Designing conversations: Dialogue, meaning-making and co-creation

Transcription

1 1 Designing conversations: Dialogue, meaning-making and co-creation Professora: Celiane Camargo-Borges Schedule: 29/09 Terça feira 13:00 17:00 01/10 Quinta-Feira 13:00 17:00 07/10 Quarta-Feira 13:00 17:00 08/10 Quinta-Feira 13:00 17:00 General Objectives: The present course has been created and developed by Celiane Camargo-Borges, with the goal of presenting concepts and resources for the organization development field, as a way of promoting conversations and designing processes of change. The course is tuned with the contemporary demands of a more collaborative and cocreative methodologies, inviting students to look at organizations as a complex systems, providing positive interventions and creating meaningful experiences. It is composed of four interactive classroom sessions, in which the last is the presentation of the students on their learning matrix. In this direction, the course starts by providing an overall context in which organizations are placed, presenting and discussing the paradigm shift that society is facing and how it affects and impacts professionals and organizations. Then, the course introduces new approaches to work with organization, focusing on concepts such as dialogue, imagination and co-creation. The course ends with a rich discussion and presentation on how such concepts and resources can be applied in interventions as well as in creative research.

2 2 In practice: You are expected to read one paper per class; You are expected to attend all four classes; You are expected to actively participate during the class, giving your contribution; and You will present in a group, on the final day, a learning matrix, together with two pages report of your learning. Learning outcomes: At the end of the course students are expected to understand the concepts such as Dialogue, Meaning-making, Co-creation as a theoretical construct as well as a resource for intervention/research. Students will also be able to translate the concepts into their own practice/research. Assessment: Students will be assessed by: - Being present in all four classes - Actively participate during the four classes - In groups develop and present a learning matrix (more info in the first day of the class) (see appendix1) - In group write 2 A4 pages of the process of building the matrix and the core learning and submit it (see appendix2)

3 3 Sessions: 1 st session: Main topics covered - Creating learning communities introduction of the material; presentations; expectations; group division; - Paradigm shift in thinking and in society: emergent changes and implication for organizations; Mandatory Readings: Gergen, K. & Gergen, M (2010) Construcionismo social: um convite ao diálogo. Editora do Instituto Noos. ISBN: páginas. Moscheta, M.(2014). A pós-modernidade e o contexto para a emergência do discurso construcionista social. In. Carla Guanes-Lorenzi, C. Moscheta, M., Mendonça Corradi-Webster, C. Vilela e Souza, L. (Orgs). Construcionismo Social: discurso, prática e produção de conhecimento.. Editora Noos. ISBN Capitulo 1, p Suggested Readings: Karakas, F. (2009). New Paradigms in Organization Development: Positivity, Spirituality and Complexity. The Open University: Emerald Group Publishing Ltd. 2 nd session: Main topics covered - Dialogue X Debate - The art of asking questions - Illustrations from the field Readings: Camargo-Borges, C. & Rasera, E.F. (2012). Social Constructionism in the Context of Organization Development Dialogue, Imagination, and Co-Creation as Resources of Change. SAGE Open. April-June. vol. 3no.2

4 4 Gergen, K. & Gergen, M (2010) Construcionismo social: um convite ao diálogo. Editora do Instituto Noos. ISBN: páginas. 3 rd session: Main topics covered: - Co-creation and meaning-making - Language as a constitute and differentiating devise - How to create/design transformational interventions Reading: Suchman, A. L. (2011). Organizations as Machines, Organizations as Conversations: Two Core Metaphors and their Consequences. Medical Care Volume 49, Number 12 Suppl 1. Powell, K. (2010). Making sense of a place: mapping as a multisensory Research Method. Qualitative Inquiry. 16(7) p rd session: dialogical presentations (apresentação dialogada) Groups will present their learning matrix to the class, showing their process and their best learning. After each presentation a conversation with the whole class will discuss the concepts presented.

5 5 Appendix 1 Final presentation - check list Make sure you cover this entire list when presenting your matrix: Clarity when talking to the class Creativity when presenting you can use different tools and methods to send your message across with more creativity Show the class the process in which the group went through Describe conceptually the concepts and topics that you believe are the most important and how you connect them to your practice/research

6 6 Appendix 2 - Written report - check list Make sure you cover this entire list when writing your final report: 1- First page with names, title, course, date 2- Learning process: How the group organize to start the learning; How was the conversation? Challenges and possibilities Best experiences 3- Content learning What are the core of the learning Describe some of the concepts/tools that you learn in class and was very much discussed in the group. 4- Conclusion and reflections What have you achieved?; What are you taking from this class and from this group experience