Collaboration Competence: Part V of the 5Cs Framework for Twenty-first Century Key Competences
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摘要: 合作是21世纪公民的必备素养，关注合作素养具有重要的现实意义。合作素养是一系列合作技能与态度的集合，涵盖愿景认同、责任分担与协商共进三个要素。愿景认同是基础，责任分担是关键，协商共进是保障。三要素相辅相成，有机融合。合作素养可以培养，如何结合中国语境，深入推进合作素养培养与评价是当前和今后的重要研究任务。
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关键词:
- 21世纪核心素养5C模型 /
- 合作素养 /
- 愿景认同 /
- 责任分担 /
- 协商共进
Abstract: Collaboration competence is a must for citizens in the 21st century. Stressing the importance of developing students’ collaboration competence has far-reaching implications. As a composite of a series of skills and attitudes, collaboration competence can be further classified into three subskills: the ability of identifying common goals and values, the ability of taking shared responsibility and the ability of communicating and negotiating for a win-win situation. In this model, identifying common goals and values is the starting point of a collaborative activity and taking shared responsibility plays a central role in the process, while communicating and negotiating for a win-win situation provides an effective means to achieve common goals. These three subskills complement and integrate with each other. Collaboration competence can be developed through school education and the development process should be designed in a scientific manner. Present and future studies on collaboration competence in China should focus more on how to develop and assess students’ collaboration competence in the Chinese context. -
表 1 团队合作的行为要素模型
提出者 团队行为的维度 Gladstein（1984） 战略讨论，开放式沟通，支持性 Morgan，Glickman，Woodward，Blaiwes，& Salas（1986） 接受建议或批评，适应性，沟通，合作，协调，给予建议或批评，团队精神和士气 Weldon，John，& Pradhan（1991） 额外的角色行为，鼓舞士气的沟通，绩效监控，规划 Tannenbaum，Beard，& Salas（1992） 沟通，冲突解决，协调，决策，解决问题 Bowers，Morgan，Salas，& Prince（1993） 适应性，沟通，决策，任务分析，情境感知 Stevens & Campion（1994） 协作解决问题，沟通，冲突解决，目标设定，绩效管理，规划，任务协调 Cohen（1994） 协调，实施创新，分享专业知识 Dominick，Reilly，& McGourty（1997） 协作，沟通，决策，自我管理 Smith-Jentsch，Johnston，& Payne（1998） 沟通，信息交流，支持行为 Druskat & Kayes（2000） 注意反馈，直面违反规约的成员，创建明确的工作程序，灵活性，人际关系理解，积极解决问题，团队自我评价，协调行动与合作 Marks，Mathieu，&Zaccaro（2001） 态度管理，冲突管理，协调，目标细化，任务分析，监控进度，建立动机和信心，制定战略，系统监控，团队监控和备份行为 Koslowski & Bell（2003） 沟通、协作、协调 Carson，Mosley，& Boyar（2004） 排练，自我批评，自我期待，自我目标设定，自我观察/评价，自我强化 Salas，Sims，& Burke（2005） 适应性，候补支持行为，相互绩效监控 Rousseau，Aubé，& Savoie（2006） 对团队表现的管理（为完成任务作准备；任务协作行为；工作评估行为；调整团队的行为）；对团队发展的管理（心理支持和综合冲突管理） Baghaei，Mitrovic，& Irwin（2007） 说话者使用的句子数量和类型；寻求帮助；提供帮助；提供详细的解释 Garcia-Mila et al.，（2013） 能在争论过程中进行反驳，并考虑双方立场（表明愿意考虑别人的观点并愿意谈判，作出让步，达成共识） （转引自Rousseau，Aubé & Savoie，2006；Baghaei等，2007；Garcia-Mila等，2013；有删减） 
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表 2 合作素养的内涵要素与行为举例
要素 描述 行为举例 愿景认同 通过讨论、分析、反思等方式，实现对小组或团队目标、使命以及核心价值取向的认同，并使之内化为自己完成任务的目标和信念。 具有较强的组建或融入团队的动机；参与建立团队目标及价值观；学习并理解团队目标、使命及价值观；在共同愿景下积极思考个人定位和目标；监控并不断调适个人目标与团队愿景的一致性。 责任分担 结合自身角色制定计划和目标，积极主动承担分内职责，并充分发挥个人能动性，以较强的责任意识和担当精神，完成本职任务或工作。 目标分解，角色定位；制定具体工作方案；遵守规则、尽职尽责；对行为过程进行有效监控；评估结果是否达到预期目标。 协商共进 运用沟通技能，本着互尊互助、平等协商、共同进步的原则，与小组或团队成员展开对话，并适时、灵活地作出必要的妥协或让步，有效推进团队进程，实现共同目标，促进共同发展。 站在小组或团队的立场考虑问题；有效协调小组或团队内的资源与行动；合理表达个人观点或诉求；对出现的分歧与争议进行有效协商；必要时作出妥协或让步；监控、反馈成员角色与团队组织形式。
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