This document provides guidance on group dynamics and team management for project work. It discusses Tuckman's five stages of group development and the facilitator's role in each stage. It also addresses factors that influence individual group members' roles, such as positive roles like leader and listener, and negative roles like tyrant and distracter. The document outlines techniques for identifying and developing leadership, including traits of effective leaders. It provides guidance on communication, coaching, and managing conflicts between group members. The document also offers strategies for forming heterogeneous groups and building team rapport.
Training & Development: Role Play, Sensitivity Training & Behavioral ModelingNavitha Pereira
The presentation highlights the key points of training and development techniques: role play, sensitivity training and behavioral modeling with the help of examples.
Training & Development: Role Play, Sensitivity Training & Behavioral ModelingNavitha Pereira
The presentation highlights the key points of training and development techniques: role play, sensitivity training and behavioral modeling with the help of examples.
Working styles: Leveraging our differences for successmlcvista
Presentation by Kia Mou and Sarah Gleason, Side by Side Associates, to Minnesota Literacy Council AmeriCorps VISTA members and site supervisors 10/05/12
A Trainers' Guide to Successful Conflict Styles WorkshopsRiverhouse ePress
Thirty page trainers guide by Dr. Ron Kraybill, a peacebuilding trainer with many years' experience, provides detailed, step-by-step guidance for leading workshops on conflict styles. Keyed to the Style Matters conflict style inventory, the guide works with any five-styles-of-conflict inventory that is based on the Mouton Blake Axis, including the Thomas Kilmann Conflict Mode Instrument.
The 2017 revision includes detailed guidance for use both in the classroom as well as online
Includes links to extended resources on the web.
The Thomas-Kilmann Conflict Mode Instrument assesses an individual’s typical behavior in conflict situations and describes it along two dimensions: assertiveness and cooperativeness. The model has 5 conflict modes.
This instrument is useful as a conflict resolution tool.
For more information on how to use the TKI with your team, contact the Corporate Learning Institute at 800-203-6734 or at corplearning@corplearning.com
An expanded Conflict Resolution Presentations which gives more practical advice on how to use the information.
I had members of the class give real life examples of Conflict Causes as listed on pages 13-18 . This helped bring out some very REAL issues (without centering anyone out) that we were able to provide resolutions for. Worked well. Good Luck.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
HRM3120
Individual and Organisational Change
2013 - 2014
Reflective Journal
Name and Family Name
Student ID
Table of Contents
Introduction………………………………………………………………………………..4
What is Reflection? ……………………………………………………………………… 6
Tools for Reflection ……………………………………………………………………….7
Wk 1: Introduction to the Module ………………………………………………………...8
Wk 2: A Changing World ……………………………………………………………….11
Wk 3: What does this mean for Employability?................................................................14
Wk 4: Marketing Yourself 1…………………………………………………………......17
Wk 5: Understanding Yourself 1........................................................................................20
Wk 6: Marketing Yourself 2..............................................................................................23
Wk 7: Understanding Yourself 2…………………………………………………………26
Wk 8: The Individual and Change.....................................................................................29
Wk 9: Tutorial 1………….................................................................................................31
Wk 10: Tutorial 2…………………………………………………………………..…….33
Wk 11: Taking Stock and Creative Management..............................................................35
Wk 12: Understanding Organisations................................................................................38
Wk 13 Leadership of Change…………………………………………………………….40
Wk 14: Models of Change 1…….......................................................................................43
Wk 15: Models of Change 2…….......................................................................................46
Wk 16: Systems Diagramming 1........................................................................................49
Wk 17: Systems Diagramming 2…....................................................................................52
Wk 18: Working with Case Studies...................................................................................55
Wk 19: Taking Stock through Reflective Practice.............................................................57
Wk 20: Tutorial 3...............................................................................................................60
Wk 21: Tutorial 4…….......................................................................................................63
Wk 22: Theatre of Change Production...............................................................................66
Wk 23: Self-directed Study: Reflecting on your Learning Journey...................................69
Wk 24: Self-directed Study: Completion of Reflective Journals.......................................71
Introduction
Throughout your time at university, a lot of emphasis has been placed on supporting you to develop your skills in using reflection as a tool for learning from experience. The main reason for this is to provide you with a way of thinking a ...
Working styles: Leveraging our differences for successmlcvista
Presentation by Kia Mou and Sarah Gleason, Side by Side Associates, to Minnesota Literacy Council AmeriCorps VISTA members and site supervisors 10/05/12
A Trainers' Guide to Successful Conflict Styles WorkshopsRiverhouse ePress
Thirty page trainers guide by Dr. Ron Kraybill, a peacebuilding trainer with many years' experience, provides detailed, step-by-step guidance for leading workshops on conflict styles. Keyed to the Style Matters conflict style inventory, the guide works with any five-styles-of-conflict inventory that is based on the Mouton Blake Axis, including the Thomas Kilmann Conflict Mode Instrument.
The 2017 revision includes detailed guidance for use both in the classroom as well as online
Includes links to extended resources on the web.
The Thomas-Kilmann Conflict Mode Instrument assesses an individual’s typical behavior in conflict situations and describes it along two dimensions: assertiveness and cooperativeness. The model has 5 conflict modes.
This instrument is useful as a conflict resolution tool.
For more information on how to use the TKI with your team, contact the Corporate Learning Institute at 800-203-6734 or at corplearning@corplearning.com
An expanded Conflict Resolution Presentations which gives more practical advice on how to use the information.
I had members of the class give real life examples of Conflict Causes as listed on pages 13-18 . This helped bring out some very REAL issues (without centering anyone out) that we were able to provide resolutions for. Worked well. Good Luck.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
HRM3120
Individual and Organisational Change
2013 - 2014
Reflective Journal
Name and Family Name
Student ID
Table of Contents
Introduction………………………………………………………………………………..4
What is Reflection? ……………………………………………………………………… 6
Tools for Reflection ……………………………………………………………………….7
Wk 1: Introduction to the Module ………………………………………………………...8
Wk 2: A Changing World ……………………………………………………………….11
Wk 3: What does this mean for Employability?................................................................14
Wk 4: Marketing Yourself 1…………………………………………………………......17
Wk 5: Understanding Yourself 1........................................................................................20
Wk 6: Marketing Yourself 2..............................................................................................23
Wk 7: Understanding Yourself 2…………………………………………………………26
Wk 8: The Individual and Change.....................................................................................29
Wk 9: Tutorial 1………….................................................................................................31
Wk 10: Tutorial 2…………………………………………………………………..…….33
Wk 11: Taking Stock and Creative Management..............................................................35
Wk 12: Understanding Organisations................................................................................38
Wk 13 Leadership of Change…………………………………………………………….40
Wk 14: Models of Change 1…….......................................................................................43
Wk 15: Models of Change 2…….......................................................................................46
Wk 16: Systems Diagramming 1........................................................................................49
Wk 17: Systems Diagramming 2…....................................................................................52
Wk 18: Working with Case Studies...................................................................................55
Wk 19: Taking Stock through Reflective Practice.............................................................57
Wk 20: Tutorial 3...............................................................................................................60
Wk 21: Tutorial 4…….......................................................................................................63
Wk 22: Theatre of Change Production...............................................................................66
Wk 23: Self-directed Study: Reflecting on your Learning Journey...................................69
Wk 24: Self-directed Study: Completion of Reflective Journals.......................................71
Introduction
Throughout your time at university, a lot of emphasis has been placed on supporting you to develop your skills in using reflection as a tool for learning from experience. The main reason for this is to provide you with a way of thinking a ...
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Groupwork and Training".
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Student’s Name:
Instructor:
Course:
Date:
GROUP DEVELOPMENT MODELS
The reason why I chose the topic was to help give an incisive look into the development of groups. The knowledge provided by this paper will help team leaders know how to effectively manage groups in order to achieve effective attainment of the goals of the group.
The aim of the paper is to provide the reader with the five models of group development namely Forming, Storming, Norming, Performing and Adjourning. The paper will provide a detail analysis of each of the stages in group development. The paper also offers advice to leaders on the activities they can develop at each of the stages in order to achieve the goals of the group.
I hope that by learning more on the topic, the knowledge will help me when working in a group and solving conflicts in the right way. The knowledge will also help me know how to achieve the goals of a group when working in a group.
The group development models are Forming, Storming, Norming and Performing. Members in a group undergo different changes from a collection of strangers to a united entity. Psychologist Bruce Tuckman models described these stages in a 1965 article titled “Developmental Sequence in Small Groups.” He added “Adjourning” later on. An understanding of these four models will help a group become effective fast.
Forming. Most team members are polite and positive. Some are anxious as they haven’t understood fully the work the team will perform. Some may be excited about the task ahead. The leader plays an important role in this stage due to lack of clarity of responsibilities and roles of team members. Members make an effort to know their new colleagues (Egolf, 2013).
Storming. Team members push against limits established in the forming stage. Many teams fail at this stage. Conflict arises due to different working styles which frustrate team members. Team members may challenge authority of the leader or feel overwhelmed by workload due to undefined roles or have an issue with approach the leader has taken. Some members may resist taking tasks questioning the team’s worth. Members that perform group tasks feel frustrated by lack of support from colleagues (Jérôme Frutiger, 2015).
Norming. Members begin to resolve conflicts, appreciate strength of team members and respect authority of the leader. Members socialize more effectively with each other asking for help from other team member providing constructive feedback. Team members become committed to the goals of the group. Storming and Norming have a long overlap as team members may go back to behavior from storming as new tasks come up (Fatout, 2017).
Performing. Hard work in achieving goals of the team without much friction. Processes and structures in place aid this progress. Team leader focus on developing individual team members and delegating much of their work. Being part of the group feels easy at this stage. Performance of the group won’t suffer even ...
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Teambuilders".
Many fear going up front to speak, present, chair, facilitate etc. more than that they are usually not organized, prepared or systematic. This kills their confidence and invariably the effectiveness of facilitation
This set of slides just adds to the knowledge and skills of facilitation. The literature is ample and the sources of such information are overwhelming too. hope this little contribution shall help the weaker presenters.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
6. Group Activity 1 [30 min] This activity enables you to explore the ways in which as a teacher-facilitator, you can assist students as they progress through Tuckman’s stages of group development. Form groups of 5 members. Read through the scenario that you have been provided. Discuss with your group members how best to manage the situation presented. Write down your views on the flip-chart. Present your ideas to the class
12. Members’ individual characteristics Vernelle (1994) suggests that individual group members will take on roles that affect the way they behave and respond in the group. Factors influencing the roles are: Personal characteristics (e.g. age, gender, race) Social factors (e.g. culture, status) Self-esteem and confidence Past experiences Learning needs
13. Negative Group Roles Adapted from Redl (1972) and Vernelle (1994) Tyrant – dominant & at times, bullying Monopolizer – attention seeking Trivializer – cynical about what the group does and tends to downplay things Silent critic – shows disagreement through non-participation Fixer – attempts to make everything ‘right’ Distracter – disrupts and destabilizes Scapegoat – target of all bullying and blaming
14. Positive Group roles Leader – sets direction and coordinates group Listener – pays a listening ear and shows empathy Peace-maker – exerts a calming influence Motivator - inspires others and spurs the group forward
15. Group Activity 2 [30 min]Relating group roles to the factors influencing their development In your groups, discuss how the various factors may have affected the emergence of the different group roles proposed by Redl and Vernelle. [15 min.] Write down your findings on the chart provided. Share with the rest of the class. [15 min.]
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17. Group activity 3 [30 min] Each group is provided with a classroom scenario. With the help of the group members, identify the various group roles adopted by the protagonists. [15 min.] Discuss how, as a teacher-facilitator, you could promote the positive roles, while deterring the negative ones. [15 min.]
20. 9 Traits of effective leaders (Adapted from Kong et al., 2007)
21. Activity 4 [10 min.]: Identifying potential group leaders At the start of PW, you can identify potential group leaders using the ‘Assessing potential leaders’ instrument. Note that the tool only assesses potential leaders, not actual leadership qualities. Work through the instrument to assess your own leadership potential.
29. Coaching Coaching is giving feedback to group members to motivate, maintain and improve performance. Success in PW is to a large extent dependent on the kind of feedback given by teacher facilitators and group leaders.
30. Guidelines for coaching Cultivate a supportive relationship between group members Praise and give due recognition Avoid blaming, criticism and embarrassment Focus on the behaviour, not the person, e.g. instead of ‘don’t talk all the time’, say ‘can we hear what others have to say?’ Give coaching feedback, i.e. focus on how to improve rather than on the mistakes. (Adapted from Kong et al., 2007)
34. The BCF model The BCF model describes a conflict in terms of Behaviour (B), Consequences (C) and Feelings (F). Example: when you do B, C happens and I feel F.
71. Team grouping Homogeneous grouping is the placement of students of similar characteristics (abilities, gender, race) into one group. Heterogeneous grouping is when groups are made up of members of diverse characteristics, i.e. they differ in terms of academic ability, gender, character, race etc. Heterogeneous grouping is required for JC project work.
72. Heterogeneous Grouping for mixed-ability classes Know your students’ profile –ability, gender Group size: 4 – 6 Separate the girls and boys into 2 groups For each gender, rank your students from highest to lowest in terms of academic ability. To form five groups ( 1 to 5), assign the first five girls to each of these groups, i.e. first girl to group 1, second to group 2 etc.. Repeat the process for the next five girls, until all the girls have been distributed. Repeat the whole procedure with the boys, but in the reverse order, i.e. assign the last five boys to the five groups first.
73. Heterogeneous Grouping for homogeneous classes Four six groups of five students each, prepare the number (6) types of tokens as of number of groups. For each type of token, prepare the require number (5) as of students in each group. Mix up the tokens and ask the students to randomly pick one each. All students with the same type of tokens are to be in the same group.
74. Team buildingGroup Activity 4 With the help of your group members, organize an ‘ice-breaking’ activity that you could use to build rapport between PW team members. [15 min.] Share or implement your activity with the rest of the class. [20 min.]
75. References Kong, Y. P., Lussier, R. N., & Achua, C. F. (2007). Leadership and teambuilding. Singapore: Thomson Learning. Mintzberg, H. (1973). The nature of managerial work. New York: Longman. Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63: 384-399. Vernelle, B. (1994).Understanding and using groups. London: Whiting & Birch. Redl, F. (1972). When we deal with children: selected writings. New York: The Free Press.
Editor's Notes
Form 5 groups of 5 Prepare 6 flip-charts, each with a scenario of one of the 5 stages of development Allow group members 10 min to go through the scenario and write down how they would manage the situation presented. Each group is to present their findings to the rest of the class.
To provide each group with a scenario with at least five of the group roles demonstrated.
Establish ownership of the problem – e.g. if person A does not turn up for meetings, the other group members have the problem, not A.