Day12 of 23 Chapter 7 Collaboration: Leave No Husky Behind Part 2/2

作者的STP process—“identify the status,” “define the target,” and “develop the proposal” 
其实是四步的QSTP：Question, Status, Target, Proposal
我联想到了：
笛卡尔的方法论：真理，分解，排序，全面
定义问题，解决方案，执行方案，反馈更新。
作者看似管理学生们的方法，竟然也在生活中的各个方面有多体现。
 In addition to our decision-making grid, the faculty also had a simple and powerful approach to decision-making and problem solving we called the STP, and that, too, we taught to the kids. It started by forming the problem they were trying to solve into a question。
除了决策框架法之外，我们还提供了一个简单有效的决策和解决问题的方法，我们称之为“STP法”。首先，我们要将需要解决的事项提炼成一个问题。

The next step is to identify the status(the S), which required gathering facts and opinions from every one, without judging or editing. This step was key. It involved everyone and surfaced the different experiences kids had had with mascots, so they would have a handle on where they were starting from. 
下一步是了解背景情况（S），我们需要收集信息和每个人的意见，但切记此时不要妄加评论，也无须改动。这是最关键的一步，因为每个人都要参与进来，表达各自对吉祥物的看法。这样一来，学生就会更加清楚自己该从哪里开始入手。

The next step is to define the ultimate target(the T). We call it the magic wand step. If you could wave a magic wand and get the perfect answer to the original question, what would it be?  
下一步是确定最终目标（T），我们也称之为“魔法棒时刻”。让我们挥动手中的魔法棒，回想一下我们最初的问题，是否有一个完美的答案。

finally, they develop proposals(the P) for how to get from the status to the target. They were working on making argumentative claims in class, so we brought that into the work they were doing to persuade their classmates. 
最后，他们要准备提案（P），即怎样从了解背景情况到达成目标。在课堂上，他们学习提出强有力的论点，所以我们也把这个部分集成进来，让他们说服其他同学。
It's true在学校写小组大作业的时候总是有滥竽充数的，总是有storming的时候。
In fact, I’ve noticed the fastest way to ignite a round of nightmare school stories among parents is by mentioning a group project. 而我也发觉，如果你想要唤起家长内心关于学校的诸多噩梦般的回忆，你只需提及某个团队项目就好了。
这个观点非常好，不是所有的问题都是适合“团队作业”的。有时民主反而造成的效率低下。我想专门在这方面再读一些书籍。有推荐的书籍请留言。
Group work goes wrong in two primary ways. First, most often the task assigned isn’t actually worthy of group work. What groups do well is to solve complex problems that benefit from different experiences, expertise, skills, and knowledge. Groups aren’t better at completing tasks that are rote or linear, with a single right answer.  The second way group work goes wrong is when the task is sufficiently complex, but no adult is teaching and supporting the skills required to work collaboratively.
通常来说，团队项目的问题主要出在两个方面。其一，大多数情况下，某项任务实际上并不合适团队作业。一个团队适合去解决复杂的问题，解决这些问题需要不同的经验、专长、技能和知识。相反，针对那些要死记硬背的东西或者线性任务，团队是不适合的，因为这些任务只有单一的正确答案。其二，即便任务足够复杂，如果没有成年人从旁指导，提供团队合作所需的各项技能，合作依旧会以失败告终。
《关键对话》《关键冲突》中都提到了，沉默是处理问题最差的选择。因为问题根本没有解决。
Their reticence had led them to treat one another in ways that didn’t feel good or productive. Now they just wanted to get away from one another.
这种沉默寡言又妨碍了彼此之间的正常相处，小组成员之间的沟通非常低效，他们现在只想摆脱对方。

现在回想之前没有孩子的生活，和现在真的没法比。此时孩子还小，再大些了就要培养家庭的团队合作了。
For most families, gone are the days when every member has a separate and distinct role that doesn’t overlap with another. The complexity of life today means everyone must pitch in and work together. 对于大部分家庭来说，那种每个家庭成员都有一个属于自己的、和其他人不重合的角色的日子早就是过去时了，而若想应对当今复杂的现实生活，每个家庭成员都需要出力，合作是必不可少的。
从《卓有成效的管理者》中总结：贡献是衡量一个知识工作者工作有效性的最重要因素。和作者关于合作精神的最后的总结一致：善于和做的人知道自己在哪方面做出贡献。
Collaboration requires real-world opportunities, and also self-direction, because you cannot be an effective collaborator if you’re not self-directed. Collaboration and self-direction, in turn, each require self-awareness. The most successful collaborators know themselves. They know who they are, what they care about, what they know, and what they don’t know. Knowing themselves comes from being reflective. Successful collaborators know their strengths and what they are working to improve, and they know what they can contribute. 
培养合作能力需要在现实生活里实践，也需要自主学习的能力，因为如果没有自主学习能力就不可能成为一个高效的合作者。而合作和自主学习的开展反过来都需要清醒的自我认知。那些最富于合作精神的人同时也是最了解自己的人：他们知道自己是谁，在乎的是什么，长处和短处在哪里。想要认清自己，必须时刻反思。善于合作的人知道自己的优势在哪里，哪里又需要改进，知道自己可以在哪方面做出贡献。