TPC 12 - Communication and Collaboration (Working with Others)

PRESCRIBED LEARNING OUTCOMES

• explain the value and limitations of collaborative work
• collaborate and consult effectively with others in completing communications tasks through means that include:
  • interacting confidently
  • assuming responsibility for their roles in teams
  • respecting and promoting respect for the contributions of other team members
  • demonstrating a commitment to the teams and to project goals
  • effective listening and speaking
• apply the etiquette conventions appropriate to various technical and professional communicative situations
• demonstrate respect for the wide variety of cultural differences that can be reflected in technical and professional communications
• use language free of gender bias

SUGGESTED INSTRUCTIONAL STRATEGIES

• Following any group assignment, have students prepare formal evaluations of the process, identifying problems, limitations, and positive aspects. Use these to discuss the values and limitations of collaborative work. Encourage students to relate their experiences in other school and community activities in which they participate (e.g., athletics, performing arts, service organizations). Highlight:
  • the value of preparatory individual work
  • the effects of differences in expertise
• Introduce rules of order for formal meetings (e.g., Roberts's, simplified). Conduct a class as a simulated formal meeting with an agenda and a decision-making component, striking subcommittees and voting as necessary. Choose issues of interest to students and assign roles. Discuss with students reasons for and advantages and disadvantages of the formal approach.
• Ask students to research the meaning and etymology of the word etiquette.  Ask them to locate or generate an example of each of the following: social etiquette, workplace etiquette, and international etiquette.
• Have students, working in groups, identify etiquette conventions, what one must know to follow them, and possible consequences of not following them, for each of the following situations:
  • writing a letter
  • making a phone call
  • using e-mail or the Internet (e.g., "netiquette")
  • participating in a meeting or listening to a speaker
• Discuss with the class the issue of dual-language air-traffic control in international airports, with reference to cultural priorities and aviation safety standards.
• Arrange a field trip to a business that engages in international commerce or serves a distinctive cultural group within the community. Have students observe transactions or ask questions pertaining to the distinctive cultural customs that need to be considered.

SUGGESTED ASSESSMENT STRATEGIES

• The reference set Evaluating Group Communication Skills Across Curriculum  may be useful in assessing teamwork. Students can use copies of the chart to:
  • highlight words and phrases that describe their current skills
  • select one or two phrases that describe skills they would like to develop
  • create action plans for developing and monitoring these skills
  • review their plans and reassess their group skills at regular intervals
• Collaborate with students to develop a rating scale or observation form that can be used for teacher and peer observations, feedback, and self-assessment. Criteria might focus on the extent to which students:
  • make suggestions and offer feedback about how their groups work
  • put forward ideas and suggestions tentatively (in ways that invite response)
  • present contrary or innovative views (rather than always going along with others)
  • ask questions to extend their knowledge and understanding
  • encourage and build on the work and ideas of others
  • use information and feedback from their groups to modify viewpoints as appropriate
  • offer relevant and constructive feedback to others
  • accept feedback and constructive criticism
  • meet deadlines for their assigned components of group work
• When students work in groups to learn about contextual etiquette conventions, have each group create a pamphlet or poster about one of the situations studied. The pamphlets should be both informative and persuasive. Assessment criteria might include:
  • clearly describes the context
  • chooses the most important conventions or areas of understanding as a focus
  • uses examples and illustrations to show understanding of the conventions
  • includes relevant and accurate information
  • emphasizes importance of following the conventions

RECOMMENDED LEARNING RESOURCES

• Canadian Writer's Companion
• The Communications Handbook
• Effective Technical Communication
• Guidelines for Report Writing
• Impact
• Information Systems
• Speaking for Success
• Speaking Our Minds
• Technical Communication
• Technical Writing: Principles, Strategies, and Readings
• Technical Writing: Situations and Strategies
• Technically-Write!
• Tools For Technical and Professional Communication
• Video In Focus

• Computer Integrated Manufacturing
• How To Say It
• More Bloody Meetings
• Straight Talking
• Visions of Heaven and Hell

• Technical Writing, Sixth Edition

• Digital Chisel

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