Methodology of the communication process in teaching teams

Summary

The formation of work teams has replaced, in most scenarios, individual actions directed by an individual at will and risk, both in business activity and in public administration. Adult training becomes a multiplied echo of this need, since it transcends the teaching-learning processes associated with traditional teachers and students and, increasingly, expands its field towards organizations of all kinds.

To achieve the training of professionals committed to society, the participation and interaction of all is required and this is only achieved by generating the change from formal groups to work teams, which is valid for any sector of society and has in the communication an essential transversal axis.

The theoretical foundation of the process is the engineering training in management and the method of interaction through discussion techniques by development, as a basic communication approach.

The experience covers more than ten years of work in organizations, associated with advisory work, management training and consulting. The formal and informal communication spaces - less used - were designed as part of the teaching process and the results show that by interacting collectively, the educational approach is achieved through communication. It contains: education as a process of dialogue and transformation, based on the privilege of the collective, creativity, interaction and interdependence, contextualization, interdisciplinarity, generating process outputs with high quality and according to the needs of each specific society.

Introduction

The formation of management skills and communication processes are a requirement of managers in all branches and structural levels. Approaches to developing skills have varied and require the application of participatory methods and the commitment of those involved. They are aimed at involving the participants, making them feel part of them and contributing their experience in all sessions, to promote best practices and informed decision-making. The process contributes to the fulfillment of the principles of adult education.

This work is based on the teaching of intensive courses designed for various entities that produce changes aimed at the continuous improvement of their strategic processes, which entails the need to introduce teamwork and the training of skills to develop it, in a process interactive, ever-changing and rich in new experiences. Foundations for decision-making are generated when communication spaces are designed and used with intent.

The objective of the training actions was aimed at creating work teams capable of addressing the multidisciplinary approach to new problems, with the use of the most appropriate management tools and communication actions.

The exchange generated through new approaches to address the issues made it possible to assess contextualized situations and problems, taking into account the diversity of sectors or specializations of the members of the groups, through the constitution of consolidated work teams to offer concrete solutions in the institutional and social order.

Development

The training process was conceived on the basis of general knowledge corresponding to the management discipline, generating communication spaces, it was designed and developed in three areas:

Improvement of theoretical training, with the aim of providing trainees with the deepening of management functions, in their actuality and perspectives, as a substantive element, supported by ethics (3), teamwork, the process of solving problems, decision making and change.

Improving theoretical-practical training, an aspect that allows participants to venture into the creation and / or development of practical skills that promote strategic thinking and facilitate the transition from individual learning to organizational learning (7).

Improvement of professional action, based on theoretical-practical activity that favors decision-making in a contextualized framework, with the objective character of generating action plans aimed at solving problems and the processes of change in the organizations of the participants, through work teams.

The methodological conception of the formation of work teams is based on the Engineering in Management Training (4) and the application of the interaction method with the predominance of the development discussions technique.

The definition of teaching as Management of learning situations and of learning as enrichment of knowledge, capacities and attitudes of the participants, shows the evident need for its complementation, for which the principle of joint responsibility of all the participants in the process was declared. teaching learning. This sense of co-responsibility could only be achieved by creating communication spaces, so this topic was included in practice during the development of the program.

The methodological process, to achieve the planned objectives, was developed in four phases:

Methodological process based on communication.

Graph 1. Methodological process based on communication. Source: self made.

The essential elements considered in each phase and their development are detailed below.

PHASE I: Planning. Methodological design.

Phase II: Structuring. Elaboration of the pedagogical script.

PHASE III: Execution. Transit of groups to teams through individual self-assessment and collective assessment.

PHASE IV: Evaluation. Generation of solutions by work teams.

The development of each of these phases was carried out as explained below:

Phase I. Methodological design of the training course - action.

The methodological design had as a starting point the needs expressed by the first level of management of the requesting country, regarding the process of change that they had to face (2), the active role that the organization's managers and officials must play in this and the knowledge of the principles endorsed by its system, for whose fulfillment it is established that education and work are the fundamental elements. Combining the training process with the results of the work was the initial conception when planning, highlighting the use or creation of communication spaces and taking into account the following general aspects:

Proactive character, inasmuch as it is intentionally oriented towards achieving a desirable future state and the achievement of objectives and skills, with the consequent solution of the problems inherent to a specific sphere of the reality of the participants. decisions where, among multiple alternatives, those that may be potentially adequate to achieve the objectives are identified and selected, including ethical behavior. The creation of communication spaces is essential. A rationality approach in the selection and use of technical, material and human resources. Integrative and systemic vision, articulating the various contents and participating elements in a coherent and logical way.In this aspect, the acceptance of the different points of view by professional training and functions of the participants is taken into consideration. This aspect contributes positively to the better use of communication spaces. Flexible and dynamic nature, considering that the realities to which the approaches and skills will be applied are complex, multifactorial and often exceed initial projections, which implies the need to leave open the alternatives to control and redesign the action training process.multifactorial and many times exceed the initial projections, which implies the need to leave open the alternatives to control and redesign the action training process.multifactorial and many times exceed the initial projections, which implies the need to leave open the alternatives to control and redesign the action training process.

The objectives of the training action, the entry profiles with university training and basic management knowledge were defined on this basis; as characteristics of the context the acceptance of diversity is declared, regarding approaches and affiliations.

The expected output profile is the demonstrated capacity for teamwork and communication, which corresponds to the stated objectives. The output was conceived as the presentation of a solution project to the real theme, freely selected by each team.

The design was made for eighty teaching hours and daily sessions, from the second day of two to four hours of independent work and tutorial by the team of experts and participants.

The issues of ethics, time management and communication were cross-cutting axes of all the actions. In this, the primary place of communication was recognized to achieve the proposed objectives. The content of the communication skills required by each participant was collected individually, so that they were taken into account when planning the teaching-educational process.

The variables established for the evaluation were the following:

TYPES OF VARIABLES	DEFINED VARIABLES	OBJECTIVES
PSYCHOPEDAGOGICS	-Declaration and control of Expectations.	Analyze compliance with the principle of co-responsibility
TECNOPEDAGOGICAS	-Time Management-Quality of work-Creativity	Evaluate the transit of the groups to work teams.
SOCIOPEDAGOGICAS	-Contributions to group work-Quality of the Solution	Analyze the impact of concrete solutions in the workplace.

Table 1. Variables of the pedagogical process. Adapted from Michel Fiol (4) by Linares MA

Phase II. Define the pedagogical strategy to achieve the learning objectives.

In this phase the pedagogical script was structured that considers the use of:

Methods:

Deductive Discovery (During the course and for the on-site monitoring stage)

The techniques:

Participatory exhibitions Group work Information gathering Development discussion Case discussion Role play

The materials:

Writings, computer science, audiovisual.

At this time, with the knowledge of communication skills that must be reinforced individually and collectively, participation exercises are organized.

For the case explained, it is required to reinforce:

The expression of understandable messages that favor the performance of the work. The exchange in a favorable way with interlocutors, facilitating dialogue and listening. Emphasize the message with the use of visual elements and suggestive examples.

Phase III. Transit of groups to teams through individual self-assessment and collective assessment.

The group made up of thirty members declared thirty-four expectations, 82% of them associated with concrete application in work and interpersonal relationships, with an emphasis on communication. This group was subdivided into six work groups made up of the continuous numbering and grouping by numbers route, which constituted the guarantee of non-integration by affinity or specific areas of work that initially occurs between members from different backgrounds.

The objective of executing the transit of the groups to work teams was declared, and the names of the teams were established by consensus, each assuming the name that would define their identity.

In the thematic order, the concepts of groups and teams and the transit phases were raised: knowledge, organization, integration, maturation, which would serve as the basis for the analysis of the transition

STAGES OF DEVELOPMENT OF THE GROUPS
Stages	characteristics	Function
1. Knowledge.	-Individualistic. (expectations).- Diffuse. (newly formed, unstable interaction) - suspicion (hidden personal purposes) - manifest stereotypes according to - origin -Evasion of conflicts. - Incomplete communication and among few members.	Group formation.
2.Organization.	-Identification of the objectives of the group, with a predominance of personal objectives-Delimitation of roles even when they are exchanged-Assumption of risks in the approaches-Affection in communication (Ideas are presented and it is about convincing others, some do not hear) -Weak identity	Group construction.
3. Integration.	-Predominance of the objectives of the group Integration, increased feeling of belonging-Collective sense (the members control their ego) -Improves communication and cooperation. -Fight for the identity of the group.	Work of the group or Institutionalization
4. Maturation	-Objectives are collective (all members make them their own) -High sense of belonging -Total mutual trust -High level of communication and cooperation. -Recognized identity.	Maturation of the collective approach.

Table 2. General characteristics observed in thirty working groups for concepts of research, consulting and teaching actions. Source: self made.

The self-assessment of each team allowed the audience to be shown daily how each stage was being achieved and to raise the deficiencies faced in the independent group work. Subsequently, the collective analysis places the general group in the corresponding development phase.

Such a procedure contributed to:

Declare the values and ethical behavior of the groups Eliminate the communication barriers. Highlight the role of the formal and informal communication spaces created. In this sense, when the required communication skills were initially declared, exercises were promoted to develop them.Generate creativity in an upward dynamic

Phase IV: Generation of solutions by work teams.

The changes generated in the groups led them to become teams, in correspondence with the acquisition of characteristics such as:

Autonomy in decision and operation Multifunctional action of the members Action field that included recommendations and decision-making given the hierarchical level of the participants Change promoters with high level of commitment Performance measured by the final product generated in the course with application projections to be verified in later phases. Continuous improvement of the individual communication processes, of each team and between them.

The socio-pedagogical variables defined in the planning phase constituted the foundation of the topics to be developed and behaved as follows:

Contributions to group work: The teams took their substantive needs into account when choosing the problems whose solutions required collective work. The required information was collected and communicated continuously according to the job requirements. This aspect was evaluated individually and in plenary throughout the course and in the final presentation. The evaluation of the communication actions took into account the level of development achieved with respect to the competencies declared in the initial phase. Quality of the Solution: The procedure with which to arrive at the solution and its acceptance was considered, as well as the impact that this would be achieved in the organization, on the basis of economic, social and ethical aspects. The improvement of the quality of the messages is recognized,in comparative analysis from one session to another.

As a result of the methodological design, 100% fulfillment of the declared expectations was reached, and the principles declared in the Planning phase, recognized as added value by the work procedure:

Personal respect Quality and development of communication skills Rational time management Freedom of participation Initiative development Skills to achieve consensus Self-motivation for the application of teamwork Personal connection Comprehensive professionalism.

Conclusions

The categories of need and objectives constitute the basis of the methodological design of the teaching-learning actions. Co-responsibility must constitute a principle, which, declared from the methodological design, is consistent in its development and final results. New approaches, based on the method of interaction and communication in all the planned activities, guarantee the assimilation of a common language and the creation of skills for teamwork, from permanent communication spaces in continuous improvement processes The formation of groups with members of diverse academic formations guarantees transversal movements of thought, aimed at a multidisciplinary approach in the problem-solving process The transversal nature of the communication process,constitutes a necessary work practice in managerial training courses. The management of ethics and socio-psychological factors throughout the process, constituted core elements to achieve synergy and constitute work teams effectively. The expectations were over compliments, generating spontaneous actions of continuity and exchange in the groups.

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