Transcript Cultural Regions in Europe

Workshop Scope
Technical tools
Soft tools
Interaction Styles
Online Personality
Assessment
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SIETAR 2004
Remote Cooperating and Learning.
How to team, cooperate and learn effectively
and efficiently online
Henning Zorn
www.zornconsultants.com
Dr. Marcus Hildebrandt
www.learning.de
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It is time for a paradigm shift (I)
Marcus: A German participant after attending our „Spinner
workshop“ at the Learntec 2004 conference:
“I had the impression that the virtual run up of the workshop was
more intensive than the actual f2f workshop itself.“
Henning: A Brazilian participant after having gone through an
intensive 6 week‘s eCoaching session.
“For me the comments of the facilitator were extremely useful, it
was like talking to him. (face to face).“
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It is time for a paradigm shift (II)
People from almost 50 countries participated in Henning‘s
eCoaching sessions.
This is how respondents evaluated the sessions:
100%
said issues where relevant to their work.
98%
said that they could relate and integrate given advice to /
into their daily work.
96%
found the assignments useful
96%
thought the coach contributed to their learning experience
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It is time for a paradigm shift (III)
Walther, J.B.: Computer mediated communication (CMC) is
sometimes hyper-personal rather than the predicted
impersonal (filtered cues theories):
Experienced CMC users rated text based media as rich or
richer than telephone conversations and face to face
conversations.
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What makes you a successful eModerator / eCoach?
Assignment (I)
What makes you feel somebody’s presence even when he is
not there?
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What makes you a successful eModerator /
eCoach? Assignment (II)
One of the major purposes to attend a SIETAR
conference is networking.
Here is your chance: Select somebody in the room
you would like to get to know.
Write her/him a message to establish contact (3-5
lines on a paper)!
You have 7 intensive minutes time…
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What drives this paradigm shift?
What makes you a successful eModerator / eCoach?
The driving competences are:
1. Successfully creating social presence online or in
other screen to screen (S2S) communication
situations!
2. Use intercultural / transcultural approach for
learning / coaching design!
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Definition of social presence
The degree to which the partner of interaction
is perceived as a person (Paechter, M.
Schweizer, K. und Weidemann, B.)
In face to face communication situations social
presence is mainly created through the
richness of non-verbal or para-verbal
information channels.
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Examples (I)
3 Categories for social presence (Online community of inquiry):
Affective responses (emoticons, humour self-disclosure)
Cohesive responses (phatics and salutations, vocatives,
addressing the group as we, our or us)
Interactive responses (reply features, quoting directly from the
conference transcript, referring explicitly to the content of others
messages)
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Example (II)
Message
Article No. 432: [Branch from no. 430]
posted by Sally on Mon, Oct. 12, 1999, 12:06
Subject: re: Week 6 questions
Hi Guys:
Just got home from a very hectic day, but I want to respond to some of the
postings before I fall asleep at the dinner table ;-) Joe asked: “Do you have
experience with either one of the models (be it extensive or limited)?”
Where I work, we tried the author-editor model but since 1988 we have
moved to the course team approach. I have to agree with Gerry’s very
perceptive comment about the cost, time and other demands of this
approach. What really frustrates me is that our textbook fails to mention any
of these types of things. Does anyone else feel the same?
Well, that’s all for now. Guess I’ll have a little dinner and see what’s on the
tube.
Cheers Sally
Fictitious message taken from Rourke et al
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Example (II): Indicators for social presence
Message
Article No. 432: [Branch from no. 430]
posted by Sally on Mon, Oct. 12, 1999, 12:06
Subject: re: Week 6 questions
Hi Guys:
Just got home from a very hectic day, but I want to respond to some of the
postings before I fall asleep at the dinner table ;-) Joe asked: “Do you have
experience with either one of the models (be it extensive or limited)?”
Where I work, we tried the author-editor model but since 1988 we have
moved to the course team approach. I have to agree with Gerry’s very
perceptive comment about the cost, time and other demands of this
approach. What really frustrates me is that our textbook fails to mention any
of these types of things. Does anyone else feel the same?
Well, that’s all for now. Guess I’ll have a little dinner and see what’s on the
tube.
Cheers Sally
Affective Response
Cohesive Response
Interactive Response
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Example (III)
Ways to create para-language online:
d=(^o^)=b
Emoticons
ASCII-Art
/=====================\
/ : : : : : : | : : : :| : : : : : \
{ : : : : : : : | : : : :| : : : : : :}
\ : : : : : : : | : : : :| : : : : : /
\======================/
japanese: yeah
Bandage
Sound words: „mmhh, aha, yupp, uh-huh, smack“
Action words: „click here!“
Capital letters: If you do not stop I SCREAM!
Akronyms: rtfm! (read the fu… manual)
Avatars
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Culture’s Impact on eMethods
Expectations towards:
Result / Objectives
Context
Effective communication / learning should produce:
• Reproducible knowledge
Where
• Concepts
With whom
• Attitudes / paradigm shifts
Others’ expectations &
• Competences / Know how / Skills
receptiveness
Presentation
Language
Process
Media
Layout
Needs
Own and others’ Roles & Responsibilities
Communication and Learning Styles
Order / Flow
Characters
Colours
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Relevant Relative Cultural Preferences
based on G. Hofstede
Power Distance
Risk avoidance
High
Low
High
Low
Instruction
Participation
Structure l. e.
Open l. e.
Father
Facilitator
Absolute rules
Flexible rules
Central
De-central
Coach: Answers
Guidance
Respect
Initiative
Deviation: Dangerous Interesting
Individualism
Masculinity
High
Low
High
Low
Leisure time
Increasing k + s
Achievement
Relationship
Freedom of learning
Working environment
Promotion
Stability
Challenge / sat
Deploy of own talents
Assertive
Modest
Mistake: shame
Guilt
Fixed roles
Flexible roles
Moral obligation
Functional relation
Confronting
Compromising
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Some General Remarks on eCommunication
General Approach
Positive, confident and trustful
Integrity is crucial to make this work
Work from participants’ strengths
The coach / moderator needs distance involvement
Communication requirements
Communication efforts should be directed to adding value
Clear communication is crucial
Avoid reactive replies – always re-read before sending
International setting => English language
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Culture’s Consequences for eMethods
based on G. Hofstede
Individual A (Culture Print "Germany")
High Individualism
Self-directed learning
Risk Avoidance
eMethod supporters
Individualism
Power Distance
70
60
50
40
30
20
10
0
On-demand availability
Peer2peer communication
High Achievement Focus
On-the-job-coaching
High Security
Structured learning path
Provide small early wins
Focused themes
Masculinity
Personalized approach
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Culture’s Consequences for eMethods
based on G. Hofstede
Individual B (Culture Print "USA")
High Individualism
80
60
40
20
Individualism
0
Risk Avoidance
eMethod supporters
Self-directed learning
Power Distance
100
Masculinity
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On-demand availability
Peer2peer communication
Multiple sourcing
Possibilities for creating own
learning paths
Less structured assignments
Self-evaluative exercises
360 degree methods
Culture’s Consequences for eMethods
based on G. Hofstede
Individual C (Culture Print "Arabic Countries")
High Power Distance
60
40
20
Individualism
0
Risk Avoidance
eMethod supporters
High profile project
Power Distance
80
Masculinity
Reward completion
Supervisor’s involvement
High Security
Structured learning path
Provide small early wins
Clear assignments
Significant Achievement
focus
Experts’ visible involvement
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Culture’s Consequences for eMethods
based on G. Hofstede
Individual D (Culture Print "Japan")
High Achievement Focus
80
60
40
20
Individualism
0
Risk Avoidance
eMethod supporters
On-the-job-coaching
Power Distance
100
Masculinity
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Groups assignments
Rotating leadership roles
High Security
Structured learning path
Provide content details
Group feedback
Culture’s Consequences for eMethods
based on G. Hofstede
Individual E (Culture print "Mexiko")
High Power Distance
80
60
40
20
Individualism
0
Risk Avoidance
eMethod supporters
Include supervisor
Power Distance
100
Masculinity
Reward completion
High Security
Structured learning path
Provide small early wins
Focused themes
Personalized approach
Significant Achievement
Focus
On-the-job-coaching
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Culture’s Consequences for eMethods
based on G. Hofstede
Individual F (Culture Print "Denmark")
Power Distance
80
60
40
20
Individualism
0
Risk Avoidance
eMethod supporters
High Individualism
Masculinity
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Self-directed learning
On-demand availability
Peer2peer communication
Multiple sourcing
Possibilities for creating own
learning paths
Less structured assignments
Self-evaluative exercises
360 degree methods
Culture’s Consequences for eMethods
based on G. Hofstede
Individual G (Culture Print "Italy")
High Individualism
60
40
20
Individualism
0
Risk Avoidance
eMethod supporters
Self-directed learning
Power Distance
80
On-demand availability
Peer2peer communication
High Achievement Focus
On-the-job-coaching
Create maximum visibility
High Security
Structured learning path
Provide small early wins
Masculinity
Focused themes
Personalized approach
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Culture’s Consequences for eMethods
based on G. Hofstede
Individual H (Culture Print "Turkey")
High Security
80
60
40
20
Individualism
0
Risk Avoidance
eMethod supporters
Structured learning path
Power Distance
100
Masculinity
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Provide small early wins
Focused themes
Personalized approach
Fair Power Distance
On-the-job-coaching
Reward completion
Involve superior
Escalation Box
adapted from: Training Management Cooperation (TMC)
1.
Encounter
Culture 1 / Culture 2
6. Encounter
continues
without further
friction
6. Encounter
continues
additional
friction occurs
Clash
Person A annoyed
3. Communication
Check
Really annoyed
2. Escalation Box
Person B more
annoyed
Person B
annoyed
Person A more
annoyed
5. Modify
behaviour
Examine orientation
and attribution
Ask questions to
determine source of
friction
4. Increased
understanding
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ng
As to k
n
k
Fi ing ow
gh
.
tin que ..
s
g
/ q tio
u a ns
Ex
re
ch Ne llin
an go g
t
g
Ta ing iatin
ki
g
ng con
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Br c i
ai sio
ns
to ns
rm
To
ke Inf ing
Di
st ep orm
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i
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in
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kl.
..
G
et
ti
Media appropriateness (I)
f2f
12
10
8
6
4
2
0
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f2f, telephoning and email: assessed by Kuhlen
ng
As to k
ki no
Fi ng w
gh
.
tin que ..
s
g
/ q tio
u a ns
Ex
re
N
ch
e g llin
g
an
o
t
g
Ta ing iatin
ki
g
ng con
de f...
Br c i
ai sio
ns
to ns
rm
To
ke Inf ing
Di
st ep orm
r ib in
i
ut co ng
in
g nta
qu ct
ic
kl.
..
G
et
ti
Media appropriateness (II)
telephoning
12
10
8
6
4
2
0
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f2f, telephoning and email: assessed by Kuhlen
ng
As to k
ki no
Fi ng w
gh
.
tin que ..
s
g
/ q tio
u a ns
Ex
re
N
ch
e g llin
g
an
o
t
g
Ta ing iatin
ki
g
ng con
de f...
Br c i
ai sio
ns
to ns
rm
To
ke Inf ing
Di
st ep orm
r ib in
i
ut co ng
in
g nta
qu ct
ic
kl.
..
G
et
ti
Media appropriateness (III)
email
12
10
8
6
4
2
0
Hildebrandt und Partner & zorn consultants
f2f, telephoning and email: assessed by Kuhlen
ng
As to k
n
k
Fi ing ow
gh
.
tin que ..
s
g
/ q tio
u a ns
Ex
re
N
ch
e g llin
g
an
o
t
g
Ta ing iatin
ki
g
ng con
de f...
Br c i
ai sio
ns
to ns
rm
To
ke Inf ing
Di
st ep orm
r ib in
i
ut co ng
in
g nta
qu ct
ic
kl.
..
G
et
ti
Media appropriateness (IV)
Chat
12
10
8
6
4
2
0
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f2f, telephoning and email: assessed by Kuhlen
ng
As to k
n
k
Fi ing ow
gh
.
tin que ..
s
g
/ q tio
u a ns
Ex
re
N
ch
e g llin
g
an
o
t
g
Ta ing iatin
ki
g
ng con
de f...
Br c i
ai sio
ns
to ns
rm
To
ke Inf ing
Di
st ep orm
r ib in
i
ut co ng
in
g nta
qu ct
ic
kl.
..
G
et
ti
Media appropriateness (VI)
Instant Messenger
12
10
8
6
4
2
0
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ng
As to k
n
k
Fi ing ow
gh
.
tin que ..
s
g
/ q tio
u a ns
Ex
re
ch Ne llin
an go g
t
g
Ta ing iatin
ki
g
ng con
de f...
Br c i
ai sio
ns
to ns
rm
To
ke Inf ing
Di
st ep orm
r ib in
i
ut co ng
in
g nta
qu ct
ic
kl.
..
G
et
ti
Media appropriateness (VII)
Discussion Forum
12
10
8
6
4
2
0
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Literature
• Liam Rourke, Terry Anderson, D. Randy Garrison, Walter
Archer, “Assessing Social Presence In Asynchronous Textbased Computer Conferencing” Journal of Distance
Education(2001)
• Rainer Kuhlen (Universität Konstanz) Fachtagung der
Wirtschaftsprüfer (2002) Elektronische Foren und "Virtual
communities" – zur kommunikativen Begründung des
Wissensmanagement
• Walther, J. B. (1994). Interpersonal effects in computer
mediated interaction. Communication Research, 21(4), 460487.
• Walther, J. B., & Parks, M. R. (2002). Cues filtered out, cues
filtered in: Computer-mediated communication and
relationships. In M. L. Knapp & J. A. Daly (Eds.), Handbook of
interpersonal communication (3rd ed., pp. 529-563). Thousand
Oaks, CA: Sage.
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