Pgd0015 group dynamic topic 2

Joining Together: Group Theory and Group Skills, 10eDavid W. Johnson & Frank P. Johnson

© 2009 Pearson Education, Inc.All Rights Reserved.

Experiential Learning

TOPIC 2TOPIC 2



Group activity: Your skill level



1. Reflect on the 10th different answers to the question “Who am

I”• Count how many group memberships you Count how many group memberships you

belongs to – compare with your friendsbelongs to – compare with your friends

• Are those list considered you are a member Are those list considered you are a member of a group?of a group?

• What is your role? What is your role?

• Which one is much more important – as Which one is much more important – as individual or in a group?individual or in a group?



2. Answer the following:1. How do you see yourself as a group member? What is 1. How do you see yourself as a group member? What is

your pattern of behaviour in functioning within groups?your pattern of behaviour in functioning within groups?

2. What are your strengths in functioning in groups?2. What are your strengths in functioning in groups?

3. What situations within groups do you have trouble with 3. What situations within groups do you have trouble with and why? How do you feel when faced with them? How and why? How do you feel when faced with them? How do you handle them? How would you like to handle do you handle them? How would you like to handle them?them?

4. What group skills do you wish to improve? What 4. What group skills do you wish to improve? What changes would you like to make in your present group changes would you like to make in your present group behavior? What new strengths in group behavior would behavior? What new strengths in group behavior would you care to develop? What new group skills would you you care to develop? What new group skills would you like to acquire?like to acquire?



3 important point must know!

1.1. Procedural LearningProcedural Learning

2.2. Action Theories Action Theories

3.3. Experiential Learning Experiential Learning



Procedural Learning (PL)

1.1. Learn the theory conceptually (eg: Theory to get Learn the theory conceptually (eg: Theory to get straight As in exam)straight As in exam)

2.2. Translate this conceptual understanding into a set of Translate this conceptual understanding into a set of skillsskills

3.3. Use the learned skillsUse the learned skills4.4. Eliminate errors in using the skills by practice so that Eliminate errors in using the skills by practice so that

you would achieve routine use, automated level of you would achieve routine use, automated level of mastery mastery

Only by using group skills will you gain an understanding Only by using group skills will you gain an understanding of what group dynamics is and how useful it can be. of what group dynamics is and how useful it can be.



Action Theories (AT)

• Theories about what steps need to be taken Theories about what steps need to be taken to achieve a desired consequence in a to achieve a desired consequence in a given situation.given situation.

• When behavior is automatic, action When behavior is automatic, action theories are based on theories are based on tacit knowledge tacit knowledge (common sense) (common sense) – we are rarely aware of – we are rarely aware of them (hard to explain eg: how to tackle a them (hard to explain eg: how to tackle a girl?)girl?)



Experiential Learning (EL)

• Generating an action theory from one’s own Generating an action theory from one’s own experiences and then continually modifying it to experiences and then continually modifying it to improve one’s effectivenessimprove one’s effectiveness

• As a result, the learner’s As a result, the learner’s – Cognitive structures changeCognitive structures change– Attitudes are modifiedAttitudes are modified– Behavioral repertoire is expanded Behavioral repertoire is expanded

• The three elements are interconnected – one’s The three elements are interconnected – one’s whole cognitive-affective behavioral system has to whole cognitive-affective behavioral system has to change. Change in only one component will not change. Change in only one component will not do itdo it



Take action on the basis of one’s current action theory

-------------------------------------

Implement revised action theory by taking modified

action

Reflect on how effective actions were and

reformulate/refine the

action theory

Assess consequences and obtain feedback

Kurt Lewin’s 4 stage s of EL process



Principles of Experiential Learning • People will believe more in knowledge they discovered People will believe more in knowledge they discovered

themselves than in knowledge presented by othersthemselves than in knowledge presented by others• Perceptions of oneself and one’s social environment must Perceptions of oneself and one’s social environment must

change before changes in action theories, attitudes and change before changes in action theories, attitudes and behaviors will take place.behaviors will take place.

• The more supportive and caring the social environment, The more supportive and caring the social environment, the freer the person is to experiment with new behaviors, the freer the person is to experiment with new behaviors, attitudes and action theories. attitudes and action theories.

• Group context is better than individual context.Group context is better than individual context.• Both the person and the social environment change Both the person and the social environment change • A person accepts a new system of action theories, attitudes A person accepts a new system of action theories, attitudes

and behavioral patterns when he/she accepts membership and behavioral patterns when he/she accepts membership in a new groupin a new group



Learning Group Skills

1.1. Understand the relevance of the skillUnderstand the relevance of the skill2.2. Understand the skill, its component behaviors, and when Understand the skill, its component behaviors, and when

it should be usedit should be used3.3. Find situations where you can practice the skill over and Find situations where you can practice the skill over and

over again with a coachover again with a coach4.4. Assess how well the skill is implementedAssess how well the skill is implemented5.5. Keep practicing until the skill becomes automaticKeep practicing until the skill becomes automatic6.6. Set up manageable practice unitsSet up manageable practice units7.7. Get friends to encourage you use the skillGet friends to encourage you use the skill8.8. Help others learn the skillHelp others learn the skill



“All Men By Nature Desire To Learn”Aristotle

• Experiential learning stresses psychological Experiential learning stresses psychological success, the sense of accomplishment in learningsuccess, the sense of accomplishment in learning

• What leads to success?What leads to success?– You are able to define your own goalsYou are able to define your own goals

– The goals are related to your central needs and valuesThe goals are related to your central needs and values

– You are able to define the paths that lead to the You are able to define the paths that lead to the accomplishment of the goalsaccomplishment of the goals

– The goals represent a realistic aspiration for youThe goals represent a realistic aspiration for you



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



Observing A Group In Action

• Describing and recording behavior as it occurs (How Describing and recording behavior as it occurs (How often are certain events or actions happening?) often are certain events or actions happening?) inferences about the group processinferences about the group process

• Problem: potential lack of objectivity Problem: potential lack of objectivity • Solution: structured coding systemsSolution: structured coding systems1.1. Define exactly the behaviors, skills and events being Define exactly the behaviors, skills and events being

observedobserved2.2. Determine the time period of data collectionDetermine the time period of data collection3.3. Enter the actions in question in the 1Enter the actions in question in the 1stst column, and make column, and make

additional columns for each member of the group. Make additional columns for each member of the group. Make a final column to record the total for each rowa final column to record the total for each row



A Typical Skill Training Session

1.1. Introduction, warm up discussionIntroduction, warm up discussion2.2. Exercise Exercise 3.3. Participants conceptualize, analyze and Participants conceptualize, analyze and

summarize their experience, with the help of summarize their experience, with the help of discussion questions and data feedbackdiscussion questions and data feedback

4.4. General session – integration of learnings, General session – integration of learnings, theory, and researchtheory, and research

5.5. Discuss how to apply the learnings and skillsDiscuss how to apply the learnings and skills6.6. EvaluationEvaluation7.7. Closure Closure



Summary

• Action theoryAction theory action action reflection reflection new new (refined) action theory (refined) action theory action action reflection, etc. reflection, etc.

• Progressive refinement of knowledge and Progressive refinement of knowledge and skills as the procedures are practiced, skills as the procedures are practiced, practiced and practicedpracticed and practiced

• Participation and observation Participation and observation • Ethical concerns Ethical concerns

Pgd0015 group dynamic topic 2

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