health care

1. “Coming together is a beginning; Keeping together is
progress; Working together is success.”
Henry Ford
Part II: Teaming Experience

2. Teaming Experience Reflection
Paper
 To complete the teaming experience part (part
II) of the Teaming and Collaboration
requirement all guidelines of the paper must be
met;
 The Kolb Learning Style Inventory that was
taught in SCI 130 and SCI 210 must be used in
your reflection. Failure to study and apply this
information will result in failure of the reflection
paper.
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3. 3
Teaming: Reflection Paper Guidelines – CS course
NOTE: Please verify with your faculty that this is the paper outline you are to follow.
Part of a successful teaming experience is the ability to critically reflect on that experience and
articulate it well to others. Although there is no page limit on this paper, it would seem that in
order to adequately reflect on your teaming experience an 800—1000 word paper is called for.
College-level writing that has been spell-checked and proof read is expected. This paper is to be
submitted to your CS faculty.
Preparation
• Spend some time brainstorming: review specific examples and activities of your experiences in
teaming in your CS course. DO NOT use your teaming experience in SCI 130 or SCI 210.
• Take time to think in depth about teaming, your roles and the roles of teammates.
IMPORTANT NOTE:
Kolb Learning Styles information must be incorporated into your reflection paper as this
discussion connects your knowledge of teaming principles with your team experience in your
CS course, meeting the intent of the teaming and collaboration requirement.
Analysis
In your paper reflect on all of the following questions regarding you experience and interactions
during your CS course regarding teaming and collaboration. Include comparisons/contrasts within
your teaming experience while addressing the following questions:

4. 4
• Using the KOLB learning style inventory discuss your contributions to your team.
Include discussion of the strengths and areas of weakness in regards to your
preferred learning style. Discuss the roles you most like to fulfill while teaming and
those that you would like to defer to other team members. Further discuss your
insights into the learning styles of your team members, focusing on perceived
strengths and weaknesses.
• What trait or traits regarding learning styles did each team member bring to your
team that influenced its functioning either positively or negatively? Give examples of
their impact.
• Who did what on your team? How were roles determined? Did everyone contribute
equally? How was this decided?
• Describe an instance where a team member(s) created an obstacle that had to be
overcome in order to allow your team to perform effectively.
• What stumbling blocks relating to team cohesiveness did you encounter in working
on your project/activity? How did you overcome them? How do you believe learning
styles impacted your team’s ability to work collaboratively together and towards team
goals?
• Did you gain skills in conflict resolution while working on the team? Were you able to
use these skills effectively to enhance your team’s performance? Illustrate with an
example.
• Did your team struggle with personal agendas? Were you able to work toward a
common purpose? How?
• In your teaming experience, did you gain any insights into how cultural differences
have an impact on teamwork? If so, please describe.
• How might your teaming experience affect your future --- with regard to academic,
social, career, and/or personal choices?

5. SCI 130/210:
Teaming Principles Goals
 a framework for understanding your learning style and
how it impacts your participation and success in teams;
 The opportunity to assess your strengths and areas of
development when you team; and
 The opportunity to identify and respect the strengths and
areas of development of teammates.
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To Provide:

6. Teambuilding – Experiential
Approach
 “INSIDE-OUT” approach
 Great way to objectively improve team
performance (outside)
 Identify and build upon strengths and
experiences of team members (inside)
 Past experiences, personal and learning
preferences, skills working in a team

7. A Recipe for a Strong Team
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 Trust and Cohesion
 Clear Goals
 Productive Communications
 People who can get along together
 Clear Roles
 Clear Agendas
 Good Decision-making
 Interesting problems to solve
 A team that has the requisite
experience and expertise

9. Learning Styles and Strategies
 What is measured is PREFERENCE, not
competence
 Better understanding of how you prefer to
learn means a higher quotient for success
 Understanding your preference and that of
others improves communication,
teamwork and future career success
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10. Factors that Influence LSI
 Personality type
 Education, specialization/experience
 Professional career choice
 Current job role (we become more
skilled at what we do frequently)
 Current task or issue (context)

11. Team Building with the LSI
 Learning Modes (4)
 Learning Styles (4)
 Problem Solving Cycle

12. Learning Modes:
What do my scores mean?
 Concrete Experience
 Reflective Observation
 Abstract Conceptualization
 Active Experimentation
Your scores indicate how much you rely on
each of the 4 learning modes:

13. Modes of Learning
 Concrete Experience – learning by
EXPERIENCING
 Abstract Conceptualization – learning by
THINKING
 Active Experimentation – learning by
DOING
 Reflective Observation – learning by
REFLECTING

14. Learning Modes – CE and RO
1. Concrete experience: where learning
from feelings or reactions to experience
influence your learning.
2. Reflective observation: where learning
from watching and listening influence
your learning.

15. Learning Modes – AC and AE
3. Active conceptualization: where learning
from thinking or analyzing problems in a
systematic method influence your
learning.
4. Active Experimentation: where learning
by doing or being results driven
influences your learning.

16. Combining Learning Modes
The four learning modes come together in
two distinct continuums which help us to
understand how we:
Perceive
&
Process
information when problem-solving.

17. LSI: Two Main Dimensions
 How we Perceive or experience new
information:
Concrete (CE) – Abstract (AC)
 How we Process or transform what we
perceive:
Active (AE) – Reflective (RO)

18. Combining Learning Modes
* We bring together the four learning
modes in a way that makes sense to us to
help us fully understand the elements of a
situation, problem-solve and to select the
best plan for success.
* The importance, and time and focus,
spent in each learning mode is determined
by each individual

19. Effective Learners Utilize all 4
Modes:
Concrete
Experience (CE):
Involve
themselves fully,
openly, and
without bias in
new experiences

20. And…
Reflective
Observation (RO):
Reflect on and
observe these
experiences
from many
perspectives.

21. And…
Abstract
Conceptualization
(AC):
Create concepts
that integrate
their observations
into logically
sound theories.

22. And…
Active Experimentation
(AC):
Use these theories
to make decisions
and solve problems.

23. Combining Learning Modes
The four learning modes
come together in pairs to
create four distinct learning
styles.

24. Learning Style: DIVERGING
Concrete Experience + Reflective
Observation
“Facilitator/Motivator”
 Generates ideas
 Works well with people
 Shares ideas
 Very involved with learning
 Asks: “Why?” or “Why not?”

25. Diverging (Creating)
 Dominant learning modes: CE and RO
 Learners view concrete situations from many
points of view.
 They perform better in “brainstorming”
sessions, or situations that call for looking at
things from many angles.
 Approach is to observe rather than take
action
 Prefer to work in teams to gather information.
Listen with an open mind and receive
feedback.

26. Learning Style: ASSIMILATING
Reflective Observation + Abstract
Conceptualization
“Theoretical/basic scientist”
 Theoretical interests
 Combine diverse ideas
 Create models
 Analytical/Inductive
 Asks: “What do I have here?”

27. Assimilating (Planning)
 Dominant learning modes: RO and AC
 Use inductive reasoning and assimilating
disparate observations into an integrated
explanation.
 Theories need to be more logically sound and
precise than of practical value.
 If theory doesn’t fit the “facts” they might disregard
or reexamine the facts.
 Prefer lectures, reading, exploring analytical
models.
 Need time to think things through.

28. Learning Style: CONVERGING
Abstract Conceptualization + Active
Experimentation
“Applied Scientist”
 Want concrete answers
 Prefer to work with things vs. people
 Like hands-on experiences
 Want answers quickly
 Asks: “How does this work?”

29. Converging (Deciding)
 Dominant learning modes: AC and AE
 Knowledge is organized through hypothetical-
deductive reasoning, focus on a problem and
converge on an answer.
 Best at finding practical uses for ideas and
theories.
 Rather deal with technical tasks/problems than
interpersonal issues.
 Prefer experimenting with ideas, simulations, lab
assignments and practical applications.

30. Learning Style: ACCOMODATING
Active Experimentation + Concrete Experience
“Practitioner”
 Take risks
 Focus on doing
 Adapt well to change
 Like new experiences
 Integrate application with experience
 Asks: ”What will this become?”

31. Accommodating (Acting)
 Dominant learning modes: AE and CE
 Interested in doing things, in carrying out plans,
and involving themselves in new plans.
 Risk takers, excel often where one must adapt or
accommodate.
 If the plan doesn’t fit the facts, often will
disregard the facts.
 Rely heavily on others for information than on
own technical analysis.
 Prefer to work with others to get assignments
done, set goals and test different approaches.

32. Accommodating
Converging
Diverging
Assimilating
Compare it
with reality
Select a
problem
Identify
problems
Evaluate
consequence
s of solutions
Consider
alternative
solutions
Select a
solution
Choose a
model or
goal
Execute a
solution
Concrete
Experience
Abstract
Conceptualization
Active
Experimentation
Reflective
Observation
Where will you jump in?
Kolb LSI
Learning
Cycle