...HEMOPHILIA ORGANIZATION DEVELOPMENT MAY 2009 • NO 4 GROUP DYNAMICS AND TEAM BUILDING Second Edition Ann-Marie Nazzaro National Hemophilia Foundation (USA) Joyce Strazzabosco Consultant and Trainer (USA) Published by the World Federation of Hemophilia (WFH), 2003; revised 2009 © World Federation of Hemophilia, 2009 The WFH encourages redistribution of its publications for educational purposes by not-for-profit hemophilia organizations. In order to obtain permission to reprint, redistribute, or translate this publication, please contact the Communications Department at the address below. This publication is accessible from the World Federation of Hemophilia’s web site at www.wfh.org, Additional copies are also available from the WFH at: World Federation of Hemophilia 1425 René Lévesque Boulevard West, Suite 1010 Montréal, Québec H3G 1T7 CANADA Tel. : (514) 875-7944 Fax : (514) 875-8916 E-mail: wfh@wfh.org Internet: www.wfh.org The Hemophilia Organization Development series aims to help hemophilia society leaders, staff, and volunteers develop the skills necessary to effectively represent the interests of people with hemophilia. The World Federation of Hemophilia does not engage in the practice of medicine and under no circumstances recommends particular treatment for specific individuals. Statements and opinions expressed here do not necessarily represent the opinions, policies, or recommendations of the World Federation of Hemophilia, its...
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...Research Proposal for the Application of Positive Psychology in Training Trainers Introduction Schooling for a number of is a far accomplishment venture. In its most central appearance in America, a individual is expectant to go to at least 12 years of education. Conventional student depart the instructive organization in their belatedly adolescences and either get on an didactic or vocation path, but still as grown-ups they meet many chance for education. University bound scholars choose for at least four or additional years at the university, while others look for work. Many businesses employ company instructors or Human Resources to carry out small training actions in the form of courses or career skills education. Even today’s jobless grown-ups are uncovered to edifying chances in local service place of work or from community support agencies. “In any of these face to face scenarios, a trainer, teacher or facilitator is needed. The trainer’s role in educating adults can encompass many different areas including encouraging growth, assisting adults with problems, preparing adults for current or future work activities or assisting organizations with achieving change” (Caffarella, 2002). Instructors are observation by agenda contributor as topic substance specialist. As such, the teachers has a liability to make a knowledge setting that will make sure accomplishment for grown-up student. Coaches should also be recognizable with chief ideology of grown-up education...
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...participants feel comfortable and get to know each other as soon as possible. The activities the trainer or facilitator uses at the beginning of a course to help the participants get to know each other are known as icebreakers or introductions. Here are a number of icebreakers and introductions you can use. Unique Characteristics - Even if the participants already know each other, the clinical trainer must get to know them. Instead of asking participants to say their names, the trainer can divide the group into pairs and give participants a few minutes to interview each other. Then, each participant should introduce their partners by name and to share at least two unique characteristics about them. Your Favorite Things - The trainer divides the group into pairs and ask participants to tell each other their favorite food or name the animal they feel best describes them and why. This information is shared with the group when participants introduce their partners. Ball Toss - Participants and the clinical trainer form a circle and toss a soft ball around the circle. Participants state their names as they catch the ball. After a few minutes, when they catch the ball, they call out the name of the person who tossed it to them. This activity can also be used throughout the course by substituting a quick information exchange for people’s names. For example, the clinical trainer may ask, “What are the indications for IUD use?” The ball is tossed around the circle and participants...
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...Activity 1 The training session is designed for adults, therefore is autonomous and self-directed, discussions are encouraged with and between the participants, as their own experience is an important resource. This helps with the learning cycle, as they are asked to think about a concrete situation, reflect on it, afterwards we move on to the theory and we finish by planning what they would do differently next time. In order to appeal to different learning styles, different methods are used in this training. We have a case study, group discussions, an established theory and a video. Several factors that may affect learning are considered to help the learners to achieve the objectives. Firstly, individual factors, i.e. prior knowledge, the presentation starts with a short discussion of the concept of ‘Time Management’ (TM) to find out what information needed to pre-teach before jumping into the actual lesson. Another individual factor is motivation; people who are motivated to learn something generally succeed, even if they have to work hard to do so. The benefits are highlighted at the beginning of the presentation in order to make it relevant to the participants and increase their motivation. Secondly, environmental factors, i.e. physical conditions, the room layout should be appropriate, with good lighting, comfortable temperature and ventilation; and trainer’s approach, where the session should have a participatory climate to facilitate learning. The training session...
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...Assignment 2: Designing a Training Program B-Swann LLC: Sponsors a two days financial training program for 20 members B-Swann LLC, sponsors a two days financial training that are offered as part of the “ added benefit for members”. The training are educational. Money management concepts and tools are presented in an informative, enjoyable, and professional manner. The training feature practical information and are relevant to all income and females educational occupation. B-Swann was founded 2013 , in Greensboro, North Carolina . B-Swann defines who we are. A legally organized and incorporated organization comprising of Black people with a mission, aims and objectives of unifying ourselves, to build a sense of togetherness, for the purpose of helping ourselves and the entire Pan – African community in general in the areas of education, health, business wealth and finance as well supporting political initiatives for Black people. B-Swann intend to build a strong Black community in which we can stand together as a dignified and respectful people. To build a sense of togetherness while instilling historical awareness and values of respect, trust, support and care for each other: • Creating jobs for our youth • Providing loans • Supporting Black businesses • Educational awareness, workshops and seminars The employees to be trained are the female members. After three decades of dramatic social change, more women are managing money than ever before. Whether they...
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...and for me, Larkins (2014) is very simplistic: Group facilitation is an important management skill that can really help a team achieve their goals in the most effective and constructive manner. The role of the facilitator is to help the group make progress and find their own solution in the easiest and most effective way. I will be looking at two cases of group facilitation undertaken during our recent module. In the first case (Case A), as a group we were tasked to agree upon a plan for a fictional charity in order to ‘generate more income’. In the second case (Case B), the group were tasked to come up with a solution to a specific issue concerning a member (issuer) of the group. In both cases, my role was that of being a set member. There are many facets to the role of being a facilitator and the International Association of Facilitators (IAF, 2003) has six core competencies, namely: Create Collaborative Client Relationships Plan Appropriate Group Processes Create and Sustain a Participatory Environment Guide Group to Appropriate and Useful Outcomes Build and Maintain Professional Knowledge Model Positive Professional Attitude The plethora of literature on facilitation looks at how important the following are: building relationships between the facilitator and the group, appropriate planning, ensuring the right environment, specific outcomes and goals, maintaining professional knowledge as well as being in tune with your self-awareness. They are like building blocks...
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...The Tavistock Method: An In-Depth Analysis of Group Dynamics As a group, we decided that the first step was to agree upon a common goal and collaborate on how to achieve it. With no set guidelines to work within, what seemed like an easy task took us a bit of time to comprehend and complete. Even though we discussed other possible avenues, Marko posed that we create a fundraiser. There was much deliberation amongst the group, as Akila urged us to explore other options and not settle for the first good idea put on the table. However, it was decided that, due to time constraints, a fundraiser for veterans would give us the greatest opportunity to demonstrate both creativity and effectiveness seen in a successful group. The next progression was to figure out how we were going to pitch this fundraiser. After a series of practically unanimous discussions, we decided to create a “Tuff-Mudders” like event, with Mark’s enthusiasm leading the way. The fundraiser would be held exclusively on US college campuses, and included an obstacle course aimed at getting students, faculty, and surrounding areas’ participation. We would cover our operating costs, eighty percent of profits would go to the vets and, as an added incentive, the rest would be donated to the host school. Our creative side was fully exposed here, and the group members each stepped up to take on various operational roles to get this project off the ground. Simultaneously, the individual roles of a group presented...
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...as the purpose of our workshop was to bring drama to an age group that might not have had a chance to experience it. Although our group was not on the same calibre as the groups that Boal's in the theatre of the oppressed it is still just as important for them to experience drama, “Even if they had all been homogeneous groups I feel that this introduction would have been necessary” (Boal,1992) this clearly shows that it is important that we use facilitation in this way. Although I missed a section of this module, due to health reasons, I feel that I have tried my best to put in an equal effort towards to outcome as my peers. I have tried to use my own experiences being a participant in workshops myself and also my experience being a facilitator at a local drama school to influence my decisions in the planning and development process. As I was working with children of a similar age, I felt that this influenced the way I worked in this module and gave me a better understanding of the target group and what they would find engaging. I have also offered my contribution in group discussions, which lead to Helen using an exercise that I had previously been a participant of and understood how it developed understanding of power and status. I also discussed with Michael ways in which he could make his exercise more inclusive as I...
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...Step 1: Review Documents (Task should be accomplished three months or more prior to the actual TTX) Below is a list of supporting exercise documents provided in your TTX: • Exercise Planner Instructions – The instructions function as a guide for the exercise planner. This document provides step-by-step instructions on how to develop and execute the tabletop exercise. • Situation Manual (SitMan) – The SitMan includes a detailed description of the scenario and potential questions to be used during the exercise. Throughout the exercise, participants are encouraged to use the manual to supplement the information presented and stimulate discussion. • Presentation – These PowerPoint slides mirror the SitMan and are used by the exercise facilitator to guide participants...
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...article that I chose to review, Say What?, studies several popular talk show hosts in regards to the methodologies that are used to facilitate their television shows and identifies the findings to be a better facilitator. Although the article written by Charles Butler is older, as it was written in 1993, it provides an interesting perspective of the usage of facilitation and practical applications relevant to the class material. The following is a review of Butler’s article which focuses on the strengths and weaknesses of the content and correlates the authors’ findings to applications that could be used in meetings that I facilitate. Butler’s article examines four different styled television talk show hosts Geraldo Rivera, Maury Povich, Sally Jessy Raphael and Phil Donahue. He reviews each of their television program’s structure and uncovers independent facilitation focuses that each use to successfully interview and deliver a successful show. Butler reviews sample topics these celebrities present and some interfaces that occur on their shows by providing a backstage perspective, followed by an insight from each host. A summary of facilitation skills is included at the end of the article that identifies 14 skills and the role they play in being a good facilitator. The purpose of Butler’s article is to introduce the reader to different facilitation styles used in talk shows and demonstrate the importance that each host places in facilitating their talk shows. ...
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...consider these to be the basic requirements that should be a must for the teacher – the rest of the requirements (/qualities) are a consequence of the way of being as person, or the schooling environment, as well as the culture of the students, willingness to study, capacity of staying focused, life experience, age, aso. Task 2 – State what you consider to be the five most important roles of a teacher. Describe each role and say why you think it is important. 1. Tutor; 2. Resource or facilitator; 3. Prompter; 4. Assessor; 5. Manager (and also controller on the same rank of importance). 1. Tutor: in my opinion, the tutor characteristic of a teacher is outstanding in front of the others roles. Why? Because it requires delivering the information while having a more personal approach than speaking to a group, or speaking on a general topic. Unlike the manager role, the student gets a different learning experience if approached in an individual and (a more) personal way. 2. Facilitator: this role implies maintaining a relatively close approach to the students, and in case...
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...According to Onganga, O O.The effectiveness and efficiency of Kenyan educational radio programs for teaching English in Standard 6 classes were assessed in a research project which was undertaken as part of a training program jointly organized by the African Curriculum Organization, the Kenya Institute of Education, the University of Nairobi, and the German Agency for Technical Cooperation. Additional study objectives were to determine the extent of radio program use and examine the problems associated with such use. Teachers of Standard 6 classes in 50 schools in the South Nyanza District who used the English language programs were asked to participate by responding to a questionnaire and by being observed during the presentation of a radio lesson. Data were gathered on such items as content coverage, relevance to pupil workbook, language level, enjoyment and interest, radio reception, dialog quality, support materials, distribution of audio equipment, and the classroom teacher’s part in the program presentation. Results indicate that classroom teachers leave the majority of teaching to the radio teacher, when they should be creating an environment to help students use radio instruction effectively and developing their own supplementary materials. It is recommended that programs be designed to stimulate exploratory and critical attitudes and to suggest projects. According to Baiyun Chen, Amy Sugar, and Sue Bauer (September/October 2012) in recent years, learning analytics...
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...University of Phoenix Material Group Influence This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to: • Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group • Study how the group members interact and impact one another • Analyze how the group behaviors and communication patterns influence social facilitation • Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation. Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis: Part I • How were...
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...Tips for Group Facilitators Effective facilitators unlock the power of the individual and show groups how to reach their desired goals. As facilitation skills improve within the group, people become more creative and productive, and are able to seize opportunities for dramatic gains in their struggle. Creating the Environment: 1. Post Group-related quotes, banners, posters, photos etc on the wall. 2. Clip cartoons, newspaper articles on issues or themes and post them around the room. 3. Use color to enliven the room: flip charts, posters, tent cards, etc. 4. Learn to make simple line drawings and incorporate them into your visual aids (flip charts and slides). 5. Bring toys into the room related to the topic being discussed. For example, if training on problem solving, bring in different types of puzzles and brain teasers. Icebreaker Ideas: 1. Have Group members write down 3 truths and 1 lie about themselves. Then have the rest of the Group guess which is the lie. 2. Have Group members identify one thing others don’t know about them. Then have the group guess who’s who. 3. Have each person identify several people on the Group who are most different from themselves. Then try to find 5 things in common with those "different" people. 4. Have each person share three rules they live by. Then develop rules for the Group to live by. 5. Write 3X5 cards with statements about Groups (ex: Good Groups never disagree). Distribute cards...
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...AHP -3-503 -Inter-professional Learning Reflection on group process Reflection summary Following completion of the above unit, I reflected on the group process (comprising 10 members of students from various allied health professions), considering my role in the group, how I related to others and the group in relation to the relevant theory. I have written this reflection using John’s Model For Structured Reflection (2000). Looking in During this unit, each group was given a task to design a campaign to raise awareness about the allied health professions, to be pitched at those who were in primary and secondary education and also to graduates. This was then to be presented to some of the other groups at the end of the unit. We began by discussing and sharing our ideas within our group. Reflecting back over this unit, I was quite aware of how the group of ten did appear quite large to begin with, and I felt it was difficult at times for everyone to have their say, including myself. I did feel that I held back on saying some of my ideas, partly because initially I did not feel comfortable sharing them in a group of people I didn’t know very well and felt that I was lacking a bit of confidence to speak up. There were some members who spoke more than others, which I was expecting, but I did feel that everyone was trying to make a contribution and felt happy that everyone was been given an opportunity to speak and share ideas. As we got to know each other better, I...
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