1. KS Project Work Session 3 Group Dynamics Team Selection & Management

2. Objectives Understanding of group development and dynamics Acquisition of group management skills Provision of basic training for group leaders

3. Group development Tuckman’s (1965) five stages of group progression:

4. Stage characteristics

5. Facilitator’s role during stages

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

7. Scenario 1

8. Scenario 2

9. Scenario 3

10. Scenario 4

11. Scenario 5

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.]

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.]

18. Choosing & Developing group leaders Leadership Theories Leadership traits Leadership skills

19. Leadership theories (Adapted from Kong et al., 2007)

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.

22. Identifying Leadership roles Mintzberg’s (1973) managerial roles organized in 3 categories:

23. Interpersonal role

24. Informational role

25. Decisional role

26. Cultivating Leadership skills The three C’s of leadership skills:

27. Communicating Message delivery process: (Adapted from Kong et al., 2007)

28. Communicating Message-receiving process: (Adapted from Kong et al., 2007)

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)

32. We don’t know the expectations of others

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.

35. Levels of Conflict

36. Level of Conflict Exercise

37. Level 1

38. Level 2

39. Level 3

40. Level 4

41. Level 5

42. CRISIS 危机 Danger + Opportunity [wēijī]

43. Exercise: Landing the UFO

45. Conflict Management Style Exercise

46. Specific Strategies to Resolving Conflicts

48. Avoiding Turtle: No winners, no losers

49. Avoiding Turtle: No winners, no losers

50. The Avoiding Turtle

51. The Avoiding Turtle

52. Accommodating Teddy Bear: I lose, you win

53. Accommodating Teddy Bear: I lose, you win

54. The Accommodating Teddy Bear

55. The Accommodating Teddy Bear

56. Competing Shark: I win, you lose

57. Competing Shark: I win, you lose

58. The Competing Shark

59. The Competing Shark

60. Compromising Fox: You bend, I bend

61. Compromising Fox: You bend, I bend

62. The Compromising Fox

63. The Compromising Fox

64. Collaborating: I win, you win

65. Collaborating: I win, you win

66. The Collaborating Owl

67. The Collaborating Owl

68. High Cooperation Low Assertion High Assertion Low Cooperation

69. Initiating Conflict Resolution

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.