Merge pull request #4 from NCEAS/2020-12-neon

2020 12 neon

materials/sections/author-credit.Rmd

@@ -1,10 +1,10 @@
 ### Authorship and Credit 
 
-Navigating issues of intellectual property and credit can be a challenge, particularly for early career researchers. Open communication is critical to avoiding misunderstandings and conflicts. Talk to your coauthors and collaborators about authorship, credit, and data sharing early and often. This is particularly important when working with new collaborators and across lab groups or disciplines which may have divergent views on authorship and data sharing. If you feel uncomfortable talking about issues surrounding credit or intellectual property, seek the advice or assistance of a mentor to support you in having these important conversations. 
+Navigating issues of intellectual property and credit can be a challenge, particularly for early career researchers. Open communication is critical to avoiding misunderstandings and conflicts. Talk to your coauthors and collaborators about authorship, credit, and data sharing **early and often**. This is particularly important when working with new collaborators and across lab groups or disciplines which may have divergent views on authorship and data sharing. If you feel uncomfortable talking about issues surrounding credit or intellectual property, seek the advice or assistance of a mentor to support you in having these important conversations. 
 
-The “Publication” section of the Ecological Society of America’s Code of Ethics is a useful  starting point for discussions about co-authorship, as are the International Committee of Medical Journal Editors guidelines for authorship and contribution. You should also check guidelines published by the journal(s) to which you anticipate submitting your work.
+The “Publication” section of the [Ecological Society of America’s Code of Ethics](https://www.esa.org/about/code-of-ethics/) is a useful starting point for discussions about co-authorship, as are the [International Committee of Medical Journal Editors guidelines](http://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html) for authorship and contribution. You should also check guidelines published by the journal(s) to which you anticipate submitting your work.
 
-For collaborative research projects, develop an authorship agreement for your group early in the project and refer to it for each product. This authorship agreement from the Arctic Data Center provides a useful template. Some key questions to consider as you are working with your team to develop the agreement:
+For collaborative research projects, develop an [authorship agreement](http://training.arcticdata.io/2020-10-arctic/files/template-authorship-policy-ADC-training.docx) for your group early in the project and refer to it for each product. This authorship agreement from the Arctic Data Center provides a useful template. Some key questions to consider as you are working with your team to develop the agreement:
 
 - What roles do we anticipate contributors will play? e.g., the CASRAI CRediT project identifies 14 distinct roles: 
     - Conceptualization
@@ -21,7 +21,7 @@ For collaborative research projects, develop an authorship agreement for your gr
     - Visualization
     - Writing – original draft
     - Writing – review & editing
-- What are our criteria for authorship? (See the ICMJE guidelines for potential criteria)
+- What are our criteria for authorship? (See the [ICMJE guidelines](http://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html) for potential criteria)
 - Will we extend the opportunity for authorship to all group members on every paper or product?
 - Do we want to have an opt in or opt out policy? (In an opt out policy, all group members are considered authors from the outset and must request removal from the paper if they don’t want think they meet the criteria for authorship)
 - Who has the authority to make decisions about authorship? Lead author? PI? Group?
@@ -34,4 +34,4 @@ For collaborative research projects, develop an authorship agreement for your gr
 
 ### Data Policies
 
-Learn more about data management planning and other data management skills via DataOne and check out this example data policy from the Arctic Data Center.
+Learn more about [data management planning](https://dataoneorg.github.io/Education/bp_step/plan/) and other [data management skills](https://dataoneorg.github.io/Education/) via DataOne and check out this [example data policy](http://training.arcticdata.io/2020-10-arctic/files/template-data-policy-ADC-training.docx) from the Arctic Data Center.

materials/sections/meeting-facilitation.Rmd

@@ -2,7 +2,7 @@
 
 As humans, we are constantly coming together in groups for some common purpose. At our core, we are social animals, and our exceptional abilities to connect and collaborate may be among the main things that distinguish us as a species. So if meetings are just opportunities for groups of humans to connect and collaborate, why do so many of us find them so painful? Probably we are going about this the wrong way!
 
-![](images/phdcomics_101514s_meetings.gif)
+![phd comics meetings - http://phdcomics.com/comics/archive.php?comicid=1752](images/phdcomics_101514s_meetings.gif)
 
 Luckily there are simple things you can do to make your meetings more enjoyable and effective for everyone. They come down to thoughtful meeting design and effective facilitation. In general:
 
@@ -19,11 +19,12 @@ Luckily there are simple things you can do to make your meetings more enjoyable
 - Progress (during and after the meeting) is reviewed, tracked, and communicated.
 - Everyone is invited to review progress / success and feed learning back in to improve future meetings and ongoing work of the team. 
 
+
 ####  Designing for long term success
 
 What are we trying to achieve when we design and facilitate a team science meeting?
 
-First, we are working to build and sustain a coalition of the willing – a group of people united in shared purpose, willing to contribute. 
+First, we are working to build and sustain a [coalition of the willing](https://blogs.scientificamerican.com/observations/the-secret-sauce-for-environmental-problem-solving/) – a group of people united in shared purpose, willing to contribute. 
 
 Second, we want to foster creativity. When faced with complex problems without obvious solutions, we need to invite new ideas from all quarters and create the conditions where innovation and unconventional thinking are welcomed. We cannot know ahead of time where good ideas will come from. 
 
@@ -33,15 +34,16 @@ Finally, in most team science endeavors, we can and should also be designing for
 
 #### The value of planning
 
-Good meeting design starts with understanding your purpose and objectives. Once you understand why you need to meet (your overarching goal) and what you want to accomplish (the specific outcomes you are driving toward), you can turn to how you will accomplish your purpose  (i.e. the agenda design) and who will play what roles.  A good rule of thumb is to allow 2-3x as much time to plan a meeting as its duration. 
+Good meeting design starts with understanding your purpose and objectives. Once you understand **why** you need to meet (your overarching goal) and **what** you want to accomplish (the specific outcomes you are driving toward), you can turn to how you will accomplish your purpose  (i.e. the agenda design) and **who** will play what roles.  A good rule of thumb is to allow 2-3x as much time to plan a meeting as its duration. 
 
-![](images/why-what-how-who.jpg)
+![why, what, how, who](images/why-what-how-who.jpg)
 
 If you are at the start of a collaborative project, your initial meeting(s) should seek to establish (1) refined questions, goals and objectives; (2) an engaged team with a clear sense of the overall vision and next steps; (3) a clear work plan with timelines, roles and responsibilities; and (4) a plan for communication and coordination of work between meetings (and ideally, the dates for your next meeting). 
 
 Take a team approach to both planning and running meetings. 
 
 #### Meeting facilitation
+
 When it’s your turn to facilitate a meeting, give some thought to where facilitation will likely be needed. Where do you anticipate potential logjams or sticking points? Where have you seen the group get stuck in the past? Are there personalities or relationships in the group that may require mediation, e.g., individuals that tend to dominate conversation or take the group off course? How will you encourage connection and creativity with this particular group? Who can you count on to help you ensure the meeting runs smoothly?
 
 #### Sharing the load of effective meeting facilitation
@@ -64,7 +66,7 @@ As you get to know your team members, you can start to match people to these dif
 
 Team science benefits from the diverse perspectives and ideas of researchers coming together to generate novel ideas. The flow of new ideas is supported by rich, inclusive dialogue. In contrast to debate or discussion, dialogue allows groups to recognize the limits on their own and others’ individual perspectives and to strive for more coherent thought. Dialogue becomes a container for collective thinking and exploration – a process that can take teams in directions not imagined or planned. 
 
-In discussion, different views are presented and defended, and this may provide a useful analysis of the whole situation. In dialogue, all views are treated as equally valid, and different views are presented as a means toward discovering a new view. Participants listen to understand one another, not to win. In a skillful discussion, decisions are made. In a dialogue, complex issues are explored and shared meaning is created. Both are critical to the collaborative process, and the more artfully a group can move between these two forms of discourse (and out of less productive debate and polite discussion) according to what is needed, the more effective the group will be.  
+In *discussion*, different views are presented and defended, and this may provide a useful analysis of the whole situation. In *dialogue*, all views are treated as equally valid, and different views are presented as a means toward discovering a new view. Participants listen to understand one another, not to win. In a *skillful discussion*, decisions are made. In a *dialogue*, complex issues are explored and shared meaning is created. Both are critical to the collaborative process, and the more artfully a group can move between these two forms of discourse (and out of less productive *debate* and *polite discussion*) according to what is needed, the more effective the group will be.  
 
 ![](images/senge-placeholder.jpg)
 
@@ -89,9 +91,9 @@ Some facilitators will offer tips for dealing with “difficult” personalities
 #### The Four Player Model
 A useful tool for reading the dynamics of the room comes from David Kantor, a family psychologist who has studied interpersonal communication for many years. Kantor analyzed the speech acts (statements or questions) in thousands of conversations among family members and other groups. He concluded that in any conversation, there are four primary speech acts that people will make: Move, Follow, Oppose, or Bystand.
 
-When someone moves, they are taking the lead, making a suggestion, proposal or positing an idea. If someone chooses to follow, they affirm or agree with that idea. Someone else may choose to oppose the idea by offering criticism or counter-evidence or withholding support. Others may bystand by neither following nor opposing, but instead adding information that comes from a different point of view. 
+When someone **moves**, they are taking the lead, making a suggestion, proposal or positing an idea. If someone chooses to **follow**, they affirm or agree with that idea. Someone else may choose to **oppose** the idea by offering criticism or counter-evidence or withholding support. Others may **bystand** by neither following nor opposing, but instead adding information that comes from a different point of view. 
 
-![](images/ideas_form_Nancy_Margulies_World_Cafe.jpg)
+<img style="float: left;width: 220px;" src="images/ideas_form_Nancy_Margulies_World_Cafe.jpg"/>
 
 As the conversation unfolds, other moves will be made, and the participants may play different roles, though most of us feel more comfortable with some types of speech acts than others. All four types are valuable and necessary for moving a group forward. Conversations that don’t involve a balance of all four can indicate a counterproductive group dynamic.
 
@@ -117,22 +119,24 @@ Don’t Panic: Half the battle is recognizing that you are entering the groan zo
 
 Be creative and empathetic when you design your agenda. Think about your participants and what is going to help all of them participate fully and creatively. Here are a few techniques and microstructures we have found useful in the divergent and emergent stages of a process.
 
-![](images/world_cafe_guidelines_Nancy_Margulies_World_Cafe.jpg)
+
+<img style="float: right;width: 300px;" src="images/world_cafe_guidelines_Nancy_Margulies_World_Cafe.jpg"/>
 
 - Round robins, e.g. to get starting positions out on the table and hear from everyone
-- 1,2,4,all to allow everyone’s participation and elevate themes and key insights (format goes from individual to small group to whole group discussion)
-- Sticky note brainstorming + clustering
-- Rotating stations
-- World Cafe conversations
-- Panel discussion or User Experience Fishbowl to explicitly draw out and contrast different expert perspectives
+- [1,2,4,all](http://www.liberatingstructures.com/1-1-2-4-all/) to allow everyone’s participation and elevate themes and key insights (format goes from individual to small group to whole group discussion)
+- [Sticky note brainstorming](https://www.designkit.org/methods/28) + [clustering](https://www.designkit.org/methods/30)
+- [Rotating stations](http://www.liberatingstructures.com/11-shift-share/)
+- [World Cafe conversations](http://www.liberatingstructures.com/17-conversation-cafe/)
+- Panel discussion or [User Experience Fishbowl](http://www.liberatingstructures.com/18-users-experience-fishbowl/) to explicitly draw out and contrast different expert perspectives
 - Parallel breakout groups (be sure to allow time for report out and suggest a structure so that process can be efficient and informative)
 - Scribing to capture participant’s viewpoints 
 - Encouraging and drawing out people, mirroring and validating what they say
 - See other ideas in the Creative Problem Solving (CPS): Divergent Tools Quick Reference from Omni Skills linked below in Resources
 
-![](images/Sticky_notes_on_the_wall_of_the_Wikimedia_Foundation_office,_2010-10-26.jpg)
 
-Image from Ragesoss on Wikimedia Commons Creative Commons – Attribution 3.0 
+![Image from Ragesoss on Wikimedia Commons Creative Commons – Attribution 3.0 ](images/Sticky_notes_on_the_wall_of_the_Wikimedia_Foundation_office,_2010-10-26.jpg)
+
+
 
 #### Making thinking visible 
 
@@ -149,24 +153,25 @@ Consider using:
 
 When capturing notes, try to use people’s own words; if necessary ask them to distill long or complex points into a headline you can capture. Invite them to offer corrections if you didn’t capture what they meant.
 
+
 #### Techniques to support convergent thinking (i.e., getting to agreement)
 
 Coming to a clear decision can sometimes be the hardest work of a collaboration. Use tools and frameworks to help your group converge in its thinking. 
 
-- Clarify your decisionmaking process up front. Are you trying to reach full consensus within this group or does majority rule? Or is this a decision that will be made by an individual or small group, based on the larger group’s input? If you are seeking consensus but can’t reach it, what’s your fallback plan? Clarifying how you will make decisions can help you avoid one of the worst pitfalls of collaboration - never making them.
-- Co-create conceptual frameworks to organize ideas and draw connections. Constructing a visual model together helps to reveal the different ways individuals think about the problem, which can build a shared understanding of it and unlock new ways of addressing it. Joint model building supports metacognition, raising awareness of individual assumptions, gaps, and biases.
-- Make specific proposals. Get the ideas on paper. Give each idea a headline and write a short abstract that distills the problem, why it’s important, and your proposed solution. Review each other’s ideas. Identify areas of confusion or uncertainty. Clarify language.
-- Specify your criteria for convergence. A simple two-axis plot can help a group decide how to focus its effort. For example, as shown in the figure below, you might assess each idea for its feasibility and potential impact, and then focus on those scoring high in both. Defining what you mean by feasibility and impact before your start scoring is essential and can be another source of collaborative learning.
+- **Clarify your decisionmaking process up front**. Are you trying to reach full consensus within this group or does majority rule? Or is this a decision that will be made by an individual or small group, based on the larger group’s input? If you are seeking consensus but can’t reach it, what’s your fallback plan? Clarifying how you will make decisions can help you avoid one of the worst pitfalls of collaboration - never making them.
+- **Co-create conceptual frameworks** to organize ideas and draw connections. Constructing a visual model together helps to reveal the different ways individuals think about the problem, which can build a shared understanding of it and unlock new ways of addressing it. Joint model building supports metacognition, raising awareness of individual assumptions, gaps, and biases.
+- **Make specific proposals**. Get the ideas on paper. Give each idea a headline and write a short abstract that distills the problem, why it’s important, and your proposed solution. Review each other’s ideas. Identify areas of confusion or uncertainty. Clarify language.
+- **Specify your criteria for convergence**. A simple two-axis plot can help a group decide how to focus its effort. For example, as shown in the figure below, you might assess each idea for its feasibility and potential impact, and then focus on those scoring high in both. Defining what you mean by feasibility and impact before your start scoring is essential and can be another source of collaborative learning.
 
 ![](images/feasibility_v_impact_matrix.jpg)
 
-- Assess support for proposals, e.g. by using a gradient of agreement 
+- **Assess support for proposals**, e.g. by using a gradient of agreement 
+
+![Kaner Gradient of Agreement-Adapted (TRG, 2017) and (Hughes, 2017)](images/Kaner-Gradient-of-Agreement-Adapted-TRG-2017-and-Hughes-2017.png)
 
-![](images/Kaner-Gradient-of-Agreement-Adapted-TRG-2017-and-Hughes-2017.png)
 
-Kaner Gradient of Agreement-Adapted (TRG, 2017) and (Hughes, 2017)
 
-- Prioritize by identifying your Top five or using Dot voting
-- Be realistic about constraints / barriers using Gut check
+- **Prioritize** by identifying your [Top five](https://www.designkit.org/methods/15) or using [Dot voting](https://en.wikipedia.org/wiki/Dot-voting)
+- **Be realistic about constraints / barriers** using [Gut check](https://www.designkit.org/methods/42)
 - See other ideas in the Creative Problem Solving (CPS): Convergent Tools Quick Reference from Omni Skills linked below in Resources