Core competencies of collective intelligence facilitators

Broome, Benjamin J.; Hogan, Michael

doi:10.1002/sres.2734

Cited by 3 publications

(3 citation statements)

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“…Enabling the foundational competency transfer of group communication and group dynamics facilitation involves effective transfer of performative skills (see Broome & Hogan, 2020). Although group communication and group dynamics facilitation are fundamental foreground skills that require the attention of CI facilitators, this activity is supported by consolidated performative work in advance of the CI session.…”

Section: Competency Transfermentioning

confidence: 99%

“…We have noted that foundational competencies (Broome & Hogan, 2020) of the CI facilitator include an understanding of group dynamics (Hogan et al, 2020) and communication processes. These competencies support a range of activities that are essential for the success of CI design sessions.…”

Section: Competency Transfermentioning

confidence: 99%

“…Finally, our CI competency framework (Broome & Hogan, 2020) emphasizes mastery . Mastery refers to activities such as the practice of mindfulness and adaptability during a CI session, the exercise of hopefulness, courage and resilience and the ability to recover and find sources of rejuvenation between CI projects.…”

Section: Competency Transfermentioning

confidence: 99%

See 2 more Smart Citations

Responding to the need for online collective intelligence facilitation: A framework for systems thinking facilitators

2020

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Section: Competency Transfermentioning

confidence: 99%

Section: Competency Transfermentioning

confidence: 99%

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Responding to the need for online collective intelligence facilitation: A framework for systems thinking facilitators

2020

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

Hogan

Harney

2022

Postdigit Sci Educ

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The design of systems to support sustainable wellbeing is contingent upon lifespan education of Homo sapiens and ongoing efforts to cultivate individual and collective intelligence. The Postdigital Applied Systems Science Education (PASSE) framework presented in this paper highlights the need for greater investment in educational infrastructures that support the development of collective intelligence, teamwork, and system design skills. We propose that the implementation of PASSE involves group- and project-based work focused on developing (1) an understanding of systems, (2) an understanding of group dynamics relevant to the management and design of systems, and (3) skill in the application of applied systems science methods that can be used by groups in the management and redesign of systems. To showcase curricular and pedagogical challenges and opportunities, we describe key features of our current delivery of PASSE along with future plans and prospects. Aligned with postdigital perspectives and innovations at the nexus of biology, information, and society, we highlight the potential for ongoing redesign of educational infrastructures and technologies that enhance societal teamwork and system design capabilities that allow us to address increasingly complex societal challenges.

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