Transcript Slides for CPD module 4

Introduction to delivering career development
through group work
Presented by –
Date –
“No man is an island , entire of itself.” John Donne
Aim and objectives
Aim: To develop an understanding of how to develop effective
facilitated group work to support career development
Objectives:
• List the factors that impact on developing a successful
group learning environment
• State why group work is useful for career development
• Discuss the developmental stages of groups
• Practise group methods and analyse usefulness for career
development
Introductions – us as a group?
Work in groups of four.
Introduce yourself to everyone and together decide if you are:
• A collection of four individuals
• A group.
Be prepared to feedback your findings supporting your decision
and introducing everyone in the group.
You have five minutes for this exercise.
What are they talking about?
“It’s the worst part of any training or learning”
“I
feel totally physically sick and never sleep the night before.”
“I will do anything to get out of it – no matter what happens to
me it’s better than doing that.”
“I know I get quiet, my stomach cramps, I shake and on
occasions I have fainted.”
“ It’s really bad, I get a reputation for being a pain, but I just
hate it – why do they all do it to us? We should get them to do
it so they know what it feels like!”
Defining groups
Research has shown that certain properties makes a
collection of people more or less bonded:
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Interdependence
Importance
Interaction
Size
Duration
Permeability
Similarity
Group structure
Cohesions.
Nijstad (2009)
Why have groups?
Learners working in effective groups:
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Improves learners intellectually – encourages articulation of
ideas
Develops: memory, comprehension, analysis , synthesis
and evaluation
Stimulates interest and motivation
Develops communication skills
Enhances social skills
Develops confidence
Develops skills for work
Caters for variety of learning styles.
Adapted from “The Benefits of Group Study”
Journal article by Kenneth C. Petress; Education, Vol. 124, 2004
Developing cohesiveness
Form groups of three to five. Work with people who you do
not know well.
Discuss: How you as a group could enable your learners to
develop a greater sense of ‘groupiness’ or cohesiveness and
encourage the development of Petress’s skills.
You have ten minutes for this exercise.
One member of your group will be asked to share your
findings with another group and if your whole group is large
enough the process will be repeated (World café style).
Cohesive groups
You have to work in groups of 7/8.
Your task is:
To lower the cane, from shoulder height to knee height and
return it to shoulder height, keeping the cane level, at all
times. Your tutor will assess your performance.
You have five minutes for this exercise.
Rules:
• All members of the group must maintain contact with the
cane at all times, while undertaking the task
• The cane must be held on upturned, flat, index fingers - no
curling of fingers, slanting of hands / fingers etc. allowed
• Nothing can be added or taken away from the cane.
Group development
Seven stages of developing cooperative learning groups:
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Defining and structuring procedures, becoming orientated
Conforming to procedures and getting acquainted
Recognizing mutuality and building trust
Rebelling and differentiating
Committing and taking ownership of goals, procedures
and other members
Functioning maturely and productively
Terminating.
Johnson, D.,W. & Johnson, F., P. (1991) adapted model from Tuckman (1965)
Barriers to effective group work
Work in pairs and offer two solutions to the two barriers you
have been allocated.
Think through what could realistically be done in your own
environments. Be creative: idea storm, think of what should
not be done first, go through the letters of the alphabet for
ideas, use mind maps etc.
You have 10 minutes for this exercise.
Summary
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What affects group bonding and togetherness?
What can tutors do to develop these
characteristics in the groups?
What can be done to reduce student anxiety
relating to introducing themselves to the group?
Why have group work in further education?
What did you learn about group cohesiveness?
What stages do groups go through?
How can tutors develop effective learning,
career development groups?
Thank you for attending, please complete an evaluation form
References
Johnson, D., W. & Johnson, R. (1989) Cooperation and competition: Theory and
research. Edina, MN: Interaction Book Company
Johnson, D., W. & Johnson, F., P, (1991) Joining Together, Englewood Cliffs, N.J.:
Prentice –Hall International
Johnson, D., W. & Johnson, R. & Holubec, E. (1990) Circles of Learning:
Cooperation in the classroom 3rd ed., Edina, MN: Interaction Books
Nijstad, B., A. (2009), Group Performance New York: Psychology Press
Petress, K., C. “The Benefits of Group Study,” Education, Vol. 124, 2004
Atherton J S (2011) Teaching and Learning; Group Development [On-line: UK]
retrieved 27 October 2011 from
http://www.learningandteaching.info/teaching/group_development.htm
Tuckman, Bruce W., & Jensen, Mary Ann C. (1977). 'Stages of small group
development revisited', Group and Organizational Studies, 2, 419- 427.