Unit 5

1
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

2
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?

3
Identifying Learning Needs

• Statutory
• Continuous Professional Development
• Specific need

4
The group dynamic triangle
Task
Process
Support
5
Tuckmans Model of Group Development and
Behaviour http//www.businessballs.com/tuckmanfor
mingstormingnormingperforming.htm

• forming
• storming
• norming
• performing
• adjourning

6
Belbins Team Role Theory

1. Co-ordinator
2. Resource investigator
3. Team worker
4. Shaper
5. Company worker/ implementer
6. Completer/ finisher
7. Plant
8. Monitor/ evaluator
9. Specialist

7
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

8
Herons Modes of Facilitation

• Hierarchical
• Co-operative
• Autonomous

9
Herons Dimensions of Facilitation

• Planning
• Structuring
• Meaning
• Confronting
• Feeling
• Valuing

10
Planning

• To do with the
• Programme
• Aims
• Learning objectives
• Assessment
• Evaluation

11
Structuring 

• To do with structuring of learning experiences,
  for example
• The environment and methods
• How these are managed and organised
• The design and content

12
Understanding Meaning

• Making sense of and understanding whats going on
  in the learning group, in the three areas of
• The task
• The process of the group
• The learning process

13
Confronting  

• Raising awareness about blocks to learning in the
  group, for example
•    Uncertainty
• Lack of knowledge
• Attitude problems
• Poor communication
• Unclear aims and outcomes

14
Feeling 

• The management of feelings and the emotional life
  of the group

15
Valuing 

• Creating a climate of respect for people so that
  members feel valued and honoured

16
Herons Table
Hierarchical Cooperative Delegation
Planning
Structuring
Meaning
Confronting
Feeling
Valuing