Pgd0015 group dynamic topic 2
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1. Experiential learning involves generating an action theory from one's own experiences and then continually modifying it through a process of action, reflection, and refinement to improve effectiveness. 2. It follows Kurt Lewin's model of a four stage process - taking action based on one's current theory, observing outcomes, reflecting to reformulate the theory, then taking new action based on the revised theory. 3. Learning group skills through experiential learning requires understanding the relevance of the skill, practicing it over and over with a coach, and reflecting on feedback to further develop and automate the skill.
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The T group is described as a social system that is forming during the early stages of a training workshop. It initially lacks many characteristics of a group such as shared purpose, authority structure, agreed topics of discussion, and shared expectations. Participants interact with each other and the trainer to establish structures, roles, and procedures to cope with this ambiguous situation. Their initial attempts are shaped by past group experiences and may involve testing boundaries, self-introductions to establish relationships and status, and different approaches to addressing the lack of direction. This interaction is an essential process by which the T group evolves into a functioning social system through establishing forms, procedures and a model for problem solving within this unique context.
Group Dynamics Week 2
The document discusses group dynamics and communication. It covers differences between groups and teams, communication styles, and why people join groups according to Maslow's hierarchy of needs. It also discusses four levels of competence, choosing group members, and synchronous vs asynchronous communication. The rest of the document outlines the agenda, including discussing group procedures, group theory and five common theories (social exchange, symbolic convergence, structuration, functional, and systems theory). It asks how theory applies to communication and finishes with assignments for the next unit.
Creating promoting action research
Reflection and action research are effective methods for promoting reflective thinking in practitioners. Action research involves practitioners identifying problems, gathering and analyzing data, and applying findings to improve practice. It correlates well with reflective thinking models by using reflective activities at technical, contextual, and dialectical levels. The process of action research creates advantages for developing reflective thinking by prompting practitioners to systematically investigate problems, relate findings to experience and knowledge, consider different perspectives, and reconstruct future practice.
U03a1 – Khanh NguyenHi Khanh,Thanks for your assignment. It ap.docx
U03a1 – Khanh Nguyen
Hi Khanh,
Thanks for your assignment. It appears this assignment may have been submitted prematurely and that you have not actually held your second group session. I notice the paper was submitted on September 7th and your second group session, on which you report in u03a1, is scheduled for September 9th. This would explain various omissions in your paper.
Your report on your second session (u03a1) contemplates that your commentary will relate to your experience of having actually conducted that session. It is intended that nearly all the grading rubric items for this assessment (u03a1) be addressed with specific reference to the group session you have actually conducted.
I believe it’s your intention to apply the Systems Thinking discipline using the ‘Five Whys’ exercise. This certainly sounds interesting. I would suggest you resubmit this assessment when you have completed your second session. I will defer further comment until then.
Thanks, Khanh – Peter
COMPETENCY: Apply change management interventions.
CRITERION: Describe a team development experience based on a relevant learning discipline.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe a team development experience.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain lessons learned for chosen discipline and group dynamics.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain lessons learned for chosen discipline or group dynamics.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain the learning disciplines of team learning and systems thinking.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Analyzes learning disciplines: team learning and systems thinking, providing theory or real-world examples to support explanation.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Describe a team development exercise used with a team, based on a relevant learning discipline.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe a team development exercise used with a team.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
COMPETENCY: Analyze applications of change management principles.
CRITERION: Explain a process used to select a learning discipline and the rationale for its selection.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Distinguished
Explains the process used to select a learning discipline and the rationale for its selection, and supports explanation with relevant theory or real-world examples.
Faculty Comments:“
For more information please see my commentary attached – Thanks, Peter :-)
”
CRITERION: Explain successful and unsuccessful aspects of team development.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not ex ...
Developmental Psychology 2do Bimestre
The document provides an overview of key concepts in developmental psychology and learning, including:
- Learning occurs through experience and causes relatively permanent changes in knowledge or behavior.
- Classical conditioning associates automatic responses with new stimuli through repeated pairing.
- Operant conditioning occurs when voluntary behavior is strengthened or weakened by consequences or antecedents. Reinforcement strengthens behavior while punishment weakens it.
- Observational learning involves paying attention, retaining information, reproducing behaviors, and being motivated to repeat behaviors by reinforcement.
Session 3 learning
The document discusses several key concepts related to learning:
1. Most professionals avoid double-loop learning, which involves questioning underlying assumptions, and instead focus only on single-loop problem solving. This prevents them from learning when strategies fail.
2. People's espoused theories of how they behave differ from their actual theories-in-use, which are governed by values of control, winning, and rationality to avoid vulnerability.
3. Defensive reasoning and "doom loops" discourage testing private assumptions objectively and encourage avoiding responsibility for failures.
DEVELOPMENTAL PHYCHOLOGY AND LEARNING ( II Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Elvia Ivanova Pinza Tapia
Ciclo: Quinto
Bimestre: Segundo
Chapter 13.ppt
This document discusses learning and development in organizations. It begins by outlining learning objectives related to understanding learning organizations, the training process, training design methods, and evaluating training programs. It then defines key terms like education, learning, development and training. The rest of the document details various aspects of the training process including needs assessment, content design using the ADDIE model, delivery methods, and evaluation. It also discusses methods for developing learning organizations and management.
Using discussion forums to enhance critical thinking
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
Reflective practice for teachers
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
Behaviorism
Behaviorism is a learning theory that focuses on observable behaviors and how they are shaped through interaction with the environment. Key behaviorist theorists include Ivan Pavlov, John Watson, and B.F. Skinner. According to behaviorism, learning occurs through conditioning that results from responses to stimuli and reinforcement or punishment. The teacher takes an active role in conditioning students to perform desired behaviors through reinforcement and consequences, while the student learns through their responses and the outcomes they experience. Common types of learning explained by behaviorism are classical and operant conditioning.
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docx
This document provides an overview and instructions for Module 1 of a course on managing individual behavior. Students are asked to complete a case assignment analyzing a personal experience of feeling extremely motivated using Kolb's model of experiential learning. The assignment involves writing a 4-6 page paper with sections on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Students are provided grading criteria and expectations for completing the assignment, which is due at the end of the module. Additionally, students are asked to complete a self-assessment personality test and develop a personal management profile and action plan for a student learning project.
Presentation1 of lucture of friday20 08-10 final
The document discusses organizational behavior and why it is important. It defines organizational behavior as the study of individuals and groups in organizations, emphasizing high performance. It notes that organizational behavior occurs in a global context and involves dimensions of individual/group behavior and organizational processes. Valuing diversity is a core theme of organizational behavior. Organizational learning is important and involves acquiring knowledge to adapt to changing circumstances. Understanding organizational behavior requires studying individuals, groups/teams, and organizational processes.
Presentation1 of lucture of friday20 08-10 final
The document discusses organizational behavior and why it is important. It defines organizational behavior as the study of individuals and groups in organizations, emphasizing high performance. It notes that organizational behavior occurs in a global context and involves dimensions of individual/group behavior and organizational processes. Valuing diversity is a core theme of organizational behavior. Organizational learning is important and involves acquiring knowledge to adapt to changing circumstances. Understanding organizational behavior requires studying individuals, groups/teams, and organizational processes.
Presentation1 of lucture of friday20 08-10 final
The document discusses organizational behavior and why it is important. It defines organizational behavior as the study of individuals and groups in organizations, emphasizing high performance. It notes that organizational behavior occurs in a global context and involves dimensions of individual/group behavior and organizational processes. Valuing diversity is a core theme of organizational behavior. Organizational learning is important and involves acquiring knowledge to adapt to changing circumstances. Understanding organizational behavior requires studying individuals, groups/teams, and organizational processes.
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Pgd0015 group dynamic topic 2
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- 13. Learning How To Be A Participant-Observer Participate actively Observe group members’ actions and the overall group process Give and receive feedback Engage in modified behavior in next group meeting Reflect on feedback personally and jointly with other group members and set goals for improvements