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Explore the dynamics of effective group work, from forming to performing stages. Learn about group needs, facilitation tools, and models such as Tuckman's and Belbin's theories. Understand the role of the facilitator and develop skills to support group outcomes.
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Unit 5 – Effective Group Work Aim • Explore different aspects of group learning Learning outcomes • Consider the learning needs of groups when planning learning • Describe the way groups form and develop • Develop some tools to help facilitate groups
Group: Things to consider • Is the purpose to meet the needs of different individuals or is there a shared goal or outcome that is expected to be met? • Is there a clear task or is the learning process driven? • Is there a shared commitment to the work? • Is it about decision making or personal learning? • Is it about sharing between equals or requiring strong leaders?
Identifying Learning Needs Statutory Continuous Professional Development Specific need
The group dynamic triangle Task Process Support
forming storming norming performing adjourning Tuckman’s Model of Group Development and Behaviourhttp://www.businessballs.com/tuckmanformingstormingnormingperforming.htm
Belbin’s Team Role Theory • Co-ordinator • Resource investigator • Team worker • Shaper • Company worker/ implementer • Completer/ finisher • Plant • Monitor/ evaluator • Specialist
The role of the facilitator To support the group achieve the outcome of their learning needs Encourage divergent thinking skills Generate ideas Allow free flowing open discussion Seeking diverse points of view Suspend judgment
Heron’s Modes of Facilitation • Hierarchical • Co-operative • Autonomous
Heron’s Dimensions of Facilitation • Planning • Structuring • Meaning • Confronting • Feeling • Valuing
Planning To do with the: • Programme • Aims • Learning objectives • Assessment • Evaluation
Structuring To do with structuring of learning experiences, for example: • The environment and methods • How these are managed and organised • The design and content
Understanding Meaning Making sense of and understanding what’s going on in the learning group, in the three areas of: • The task • The process of the group • The learning process
Confronting Raising awareness about blocks to learning in the group, for example: • Uncertainty • Lack of knowledge • Attitude problems • Poor communication • Unclear aims and outcomes
Feeling The management of feelings and the emotional life of the group
Valuing Creating a climate of respect for people so that members feel valued and honoured
