DOCUMENT RESUME

ED 391 311 EC 304 560

AUTHOR Campbell, Patti C.; Campbell, Charles Robert

TITLE Collaborative Teaming: Skills for Communication in

Small Planning Groups. Trainee Workbook. Building

Inclusive Schools, Module 1.

INSTITUTION Kansas Univ., Parsons. Schiefelbusch Inst. for Life

Span Studies.

SPONS AGENCY Special Education Programs (ED/OSERS), Washington,

DC.

PUB DATE 95

CONTRACT H086U10015

NOTE 119p.; Developed by the Kansas Project for the

Utilization of Full Inclusion Innovations for

Students with Severe Disabilities. For other modules

in this series, see EC 304 561-565. For related

videotapes, see EC 304 566.

PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052) Guides Classroom Use

Instructional Materials (For Learner) (051)

Tests/Evaluation Instruments (160)

EDRS PRICE MF01/PC05 Plus Postage.

DESCRIPTORS Communication Skills; Conflict Resolution; Decision

Making; *Disabilities; *Educational Cooperation;

*Educational Planning; Elementary Secondary

Education; Group Dynamics; *Inclusive Schools;

Inservice Teacher Education; *Interpersonal

Communication; Problem Solving; Regular and Special

Education Relationship; *Teamwork

IDENTIFIERS *Teacher Collaboration

ABSTRACT

This manual presents the trainee's workbook and the

trainer's guidelines for the first of six modules in a teacher

inservice series developed to promote the unified effort of both

regular ami special education personnel in understanding and applying

nationally recognized practices to implement fully inclusive

education for students with diverse learning abilities and

disabilities. Module 1 is on collaborative teaming and skills for

communication in small planning groups. The trainee workbook is in

the form of: (1) 38 transparency masters which address building

collaborative teams, leadership and trust building, communication

skills, a seven-step program for problem solving and decision making,

and a seven-step approach to conflict resolution; and (2) nine

activity sheets which apply the problem solving and conflict

resolution techniques. Appendices to the trainee workbook provide the

basic information in more compact form and offer a detailed case

study. The trainer guidelines offer learner objectives and suggested

comments keyed to each of the transparencies. A pre/post test is also

provided. (Contains 22 references.) (DB)

**************************************************k********************

Reproductions supplied by EDRS are the best that can be made

* from the original document. ***********************************************************************
An Instructional Series

Innovative Practices that Support

Students with Diverse Learning

Abilities in Neighborhood Schools

Building

Inclusive

Schools

U S. DEPARTMENT OF EDUCATION Once or Educational Research and Improyamont EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

his documnt has been reproduced ea

eceiviao Iron, MD person or organization

oripinsting q

0 Minor changes oto:e been made to engrave

reproduction quality

Points of wow of opinions stated in this document do not necoSaanly reprelsent official OEM posihon or policy

011 Collaborative Teaming

0 Skills for Communication

in Small Planning Groups

University of Kansas Schiefelbusch Institute

for Life Span Studies

Kansas University Affiliated Program

4. 1%

NMI

* it MO Nil VI Mil

ff*

ik 71 it NMI *

*

ItvA7,111111111.1

Yotiv*

MI '5, Zig Mirling111111111

ERE Inillin111111

RESI COPY AVAluunt
Module 1

Collaborative Teaming:

Shills for communication in

small planning groups.

Trainee Workbook

Developed by:

Patti C. Campbell, Ed.D.

Charles Robert Campbell, Ed.D.

Contributors

Kristi Dulek, M.S.

Kelly Spellman

Kristen Forbes, M.S.

Margaret M. Denny, M.S.
Developed by the

Kansas Project for the Utilization of Full Inclusion Innovations

for Students with Severe Disabilities

The Purpose of this Series

This series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education for

students with diverse learning abilities in their neighborhood schools,

and 2) provide an instructional package that promotes these promising

practices through the unified effort of both regular and special education

personnel.

University of Kansas

Schiefelbusch Institute for Life Span Studies

Kansas University Affiliated Program

2601 Gabriel

Parsons, Kansas 67357

Project Co-Directors

Charles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, U.S.

Department of Education (Grant *H086U10315). The information and viewpoints presented herein do not

necessarily reflect the position or policy of the Office of Special Education, and no official endasement can be

inferred.
Contents

Transparency

Number Page

#1 Collaborative Teaming Objectives 1

#2 An.inclusive school is 2

#3 Collaboration is 3

#4 Skills for Effective Collaboration 4

#5 The distributed-actions theory of leadership allows 5

#6 Functions of Distributed-Actions Theory of Leadership 6

#7 Trust behaviors include expressions of 7

#8 Strategies that strengthen trust include 8

#9 Communication is 9

#10 Speaker Skills 10

#11 Listener Skills 11

#12 Seven Steps for Problem Solving and Decision-Making 12

#13 Step 1: Define the Problem 13

#14 Problem Solving/Decision Making Form (Example A) 14

#15 Step 2: Analyze/Clarify the Problem 16

#16 Problem Solving/Decision Making Form (Example A) 17

#17 Step 3: Explore Alternatives 18

#18 Rules for Brainstorming 19

#19 Rules for Consensus Forming 20

#20 Problem Solving/Decision Making Form (Example A) 21

#21 Step 4: Selecting A Strategy 22

#22 Problem Solving/Decision Making Form (Example A) 23

#23 Step 5: Clarify the Strategy 24

#24 Problem Solving/Decision Making Form (Example A) 25

#25 Step 6: Implement the Strategy 27

#26 Problem Solving Medsion Making Form (Example A) 28

#27 Step 7: Evaluate Outcomes 29

#28 Problem Solving/Decision Making Form (Example A) 30

#29 Conflict occurs 31

Collaborative Teaming Trainee Workbook
Transparency

Number

#30

#31

#32

#33

#34

#35

#36

#37

#38

Activity

Number

#1

#2

#3

#4

#5

#6

#8

#9

Some Common Modes of Conflict Resolution

Steps in Conflict Resolution: A Problem Solving Approach

Step 1: Identify the Basis of the Conflict

Step 2: Analyze/Clarify the Issues Involved in the Conflict

Step 3: Explore Solutions to Resolve the Conflict

Step 4: Select a Strategy to Implement the Agreement

Step 5: Clarify the Resolution Agreement

Step 6: Implement the Resolution Agreement

Step 7: Evaluate the Outcomes of the Resolution Agreement

Page

32

38

39

40

41

42

43

44

45

Problem Solving/Decision Making Form

Problem Solving/Decision Making Form

Problem Solving/Decision Making Form

Problem Solving/Decision Making Form

Problem Solving/Decision Making Form

Problem Solving/Decision Making Form

Problem Solving/Decision Making Form

Thomas-Kilmann Conflict Mode Instrument

Collaborative Teaming Instrument

References

Bibliography

Pre/Post Test

Appendix A - Developing Communication Skills

Appendix B - Steps in Conflict Resolution

Appendix C - Problem Solving/Decision Making Form

Appendix D - David's IEP

Appendix E - David's Evaluation Report

Appendix F - David

Page

15

15

15

15

26

26

26

33

46

47

47

49

50

52

54

56

61

64

Collaborative 'Teaming Trainee Workbook

6
Collaborative Teaming Objectives

The trainee will ... describe the skills demonstrated by

effective collaborative teams.

use a problem solving approach to solve a

specific problem associated with the

inclusion of a student with diverse

learning abilities.

describe a seven step approach to

conflict resoulution.

evaluate their individual and team skill in

distributed leadership, communication,

problem solving, and conflict resolution.

Collaborative Teaming Trainee Workbook

1
An inclusive school is. . . where students are not excluded because

they are different.

where adaptations are made to accommodate all

students.

Collaborative Teaming Trainee Workbook
Collaboration is. . .

"a process ef problem solving by team members,

each of whom contributes his or her knowledge

and skills and is viewed as having equal status".

Source: From Vandercook, T., & York, J. (1990). A team approach to program development and

support. In W. Stainback & S. Stainback (Eds.). Support networks for igchtsive schooling. Interdependent integrated education: (pp. 95422). Baltimor, MD: Paul H. Brooks Publishing Co.

Collaborative Teaming Trainee Workbook

3
4

Skills for Effective

Collaboration

Distibuted leadership

Trust-building

Communication

Problem solving/decision-making

Conflict-resolution

Collaborative Teaming Trainee Workbook

1 0
o #5 1 4;w%

The distributed-actions theory of

leadership allows. . .

any member of a team to lead.

any leadership function to be fulfilled by any

member.

Source: From Johnson, D.W. & Johnson, RT. (1991). Joining together: Group theory and .91<ills. (4th

ed.). Englewood Cliffs, NJ: Prentice Hall.

Collaborative Teaming Trainee Workbook
6

%141(t4_ #6

Functions of Distributed-Actions

Theory of Leadership

Task-leadership actions

Maintenance-leadership actions

Source: From Johnson, D.W. & Johnson, R.T. (1991). Joining together: Group theory and akilla. (4th

ed.). Englewood Cliffs, NJ: Prentice Hall.

Collaborative Teaming Trainee Workbook

1
Trust behaviors include expressions

of. . . appropriate warmth

liking of others

support

acceptance

listening tu others

praising others

They DO NOT include. . . ridicule

rejection

put-downs

silences

Source: From Thousand, J., FoX, T.J., Reid, R., Godek, J., Williams, W., & Fox, W. (1986). The Homecoming Model: Educating students who present intensive educational challenges within regular

education environments (p. 36). Burlington, VT: University of Vermont, Center for Developmental

Disabilities.

Collaborative Teaming Trainee Workbook
Strategies that strengthen trust include. . .

using team member's names

maintaining eye contact

active listening

showing interest

giving credit

eliminating jargon

Collaborative Thinning Trainee Workbook

1 A
Communication is. . .

an exchange of information between two or more

people.

Collaborative Teaming Trainee Workbook
"li

no .11,

._, Speaker Skills

Self-disclosure

Giving feedback

Checking perception

Asking open questions

Asking closed questions

10

Collaborative Teaming Trainee Workbook

,
r

41111 #11 I

Listener Skills

Reflecting feelings

Paraphrasing

Summarizing

Asking content questions

Asking and/or receiving feedback

Collaborative Teaming Trainee Workbook

11
12

Seven Steps For Problem Solving and

Decision-Making

Define the problem

Analyze/clarify the problem

Explore alternatives

Select a strategy

Clarify the strategy

Implement the strategy

Evaluate the outcomes

Source: From Graden, j.L., & Bauer, A.M. (1990). Using a collaborative approach to support students and

teachers in inclusive classrooms. In S. Stainback es W. Stainback (Eds.). Culthathamonsigriatigula

inchaiimskumgmajacilitatingleamin&lituailagenb. (pp. 85-100). Baltimore, MD: Paul H. Brookes

Publishing Co.

Collaborative 'reaming Trainee Workbook

I 8
Step 1: Define The Problem

Write a clear description of the problem in terms of

observable actions/behaviors.

Collaborative Teaming Trainee Workbook
Date: 9/20

Problem Solving/Decision Making Form

Example A

Team members present:

Mr Lab Mr Hammer :2_64 p.244:LL

Ms. Spell Mrs. Plus Ms. tqssist

1. The Problem/Issue: Write the problem in general terms.

David is not included in kis science class

2. AnalyzeiClarify the Problem. Rewrite the problem in the form of a question.

3. Explore Alternatives: Brainstorm minutes

Consensus

1. 5. ,Forming

(indicate by #)

2. 6.

1.

3. 7.

4. 8.

4. Select a Strategy: Briefly describe the plan of action.

14

Collaborative Teaming Trainee Workbook
Problem Solving/Decision Making Form

Example A

Date:

Team members present:

1. The Problem/Issue: Write the problem in general terms.

2. Analyze/Clarify the Problem. Rewrite the problem in the form of a question.

3. Explore Alternatives: Brainstorm minutes

Consensus

1. 5. Forming

(indicate by #)

2. 6. . 1.

3. 7. 2.

3.

4. 8.

4. Select a Strategy: Briefly describe the plan of action.

15

Collaborative Teaming Trainee Workbook
Step 2: Analyze/Clarify the Problem

Rewrite the problem in the form of a question.

16

Collaborative Teaming Trainee Workbook
9120 Date:

Team members present:

Mr. Lab Mr. Hammer r. Special

Problem Solving/Decision Making Form

Example A

Ms. Spell Mrs. Plus

1. The Problem/Issue: Write the ptvblem in general terms.

Ms. Assist

David is not included in his science class.

2. Analyze/Clarify the Problem/Issue. Rewrite the problem in the form of a question.

How can David be included in kis science class?

3. Explore Alternatives: Brainstorm minutes

1. 5.

2. 6.

3. 7.

4. 8.

Consensus

Forming

mdieate by #)

4. Select a Strategy: Briefly describe the plan of action.

Collaborative Teaming Trainee Workbook
18

#17 111,1, Step 3: Explore Alternatives

Focus on needs and goals

Invent creative options, DON'T judge them

Broaden options, DON'T look for a single answer

Search for mutual gains

Discuss each option separately

Make offers and respond to counter offers

Come to an agreement

Collaborative rr-aming Trainee Workbook
Rules For Brainstorming

All ideas are accepted for what they are

Work for quantity not quality

Expand on each other's ideas

Encourage zany, far-out ideas

Record each idea

Set a time limit

Focus on a single-problem or issue

Collaborative Teaming Trainee Workbook

2 5
20

rt04114k001.141L*, #19 4

Rules for Consensus Forming

Review all ideas for applicability

Discuss modifications (if any) for ideas

that have been accepted

Prioritize ideas

Highest ranking idea will be implemented

2 6

Collaborative Teaming Trainee Workbook
Date: 9120

Team members present:

Mr rah

Problem Solving/Decision *king Form , Exam Ple A , Mr Hammer

Ms. Spell M. Plus

pccza

1. The Problem/Issue: Write the problem in general terms.

ssist

David is not included in his sdence dass.

2. Analyze/Clarify the Problem/Issue. Rewrite the problem in the fotm ofa question.

How can David be included in his science class?

3. Explore Alternatives: Brainstorm

1. Use paraprofessionals

2. Work with peer tutor

3. Work individually with

David

4. Use cooperrtive learning

groups

4. Select a Strategy: liriefly describe the plan of action.

7 minutes

5. Exclude from lesson

6, Have David work wlthe

2nd grade ecology unit

7.

Consensus

Forming

(indicate by #)

1. #4

2. #2

3. #3

8.

21

Collaborative 'framing Trainee Workbook
22

Step 4: Selecting A Strategy

Selected by and acceptable to classroom teacher

Unobtrusive

Fit into the normal classroom routines

Adapt only if necessary

Group instruction preferred to

individual interventions

Teacher/task/classroom variables adapted within the

conventional classroom setting

Positive and negative side effects explored

2

Collaborative Teaming Trainee Workbook
!

Problem Solving/Decision Making Form

9120 ExaMple A

members present:

Mr. Lab Mr Harmer

Ms. Spell Mrs. Plus

1. The Problem/Issue: Write the problem in mend terms.

David is not included in his science class.

2. Analyze/Clarify the Problem/Issue. Rewrite the problem in the form ofa question.

How can David be included in his science class?

3. Explore Alternatives: Brainstorm 7 minutes

nsensus

1. Use paraprofessionals S. Exclude from lesson -Forming

(indicate by #)

2. Work with peer tutor s' `.6. Have David work wlthe

2nd grade ecology unit 1. #

3. Work individually with 7.

David

4. Use cooperative learning8.

groups

.trf: 4. Select a Strategy: Briefly describe the plan of action.

Restructure the science class lecture format by implementing

cooperative learning groups

23

Collaborative Teaming Trainee Workbook
Step 5: Clarify the Strategy

What

How

Who

When

Where

30

24

Collaborative 'framing Trainee Workbook
Problem Solving Form - pg 2

Example A

5. Clarify the Strategy: Describe each aspect of the plan.

What: Restructure ecology unit using cooperative learning groups

Strategy to Person Begin/End

be Taken Responsible Dates Place

(How) (Who) (When) (Where)

1. determine group membership Mr. tab 9120 science

2. give student instruction Mr. tab 9121 science

3. monitor progress Ms. fissist 9121-9130 science

4. collect student data Ms. Asist 9121-9130 science

5. provide feedback to team Mr. Lab 1013 teacher's

cont. tern

6. Implement the Strategy: Report outcome of plan.

Next meeting: (date)

Comments:

(time)

7. Evaluate the Outcomes: Describe each aspect of data collection.

What:

Data to Person How

be Inken Responsible a Where

25

Collaborative Teaming Trainee Workbook
26

Problem Solving Form - pg 2 Example A

5. Clarify the Strategy: Describe each aspect of the plan.

What:

Strategy to Person Begin/End

be Taken Responsible Dates Place

(How) (Who) (When) (Where)

6. Implement the Strategy: Report outcome of plan.

Next meeting: (date) (time)

Comments:

7. Evaluate the Outcomes: Describe each aspect of data collection.

What:

Data to Person How

be Taken Responsible Often Where

Collaborative Teaming Trainee Workbook

,32
Step 6: Implement the Strategy

Schedule follow-up meeting

Discuss outcome(s)

Make future plans

27

Collaborative Teaming Trainee Workbook
Problem Solving Form - pg 2

Example A

S. Clarify the Strategy: Describe each aspect of the Plan.

. . what: Restructure ecology mnit using cooperative learning groups

_strategy to Person , Degin/End

be Taken Responsible Dates Place

(How) (Who) (When) (Where)

1. determine group membership Mr. Lab 9120 science

2. give student instruction Mr. Lab 9121 science

3. monitor progress Ms. Assist 901-930 science

4. collect student data Ms. Asist 921-9130 - science

5. provide feedback to team Mr. Lab 1013 teacher's

Conf. lem

6.Implement the Strategy: Report outcome of plan.

Next meeting: 1012 (date) 3.35Pm (time)

Comments:

Outcomes:

David met criteria. cooperative learning groups seems

to be a useful instructional technique for David. Mr.

Lab was very excited about the performance of all his

students. He would like input for other ways to restructure his class using cooperative learning groups.

Mr. Special said he would help Mr. Lab with his restructuring efforts.

7. Evaluate the Outcomes: Describe each aspect of data collection.

What:

Data to PCTSOn

be Taken Responsible

How.

28

Collaborative Teaming Trainee Workbook

3 4
Step 7: Evaluate Outcomes

What

How

Who

When

Where

29

Collaborative Teaming Trainee Workbook
30

Problem Solving Form - pg 2 Example A

S. Clarify theStrategy: Describe each aspect of the plan..

What Restructure ecology unit using cooperative learning groups

Strategy to

be Taken

(How)

determine group membership

give student instruction

monitor progress

collect student data

provide feedback to team

Person

Responabk

(Who)

Mr -Cab

Mr. Lab .'

. Ms. Assist

Ms.Asist

Mr. Lab

nd

,,.Dates . Place

`.'4When). :(Where)

.9120 : science

Q

science

;991-129113 science

9121- 980 science

toe teacher's

eonfiem

6.Implement the Strategy: Report outcome of plan.

Next meeting: 1012 (date) 3a5 (time)

Comments:

Outcomes:

David met criteria. Cooperative learning groups seems

to be a useful instructional technique for David. Mr.

Lab was very excited about the performance of all hLs

students. ffe would like input for other ways to restructure his class using cooperative learning groups. Mr. Special said he would help Mr. Lab with his restructuring efforts.

7. Evaluate the Outcomes: Describe each aspect of data collection.

What: Count the number of verbal comments.

9ndicate those related to topic (direct observation)

Data to Person

be Men Responsible

Verbal comments

1 related to topic

0 = not related to topic

Ms. Assist

How

Often Where

20 minldaily science class

for 2 weeks

Collaborative Teaming Trainee Workbook
Conflict occurs. . . when two individuals want different

outcomes, but must settle for the same

outcome.

when the same goal is realized, but the

individuals can not have access to it.

as a result of perceived goals not being

actualized.

Source: From Friend, M. & Cook, S. (1992). Inferazttns_calkimatiyalkills for school professionals. White

Plains, NY: Longman Publishing Co.

Collaborative Teaming Trainee Workbook

,.:

31
32

Some Common Modes of

Conflict Resolution

Mode Similar Term Description

Competetive Win/lose, One party is

forcing forced to accept the

contending other party's

position

Avoidance Avoidance, One or both parties

wait and see do as little as possible,

Escape, retreat Or

one party leaves the

group

Accomodating Smoothing, One party

lose/win, withdraws

conceding demands

Compromise Lose/lose, Parties locate an

mutual alternative that

concessions stands between

their positions

Collaborative/ Win/win,

Problem confrontation, Solving integrative

bargaining

Parties identify

the source of

conflict and

agree on a

solution

Collaborative Teaming 'frainee Workbook

36
THOMAS-KMMANN CONFLICT MODE INSTRUMENT

Directions: Consider situations in which you find your wishes differing from those

of another person. How do you usually respond to such situations? Following are a

series of paired statements that describe possible behavioral responses. For each

pair, circle the "A" or "B" statement that is most characteristic of your own behavior.

In many cases, neither the "A" nor "B" statement may be very typical of your

behavior, but you should select the response that you would be more likely to use.

1. A. There are times when I let others take responsibility for solving the

problem.

B. Rather than negotiate the things on which we disagree, I try to stress those

things upon which we both agree.

2. A. I try to find a compromise solution.

B. I attempt to deal with all of his/her and my concerns.

3. A. I am usually firm in pursuing my goals.

B. I might try to soothe the other's feelings and preserve our relationship.

4. A. I try to find a compromise solution.

B. I sometimes sacrifice my own wishes for the wishes if the other person.

5. A. I consistently seek the other's help in working out a solution.

B. I try to do what is necessary to avoids useless tensions.

6. A. I try to avoid creating unpleasantness for myself.

B. I try to win my position.

7. A. I try to postpone the issue until I have had some time to think it over.

B. I give up some points in exchange for others.

8. A. I am usually firm in pursuing my goals.

B. I attempt to get all concerns and issues immediately out in the open.

9. A. I feel that differences are not always worth worrying about.

B. I attempt to get all concerns and issues immediately out in the open.

Collaborative Teaming Trainee Workbook

0 0

33
10. A. I am firm in pursuing my goals.

B. I try to find a compromise solution.

11. A. I attempt to get all concerns and issues immediately out in the open.

B. I might try to soothe the other's feelings and preserve our relationship.

12. A. I sometimes avoid taking positions which would create controversy.

B. I will let the other person have some of his/her positions if he/she lets me

have some of mine.

13. A. I propose a middle ground.

B. I press to get my points made.

14. pi. I tell the other person my ideas and ask for his/hers.

B. I try to show the other person the logic and benefits of my position.

15. A. I might try to soothe the other's feelings and preserve our relationship.

B. I try to do what is necessary to avoid tensions.

16. A. I try not to hurt the other's feelings.

B. I try to convince the other person of the merits of my position.

17. A. I am usually firm in pursuing my goals.

B. I try to do what is necessary to avoid useless tensions.

18. A. If it makes other people happy, I might let them maintain their views.

B. I will let other people have some of their posiIions if they let me have

some of mine.

19. A. I attempt to get all concerns and issues immediately out in the open.

B. I try to postpone the issue until I have had some time to think it over.

20. A. I attempt to immediately work through our differences.

B. I try to find a fair cembination of gains and losses for both of us.

34

Collaborative Teaming Trainee Workbook
'kvi""\%

21. A. In apprcaching negotiations, I try to be considerate of the other person's

wishes.

B. I always lean toward a direct discussion of the problem.

22. A. I try to find a position that is intermediate between his/hers and mine.

B. I assert my wishes.

23. A. I am very often concerned with satisfying all our wishes.

B. There are times when I let others take responsibility for solving the problem.

24. A. If the other's position seems very important to him/her, I would try to

meet his/her wishes.

B. I try to get the other person to settle for a compromise.

25. A. I try t) show the other person the logic and benefits of my position.

B. In approaching negotiations, I try to be considerate of the other person's

wishes.

26. A. I propose a middle ground.

B. I am nearly always concerned with satisfying all our wishes.

27. A. I sometimes avoid taking positions that would create controversy.

B. If it makes other people happy.

28. A. I am usually firm in pursuing my goals.

B. I usually seek the other's help in working out a solution.

29. A. I propose a middle ground.

B. I feel that differences are not always worth worrying about.

30. A. I try not to hurt the other's feelings.

B. I always share the problem with the other person so that we can work it

out.

Collaborative Teaming Trainee Workbook

35
Thomas-Kilmann Conflict Mode Score Sheet

Directions: Circle the letters below which you circled on each item of the questi.mnaire.

Competing

(Forcing)

Collaborating

(Problem Solving)

Compromising

(Sharing)

Avoiding

(Withdrawal)

Accomodl.ung

(Smoothin)

1. A

2. A

3. A

4. A

5. A

6. A

7. A

8. A

9. B A

10. A

11. A

12. A

13. B A

14. B A

15. A

16. B A

17. A

18. A

36

Collaborative Teaming Trainee Workbook

£1 0
Competing

(Forcing)

Collaborating

(Problem Solving)

Compromising

(Sharing)

Avoiding

(Withdrawal)

Accomodating

(Smoothing)

19. A B

20. A B

21. . B A

22. B A

23. A B

24. B A

25. A B

26. B A

27. A B

28. A B

29. A B

30. B A

Total number of items circled in each column.

Competing

Colloborating

Compromising

Avoiding

Accomodating

Which columnn has the highest score?

That is your preferred style for managing conflict.

Source: From Thomas & Kilmann, T. (1974). Ibmiaa:Kilmann conflict mode instrument. Tuxedo, New York:

Xicom, Inc.

Collaborative Teaming Trainee Workbook

37
Steps in Conflict Resolution:

A Problem Solving Approach

Identify the basis of the conflict

Analyze/clarify the issues involved in the conflict

Explore solutions to resolve the conflict

Select a strategy to implement the agreement

Clarify the agreement

Implement the agreement

Evaluate the outcomes of the agreement

Source: From Johnson, D.W., & Johnson, RT. (1991). Joining together: Group theory and skills (4th

ed.). Englewood Cliffs, NJ: Prentice Hall.

38

Collaborative Teaming Trainee Workbook
Step 1: Identify the Basis of the Conflict

I negotiate a joint definition of the conflict by

making sure I . describe the other person's actions without

labeling, accusing, or insulting him/her.

I separate the other person from the issue.

define the conflict as a mutual problem to be

solved, not as a win-lose struggle.

describe the present conflict without

bringing up the past. The past is forgiven.

Source: From Johnson, D.W., & Johnson, RT. (1991). Igipin&igggthcr,_clzma/ltheory and s15,Ma (4th

ed.). Englewood Cliffs, NJ: Prentice Hall.

Collaborative Teaming Trainee Workbook

39
Step 2: Analyze/Clarify the Issues

Involved in the Conflict

I analyze the conflict by making sure I ...

break down the conflict/issue in the smallest

and most precise way possible.

describe the conflict/issue in observable and

therefore measurable behaviors.

40

Collaborative Teaming Trainee Workbook

il G
4110

n #34

Step 3: Explore Solutions to Resolve

the Conflict

I explore solutions to the conflict by making sure I ...

focus on needs and goals.

use specific and concrete communication.

"give and take".

separate inventing options from judging them

Source: From Friend, M., & Cook, S. (1992). Interactions: Collaborative skills for school professionals

(4th ed.). White Plains, NY: Longman Publishing Co.

Collaborative Teaming Trainee Workbook

41
42

Step 4: Select a Strategy to Implement

the Agreement

I select a resolution agreement by making sure I ...

feel satisfied regarding the resolution

agreement.

write down what was decided.

.=111111IP

Collaborative Teaming Trainee Workbook

A. b
4?;;%

Step 5: Clarify the Resolution

Agreement

I clarify strategies to the resolution

agreement by making sure I ...

feel the agreement is satisfactory

understand how my actions will change.

understand how the other parties' actions will

change.

have a written copy of the agreement.

43

Collaborative Teaming Trainee Workbook
Step 6: Implement the Resoultion

Agreement

I carry out the resolution agreement by making

sure I ...

know how to carry out the resolution

agreement.

know when we will meet again.

44

Collaborative Teaming Trainee Workbook
#38 .1

Itrimka",

Step 7: Evaluate the Outcomes of the

Resoultion Agreement

I evaluate the resolution agreement by making

sure 1 ...

have information (data) on the progress of the

resolution agreement.

share the information (data) with all parties.

make changes if necessary.

45

Collaborative Teaming Trainee Workbook

5 1
46

\IIi0141111°1\11111741(.46:** --;4v,i4.49 ',.,:-1/4

Collaborative Teaming Instrument

Directions: Reflect on your behavior and your group's behavior while working as a team. On a 7-point

scale, rate yourself and your team on the following skills. Select and place a star next to the skills you with to

improve.

7 6 5 4 3 2 1 0

Always Almost all Most of Some of Unsure Rattly Never Not Applicable of the time the time the time

Always No exceptions; occurs 100% of the time

Almost all of the time Occurs 80-90% of the time; 1-2 exceptions in 10 opportunities

Most of the time Occurs 60-70% of the time; 3-4 exceptions in 10 opportunities

Unsure I don't have enough information to answer this question

Rarely Occurs 10-20% of the time; 1-2 times in 10 opportunities

Never Does not occur

Not applicable Does not apply

iedf RAM

Distributed Leadership

I/we encourage assigning specific roles to facilitate better team functioning.

I/we volunteer for roles to help the teamaccomplish the task (i.e., timekeeper).

l/we offer suggestions to effectively accomplish the task (Identify who will do

what by when).

I/we encourage every member of the team to contribute ideas or opinions.

I/we help decide the next steps for the team.

Communication Skills

I/we use member's names.

I/we praise team members' contribution

I/we seek information or rationale by adding to or questioning.

l/we contribute ideas and opinions.

I/we ask for help, clarification, elaboration, or technical assistance when needed.

I/we offer to explain or clarify.

l/we paraphrase other team members' contributions.

I/we check for others' understanding of the concepts discussed.

l/we summarize outcomes and decisions before moving to the next agenda item.

Problem Solving Skills

Uwe clarify the purpose of the meeting.

Ywe encourage multiple solutions or strategies to problems.

Ywe set or call attention to time limits.

Uwe suggest/share materials or resources.

Ywe extend or build on other members' ideas.

Uwe provide the rationale for ideas or conclusions.

Ywe test the "reality" of solutions by assessing the feasibility of their implementation.

Ywe check for consensus on decisions.

Conflict Management Skills

l/we identify the source of conflict.

Uwe use the problem solving process to identify and resolve a conflict.

Uwe use the negotiation process to arrive at an agreeable solution to the conflict

Ywe use concrete and specific communication to clarify viewpoints regarding the

conflict.

Ywe relieve tension with humor.

Ywe ask for feedback in a non-confrontational way.

l/we give feedback in a non-confrontational way.

Collaborative Teaming Trainee Workbook
References

Friend, M., & Cook, S. (1992). Interactions: Collaborationskills for school professionals. White Plains, NY: Longman Publishing Group.

Graden, J.L., & Bauer, A. (1990). Using a collaborative approach to support students

and teachers in inclusive classrooms. In S. Stainback & W. Stainback (Eds.).

Curriculum considerations in inclusive classrooms: Facilitating learning for all

students. (pp. 85-100) Baltimore, MD: Paul H. Brookes Publishing Co.

Johnson, D.E., & Johnson, R.T. (1991). Joining together: Group theory and skills (4th

ed.). Englewood Cliffs, NJ: Prentice Hall.

Johnson, D.W., & Johnson, R.T. (1987). Learning together and alone: Cooperation,

competition. and individualization (2nd ed.). Englewood Cliffs, NJ: Prentice

Thomas & Kilmann, T. (1974). Thomas-Kilinann conflict mode instrument. Tuxedo,

NY: Xicon, Inc.

Thousand, J., Fox, T.J., Reid, R., Godek, J., Williams, W., & Fox, W. (1986). The homecoming model: Educating students who present intensive educational

ghallanges_withiniegular education environments. Burlington, VT: University

of Vern mt, Center for Developmental Disabilities.

Vandercook, T., & York, J. (1990). A team approach to program development and

support. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive

schooling. Interdependent integrated education (pp. 95-122). Baltimore, MD:

Paul H. Brookes Publishing Co.

Bibliography

Appley, D.B., & Winder, A.E. (1977). An evolving definition of collaboration and

some implications for the world of work. Journal of Applied Behavioral

Science, la, 279-291.

Brown, L., Nietupski, J., & Hamre-Nietupsld, S. (1976). The criterion of ultimate

functioning. In M.A. Thomas (Ed.), . - . 11'1

Investment in the severely and_profoundlyhandicappecl. Reston, VA: The

Council for Exceptional Children.

Erickson, F. (1982). Classroom dicourse as improvisations: Relationships between

academic task structure and social participation structure in lessons. In L.C.

Wildinson (Ed.), Communicating in classrooms (pp. 153-181). New York:

Academic Press.

Palck, H. (1977). Interdisciplinary education and implications for social work prac1! I

Collaborative Teaming Trainee Workbook

47
tice. Journal of Education for Social Work, 13, 30-47.

Filley, A.C. (1975). Interpersonal conflict resolution. Glenview, IL: Scott Foresman.

Ford, A., Favern, L., & Schnorr, R. (1992). Inclusive education: "Making sense" of the

curriculum. In S. Stainback & W. Stainback (Eds.), Curriculum considerations

jn incluElve classrooms: Facilitating learning for all students (pp.37-61). Baltimore, MD: Paul H. Brookes Publishing Co.

Grasha, A.F. (1978). Practical applications of psychology. Cambridge, MA: Wintrop

Publishers, Inc.

Gutkin, T.B., & Curtis, M.J. (1990). School-based consultation: Theory and techniques. In C.R. Reynolds & T.B. Gutkin (Eds.), The handbook of school psychology (pp. 796-828), New York: John Wiley & Sons.

Lanier, J. (1980). Collaboration session, discussant remarks. In G.E. Hall, S.M.

Hoard, & G. Brown (Eds.), Exploring issues in teacher education: Ouestions

for future research (pp. 405-410). Austin: University of Texas, Research and

Development Center for Teacher Education.

Mittler, P., Mittler, H., & McConachie, H. (1987). Family supports in England. In

D.K. Lipsky (Ed.), Family supports for families with a disabled memter (pp.

15-36). New York: World Rehabilitation Fund.

Ramsey, P.G. (1987). Teaching and learning in a diverse world: Multicultural education for young children. New York: Teachers College Press.

Schapiro, E.S. (1989). Academic skills problems: Direct assessment and interven.

ton. New York: Guilford Press.

Schlechty, P.C. (1990). schools for the 21st century: Leadership imperatives for

gclucationaLreform. San Francisco, CA: Jossey-Bass.

Stainback. S., & Stainback, W. (Eds.), (1992). Curriculum considerations in inclusive

classrooms: Facilitating learning for all students. Baltimore, MD: Paul H.

Brookes Publishing Co.

Villa, R., Thousand, J., Paoliucci-Whitcomb, P., & Nevinn, A. (1990). In search of a

new paradigm for collaborative consultation. Journal of Educational and

Psychological Consultation, 1, 279-292.

48

Collaborative Thinning Trainee Workbook

r; 4
Pre/Post Test

Directions: Please circle pre or post test before answering these questions. Then circle T if the answer is true or F if the answer is false.

1) T F

2) T F

3) T F

4) T F

5) T F

6) T F

7) T F

8) T F

9) T F

10) T F

An inclusion program and an inclusive school refer to the

same thing.

The regular classroom teacher is responsible for the

student with disabilities who is placed in his/her classroom.

The distributed-actions theory of leadership is most suited

to the purposes of the collaborative team.

The most effective collaborative team typically consists

of 6-10 members.

One of the advantages of using a collaborative team is

that conflict is usually avoided.

The most difficult aspect of using the problem solving

process is defining the problem.

It is best to get team members to clarify their ideas during

the brainstorming step of problem solving.

A competitive style is considered inappropriate when

planning around a student with a disability.

Initially, the collaborative team should meet once a month

when planning for a student with disabilities.

By definition, special education is not a place.

49

Collaborative Teaming Trainee Workbook

t_
%) Appendix A

Developing Communication Skills

Speaker Skills:

Self-disclosure: Sharing interests, thoughts, and

feelings with another person.

Giving Feedback: Providing other people information so

that they can modify or change their

behavior.

Check perceptions: Interpreting the nonverbal behavior of

another person and asking the person if

it is accurate.

Asking Open Questions: Asking questions that allow the other

person to respond in a broad and

extensive manner.

Asking Closed Questions: Asking questions that allow the other

person to respond with a specific and

concise answer.

50

Collaborative Teaming Trainee Workbook
Listener Skills:

Reflecting Feelings:

Paraphrasing:

Summarizing:

Asking Content Questions:

Asking for Feedback:

Describing the speaker's feelings to

demonstrate our understanding of

how the speaker feels.

Translating into your own words the

ideas and feelings of the other person.

Condensing what the speaker said into

your own words.

Asking the speaker to explain or

elaborate on parts of the content to

check on our understanding it.

Having the speaker give you specific

feedback, listening carefully to it, and

then taking action to modify behavior.

51

Collaborative Teimiing Trainee Workbook
52

%14etit*._ Appendix B

Steps in Conflict Resolution:

A Problem Solving Approach

Identify the basis of the conflict/problem

Define in terms of actions/behaviors,

NOT psychological states or personality characteristics

Define the conflict as a mutual problem to be solved,

NOT as a win-lose struggle

2. Analyze/clarify the issues involved in the conflict/ptoblem

Define in the smallest/most specific way possible

Small is easy large is hard

Identify actions/behaviors that create or maintain the conflict

3. Explore solutions to resolve the conflict/problem

Focus on needs and goals, NOT positions

Invent creative options, DON'T judge them (brainstorm)

Broaden options, DON'T look for a single answer

Search for mutual gains

Discuss each option separately

Make offers and respond to counter offers

Come to an agreement (Reach a consensus)

Source: From Johnson, D.W., & Johnson, R.T. (1991). Joining together: Group theory and skills (4th

ed.). Englewood Cliffs, NJ: Prentice Hall

Collaborative Teaming Trainee Workbook
4. Select a strategy to implement resolution

Monitor ethics and integrity

Focus on issues not people

Choose a strategy that will allow parties to "save face"

Keep the best interests of the student in mind

Choose a strategy that will diffuse the emotional components

5. Clarify the resolution agreement

Clearly identify and write down the ways all parties will act

differently in the future

Clearly identify and write down the ways cooperation will be

restored if any of the parties becomes dissatisfied

Give all parties a copy of the agreement

6. Implement the resolution agreement

Carry out the plan

Clearly identify and write down the times parties will meet to

discuss resolution (to determine if additional steps can be

taken to improv,.. cooperation)

7. Evaluate the outcome(s) of the resolution agreement

Determine a method of taking data

Gather data that the teams -greed to take

Evaluate data that is obtained

Discuss the outcome with all pail ties

Source: From Johnson, D.W., & Johnson, R.T. (1991). Jpining together. Group theory and sisillg (4th

ed.). Englewood Cliffs, NJ: Prentice Hall

Collaborative Teaming Trainee Workbook

53
54

Problem Solving/Decision Making Form

Example A

Date:

Team members present:

1. The Problem/Issue: Write the problem in general terms.

2. Analyze/Clarify the Problem/Issue: Rewrite the problem in the form ofa question.

3. Explore Alternatives: Brainstorm minutes

Consensus

1. 5. Forming

(indicate by 41)

2. 6.

1.

3. 7. 2.

3.

4. 8.

4. Select a Strategy: Briefly describe the plan of action.

_ Collaborative Teaming Trainee Workbook
Problem Solving/Decision Making Form Example - pg 2

S. Clarify the Strategy: Describe each aspect of the plan.

What:

Strategy to Person Begin/End

be Taken Responsible Dates

6. Implement the Strategy: Report outcome of plan.

Next meeting: (date) (time)

Comments:

7. Evaluate the Outcomes: Describe each aspect of data collection.

What:

Data to Person How

be Taken Responsible Often

Where

Where

Collaborative Teaming Trainee Workbook

t
Sample IEP INDIVIDUALIZED EDUCATION PROGRAM Student Name: David School: Adams Grade: 7 Date of Birth: 4/3/83 Age: 12 Current Placement: Regular Classroom Committee Mrs. Wrens Mrs. Snow Mr. Lajoie Mr. Thomas Mrs. Ryan Ms. Long Mrs. M. David Mr. Green Principal Regular Teacher Counselor Resource Teacher Psychologist Speech/Lang. Pathologist Mother Student Physical Therapist Initial Date 9/15/9- IEP from 9/15/9- to 9/15/9- Present level of Educational Functioning Annual Goal Statements Instructional Objectives Objective Criteria and Evaluation Domestic Strengths *makes bed with supervision *puts dirty clothes in hamper sets table at night AneaSsla *bathing and washing hair independently *taking out the trash *dusting and sweeping r1 David will take the trash 1.1 out independently. After dinner Mom or Dad will prompt David by saying, "Time to take out the trash". Mom or Dad will then model the task (tie the bag, remove it from the trash can, take it out to the dumpster, then put a new bag in the trashcan). for one week. 1.2 After dinner David will take out the trash with prompts and supervision of Mom or Dad for 1 week 0 0
Present level of Educational Functioning Annual Goal Statements Instructional Objectives Objective Criteria and Evaluation Community strengths *enjoys going to the grocery store "enjoys going to the movies *is usually well behaved "enjoys taking walks Wfaknesses *responding to trafic signals "reading street signs with numbers *locating items verbally related to him "reading items from a short list "handling money 1.3 After a prompt from Mom or Dad,. David will take the trash out after dinner without supervision for 1 week 100% of the time. 1.4 David will independently take out the trash after dinner 100% of the time. David will respond to traffic 2.1 David will stop at the intersection facing signals appropriately before the signal and repeat the peer or adult crossing the street. modeling either, "green means go " or " red means stop", depending upon the signal. The adult or peer will then cue him to go on green 9 out of 10 trials. 2.2 David will stop at the intersection facing the signal and tell the adult or peer with him, "red means stop" or "green means go". The partner will then cue him to look for traffic and proceed through the intersection 9 out of 10 trials. 2.3 David will stop at the intersection facing the signal, tell his partner when the signal is green and prompt his partner to look for traffic and proceed through the intersection 9 out of 10 trials.
or) Present level of Educational Functioning Annual Goal Statements Instructional Objectives Objective Criteria and Evaluation David will locate items that are verbally relayed to him when grocery shopping with an adult or peer (i.e., "David, get me the milk.") 2.4 David will stop at the intersection, look at signal, look for traffic , and procced through the intersection when appropriate, with supervision of a partner 9 out of 10 trials. 2.5 When a partner verbally asks David to get an item he/she is pointing at, David will repeat the name of the object he is supose to get 100%of the time. (item is within view) 2.6 David will repeat the name of the item verbally and get the item while the partner is touching or pointing to the item 100% of the time. (item is within view) 2.7 David will repeat the name of the item and retrieve it 100% of the time. (item is within view) 2.8 Davids will repeat the name of the item verbally relayed to him and retrieve it 100% of the time. (item is not in view)
Present level of Educational Functioning Annual Goal Statements Instructional Objectives Objective Criteria and Evaluation IQ Math strengths *Can discriminate letters from numbers *Knows numbers 1-10 *Knows value of numbers 1-10 MAW= *Does not legibly write numbers. *Does not add single digits. *Does not discriminate coins from dollars, or coins from other coins. 1 David will discriminate between dollars and coins. 3.1 When presented wiih a dollar bill and a coin, David will point to the dollar bill 9 out of 10 trials. 3.2 3.3 3.4 David will legibly write 3.5 his numbers from 1-9. David will name the coin presented 9 out of 10 trials. David will discriminate between coins when presented in pairs 9 out of 10 trials. David will discriminate between coins when presented in pairs 9 out of 10 trials. David will copy the phone numbers of his immediate family (parents, brother, and grandparents with 2 or less erasures. 3.6 David will independently write his phone number with 2 or less erasures.
Present level of Educational Functioning Annual Goal Statements Instructional Objectives Objective Criteria and Evaluation 112 Socialization/Communication Ski Ile Related Skills Strengths *Good eye contact *Affectionate toward others Weaknesses *Inappropriate greetings *Unable to make choices in- dependently. Vocational Strenghts *Completes assigned chores with assistance Weaknesses *Does not demonstrate many "related social skills" 7 0 David will appropriately 4.1 When greeted, David will respond by greet adults and classmates. saying, "Hi, jperson's name), instead of hugging the person in all circumstances (100% of the time). David will make choices in- 4.2 When given a choice of classroom cleanup dependently. duties, David will choos:: ,vhich duty he wants to do 4 out of 5 times per week 4.3 David will choose what he would like to eat from the lunch menu 4 out of 5 items per week. David will prepare cards or 5.1 David will insert the letter or card, seal the letters envelope, and stamp the envelope with assistance of an adult or peer 10 out of 10 trials. 5.2 David will insert the letter or card, seal the envelope, and stamp the envelope with supervision with 100% accuracy. 5.3 David will insert the letter or card, seal the envelope and stamp the envelope independently with 100% accuracy.
Appendix E

Student: David

Birthdate: April 3, 198

Age: 12-6

Grade: 7th

Procedures Administered;

Evaluation Report

Date of Evaluation: September 28, 199

Date of Report: October 4, 199

School: Oxford High School

Wechsler Intelligence Scale for Children - Third Edition (WISC - III)

Vineland Adaptive Behavior Scales

Reasons for Referral

David was referred for reevaluation by Mrs. Snow, his sixth grade teacher. David was first

referred for special education services when he entered school as a kindergartner. He was

evaluated and determined eligible for special education services under the category of mental

retardation. David has limited vocabulary and he has difficulty with both literal and interpretive

comprehension. David has been diagnosed as having Down Syndrome, and is functioning within

the range of severe mental retardation. He is cooperative but quiet in groups and does not make

friends easily. His behavior is very immature for his age and he engages in inappropriate hugging.

David attends the local middle school. The 7th grade classroom teacher is Mrs. Smith, who is

assisted by her instructional aid, Mrs. Jones. Mrs. Jones transitioned with David from the grade

school program to the middle school program. She is also the bus driver.

David has a hip disorder and requires physical therapy services. The physical therapist for the

school district, Mrs.White, sees David once a week. David visits his doctor every six months and

has already experienced three corrective surgeries. His doctor recommends one more operation,

but his parents refuse because the convalescence is so difficult for David to endure. He also

receives speech therapy from Mrs. Baker three times a week. David had a vision and hearing

evaluation in June of 199. His hearing is within normal limits however, he does require glasses,

which he owns but seldom wears.

David looks forward to interactions with both his physical therapist and speech/language

therapist. David is well thought of by his teachers.

Mrs. Snow had attempted several interventions with Joe with the assistance of the teacher

assistance team within the school. Strategies used included extended work time, individual

asstance from the teacher, a peer helper, or teacher's assistant, reading from taped samples,

modified materials, a behavior management program for off-task behavior, and cooperativeCollaborative Teaming Trainee Workbook
62

grouping. Although some improvement has been noted, interventions have not resulted in

significant improvement in David's performance.

A parent conference was held at David's home with his father and mother. He also has a brother,

Mike, who is 24 and married. His wife' s name is Sally (also 24 years old), and they have a 6 month

old son. They all live within the same community.

Within the home, his mother states that he puts his dirty clothes in the hamper without assistance

after taking a bath. He does require some assistance in shaving and with washing his hair. He

is able to make his bed, but has to be supervised in this activity also. He sets the table at night

without any assistance . He is not responsible for anything else around the house. His mother

is usually the one responsible for overseeing his chores, this is a responsibility that she enjoys,

but feels his father should assist with his bathing. When asked what he would like to learn to do,

David says he would like to learn to cook. His mother, howeyer, is afraid he would injure himself;

therefore, sne is not very enthused about him gaining more independence in that area.

Tests Administered

Wechsler Intelligence Scale for Children - Third Edition

VERBAL SCALE

Information 2

PERFORMANCE SCALE

Picture Completion 5

Similarities 5 Coding 5

Arithmetic 3 Picture Arrangement 3

Vocabulary 4 Block Design 3

Comprehension 4 Object Assembly 6

(Digit Span) (2) (Symbol Search) (3)

(Mazes) . (3)

Verbal Scale IQ = 18

Performance Scale IQ = 22

Full Scale IQ = 40 ± 5 at the 90% confidence level

Vineland Adaptive Behavior Scales

Adaptive Behavior Composite = 44 ± 5 at the 90% confidence level

Collaborative Teaming Trainee Workbook
Description of evaluation results

A**-74,1".""

During testing, David was reported to be initially shy with the examiners. However, he sat and

worked for brief periods (less than 10 minutes). He was usually unaware of errors and made no

effort to correct his work.

Intellectual Performance and Adaptive Behavior

David is functioning in the severe retardation range of intelligence on the Wechler. with

comparable verbal and performance abilities. All areas of intellectual performance were well

below the age expectancy; David's poorest performance involved verbal comprehension.

Performance was consistent between subtests; however with tasks, performance was erratic;

easier problems were failed, then more difficult ones were solved.

Behavioral Observations

David was observed in three settings by the school psychologist: home economics, art class, and

on the playground. The teacher' s referral concerns were clearly apparent. He was off task

frequently and appeared frustrated most of the time, even when received assistance from both the

teacher and a peer helper. He appears to participate more during group activities, although he

remains shy and somewhat reluctant. Unless encouraged, he will not join a group during lunch,

special assemblies, or athletic/recreational event.

ArgatolLiusalissialSirragikand Significant Weakness

David' s listening comprehension is relatively good, and with peer assistance,

he is able to participate in many group activities. He enjoys listening to taped material, and is

good at tasks requiring memorization.

David has particular difficulty with vocabulary and especially learning new vocabulary. His

limited vocabulary interferes with his communication which sometimes causes him to became

frustrated.

David' s behavior, although not disruptive, interferes with his ability to approach and complete

tasks. He often daydreams and is reluctant to interact with other students. When he does interact

with other students, it is sometimes inappropriate

(e.g., hugging).

63

Collaborative Teaming Trainee Workbook
64

Appendix F

David

David is a 12 year old 7th grader diagnosed as having Down Syndrome, and is functioning within

the range of severe mental retardation. He is cooperative but quiet in groups and does not make

friends easily. His behavior is very immature for his age, and he engages in inappropriate

hugging. David is now attending the middle school. Theclassroom teacher is Mrs. Smith, who

is assisted by her instructional aid , Mrs. Jones. Mrs. Jones transition with David from the grade

school program to the middle schoolprogram. She is also the bus driver.

David has a hip disorder which restricts him performing physical activities that require prolonged walking, standing, or running. He requires physical therapy services once a week. The physical

therapist for the school district, Mrs.White, provides this therapy. David visits his doctor every

six months and has already experienced three corrective surgeries. His doctor recommends one

more operation, but his parents refuse because the convalescence isso difficult for him to endure.

He also receives speech therapy from Mrs. Baker three times a week. David had a vision and

hearing evaluation in June of 199 . His hearing is within normal limits however, he doesrequire glasses, that he owns but seldom wears. He looks forward to interactions with both his physical

therapist and speech/language therapist and is well thought of by his teachers.

A parent conference was held at David' s home with his father and mother. He also has a brother,

Mike, who is 24 and married. His wife' s name is Sally (also 24 years old), and they have a 6 month old son. They all live within the same community.

At home, his mother states that he puts his dirty clothes in the hamper without assistance after

taking a bath. He does require some assistance in bathing and with washing his hair. He is able

to make his bed, but has to be supervised in this activity. He sets the table at night without any

assistance . He is not responsible for anything else around the house. His mother is usually the one responsible for overseeing his chores. This is a responsibility that she enjoys, but feels his

father should assist with his bathing. When asked what he would like to learn to do, David says

he would like to learn to cook. His mother, however, is afraid he would injure himself, therefore,

she is not very enthused about him gaining more independence in that area.

Within the community, David must be closely supervised when crossing the street as he

occasionally fails to respond to traffic signals at crosswalks. He experiences difficulty reading

street signs that include numbers in the name (i.e. 5th street, 21st Avenue, etc.). He also

experiences difficulty matching house numbers (addresses) to the corresponding written address.

When grocery shopping, David has difficulty locating items verbally relayed to him (i.e. "David,

get a gallon of milk"). He is not able to read items from a short list. He also experiences problems

with purchasing 1-2 items as a result of lack of skills pertaining to money handling (i.e. identification of bills/coins, basic concepts such as a dime has less value than a quarter, etc.).

David's strength in this area is his motivation to learn in this community setting. David likesto

eat and enjoys getting out of the classroom. The grocery store combines both of these elements.

Collaborative Teaming Trainee Workbook
Trainee Notes **'N%
Module

Collaborative

Teaming

Building

Inclusive

Schools

Innopative Practices

that Support Students with

Diverse Learning Abilities

in Neighborhood Schools
Developed by the

Kansas Project for the Utilization of Full Inclusion Innovations

for Students with Severe Disabilities

The Purpose of this Series

This series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education for

students with diverse learning abilities in their neighborhood schools,

and 2) provide an instructional package that promotes these promising

practices through the unified effort of both regular and special education

personnel.

University of Kansas

Schiefelbusch Institute for Life Span Studies

Kansas University Affiliated Progr-m

2601 Gabriel

Parsons, Kansas 67357

Project Co-Directors

Charles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, U.S.

Department of Education (Grant H086U1C015). The information and viewpoints presented herein do not

necessarily reflect the position or policy of the Office of Special Education, and no official endorsement can be

Inferred.
Module 1

Collaborative Teaming:

Skills for communication in

small planning groups

Trainer Guidelines

Developed by:

Patti C. Campbell, EcI.D.

Charles Robert Campbell, M.D.

Contributors

Kristi Dulek, M.S.

Kelly Spellman

Kristen Forbes, M.S.

Margaret M. Denny, M.S.
Trainer Guidelines Trainee Workbook

Contents

Section Page

1.0 Overview 1

2.0 Inclusive Schools 2

3.0 Building Collaborative Teams 3

4.0 Leadership and Trust Building 4

5.0 Communication 8

6.0 Problem Solving/Decision Making 12

7.0 Conflict-Resolution 30

Collaborative Teaming Trainer Guidelines
Trainer Guidelines Trainee Workbook

1.0 Overview

1.1 Objectives

Collaborative Teaming

IT% Objectives

i...... 1 Page 1 - Trainee Workbook

C.1 77w trainee will...

describe the skills demonstrated by

effective collaborative teams.

use a problem solving approach to

solve a specific problem associated

with the inclusion of a student with

diverse learning abilities.

describe seven step approach to conflict resolution.

evaluate individual and team skills

in distributed leadership, communication, problem solving, and conflict

rcsolution.

1.2 Pretest

Optional - see Pre/Posttest Section

Collaborative Teaming Objectives

The trainee will-.

describe the skills demonstrated

by effective collaborative teams.

use a problem solving approach to

solve a specific problem associated

with the inclusion of .1 student with

diverse learning abilities.

describe a seven step appraoch to

conflict resolution.

evaluate individual and team

skills in distributed leadership,

communication, problem solving,

and conflict resolution.

Collaborative Teaming Trainer Guidelines

1
Trainee Workbook Trainer Guidelines

T#2

An inclusive school is...

where students are not excluded because

they are different.

where adaptations are made to accommodate all

students.

2.0 Inclusive Schools

2.1 Defining Inclusive Schools

TO2 An inclusive school is...

Page 2 - Trainee Workbook

An inclusive school is. . . nere students are not excluded

because they are different.

where adaptations are made to

accommodate all students.

2.2 Additional Comments

1

LI The service delivery model for special education is often associated

with the "place" where students

with diverse learning needs are

served.

O In inclusive schools students needs

determine "services" not "places."

Services can be provided any

"place" in an inclusive school.

In order for a school to become a

inclusive setting for students with

diverse learning needs, changes

must occur within the school.

U One promising change made by

many inclusive schools is the use

of collaborative teams in the

educational decision making

process for students wtth diverse

learning needs.

Collaborative Tcaming Trainer Guidelines
Trainer Guidelines

3.0 Building Collaborative Teams

3.1 Definition Qf Collaboration

174#3 Collaboration is...

I Page 3 - Trainee Workbook

CI Collaboration is. . . a process of problem solving by team

members, each of whom contributes

his or her knowledge and skills and is

viewed as having equal status

(Vandercook & York, 1990).

3.2 Skillsialffectiu...cplabsuatign

rr#4 Skills for Effective Collaboration

is... 1 Page 4 - Trainee Workbook

The following skills are demonstrated

by effective collaborative teams.

Distributed leadership

Trust-building

Communication

Problem solving/decision-making

Conflict-resolution

Trainee Workbook

***IIII 0%.1111\4" T#3

Collaboration is...

*a proem of problem solving by team members,

each of whom confributes his or ha knowledge

sad skills and is viewed as having equal status".

Soso= front Vandaromit,T., dr York, I. (Ma A team approach to

program development and support. In W. Stalnback & S. Stninback' mho, fiusansuaszadziaciacluatxuasong-kundsandsw jakinitiadjacalita (pp. 95-122). Baltimore, MD: Paul H. Brookes . Publishing Co.

\

T#4

Skills for Effective

Collaboration

Distributed leadership

Trust-building

Communication

Problem solving/decision-making

Conflict-resolution

Collaborative Teaming Trainer Guidelines

(.! 0
Trainee Workbook Trainer Guidelines

T#5

The distributed-actions theory of

leadership allows...

any member of a team to lead.

any leadership function to be fulfilled by any

member.

Sourer From Johnson, D.W. & Johnson. R.T. 1991. jigging

ingetberS020.1heo,,7,Andlisills (4th ed.). Englewood Cliffs, NI: Prentice

14.0 Leadership and Trust Building

4.1 Defining theDistrthuted-Actions

Theory of Leadership

The distributed-actions theory of

171'46 leadership allows...

1 Page 5 - Trainee Workbook

0 One promisin g practice used by

many effective collaborative teams

in inclusive schools is the distributed-actions theory of leadership

(Johnson & Johnson, 1991).

1:1 This leadership style allows each

member to actively participate in

group decisions, because no one

individual is uiewed as the "leader"

all of the time.

The distributed-actions theory of

leadership embraces two basic ideas:

any member of a group may become

a leader by taking actions that help

the group complete its task and

maintain effective collaborative relationships, and

any leadershipfunction may be fulfilled by different members performing a variety of relevant behaviors (Johnson & Johnson:1991).

4.2 Additipnal comments

U Leadership, therefore, is specific to

a particular group in a particular

situation (Johnson & Johnson).

Collaborative Teaming Trainer Guidelines

64
6

Trainee Workbook Trainer Guidelines

`.%%°\°1:4-

T#7.

Trust behaviors include expressions

of...

appropriate warmth

liking of others

support

acceptance

listening to others

praising others

They DO NOT include...

ridicule

rejection

put-downs

silences

Sorron From Thouund, J., Fox, T.J., Reid, R., Godek, J., Williams, 1:4;r1t,nFtli;thWn.1,1r9ineVr;iiiii:tt rogulat pcluenunn envircinnumn. Burlington, VT: Univentity of

Vermont. Center for Developmental Disabilities.

tension when it gets too high.

These skills help the team maintain

good working relationships while

working on a task.

Good working relationships are essential for a strong foundation of

trust.

4.4 Trust Building

Trust behaviors include

T4t7 expressions of...

ten Page 7 - Trainee Workbook

O Key to building trusting relationships among team members is for

members to feel accepted, supported,

and comfortable.

O Thereby, open communication is facilitated by trust.

O Trust behaviors are contingent upon

expressions of . . appropriate warmth

liking of others

support

acceptance

listening to others

praising others

They DO NOT include. . . ridicule

. rejectwn

put-downs

silences

(Thousand, Fox, Reid, Godek,

Williams, & Fox, 1986). . Collaborative Teaming Trainer Guidelines
Trainer Guidelines Trainee Workbook

4.5 Mditional Comments

DI A rule of thumb when estal lishing

teams is for members to be authentic

and genuine in their collaborative

problem solving relationship.

Cl Team members must be sincere in

their desire to listen and communicate with other team members.

4.6 Trust Building Strategies

Strategies that strengthen trust

include...

Page 8 - Trainee Workbook

Some specific strategies that

strengthen trust among team members include:

using team member's names

maintaining eye contact

active listening (paraphrasing

summarizing, clarifying)

showing interest by leaning

forward, nodding at comments

giving credit to other's ideas, and

eliminating jargon terms and

acronyms that others may not

know or understated.

0 Maintaining an atmosphere of mutual trust, where the safety and integrity of each team member is ensured, is essential for effective communication to occur.

T#8

Strategies that strengthen trust include...

using team member's names

maintaining eye contact

active listening

showing interest

giving credit

eliminating jargon

Collaborative Teaming Trainer Guidelines

7
Trainer Guidelines Trainee Workbook

13 Collaborative teams have at least

two functions: T#6

Functions of Distributed-Actions to complete a task, and Theory of Leadership

to maintain effective collaborative

relationship among team members

CI The distributed-actions theory of

leadership emphasizes certainfunctions need to be met i f a group is to

meet its objectives.

These functions include task-leadership and maintenance-leadership

actions.

4.3 Functions of Distributed-Actions

Theory of Leadership

Functions of Distributed-Actions

Theory of Leadership

i' I" Page 6 - Trainee Workbook

0 Task - leadership actions

Actions that requ. re team members

to obtain, organize, and use information to make a decision.

These skills help teams complete a

task.

0 Maintenance-leadership actions

Actions that include team members encouraging one another to

participate by facilitating communication attending to the emotional

climate of the team, and relieving

Task-leadership actions

Maintenance-leadership actions

SONTte Root Johnson. D.W., & Johnson, R.T. (1991). billing

SOWd1er..ran2142.111C014.1131ilki11i (4Sh est). EnglewoOd Cliffs, NJ: \ Prentice Ha.

Collaborative Teaming Trainer Guidelines
Trainee Workbook Trainer Guidelines

0 A......*-4,

8

T#9.

Communication is...

an exchange of information between two or more

people.

1

Speaker Skills

Self-disclosure

Giving feedback

Checking perceptions

Asking open questions

Asking closed questions

1

5.0 Communication

5.1 Definition of Communication

Communication is...

Page 9 - Trainee Workbook

0 Effective collaborative teams communicating openly and honestly.

U Communication simply defined is. . . an exchange of information between

two or more people.

Li Communication skills can be

learned.

All team members can acquire effective communication skills given

the commitment, support, and

opportunihi.

LI Critical communication skills include speaker and liste:ser skills.

5.2 Overview of Speaker Skills

T#10 Speaker Skills

Page 10 - Trainee Workbook

U Effective speaker skills include:

Self-disclosure is sharing interests, thoughts, and feelings with

another person.

For example: "I'm afraid that when

Sally (a child w/severe disabilities)

Collaborative Tesuning Trainer Guidelines
Trainer Guidelines

joins my class, I'm not going to be

able to deal with all the pressure."

Giving feedback is providing people

information so that they can modify

or change their behavior.

For example: "I like your idea about

using tutors for Johnny, but Johnny

and Sue do not work well together."

Checking perceptions is interpreting the nonverbal behavior of another person and asking the person if

it is accurate.

For example: Harry turns slightly

red, stares at the wall, and talks

quickly with a great deal of expression. "I get the impression that you

disagree with that statement Harry."

Asking open questions is asking

questions that allow the other person

to respond in a broad and extensive

manner.

For example: "So Fred, what do you

think about placing Joe in Mrs.

Green's class?"

Asking closed questions is asking

questions that allow the other person

to respond with a specific and concise answer.

For example: "Will you be able to

meet next Thursday at 3:00 pm?"

Effective teams also acquire and demonstrate good listener skills.

Collaborative Teaming Trainer Guidelines

c

Trainee Workbook
10

Trainee Workbook Trainer Guidelines

Listener Skills

Reflecting feelings

Paraphrasing

Summarizing

Asking content questions

Asking and/or receiving feedback

5.3 gkerview gf Listener Skills

T#11 Listener Skills

133,1= Page 11 - Trainee Workbook

0 Effective listener skills include:

Reflectingfeelings is describing the

speaker's feelings to demonstrate an

understanding of how the speaker

feels.

For example: "I can understand your

apprehension about Sally joining

your class."

Paraphrasing is translating into

your oum words the ideas and feelings of the other person.

For example: "So what you're saying is that you need more support in

your classroom."

Summarizing is condensing wilat

the speake.. said in your cum words.

For example: "So in summary, Mary

is saying that we need to survey the

other teachers before we make a decision."

Asking content questions is askirig the speaker to explain or elaborate on parts of the content to check

understanding.

Collaborative Teaming Trainer chtidelines

JO
Trainer Guidelines Trainee Workbook

For example: "I'm sorry I didn't

understand your last point."

Asking for feedback is having the

speaker give specific feedback, listening carefully to it, and then taking

action to modify behavior.

For example: "So what do you think

about my idea for using 6th graders

as peer tutors?"

5.4 Additional Comments

CI In collaborative teams where members utilize effective speaker and listener skills, the team completes tasks

while maintaining good working relationships.

Many of these effective teams also

use a systemat fc process for solving

problems as a team and making decisions by consensus.

0 See Appendix A for a handout on

the components necessany for developing communication skills

Collaborative Teaming Trainer Guidelines

91
12

Trainee Workbook

rk,...4te.

Trainer Guidelines

T#12

Seven Steps to Problem Solving and , Decision-Making

Define the problem

Analyze/clarify the problem

Explore alternatives

Select a strategy

Clarify the strategy

Implement the strategy

Evaluate the outcomes

Ilwer.AJL (IOW Wags edilerawslimelleappertorlar sal

:IrAmIsbocinlwa...... INS Whim& & W. sidida mat gEdsias

jailiakimerichairisaraulisior Wag-teln

*Nag GI

.

T#13

Step 1: Define the Problem

Write a clear description of the problem in terms of

observable actions/behaviors.

6.0 Problem Solving/Decision Making

6.1 Steps to Problem Solving/Decision

Making

fa

Seven Steps to Problem Solving/

Decision Making

Page 12 - Trainee Workbook

CI Many successful collaborative teams

use a problem solving approach when

making educational decision for students with diverse learning needs.

CI The following seven steps, illustrate

a systematic approach to problem

solving and decision making.

1. Define the problem

2. Analyze/Clarify the problem

3. Explore alternatives

4. Select a strategy

5. Clarify the strategy

6. Implement the strategy

7. Evaluate the outcomes

(Graden & Bauer, 1990)

CI Show video Problem Solving

Defining the Problem

Step 1: Define the Problem

Pagen - Trainee Workbook

CI Write a clear description of the problem in terms of observable actions/

behaviors.

Collaborative Teaming Trainer Guidelines
Trainer Guidelines

L.

Step 1: Define the Problem

(Example A)

Page 14 - Trainee Workbook

CI The problem should not be multifaceted.

Trainee Workbook

It should be as clear and concise as

possible

For example: David is not included

in his science class.

CI Defining the problem or issue correctly is the most important step in

problem solving.

The Problem/Issue

Problem Solving Form

Pag 15 - Trainee Workbook

U With your team members, identify

and define a problem pertaining to

the inclusion of your target student

in the general education environ- : ment.

See Appendix for student profile and

IEP if your team does not have a

"target student".

U Remember at this point the "problem

or issue to decided can be a general

statement.

For example: Joi:nny cannot get

along with his classmates.

T#14')

Problem Solving/Decision MakingForm , Example A

Deer 9D0

sesednee present

WE,* Ar.tianstner MT. *KW

WSW Alts.Pir Ms. Ass. sr

I. The Preetlealbrea Write AU pubis* k taalseral scrim

David is not intluded in his science class.

2. AnolisalOariff, Peebko. itswrat tat twain* is *Om of a quesnon

3. Isplare Misatativw ins:worn ago. 1. 1. 3. 4.

S. 6. 7.

4. &het a Sinew 8riefty describe Ow pier of action.

A#1 \

Problem SolvinWDecision MakingForm

NMI

seibere groat

1. The Preb&wellsow Wrier the melon Me,serai term.

3. Aripanarlfy asheillsa. litasrbetk maims at Ike fan pia *mon

3. /Reeve Alemother Snakstens

1.

I 2.3. 3. 4. lied Serseny: Brit* *scribe she pint tiS' action.

Collaborative Teaming Trainer Guidelines

9 3

13
14

Trainee Workbook Trainer Guidelines

T#15

Step 2: Analyze/Clarify the Problem

Rewrite the problem in thr form of a question.

Allow 5-7 minutes for this activity.

Rntate among the groups to clarify

any questions they may have about

the activity.

6.3 Analyzing/Clarifing the

Eniblern

Step 2: Analyze/Clarify the

T#15 Problem

114:10: Page 16 - Trainee Workbook

ID Once a problem has been identified,

team members determine what variables are contributing to the problem.

For example: The science teacher

uses a lecture format.

David does not read a grade level.

There is not a teacher aide assigned

to the c: ssroom.

CI Team members should discuss all

the variables that could impact the

problem.

Consider things such as classroom

organization, task structure, how

the task is taught, etc.

1:3 Without exploring the contributing

variables, the team may not accurately identify the problem.

Collaborative Teaming Trainer Guidelines

9
Trainer Guidelines Trainee Workbook

0 A good question properly locates the

source of the problem.

Questions that are too general may

hinder the problem solving process.

Problem: My Car won't work.

Restatement: Why won't my engine

start?

Problem: I'm not feeling well.

Restatement: What can I do to relieve my headache?

Problem: Johnny is a non-reader.

Restatement: Have a group do this

example.

CI In addition, questions that include a

solution may restrict the number of

solutions.

Problem: How to develop the

best product to clean a dog.

Restatement: What is the best way

to separate the dirt from the dog?

Problem: How to sell raffle

tickets to make money.

Restatement: How can we raise

money for the school?

Problem: How to use university

students to help Johnny

read.

Restatement: Have group do

this example.

15

Collaborative Teaming Trainer Guidelines

!?5
16

Trainee Workbook Trainer Guidelines

Problem Solving/Decision Making Form

Example A

Date: 920

lava menthers present AO. Cab Mr. Hammer Mr. *weal

Ms. Spell Mrs Ases Ms Assist

I. The Problem/Wog: Woe dee problem it sew& semi David is oat Madded bl his science class.. 2. AnalysoCkrity die Probing. Reweue the protean in the Ions ale gleam

How can David be included in his science class?

3. Explore Munn/Inc Brain:lona

I.2. 3. 4.

5. G. 7. I.

COSIMUS Forming

csnigneby

1. 2. 3. 4. Senn Strateg: Briefly describe the plan of action.

A#2 `;

Problem Solving/Decision Making Form

Dug:

Ulm nemben pronot:

I. The Probiggorinog: Wrist she problem in general ferns.

2. Anglyniaorry Me Problem Rewt*fheWui in the *NI cps fetstion

3. Esping Miannfra: Brainstorm min._

1. 2. 3.4.S. 6. 7.

Fonolgil 1. 2. 3. 4. Won Siroincy: Orley describe the pion of action

Step 2: Analyze/Clarify the

a Problem (Example A)

Page 17 - Trainee Workbook

In David's example, the problem

stated that David was not include.1

in his science class"

After discussion, David's team rewrote the problem as a question.

"How can David be instructionally

includNi in his science class?"

This question meets the requirements

of a good problem question; it locates

the source of the problem and does

not restrict solutions.

Analyze/Clarify the Problem

Page 15 - Trainee Workbook

U With your team members, rewrite

the problem identified in Step 1 (p.13)

in the form of a question.

U Remember to follow the criteria for a

good problem definition.

CI Allow 5-7 minutes for this activity.

Rotate among the groups to clarify

any questions they may have about

the activity.

6.4 Explore Alternatives

Collaborative Teaming Trainer Guidelines
Trainer Guidelines

1417 Step 3: Explore Alternatives

Page 18 - Trainee Workbook

LI Coming up with viable solutions to

problems that seem insurmountable

is possible.

It is necessary to explore many different solutions in order to find a

workable solution.

r.3 Keep in mind that when exploring

alternatives,..

focus on needs and goals.

invent creative options, DON'T

judge them.

broaden opticns, DON'T look for a

single answer,

search for mutual gains.

discuss each Option separately.

make offers and respond to counter

offers.

come to an agreement.

T#18 Rules for Brainstorming

Page 19 - Trainee Workbook

"Brainstorming is a procedure that

encourages creative, divergent

thinking and the production of a

variety of different ideas in a short

time" (Johnson & Johnson, 1987,

Trainee Workbook

*ON

**IIIN""

T#17

Step 3: Explore Alternatives:

Focus on needs and goals

Invent creative options, DON'T judge them

Broaden options, DON'T look for a single answer

Search for mutual gains

Discusa each option separately

Make offers and respond to counter offers

Come to an agreement \

.- T#18

Rules for Brainstorming

All ideas are accepted for what they are

Work for quantity not quality

Expand on each other's ideas

Encourage zany, far-out ideas

Record each idea

Set a time limit

Focus on a single-problem or issue

Collaborative Teaming Trainer Guidelines
18

Trainee Workbook

i's"\.*41\i'd**

Trainer Guidelines

p. 261)

CI In brainstorming, all team members

should follow the following rules:

All ideas are accepted for what they

are.

All ideas are welcomed and respected.

Work for quantity - not quality.

The longer the list, the more likely it

will contain useful ideas.

U Expand on each other's ideas.

Help each other by elaborating on

another person's ideas to reflect appreciation and acceptance of the contribution.

U Encourage zany, far-out ideas.

Many fa7fetched ideas may trigger

another idea in someone else's mind.

U Record each idea.

Do not evaluate any ideas during

brainstorming. All are recorded.

U Set a time limit.

Decide how many minutes the team

has to generate a list of ideas.

Se: a timer and stop when it rings.

Five to ten minutes is usually enough

Collaborative Teaming Trainer Guidelines
Trainer Guidelines Trainee Workbook

jrrfilal\s"

VINO%

time.

Focus on a single problem or issue.

Do not complicate the process by

trying to brainstorm a multi-facted

problem.

T#19 Rules for Consensus Forming

Page 20 - Trainee Workbook

The following rules are followed in

the consensus forming process:

All ideas generated are reviewed by

the group for applicability to the

problem.

Ideas accepted are discussed and

modifications are made.

The group agrees on the priority of

the accepted ideas.

The idea that is ranked the highest is

the one used. (Do not throw the

other ideas away.

Y ou may need to come back to them

if the first solution is ineffective.)

U In the David example the brainstorming session yielded six options.

The team suggested the following

solutions:

T#19

Rules for Consensus Forming

Review all ideas for applicability

Discuss modifications (if any) for ideas

that have been accepted

Prioritize ideas

Highest ranking idea will be implemented

Collaborative Teaming Trainer Guidelines

! 9

19
20

Trainee Workbook Trainer Guidelines

,-

/ T4#20.-

Problem Solving/Dedsion Making Form

Example A

Date: 900

lhaatmesabees present

Mr. tab Mr. Hammer Mr. Special

Spell Mrs Plies Ms. Assist

1. Ilse Tsrhissilesess: Write she smirks M gawral arms.

David is mot Malaita in his science (tans

2. AsslyadOarly Me Trebles. Rewrite At pombient in die Ions ofa question. How can David be included on his soence class & Expkre Aberrant's: Rpm:atom _7_ shames

I. Use Ateapeolessumals S. Dd.* from lesson consensus Forming 2. Work mat peer two, 6. Have Dama work Mthe Donate by al 2na grade ecology unit 3. Work scinstually mth i. 1. 44 2. 02

4. alone/awe lemming 3. 03 TroW, 4. Select Strategy: Briefly describe the plan of action

A#S-'

Problem SolvinWDeeision Making Form

Date: T. members presst:

1. The Trabiersilsese: Weise dm :motive n mend semis

2. Malys/Clarify the TrislAes. Rewrite the pakten in Me fowl of garaian

3. Emits* A/Washer OntintI01711 Mill_

1. 5. 2. 4. r-attyl)

1. 4. s. 3. 4. Select Strategy: Briefly describe die pin of action.

use a paraprofessional to work with

David,

have David work with a peer tutor,

have the teacher work with David

individually after lecture,

use cooperative learning groups,

exclude David from the lesson, or

have David work with second grade

class on ecology unit.

0 Their session for consensus forming

resulted in these options:

1. Use cooperative learning groups.

2. Have David work with a peer

tutor.

3. Have the teacherworkwithDavid

individually after lecture.

Problem Solving/Decision

rr#2,9 Making Form

euwn .1 Page 21 - Trainee Workbook

I Step 3: Exploring Alternatives

Page 15 - Trainee Workbook

Ci Withyourteammembers,brainstorm

for alternatives for solving your identified problem.

Collaborative Teaming Trainer Guidelines
Trainer Guidelines Trainee Workbook

O Identify someone to record ideas as

they are given.

O Teams will have 5 minutes to complete the brainstorming activity.

CI Now teams will have 5 minutes to

review the options generated through

the brainstorming session sequence.

With team members, choose three

options that are the most feasible and

rank them by priority.

6.5 Selecting a Strategy

T#21 Step 4: Selecting a Strategy

Page 22 - Trainee Workbook

O The next step is to select a strategy to

implement the option ranked highest

in the consensus forming session.

Team members should apply use these

steps to select a strategy.

The strategy selected should be acceptable to the classroom teacher.

1W21

Step 4: Select a Strategy

Selected by and acceptable to classroom teacher

Unobtrusive

Fit into the normal classroom routines

Adapt only U necessary

Group Instruction preferred to

individual interventions

Teacher/task/classroom variables adapted within the

conventional classroom setting

Positive and negative side effects explored

Collaborative Teaming Trainer Guidelines

21 41)
22

Trainee Workbook Trtiner Guidelines

T#22

Problem Solving/Decision Maldng Form

Example A

: Date: 900

Tiesat memben present

Mr Cab Mr Hammer

Ms. Spell Mrs. PUS Mr Special

Ms. Assist

L The Preikedlisee: Wrist e proMem M general semis. David is not inducted In his science dass. 2. AlsalyWderlty the /Waft Rewriter/4' problen MMeJoi ofdt goesam.

Hay can Davie: be whaled in Nis science class

& Esplere iraicurona Wow* 2. ittrazrhfrza, Have Dowd work withe 2,1, :1 grade ecology end

3. Work makvidually wrth 7. Dana 4. Use cooperate., leammg

roar)

Carensus

Forming

(bedleati by 11) 1. 14 2. 12

3.13

4. Sake Strategy: If biejiy *scribe Me plan of *COMM

otistmowe the sueme ift-tw01.4444444444440.4

caammtme mom," rumps

O The strategy should be unobtrusive.

It should fit into the classroom

easily and provide little disruption to

the regular routine.

It should not draw undo attention to

the student.

U Adaptations should be used only

when absolutely necessary.

CI Give prefermce to group instruction

over individual interventions.

O Teacher/task/classroom variables

may be adapted within the conventional classroom setting.

CI Always explore potential positive and

negative side effects.

Step 4: Select A Strategy

(Example A)

Page 23 - Trainee Workbook

0 The strategy chosen is to restructure

the science class lecture format by

implementing cooperative learning

groups.

The 25 member class will be divided

into 5 groups of 5 students each.

Each group will develop a classroom

recycling plan as part of the unit on

ecology.

111111,

Collaborative Teaming Trainer Guidelines

n 2
Trainer Guidelines Trainee Workbook

ta At this point the team needs to determine an appropriate role for David

in the cooperative learning group.

David's IEP objective of appropriate

conversation related to topic will integrate into the lesson.

He will talk about three materials

from the classroom that could be recycled.

Select A Strategy A" < Page 15 - Trainee Workbook

CI Each team will select a strategy to

implement.

O Record on page 15 of Problem Solving form.

CI Allow 5 to 7 minutes for this activity.

6.6 Clarifying the Strategy

T#23 Step 5: Clarify the Strategy 1iI Page 24 - Trainee Workbook

O The team has now clearly identified

the problem, explored a number of

solutions, and has come to a consensus as to the strategy to be implemented.

The team must develop an action

plan to implement the strategy.

A#4

Problem Solving(Decision MakingForm

I Moir

ISlar:s isembers presbit

3. 11. hobka/boew We the polgem gourd tom

2. Amiyulaulty II.Pablo& lox e sh e pail= M *Om of. fsetuiom

& 11*.re Mienrelm: 3,181WOIlit 2. 2. 3. 4.

S. 7. S.

Coniensus

LTInt,.)

1. 2.3. 4. Sahel s Stnisix Irk* *scribe Ike piam of action.

T#23- \\.

Step 5: Clarify the Strategy

What

How

Who

When

Where

Collaborative Teaming Trainer Guidelines

I no"
Trainee Workbook

...1%.-tf.

Trainer Guidelines

Problem Solving Form - pg. 2

rumple A

5. Clartfy the Strategy: Describe each aspect of plan.. Whet: Restructwe achy meta mobil (scsuirotros *ensue Foos

Th24

Skedegy fa PPM.

is Mat Itetpetuals

seeweew seweweisebesses Age L. 2 awe Mutton enema-Om

3 moot° e progress 4 collect sbeleat aata 5 woes bteteace W team Mr tab Ms Asf est Ms Asses 1 Age Cab

Swiss/Era

Dam /Mx

IVO 31.10X1 9120 IICOSCe 901 .950 SCM,Ke 90.980 same Teethes

col Abot p moat 01A1C0Int 0 p

Nest meeting: (date) (ime) Cossousents:

7. Evaluate the Outcomes: Deacnbe each aspect of dat collection. What: Data to be Thies Pesos

Itespeesiits How Wing Wine

The team plans the what, how, who,

when, and where of the

strategy.

A goal without a plan is just a dream.

0 Successful collaboration teams

carefully consider the following in

developing an action plan.

Yfhat will take place.

,Flow the strategy will be broken down

into steps.

Who will be responsible for implementing each step.

Baal each step will begin and end.

Where each step will happen.

In the David example the strategy

(What) to use cooperative learning

groups to instructionally include

David in his science class.

17Step 5: Clarify the Strategy

r#24,1 (Example A, pg. 2)

I Page 25 - Trainee Workbook

0 The team broke this strategy down

into "double" steps (How).

This part is much like a "task analysis" of the strategy.

1. Grouping students into cooperative learning groups.

Collaborative Teaming Trainer Guidelines
Trainer Guidelines Trainee Workbook

2. Planning and providing in

structions to students.

3. Monitoring the group and individual students progress.

4. Taking data on David.

5. Providing feedback to the team

on the outcome.

la Next, the team decided the most logical person (Who) to implement the

strategy.

In the example for David the classroom teacher assumed the majority

of the responsibility with the assistance of the special education paraprofessional.

Set beginning and ending dates

(When) is important so all team members will know when things will be

accomplished.

In the exmaple for David the strategy

was completed in a two week time

frame.

0 Equally important is assigning a

specific location and/or instructional

arrangement for the step to occur

(Where).

In the David example the science

class within the cooperative learning

is where the strategy will be implemented.

In clarifying the strategy the team

should also consider the following:

Collaborative Teaming Trainer Guidelines

In5
Trainee Workbook Trainer Guidelines

A#5\,

Probkm Solving Form - pg. 2

S. aerify dee Straka: Describe emelt wet et plae Whet: Solway es Poufs MogialEol I. 7Egoot Rooponsible Dow

S. loplemeet doe Wow: Report outcome of plea

Next neetlagt (4ete) (dw)

Ceeeseets:

7. Reales* Ole Oefeemeet Dowries sea upset of OW collection What: Dots so Pomo Hew

bor &kw Itoopowilis Often

If additional support or resources are

necessary.

What adaptations should be made to

the instructional materials.

If training or instruction *on how to

implement the stratr us necessary.

Who will be responsible for the monitoring the program.

What grading procedures will be

enforced.

0 Scheduling joint planning time is

important for team members to stay

abreast of progress.

ID One important aspect in implementing a strategy is to provide ongoing

support in the classroom.

By following a plan of action and ongoing support, the team will know

the strategy is being implemented.

The team then can continue to support the plan and do what is necessany to ensure the student is successful (Graden & Bauer, 1990)

LStep 5: Clarify the Strategy

5 Page 26 - Trainee Workbook

Cl Each team will clarify the strategy. C:1 Record the what, how, who, when,

and where under Step 5 of the problem solving form.

Collaborative Teaming Trainer Guidelines

1 n 6
Trainer Guidelines Trainee Workbook

_i_4010111k

w-o-V

CI Allow 10-15 miau, es for this activity.

6.7 Implementing the Strategy

r Ssttrept 6: Implement The

1 Page 27 - Trainee Workbook

CI In this step the team schedules the

date and time of the next meeting.

After the strategy has been implemented the team uses this space to

record outcomes, comments, and actions.

It is at this meeting that the outcome

of the strategy implemented is discussed and further plans are made.

Writing down the outcome of the

strategy implemented provides the

team written documentation for future reference.

Step 6: Implement the Strategy

T#26 (Example A)

Page 28 - Trainee Workbook

CI In the David example, the science

teacher expressed pleasure with

David's success as well as the rest

of the class.

David's science teacher also asked

the team for additional information on cooperative learning

groups.

T#25

Step 6: Implement the Strategy

Schedule follow-up meeting

Discuss outcomes)

Make future plans

/ T#26

Problem Solving Form - pg. 2

Example A

5. Car* tie *taw Dumas ach aqui a la pian.

what NalltwrIamtesolopym toy* 014&/* aganealrlibIPS

VAT: sr. saw &glad Whew

I Worms* e rho osimilislIki0 Mr fa KV saws

2. ge At shaspottostif aim AY tab 9120 some

I 34. womita /Mt ..ct Mt Mist 9121-250 11401CO AeL Maist 9121480 sot**

1 S pwisi stlerfrack 1 taw At Lai 10173 Iragosees

it 5. Malaita a* Straw: %von mama o( plan. .

I1 Nat atatag: U/12 Oa) Ulan (001)

11 Carnatt: obecams Deo Is a a criin OPOPMPOW*NraqPV.01,00.'

1 I [shim vary morn I abut thr refamoce a f WI On

lo be it egiAll istywrbonal Wormy far Dowa AO

gallows 0 i t wait 0 e Ilwrior aew wolls t 0 "I'

!I Cnolure Mg dam Noy mamma. Wm." rows

111 pajtvis Ate *mai so0 I* e Nadir MO Al. tobattly he restrwc.

II a 1 s

I7. &Wale Ott Oniairm Doman tab rpm *idols

alloctice.

I . Whet lais la At Nat

Pomo How

Ikerfrestikk 4tor nay

Collaborative Teaming Trainer Guidelines
28

Trainee Workbook Trainer Guidelines

Problem Solving Form - pg. 2

8. Clarity the Senelecy: Desmbe Neltomet of plan. What:

' Smoky to Parson togistEatt

Its Wass leapattak Alta

8. loploost tbe Strategy: Report outcome or plan.

Nut eatedav (date) (*ho)

Coluteste:

7. Evaluate Oa Outmost: Dew:1m met aspect of doe collection What: Date to Pomo How

Vatot Impossible Oftest Wk m

1V27

Step 7: Evaluate the Outcomes

What

How

Who

When

Where

14. Step 6: Implement the Strategy

Page 26 - Trainee Workbook

Teams will not be able to aduress

implementation of the strategy chosen during this workshop.

However, each team will devise a

plan for providing on-going support

to the individual(s) implementing the

strategy chosen.

U Allow 5-10 minutes for this activity.

6.8 Evaluating the Outcomes

T#27 Step Evaluate the Outcomes

Page 29 - Trainee Workbook

U In order to adequately report the

outcome(s) of the strategy implemented, the team should describe an

evaluation plan.

This evaluation plan should include

the same components as the action

plan written in Step 5.

NhaLevaluation will take place.

How the evaluation will be broken

down into components.

Pal will do the evaluation.

jactLeach compon'ent begins and

ends.

whffe_each component of the

evaluation will occur.

Collaborative Teaming Trainer Guidelines

Ins
Trainer Guidelines Trainee Workbook

**OM\

CI In designing an evaluation the team

could also consider the following:

work samples

completion rates

teacher to parent ratings

formal assessments

interviews

Care should be taken to use the

most unobtrusive methods possible

to evaluate outcomes.

Step 7: Evaluate the Outcomes T#28 (Example A) Page 30 - Trainee Workbook

la In the David example direct observation was the evaluation procedure

(What).

(9?, Evaluate the Outcomes

-Alti- Page 26 - Trainee Workbook

0 Have each team plan the evaluation

of the strategy selected to implement.

CI Allow 10-15 minutes to complete

this activity.

0 Rotate among the groups as they

complete this activity.

0 Ask a representative from each team

to present their problem and the steps

for solving it to entire group.

CI Encourage group participation.

The special education paraprofessional (Who) will count verbal comments (How) for 20 min, :tes every

day for two weeks (When).

Data will be collected in the science

class cooperative learning group

(When).

T#28

?noble Soh* Fero - pa& 2

Ism* A

S. amity the Strategy: Doubt mela *spoof le pie .

*sot ItatnellreaslegvretsgageeparodebenwHows

hfietrerahk" jr4=14 Whin

I. tIstantotepowtotottiomitigt MALAY WO ltd.«, 2 potstialkstitsttwctiost O. Li WO

3 atontio porous Ats MAW 901.950

4 callcashaAoKtintis Mt Assist 901-980

I tonwookANNINAdr IN tom NAG* KW

same

scisice

rime

TeAer's

on( ION

isipissost she Sirsiggy: Rapes ukase tiplis.

fiertssomSF j(22 (iime)=122 Nos) Comassem

Op:comer

OphOwertaltwia. Coikwetimeisinivrompsimton

tolstetadditstnetiomotichotiost forret:vitt Atr

lob mown tooani abatttototriolotosotolai stsaileits. woAl irettutfir other ways to resOwchareiNs cletsssim tcooperathetatnting grays MrStswitlitailkeNatitlholtoMr.taboothhisnoslowc- ba*,94hwts

Liiiasts tiasiieums: Ducat sod sopa olds. oollacSoc.

What: ftuantherNonbselvoipalconwooNets

Notate thorretstatl to tape htivctoOssiniOc4

INflaMs itaZiasakit I Ifjcs

14~COMMerff3 militia to tow O..t.W.toW eir Where

4ssis1 OMIdA aii StieNcedass

for 2 *arks

Problem Solving Form - pg. 2

S. nuts Ste Sasser,: Duca* sea aqui etplie. What: SortWogy so Perms asialreil

at lams IlawagUt Daft

Ingemost Isnaser 14pert 011100811e of Sm.

Nes asetleir

Cersois:

A#7

Whew

7. Iisiessres OsIesisse: Dssorbs es& send of dam soiloSion

Moo:

Dom ft Peng* Hew

I* Ahem Sopossihis Oka *Wm

Collaborative Teaming Trainer Guidelines

29

BEST COPY AVAILABLE
30

Trainee Workbook Trainer Guidelines

T#29

Conflict occurs...

when two individuals want dfferent

outcomes, but must settle for the same

outcome.

when the same goal is realized, but the

individuals can not have access to it.

as a result of perceived goals not being

actualized.

'. Seem. Flues Friend. K.& Cool,. S. SPS21 kletbdingliLtallaltesaingills.lz . i ggliggLaggingsgagi. White Kann NY. Lerupasa Publishing Co.

: ,

' --- ---

1 7.0 Conflict-Resolution

7.1 A Problem Solving Approach

to Conflict Resolution

Many successful collaborative teams

use the problem solving process when

conflict arises within the team.

Conflict occurs ... Page 31 - Trainee Workbook

One cause of conflict is a situation

where two individuals want different outcomes, but must settle for a

single outcome (Friend & Cook,

1992).

For example: When parents and

educators meet to discuss placement

in the regular class for a student in a

diverse learning need, both parties

have different expectations for the

student.

The school's expectations for the

student's needs do not fit in the regular academic curriculum.

The parent's expectations, on the

other hand, are that their child will

receive his education in his neighborhood school with his peers.

Both parties have different expectatkns for ihe student.

U Another cause ofconflict occurs when

the same goal is realized but the individuals cannot have access to it.

For example: A team agreed to place

a high school student with disabiliCollaborative Teaming zainer Guidelines

1
Trainer Guidelines Trainee Workbook

ties in a regular PE class, but the

class time did not fit the student's

schedule.

Another cause of conflict involves

internal conflict.

This occurs as a result of perceived

goals not being actualized.

For example: Mrs. Brown believes

that Sandra needs additional speech

therapy.

However, the speech therapist is

only in the school for one half a day

three times a week.

In order to increase Sandra's speech

therapy, another student's therapy

would have to be decreased.

7.2 Some Common Modes of

Conflict Resolution

Some Common Modes of

Conflict Resolution

Page 32 - Trainee Workbook

fa Individuals have different strategies

for resolving conflict.

In general, these strategies can be

grouped into five common modes of

conflict resolution. Thew include:

Competitiveness

Avoidence

Accommodation

Compromise

Collaborative/problem solving

T#30

Some Common Modes of

ConfiiCt Resolution

Mode Similar Term Description

Competitive Winnose, forcing

contending

clne party is

forcecl

to accept the other party'a position

Avoidance Avoidance, wait and see

EecaPe, retreat

one or both

polies do as

little as possible, Or

One party leaves

the group

Accommodating Smoothirtg, losehvin, conceding

One party withdraws

demands

ComFondse Lose/lose, mutual

concessions

Parties locate an

altemalive that

stands between

their positions

Collaborative/

Problem

Solving

Win/win,

confrontation, integraliv

bergaining

Parties identify

the source of

conflict and

&Mee. on a

u on

Collaborative Teaming Trainer Guidelines

31
32

Trainee Workbook Trainer Guidelines

U Competitive

The major tactic is to overpower those

with whom there is a conflict ,forcing

them to accept a solution (Johnson &

Johnson,1986).

This style occurs frequently in ethical issues or when someone is certain

his/her position is right.

Avoidance

The obvious result of avoidance is

that the issue being avoided may

never be resolved.

Avoidance is used when a topic is

emotionally charged.

Avoidance may help team members

regain control of their feelings and

clear their perspective.

U Accommodating

When employing this mode, an individual sets aside personal needs to

ensure that others' needs are met.

This style helps preserve positive relationships with individuals with

whom one works.

"This style is useful when the conflict issue is relatively unimportant,

or when the analysis of the causes of

conflict suggest that the situation is

unalterable" (Friend & Cook,1992).

Collaborative Teaming Trainer Guidelines

1 1 '2
Trainer Guidelines Trainee Workbook

U Compromise

In compromise the individual gives

up part of his/her goals and persuades the other person in the conflict to give up part of his/her goals

(Johnson & Johnson,1986).

Each seeks a middle ground - a decision he/she can "live with."

This style is useful when the issue at

hand is not complex or when two

competitive individuals are deadlocked.

Collaborative

This mode requires individuals to

use a problem-solving approlch.

Individuals must identify the source

of the conflict and come to an agreement.

7.3 1112maalgilmann

Conflict Mode Instrument

4#8.Thomas-Kilmann Conflict

Model Instrument

Pages 33-37 - Trainee Workbook

Have trainees complete the ThomasKilmann Conflict Mode Instrument

(Thomas & Kilmann, 1974).

GI This actitivity provides trainees insight to their preferred conflict management mode.

THOWASKRIAANINCOKRXT MODE wesniumita DIneelens Con** Angeleno In MVO you And your widen *Arm from dune otanolher person. How doic fainuIIyanipond lo ad Auden, MIzIzichue pealrererrAoe'r etalunene that% and chesiceninle ofyour own Week.. ; In num ors.seeleete ***A' seer atseemou maybe vely typal (Orin behnloe,bul yes inuId slat Ihe Aqua* *A um would beam IA* to we.

L A. Von art Ion wits& I istslimembe sesporilblaty les whir. die

I. =In =1:61kir. am which wor dimpu.1ley se mew Owe 2. A. I Wy And a corpetenkseoiuMA

U. lellempt le ded sal of Wiwi and nay Ceelanne. 3. A. laza away Ins In pursuing sty pub.

U. 1 wAght tiro nudees odurl Wogs pneuveser 4. A. lir). io And a commodes sohnIon.

U. I somelense mike my ~whim Ice die whiten if the odwu peuon. S. A. I aleslAndy net du other's help In world% oul a Wane& U. I Iry to do what reenenry midi warn %melon. & A !try ID mkt crating unplanueuwo Lot wreIt.

U. I ID, to wIn nay pennon. V. A. I ay to pompon the Ian until I hue led lune Slue to ealre ant

II. like up owe petal Modem. tor Gahm. U. A. tun usually Amin pumice; ray pa

I. I Mopeto se ad concurs end Yam 11nm/dim* an in du open. t A. I fed liwt.2f1wenoss am not always worth worrying about. U. I enempfio se all warn and hum leureeileeely hut In the open.

Collaborative Teaming Trainer Guidelines

1

4 3
34

Trainee Workbook Trainer Guidelines

T#31

Steps in Conflict Resolution:

A Problem Solving Approach

Identify the basis of the conflict

Analyze/clarify the issues involved

in the conflict

Explore solutions to resolve the conflict

Select a strategy to implement

the agreement

Clarify the agreement

Implement the agreemen

Evaluate the outcomes of the agreement

Soaure: Front Johnson, ow.. & Johnson, RT. (1991). feastglhoEuddileas(4411 ed.). Englewood N.lifelagiffer";

.

T#32.

Step 1: Identify the Basis of Bit Conflict

I negotiate a joint definition of the conflict by

making SUre

describe the other person's actions

without labeling, accusing, or huult

ing hintlher. I separate the other

person from the issue.

define the conflict as a mutual

problem to be solved, not as a winlose struggle.

describe the present conflict without

bringing up the past. The past is

forgiven.

Seem: From Jchnocut, Joismon, R.T. (MO.

MNININved am, NJ: Promise

Steps in Conflict Resolution: A

7131 Problem Solving Approach

Page 38 - Trainee Workbook

O The steps for resolving conflict are

the same as those used for problem

$olving.

1. Identifiy the basis of the conflict

2. Analyze/clarify the issues

involved in the conflict

3. Explore solutions to resolve the

conflict

4. Select a strategy to implement

the agreement

5. Clarify the agreement

6. Implement the agreement

7. Evaluate the outcomes of the

agreement

O The following is an explanation of

using problem solving fir conflict

resolution.

7.4 Jdentifing the Conflict

Step 1: Identify the Basis of the

ArT832 Conflict

ILJ Page 39 - Trainee Workbook

O I negotiate a joint definition of the

conflict by making sure I . . . describe the other persons actions

without labeling, accusing, or in

Collaborative Teaming Trainer Guidelines
Trainer Guidelines Trainee Workbook

sulting him/her.

I separate the other person from the

issue.

define the conflict as a mutual problem to be solved, not as a win-lose

struggle.

describe the present conflict without

bringing up the past. The past is

forgiven (Johnson & Johnson,1992).

7.5 Analyze/Clarify the Conflict

Step 2: Analyze/Clarify the

T#33 IssuesInvolved in the Conflict

i Page 40 - Trainee Workbook

CI I analyze the conflict by making sure

I.

break down the conflict/issue in the

smallest and most precise way possible.

describe the conflict/issue in observable and, therefore, measurable behaviors.

7.6 explore Solutions

Step 3: Explore Solutions to Resolv

T#34 the Conflict

Page 41 - Trainee Workbook

0 I explore solutions to the conflict by

making sure I . . .

T#33

Step 2: Analyze/Clarify the Issues

Involved in the Conflict

I analyze the conflict by making sure L

break down the conflict/Issue in the smallest and

most precise way possible.

describe the conflict/issue in observable and

therefore measureable behaviors.

T#34

Step3: Explore solutions to resolve the

conflict.

I explore solutions to the conflict by making sure L

focus on needs and goals.

use specific and concrete communication.

"give and take".

separate inventing options from

judging them.

Srmairesa 11644.13b1=2TOuvls

Collaborative Teaming Trainer Guidelines

1 ' 5

35
36

Trainee Workbook Trainer Guidelines

T#35

Step 4: Select a Strategy to Implement

I select a resolution agreement by making sure I...

feel safisfied regarding the resolution

agreement.

write down what was decided.

T#36

Step 5: Clarify the Resolution

Agreement

I clarify strategies to the resolution

agreement by making sure I ...

feel the agreement I. satisfactory.

understand how my actions will change.

understand how the other parties' actions will

change.

have a written copy of the agreement.

focus on needs and goals.

use specific and concrete communication.

"give and take."

separate inventing options from

judging them (Johnson & Johnson,

1991).

7.8 Clarify the Resolution Aggreement

Step 4: Select a Strategy to

Implement

Page 42 - Trainee Workbook

CI I select a resolution agreement by

making sure I . . . feel satisfied regarding the resolution agreement and

write down what was decided.

Step 5: Clarify the Resolution

T#36 Agreement

Page 43 - Trainee Workbook

Cl I clarify strategies to the resolution

agreement by making sure I . . . feel the agreement is satisfactory.

Understand how my actions will

change.

understand how the other parties

actions will change.

have a written copy of the

agreement.

Collaborative Teaming Trainer Guidelines

1 6
Trainer Guidelines Trainee Workbook

7.9 Implement the Resolution Agreement

Step 6: Implement the Resolution

T#37 Agreement.

11... 1 Page 44 - Trainee Workbook

I implement the resolution agreement by making sure I . . . know how to carry out the resolution

agreement.

know when we will meet again.

7.10 Evaluate the Outcomes

Step 7: Evaluate the Outcomes of

the Resolution Agreement

Page 45 - Trainee Workbook

T#37 .s\t,

Step 6: Implement the Resolution

Agreement

I implement the resolution agreement by making

sure I ...

know how to carry out the resolution

agreement.

know when we will meet again.

U I evaluate the resolution agreement

by making sure I . . . (-

have information (data) on the

progress of the resolution agreement.

share the information (data) with all

parties.

make changes if necessary.

Li See Appendix C for a blank conflict

resolutionlproblem solving form.

T#38

Step 7: Evaluate the Outcomes of the

Resolution Agreement

I evaluate the resolution agreement by making

sure I .

have information (data) on the progress of the

resolution agreement

share the information (data) with all parties.

make changes if necessary.

37 110

Collaborative Teaming Trainer Guidelines

1 1 7
38

Trainee Workbook Trainer Guidelines

A#9 1

12311sIsIveve %was Issinomi Inos Imlbsa sow Ishawknosi papStabrost 343 ally -sum 031161

volsoup.milod pionssesses Mk Sam MON. se Nos os Os ANY pos

imps.

l a m p Alms 3S Masse din ems Or ow., Noe s dilollos

333.1stastelso 23sso Ss* Sim

1113.0.421

2

*meet Ihms 11.3401110. is I. NosSocosart Nina Woo Oars SSIOS dee Om Slessipllas Nappollownlo emon 034034213. um 34 orrolass .13 IS appors. 33Hmslosesomorftionsas Mon 1441/113/13.31as Yin Is Illappmslus buses sow

ar.q.ly boa --=

dalsZillit"..313M was Moos Ibrinsabas sonloolals. Ssopoloson la Isla 11013. ismosagiloSts osi(u.soollovers 2.312tesssurimallmnlysmospISISMIL(ilmitsSeslIds

Pm mow easy Noloref mom amino Slowspalms Me Ye ImeO as mos asp Yr ex mos

reterilialsoonm Weepsosessmosineeesselbsio

llow oft idsorlim 3. rowels es silos se se swirls

imommlorsis "ems

Vs. oh I. Isl. sleaSsOss. eleboolos orusliold admen slossohd. Yoe .11. wraploserort, Px3 simiscr sew um maims' aorliolos dlot ellotemassuolss of Os swors ammo' OP.. =maw amass rheisoor oesogls So 40.133ess dMiliTettiraftprinw deo was

thie a.m. meg* olsaisso smonsilss*P.3.3.3 - itseestwallossrmswelros - 13.33.W.M. monds1. moms - 13.33.1mletssklasalMmoollon Was

Ifsermadinssools Swifts a morhoim. - boo Was Nokrf et slam I, waft Os 1.34.3,61111131sposlown

/3. MO kr smossmadvearas -_ slosiftdiallswer ...Ma Yam.% mersos pools. now s. dompusift Wows ta ihromfha M. was palm stales mow ow, Wry ast waist .m11.

_ Val we smog .31 epp3M3111.3an is/my soy.. Nosy Ow

swans _ Napalms wring sill Iowa

bso sit Ms Ismer* ssossistisslosyst soy Wm sow 1211almswomPowsmai wry.

Cigiabla.sliiieleAraingingniment

Collaborative Teaming Instrument

Page 46 - Trainee Workbook

CI Allow 5-10 minutes to complete this

activity.

CI With team members, compare ratings on the functions of the team.

Check 2-3 skills the team wishes to

improve.

CI Ask one representative from each

team to summarize the team's evaluation and indicate the skills each

team would like to improve.

7.5 Posttest

Optional - see Pre/Post Test

Section

Collaborative Teaming Trainer Guidelines

118
Trainer Notes *