<div class="xblock xblock-public_view xblock-public_view-vertical" data-course-id="course-v1:CYANOTYPES+FEL+2024_00" data-init="VerticalStudentView" data-runtime-class="LmsRuntime" data-runtime-version="1" data-block-type="vertical" data-usage-id="block-v1:CYANOTYPES+FEL+2024_00+type@vertical+block@ce7a7cb0682a48728b6b5db9af6128a8" data-request-token="41b5f6aeaba111f1996b82503c14136f" data-graded="False" data-has-score="False">
<div class="vert-mod">
<div class="vert vert-0" data-id="block-v1:CYANOTYPES+FEL+2024_00+type@html+block@3f1429bb63f546a2aad66a869dfe1357">
<div class="xblock xblock-public_view xblock-public_view-html xmodule_display xmodule_HtmlBlock" data-course-id="course-v1:CYANOTYPES+FEL+2024_00" data-init="XBlockToXModuleShim" data-runtime-class="LmsRuntime" data-runtime-version="1" data-block-type="html" data-usage-id="block-v1:CYANOTYPES+FEL+2024_00+type@html+block@3f1429bb63f546a2aad66a869dfe1357" data-request-token="41b5f6aeaba111f1996b82503c14136f" data-graded="False" data-has-score="False">
<script type="json/xblock-args" class="xblock-json-init-args">
{"xmodule-type": "HTMLModule"}
</script>
<p><em>Rather than prescribing a fixed approach, CYANOTYPES offers starting points that trainers can build on to design their own sessions. The methods suggested here are flexible and can be adapted to fit different learners, professional contexts, and available resources. The focus is on hands-on learning, discussion, and reflection—ensuring that learners develop skills they can apply in real-world creative and digital environments.</em></p>
<p>Training for the competence Working with Others benefits from methods that combine experiential action with structured reflection. The emphasis is on creating spaces where collaboration is not only discussed but enacted—where learners experience what it means to co-create, negotiate, and adapt with others. The methods used should allow participants to navigate complexity while maintaining clear goals and timelines.</p>
<p>At the beginning of any learning session, check-ins are a simple but powerful practice. A short round where each participant shares how they are arriving—emotionally or mentally—sets the tone for transparency and empathy. These check-ins help trainers sense the atmosphere of the group and prepare participants to engage more openly.</p>
<p>Once the group is oriented, introducing structures for collaboration becomes important. One method that helps make responsibilities visible is the creation of a shared roles and responsibilities matrix. This might be based on frameworks like RACI, adapted to suit the specific creative project or learning task. Such a tool clarifies who is doing what, who is supporting whom, and where decision-making lies. This is particularly helpful in ensuring that even loosely structured creative processes still meet deadlines and produce results.</p>
<p>To support ongoing team health and motivation, the PERMA-Lead model from positive psychology can be used as a reflective lens. It allows learners to identify what contributes to a positive collaborative atmosphere—focusing on areas such as engagement, relationships, and meaning. These reflections can help groups course-correct when collaboration feels difficult or unclear.</p>
<p>The practice of retrospectives, borrowed from agile project methodologies, can be introduced at various stages in the process. A retrospective invites participants to reflect on what went well, what was challenging, and what might need to change. Trainers should offer formats such as “Start–Stop–Continue” or “Mad–Sad–Glad” to structure this feedback without overcomplicating it. Retrospectives help build a failure-tolerant culture and model the idea that reflection is part of the doing, not something separate from it.</p>
<p>The PHINEO Impact Analysis adds another dimension to reflective practice. Even in training environments, it is valuable for learners to consider not just their output, but the ripple effects of how they worked together. This can include impacts on confidence, relationships, or external partners. Asking learners to think about how their working style contributes to or hinders impact deepens their awareness of collaborative processes.</p>
<p>Throughout a training session or workshop, it is equally important to include informal social time—coffee breaks, shared meals, or casual conversation. These are not peripheral moments. They provide a space for the group to relate outside task-based interaction, and they often support the trust and understanding that formal tools alone cannot create. Trainers should plan for these social spaces intentionally, recognising them as part of the learning architecture.</p>
<p></p>
<div id="highlighter--hover-tools" style="display: none;">
<div id="highlighter--hover-tools--container">
<div class="highlighter--icon highlighter--icon-copy" title="Copy"></div>
<div class="highlighter--icon highlighter--icon-change-color" title="Change Color"></div>
<div class="highlighter--icon highlighter--icon-delete" title="Delete"></div>
</div>
</div>
</div>
</div>
</div>
<script type="text/javascript">
(function (require) {
require(['https://d24jp206mxeyfm.cloudfront.net/static/js/dateutil_factory.a28baef97506.js?raw'], function () {
require(['js/dateutil_factory'], function (DateUtilFactory) {
DateUtilFactory.transform('.localized-datetime');
});
});
}).call(this, require || RequireJS.require);
</script>
<script>
function emit_event(message) {
parent.postMessage(message, '*');
}
</script>
</div>
© All Rights Reserved