A group dynamics framework for 21st century collective intelligence facilitators

Core competencies of collective intelligence facilitators

“…Knowledge of group dynamics should be acquired in a manner that emphasizes the anticipated challenge of knowledge transfer. In our previous commentary (Hogan et al, 2020), we described how knowledge of antecedent and contextual dynamics assists facilitators in mapping the stakeholder ecosystem during the planning process prior to groupwork; understanding transition dynamics helps to guide group formation and planning processes; understanding groupwork dynamics is critical in helping groups develop cohesion, engage in creative and critical thinking and produce satisfactory outcomes; understanding capitalization dynamics helps to promote teambuilding, intergroup relations and managing conflict during the post‐session implementation work; and familiarity with iterative and ongoing action dynamics facilitates the long‐term success of the group as it continues to address complex issues. Although learning about group dynamics may seem esoteric, it does not take long for CI facilitators to appreciate the power of theory and research to illuminate their understanding of how to prepare, execute and follow‐up groupwork.…”

“…In a previous commentary (Hogan & Broome, 2020b), we argued that educational training programmes designed to develop CI facilitation skills should include a focus on understanding group dynamics (Hogan et al, 2020) and the development of key competencies needed to perform the CI facilitator role. In this essay, we draw upon our combined half‐century of experience in facilitating collaborative learning and system design to outline the core competencies that we believe are important in facilitating CI and joint action of multistakeholder groups seeking to address a shared problematic situation.…”

Postdigital Applied Systems Science Education: Toward an Integral Framework, Curriculum, and Pedagogy

“…6 ). We have proposed a group dynamics curriculum that is broad in focus (Hogan et al 2021 ) and draws from relevant scientific literature (Forsyth 2018 ; Levi and Askay 2020 ). The curriculum considers group dynamics linked to five different phases of working with a group: (1) Preparing ( Antecedent and Contextual Dynamics); (2) Developing (Transition Dynamics); (3) Delivering (Groupwork Dynamics); (4) Building (Capitalisation Dynamics); and (5) Embedding (Iterative and Ongoing Action Dynamics).…”

“…Importantly, in the PASSE framework presented in this paper, a postdigital orientation centres on a revolutionary focus on teamwork and empowerment of ethical CI design, with the fundamental ethics and ethos of groups focused on designs for sustainable wellbeing. PASSE is revolutionary in the sense that it entails a radical educational shift from a problematic and predominant focus on individuals to a focus on teams, systems, and collaborative designs for sustainable wellbeing (Hogan et al 2014 , 2015b ; Hogan 2020 ; Hogan et al 2021 ; Broome and Hogan 2021 ). Our teaching and learning efforts to date highlight some of the curricular and pedagogical challenges and possibilities.…”

“…We highlight as problematic the predominant focus on individuals and the limited exposure to collaborative systems thinking and systems design methodologies in educational settings (Hogan et al 2014 , 2015b ). We argue that in order to implement PASSE in practice, educators and students need to cultivate (1) an understanding of systems (Hogan et al 2018 ; Hogan 2020 ), (2) an understanding of group dynamics relevant to the management and design of systems (Hogan et al 2021 ), and (3) skill in the application of applied systems science methods that can be used by groups in the management and redesign of systems (Hogan et al 2017 ). While (1) and (2) imply a specific curriculum focus, (3) implies a pedagogical approach oriented toward teamwork and collaborative use of tools and methods for systems thinking and system design work.…”