Showing that I am superior to my colleagues

9. I like to solve real problems

10. Exchange with colleagues and instructor


typ. COURSE

PCC

n = 22

+

+

+

**

*

**

Motivational aspects ( WS 03/04)

3,65

3,94

3,71

3,65

4,12

3,53

3,44

4,25

4

3,41

4,18

4,06

3,94

4,06

4,35

4,71

4,65

3,69

4,19

4,59

3,94

4

0,00 1,00 2,00 3,00 4,00 5,00






17. Sufficient room for discussions18. My contributions were useful to my

colleagues19. Enhancing practical skills


21. I acquired goal-oriented behavior

22. Instructor was well prepared

typ. COURSE

PCC

n = 22

++

****

Profitable Elements (SS05)

3,89

3,67

4,33

4,22

3,78

3,89

4,00

3,33

3,78

4,22

4,44

4,00

3,73

3,27

4,57

4,13

4,73

4,40

4,71

4,47

4,20

4,20

4,47

4,00

0,00 1,00 2,00 3,00 4,00 5,00

1. Materials and literature references

2.Materials collected by myself

3. Practical exercises during the lab hours

4. Practical exercises at home

5. Active participation during the course

6. Co-operation with peers

7. Exchange and discussion with colleagues

8. Exchange and discussion with instructor

9. Interpersonal relationships within the team

10. factual knowledge

11. Acquired practical knowledge

12. Acquired orientation within the subject area

Group 2 typ.course

Group 2 PCC

n = 9

+

+

Profitable Elements (SS05)

3,33

3,67

3,44

3,11

4,22

3,22

3,78

3,33

3,44

3,78

4,00

4,44

3,53

3,53

3,00

4,20

4,13

4,27

4,33

4,27

4,13

4,47

3,80

4,33

0,00 1,00 2,00 3,00 4,00 5,00

13. Producing work reports

14.Presentation of results

15. Enhanced personal time management

16. Possibility to bring in my personal interests

17. Support by a Web-based learning platform

18. Possibility to contribute in a self-initiated way

19. Acquired problem-solving competence

20. Contributions of colleagues

21. Decisions and leadership of the instructor

22. Solving different kinds of conflicts

23. Acquired skills of abstracting complex problems

24. Considering tasks from different points of view

Group 2 typ.course

Group 2 PCC

n = 9

+

+

Profitable Elements (WS 03/04) 3,47

3,71

4,18

4,29

4

4,24

4,53

4,18

4,47

4

4,24

3,82

3,71

3,82

4,65

4,12

4,59

4,71

4,53

4,47

4,76

3,59

3,76

3,53

0,00 1,00 2,00 3,00 4,00 5,00

1. Materials and literature references

2.Materials collected by myself

3. Practical exercises during the lab hours

4. Practical exercises at home

5. Active participation during the course

6. Co-operation with peers

7. Exchange and discussion with colleagues

8. Exchange and discussion with instructor

9. Interpersonal relationships within the team

10. factual knowledge

11. Acquired practical knowledge

12. Acquired orientation within the subject area

typ. course

PCC

n = 22

++

**

Profitable Elements (WS 03/04) 2,88

3,82

3

3,29

2,88

3,41

3,76

3,76

3,82

3,82

3,56

3,71

2,59

3,24

2,88

4,35

3,25

4,59

3,76

4,29

3,24

3,52

3,44

4,12

0,00 1,00 2,00 3,00 4,00 5,00

13. Producing work reports

14.Presentation of results

15. Enhanced personal time management

16. Possibility to bring in my personal interests

17. Support by a Web-based learning platform

18. Possibility to contribute in a self-initiated way

19. Acquired problem-solving competence

20. Contributions of colleagues

21. Decisions and leadership of the instructor

22. Solving different kinds of conflicts

23. Acquired skills of abstracting complex problems

24. Considering tasks from different points of view

typ. course

PCC

n = 22

+

*****

*

*

Questions

• How could the added value be assessed?Is growth in social skills and personality features probable?

• How could learning/growth processes still be deepened?

• Should/How could concepts be transferred to further contexts and who could contribute?

Finally...

• Thank you for your attention!

• Every viewpoint or contribution is welcome!

[email protected]@univie.ac.at



Documents

Person-Centered Communication in Business Informatics: Experiences with an Academic Course Including Encounter Groups Renate Motschnig and Ladislav Nykl