Hodges' Model: Welcome to the QUAD: teams

Hodges' model is a conceptual framework to support reflection and critical thinking. Situated, the model can help integrate all disciplines (academic and professional). Amid news items, are posts that illustrate the scope and application of the model. A bibliography and A4 template are provided in the sidebar. Welcome to the QUAD ...

Showing posts with label teams. Show all posts
Showing posts with label teams. Show all posts

Thursday, June 04, 2026

Individual and shared mental models c/o Proctor, & Vu, (2023).

The first day of the conference on 'Ecologies of Care' 4th-5th June is complete. It was helpful to contribute early and then focus on the programme. The questions and acknowledgement have made the (personal) effort worthwhile. Tomorrow also looks promising. There was an emphasis on attention which I tried to reflect and featured in a fascinating keynote by Professor Yves Citton. I will check the sources highlighted; and tomorrow, inquire about a point made re. use of socio in contrast to social.

Regards ongoing reading, perhaps, the evidence to support Hodges' model in practice is already out there? There might be a caveat, that the literature may suggest (if does not yet confirm) that if taught cross-curricula and professional groups then Hodges' model can function as a meta-model? 

What do you think of the following from a chapter on 'Social attention and team performance' (with my emphasis)? :

'... Other two-person team examples include doubles tennis partners and pairings of an airline pilot and copilot. Larger teams can be found in the numerous team sports surgical teams, busineses, and research teams of many scientific laboratories. For teams, coordinated performance is crucial, which becomes more difficult when teams extend to three or more people. As such, teams need to have shared mental models representing the team knowledge (Gardner et al., 2017), which support team situation awareness (Demir et al. 2017).
 
The concept of individual mental model refers to understanding a particular event on the basis of the activation of relevant schemas from long-term memory and, sometimes, simulation of possible scenarios (see also Chapter 10). Bower and Morrow (1990) pointed out that a crucial role in mental models is to shift and focus attention. ...
 
Shared mental models refer to collective understanding among team members of the task to be performed and how it can be accomplished. This understanding includes the responsibilities of the individual team members and dependencies between teammates on other members progress. The term team mental models is sometimes used when the context is teamwork that needs to be coordinated and executed (Jonker et al., 2010). The idea is that teams will perform better if they share mental models. ...
 
The surgery intern study illustrates that shared mental models are learned, leading to the question of how this learning can be facilitated.' p.368. ...
 
'Team leadership can be effective at getting members to be engaged in activities that will promote shared mental models. Boies and Fiset (2018) found evidence that leaders can facilitate the development of shared mental models by involving team members in the consideration of the to-be-accomplished task and their roles in its accomplishment. This involvement, again, likely directs members' attention to information relevant for achieving team goals and enables more domain-specific group discussion, which then furthers the emergence of a shared mental model. ...
 
Situation awareness is a broader concept than mental models, focusing on an explicit understanding of events and contexts. Shared situation awareness differs from individual situation awareness discussed in Chapter 9, in the information required for operators to have effective coordination (Chiappe et al., 2016). For example, paramedics delivering a patient to an emergency room need to coordinate with the hospital and its staff members to ensure that the hospital has the capacity and that the doctors receiving the patient have the vital information they need to treat the patient. Once the patient is in the emergency room, nurses, doctors and technicians need to coordinate with each other to make sure that the patient is being properly cared for.' p.369. 

Proctor, R. W., & Vu, K.-P. L. (2023). Social attention and team performance. In R. W. Proctor & K.-P. L. Vu, Attention: Selection and control in human information processing (pp. 343–374). American Psychological Association. https://doi.org/10.1037/0000317-012

Monday, December 15, 2025

Q. Is Hodges' model Person OR University-centered? [ 'Big Mind' iii? ]

To date, I have not written a paper on Brian Hodges' original purpose for his model in curriculum development, design, planning and evaluation. Geoff Mulgan's book and referenced sources provide support, if not evidence, for the increasing relevance of Hodges' model.

The center of Hodges' model, the nexus, can be variously occupied by an individual student, researcher; a group, or team, or even an institution. Why not a university?

Since 1987-88, when I applied Hodges' model in a case study, I've acquired a broad understanding of the 'POLITICAL' domain in terms of institutions and organisations. Even if that learning is now 'archived':

https://web.archive.org/web/20150414073721/http://www.p-jones.demon.co.uk/linksIV.htm

In 'Big Mind', Chapter 14, The University as Collective Intelligence (pp.174-180) refers to 'third-loop learning' and a document from Nesta:

Geoff Mulgan, Oscar Townsley, and Adam Price, "The Challenge-Driven University: How Real-Life Problems Can Fuel Learning", Nesta, accessed April 28, 2017.
accessed 15/12/2025: https://media.nesta.org.uk/documents/the_challenge-driven_university.pdf 

'This paper focuses on one important strand of change: the rise of what we call ‘challenge-driven’ university models. These models develop students by putting them up against difficult problems and challenges for which there are no established answers.  Instead students to draw on many disciplines to solve them; they have to work in teams; and they have to collaborate with organisations outside higher education.

These models aren’t a replacement for the classic core of university education - mastering a discipline.   But they provide an important complement to this core, and they may be better suited to preparing young people for the needs of the world. They also re-emphasise one of the founding principles of some ancient universities: a focus on questions rather than answers as the key to deep learning.'

Within the Nesta document, Mulgan et al. list educational institutions who have succeeded, and are trying to effect change (with much editing):

US

The approach was pioneered by McMaster University Medical School in the late 1960s where in response to changing demands on the profession, the curriculum was changed so that students learned collaboratively, working on real-life cases in small groups. ...

... examples like High Tech High in the US, use project-based learning, centred on real-life problems, as the core curriculum for students.

Olin College of Engineering has quickly gained a reputation for being one of the most innovative institutions in the US since it opened in 1997.

Last year, the Ash Center for Democratic Governance and Innovation at the Harvard Kennedy school founded the ‘Urban Innovation Field Lab’, a project aiming to improve social conditions in cities in Massachusetts.

Canada

In Canada, the University of Waterloo uses a model of co-operative education, where students’ time is split between study and assessed work experience.

Europe 

Aalto University in Finland was created out of a merger between Technology, Economics and Art Universities in Helsinki and now runs four interdisciplinary ‘factories’ - Design, Health, Media and Service, where teams of academics and students work with companies and communities to develop new products that respond to demand from the real economy. 

The Norwegian University of Science and Technology in Trondheim has a similar approach. As part of their courses, students are required to join a ‘village’ (i.e. area of interest) of around 30 members which address questions such as ‘Biofuels - a solution or a problem?’, ‘Sustainable, affordable housing for all’, and ‘Portable technology and well-being’.

At Maastricht University (the second youngest university in the Netherlands), all teaching uses a problem-based learning model, and this has become one of the main attractions of the university. 

Twelve to fifteen students discuss problems in group sessions, with one student appointed to lead the discussion. The students are given complex problems from everyday professional practice which they brainstorm and research both together and separately. ...

UK 

Imperial College London and the Royal College of Art (RCA) are two particularly innovative higher education institutions. For the last ten years, Imperial has been running the Energy Futures Lab - a cross-discipline, issue-based department aimed at tackling global energy challenges. It was established to bring together disparate fields of study that are relevant to energy including engineering, environmental sciences, computer science, business, policy and mathematics. ...

Imperial and the Royal College of Art also run a Double Masters in Innovation Design Engineering (IDE) which is well known for producing some of the best talent in the field. Their flagship international module ‘GoGlobal’ takes students abroad for three week cross cultural, collaborative projects with academics and industry partners. ... The University of Lincoln has challenge-driven education at the core of its teaching.

Globally? South?

... 

Over the years I've reached out to a great many private and public bodies. 

MEMO TO: New College of Humanities and London Interdisciplinary School

I note the NESTA document is a 'draft'. I'd be pleased to help update and complete this work. Keen to frame Hodges' model not just in the context of problems, but strengths, weaknesses, risks, opportunities and more. When your model emerges from health, you quickly learn when it comes to problems that versatility and adaptability are essential. Always ready to cross disciplines - insofar as I understand them, borders and boundaries as required.

Previously:

https://hodges-model.blogspot.com/2025/07/big-mind.html

https://hodges-model.blogspot.com/2025/12/ii-big-mind-book.html

Geoff Mulgan (2017) Big Mind: How Collective Intelligence Can Change Our World, Princeton University Press.

Saturday, January 14, 2023

Report: "Developing learning health systems in the UK: Priorities for action"

Developing learning health
systems in the UK:
Priorities for action

"Importantly, many of the issues discussed above highlight how successful learning communities – and successful LHSs – require effective leadership. In particular, effective leadership is a critical facilitator for:

  • aligning the activities of the LHS with wider operational and strategic priorities
  • securing resources and organisational support
  • gaining the buy-in of staff and teams across an organisation
  • creating a healthy improvement culture.144
In this context, effective leadership includes behaviours such as being ‘problem framers’ rather than ‘problem solvers’, listening and observing, and stimulating reflection and critical thinking within teams.145 (While a detailed exploration of leadership is beyond the scope of this report, it is worth emphasising that this includes clinical leadership, which can have a significant impact on organisational performance.146)" pp.49-50.

 INDIVIDUAL
|
 INTERPERSONAL    :     SCIENCES               
HUMANISTIC --------------------------------------  MECHANISTIC   
SOCIOLOGY  :   POLITICAL 
|
GROUP







See also: Thiscovery

Being situated, Hodges' model can also 'frame' - strengths, staying well, relapse prevention, weaknesses, opportunities, threats, recovery, prevention...

Friday, August 06, 2021

Book: "Systems convening"

A crucial form of leadership for the 21st century


"Social learning across complex landscapes requires a certain kind of leadership, which we have called systems convening. Many people do this kind of work without any label, often unrecognized, and sometimes not even particularly aware that they are doing it. 

A systems convener or systems convening team sets up spaces for new types of conversations between people who often live on different sides of a boundary. For example, a geographic, cultural, disciplinary, political, class, social boundary. These conveners see a social landscape with all its separate and related practices through a wide-angle lens: they spot opportunities for creating new learning spaces and partnership that will bring different and often unlikely people together to engage in learning across boundaries. A systems convener takes a “landscape view” of wherever they are and what they need to do to increase the learning capability of that entire landscape – rather than simply the capability of the space they are standing in. Importantly, a systems convener is someone who has enough legitimacy in different worlds to be able to convene people in those different worlds into a joint conversation."

 

My source:

https://twitter.com/WengerTrayner/status/1423577543152656384?s=20

Previously on W2tQ: 'landscape'

Management evolution: Book "Global Teams"

 self - PERSON - individual
|

INTERPERSONAL : SCIENCES
humanistic ------------------------------------- mechanistic  
SOCIOLOGY : POLITICAL
|
team - group - organisation

Intelligence QUOTIENT
19TH c.
Emotional QUOTIENT
20th c.

Integrative* QUOTIENT
21st c. ...


Emotional QUOTIENT

Cultural QUOTIENT

Political QUOTIENT
21st c.

 

The book, may be aimed at global businesses, teams and leaders, Hodges' model is applicable to these groups and the individual employee.

*Main challenges: 

Climate change, Energy transition, Global governance, AI, Bio- and Geo-engineering, Political efficacy/stability, Health and Education for all and First Contact. ;-)

Ack. Wilber and many others.

Owen, J. (2016) Global Teams: How the Best Teams Achieve High Performance, FT Publishing.

https://www.pearson.com/store/p/global-teams-how-the-best-teams-achieve-high-performance/P100000256990/9781292171913?tab=overview

My source: Book extract, Business, Sunday Times, 20 November 2016.


Thursday, May 27, 2021

High Intensity Networks - serenity integrated mentoring SIM model of care

individual
|
 
 INTERPERSONAL : SCIENCES 
 humanistic ----------------------------------------------- mechanistic 
SOCIOLOGY : POLITICAL
| 
 group
'Serenity'
a humanising term?
TRAUMA informed?
Expressing distress
Poor coping skills
Suicidal ideation
, Plans, Intent
Self-harm
Personal Responsibility -  Serenity
Practitioner values?
Therapeutic modality
Access to Therapy - DBT ...?
Active research in this field - Parity?
Chaotic presentation
[Define] High Intensity:
Needs highly personalised care

'person-centred care'
'This' is why I became a MH Nurse:
Values
High Intensity Network# and “serenity integrated mentoring” (SIM) model of “care”
Nursing theory: 'patiency'
Integrated Recovery Programme - IRP
[Define] High Intensity:
Attempted suicide, Frequency, Nos. of services,
Nos. of A&E attendances,
Dual, n-diagnosis, Data
Evidence-base
Independent review
Mare Serenitatis:

Peace on the Moon?
Resource allocation:
Framing the problem* 'Clinically'
Language & Terminology
'High Intensity'
Education of students:
'committed' - 'completed'?
Care in the Community
(Social) Serenity
Social Justice
Community - MH Nursing - of Practice
Therapeutic relationships
Historical artefact:
The therapeutic alliance
Policing, Law & Enforcement
“high intensity users” (HIUs) of emergency services
Mental Health [Police officers] Teams

Criminalisation
Decriminalisation of Suicide 1961
(Organisational) Serenity?
High Intensity (Service-centred)
Cost, Time, Personnel, Services involved
Commissioning, Policy
Outcomes - Cost Savings?
NMC MH Nursing Standards
MH Nursing Curricula

#Website not provided: "Service Temporarily Unavailable" 

*There is a 'problem' here. Is the main symptom and sign however, evidence of an ongoing lack of parity of esteem?

My source: Twitter - various

 

Tuesday, August 13, 2019

Individual & Group process - Collective Intelligence [CI] c/o Radcliffe, et al. (2019)

No explanation is needed as to why this paper caught my attention in a tweet that featured the figure [2] below? The context is medical, not nursing and the extended multidisciplinary team, but as per the threshold concepts post the focus is decision making.

From a nursing perspective and using Hodges' model the 'individual processes' would include data gathering, patient assessment, liaison with relatives and colleagues and reflection to integrate information. Evidence-based sources will also be involved depending on the reason for referral, the patients (relatives) account, and the status of the diagnosis. Information technology input will be through the electronic health record that should also provide a history of previous episodes of care and the conclusions reached.

Within Hodges' model below I have added socio-technical and governance. Perhaps, as a systematic scoping review and applied to a specific healthcare profession there is less emphasis on the 'political' dimensions of decision making (management, policy, rules, reporting, targets). Equally from a nursing perspective there is the 'data cleaning' within the research process but then also nurses, and students in particular not being negatively impacted by comments about a forthcoming clinical placement, or a patient / client who has been referred (or referred) to the service / team.




individual - self
|
INTERPERSONAL : SCIENCES
humanistic ----------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group- population

individual as subject of mental health Dx

Individual knowledge and experience
Reflection
Learning and decision-making styles and bias
(positive and negative?)
Feedback from Collective Intelligence?


individual as subject of physical Dx


Analysis
Individual Input
Group Input
Synthesis

Information Technology

Collaborative working
Clinical Teams

Level of SOCIO-technical
integration
outcomes
Studies were:
 individual or group process
several a combination.

governance


My source:

Radcliffe, K., Lyson, H. C., Barr-Walker, J., & Sarkar, U. (2019). Collective intelligence in medical decision-making: A systematic scoping review. BMC Medical Informatics and Decision Making, 19(1), 158. https://doi.org/10.1186/s12911-019-0882-0

Monday, April 20, 2009

Leadership Qualities Framework: individuals, teams, boards and systems

I've been catching up on some reading and according to Mike Cooke the (NHS) Leadership Qualities Framework includes vision, emotional intelligence and continued delivery of results. To which he adds:

'We need all three plus the marketing and political skills and some productive leadership skills thrown in. It is about balance in individuals, teams, boards and systems.'
So in Hodges' model then:

individualsystems
teamsboards

There is nothing special about this formulation whether as part of the Leadership Qualities Framework or Hodges' model. Individuals, teams, boards and systems are fundamental building blocks to any attempt to encapsulate and understand the world of local, regional and global health and much more besides.

Mike Cooke, Good Management: On Sizzling Leadership, HSJ, Jan 22, 2009, p.24.