The document outlines several models and processes for group dynamics, change management, and personal development. It includes models such as [1] the AL Set process for helping individuals work through problems, [2] Egan's helping skills model adapted for AL Sets, [3] Tuckman's model of group development that outlines the forming, storming, norming, and performing stages, and [4] a model for organizational change that outlines leveraging opportunities and developing strategies to create valued outcomes. The document also discusses concepts like Schutz's stages of inclusion, control, and openness; Gerard Egan's model of identifying current/preferred scenarios and strategies for change; and representing motivation, self-

1. The AL Set Process
‘Manual’ – Pages 9 - 13
WORK
SITUATION
PERSONAL SET Skill & Abilities
AGENDA PROCESS
• DIAGNOSIS
• OWNERSHIP
• HOLDING BACK
• TRUST CONTRACT • NOT TAKING SIDES
• TELLING THE STORY • LISTENING
• ‘VENTILATION’ • EMPATHY
• CLARIFICATION • CHALLENGING
- Restating the problem • QUESTIONING
- Spelling out resources available • TIMING INTERVENTIONS
- Identifying all alternative courses of action • GROUP DYNAMICS
• INTERMEDIATE GOAL

2. General Helping-Skills Model - (Gerard Egan - The Skilled Helper - 1979 etc.,)
Adapted for use in AL Sets*
Options Options Agreement
E x p lo r in g U n d e r s t a n d in g A c t io n
With thanks to Peter O’Neill of the ‘Write Now’ CETL for the idea of the ‘options’ element

3. EXACT Goal-Setting (to replace/support SMART goals)
EXciting inspiring, a relief
Assessable measurable
Challenging a stretch
Time framed 3 or 6 months

4. Gerard Egan:- “Change Agent Skills –
B: Managing Innovation & Change”
1 2 3
Current Preferred Strategy:
Scenario Scenario Getting There
A: A: A:
Story Possibilities Strategies
B: C: C:
B: B: C:
Blind Lever- Commit-
Agenda Best-fit Plan
Spots age* ment
* e.g. Pareto principle
ACTION LEADING TO VALUED OUTCOMES
A Model for Organisational Change (Model B)

5. ‘Leverage’ – using the Pareto principle
20% of
results
80% of
effort
80% of
20% of results
effort

6. Adapted from Tuckman, B. (1965), Developmental sequences in Small Groups, Psychological Bulletin,
Volume 63, Number 6, Pages 384‑ 99, American Psychological Association
GROUP STRUCTURE TASK ACTIVITY SCHUTZ’s
The pattern of interpersonal The content of interaction as related to the (FIRO)
relationships; the way members act task at hand. STAGE
and relate to one another.
Forming: Testing and Independence Orientation to the task
orientation, testing and INCLUSION
dependence (Testing:-politeness, impersonal, guarded, watchful)
Storming: Intragroup conflict Emotional responses to task demands
resistance to group influence CONTROL
and task requirements (Infighting:- confrontations, conflicts, opting out,
demotivation, feeling ‘stuck’)
Norming: Ingroup feeling and cohesiveness develop; new Open exchange of relevant interpretations; intimate,
openness to other group standards evolve and new roles are adopted personal opinions are expressed
members OPENNESS
(Doing:- getting organised, developing skills, establishing
procedures, giving feedback, high task orientation,
confronting issues, competence assessment)
Performing: Roles become flexible and functional; structural Interpersonal structure becomes the tool of task
constructive action issues have been resolved; structure can activities; group energy is channelled into the task;
support task performance solutions can emerge
(Identity:- closeness, group maturity, resourceful,
flexible, open, effective, supportive, sharing, tolerance

7. Motivation, Self-esteem, Energy, Commitment
‘A Learning Curve’
Opportunity
Crisis
Point Danger
TIME