II.
Five Stages of
GROUP
DEVELOPMENT
As a Facilitator , knowing
what to look for and how to
manage the challenges can
have a big impact on how
your group progresses.
Group Development stages
Forming Storming Norming Performing Adjourning
Stage 1 -- Orientation
(Forming)
Groups members try
to set rules for group
behaviors
Forming
Forming Individuals start to
find out about each
other.
Guidance is needed
from the leader.
Stage 2: Power Struggle
(Storming)
A conflict stage where
members bargain with
Storming
Storming each other.
Individuals reveal their
personal goals and may
resist the control of
others.
Stage 3 Cooperation and
Integration (Norming):
Group members are
developing ways of
Norming working together.
They agree on the shared
goals.
Rules have been
developed.
Stage 4 Synergy (Perform
The group has developed
unity or cohesion.
Performing People are getting the
job done to realize goals.
Stage 5 Closure (Adjourn
The closure stage of a group can be
confusing and disconcerting if you
dont know its coming.
When tasks are completed and there
no longer is a need for the group to
exist.
Stage includes recognition for
participation (awards) and an
opportunity for group members to say
good bye.
Stage Theme Issue
Forming Awareness Inclusion
Storming Conflict Control
Norming Cooperation Cohesion
Performing Productivity Team
Identity
Adjourning Separation Completion
Process observation is a way of
confirming exactly what is happening
during any particular process. It
allows you to gather useful
information about almost any process,
activity, or human behaviors that you
can use to refine your process map,
as well as to help uncover issues that
are compromising the effectiveness of
the process.
Common Questions About
Observation
When is observation most useful?
Observation is useful when:
You want direct information on a process.
You are trying to understand an ongoing
process.
Physical evidence, products, or outcomes
of a process can be seen readily.
Written or other data collection
procedures seem inappropriate.
Who should do the observing? Your
observers should be neutral parties.
They should not be someone who has
day-to-day contact with people in the
process being observed. The observer
must pay close attention to capture
details well. He or she will also need to
discern what is important in the process
being observed and help to interpret
the meaning of what was observed.
Should the observer be open about
what he or she is doing?
Observations may be either overt or
covert, depending on the situation
and the purpose of the assessment.
Covert observation is helpful
because people often behave
differently when they know they are
being observed. But if you use covert
observation, take care that neither
the observation nor the resulting
report will harm the people being
Methods of Observation:
Structured observation looks for certain
things that have already been identified and
can be tracked in a preset guide, checklist, or
rating scales. This method generates
quantitative data from frequency counts,
rankings, and ratings.
Unstructured observation looks at what is
happening in a process or activity without
confining the observer to preset items. The
observed activities are recorded during the
observation period, which produces
qualitative data.
Observation Tools
Observation guides. These printed forms
provide space for recording observations,
which allows for the consistent collection
of information across observers or sites.
The more detailed you make the guide,
the easier it will be to tally results, but
the less flexibility it will provide for
recording findings.
Recording sheets or checklists. These forms are
used to record observation in either yes/no or rating
scale formats. They are used when observations are
looking for specific items or activities that are easily
identified.
Field notes. This tool is the least structured way to
record observations. When the observer sees or hears
something of import, he or she records it in a
narrative, descriptive style, typically in a notebook.
Observations should be accompanied by the date,
location, and relevant contextual information.
Pictures or videos. The observer can also record
pictures or videos, which can be analyzed later and
used to illustrate points in a report.
(2) Conceptual Knowledge
A concept is an abstract or generic idea
generalized from particular instances
( Meriam Websters Collegiate Dictionary,
2012)
This knowledge is usually not tied to
particular problem types. It can be implicit
or explicit, and thus does not have to be
verbalize. (e.g. Goldin Meadow, Alibali &
Church,1993.)
Conceptual Knowledge
Knowledge rich in relationships and
understanding.
It is a connected web of knowledge, a
network in which the linking relationships
are as prominent as the discrete bits of
information.
Examples concepts square, division,
linear equation, derivative.
By definition, conceptual knowledge
cannot be learned by rote. It must
be learned by thoughtful, reflective
learning.
Is it possible to have conceptual
knowledge/understanding about
something without procedural
knowledge?
Procedural Knowledge
Knowledge of formal language or
symbolic representations
Knowledge of rules, algorithms, and
procedures
Can procedures be learned by rote?
Is it possible to have procedural
knowledge about conceptual knowledge
Understanding Group Development
ConceptualModels
Experimental Models
Conceptual Model
a mental model of how things in our
surrounding environment work
based on information received
through scientific data and
observations
important diagnostic tool, widely
used in meteorology
Experimental Models
The prime method of enquiry in science is
the experiment. The key features are control
over variables, careful measurement, and
establishing cause and effect relationships.
An experiment is an investigation in which a
hypothesis is scientifically tested. In an
experiment, an independent variable (the
cause) is manipulated and the dependent
variable (the effect) is measured; any
extraneous variables are controlled.
An advantage is that experiments should be
objective. The views and opinions of the
researcher should not affect the results of a
study. This is good as it makes the data more
valid, and less bias.
Team approach
also called the team-based approach
Everyone is held equally responsible
for the success and quality of a group
work.
Creativity Increases
Group brainstorming is a process that can
produce incredible results. If a larger number
of people looks for a solution to something,
everybody comes up with their own vision of
the best way of doing something. A team can
then decide which idea is the best and develop
it in detail together. Additionally, team
members can give each other instant feedback
on what is good and what doesn't work.
Speed
When it comes to work, people have different
strengths and weaknesses. If a team is tackling
a certain project together, the workload can be
delegated among team members efficiently
and according to their skills. This not only
saves time, as the things team members are
good at comes more naturally to them, but also
allows team members to distribute work
among themselves in a way that assures it
gets done in the best possible way.
Effect on Worker Morale
When working closely as a successful team,
people spend more time together and get
to know each other. This creates good
relationships in the working environment.
Additionally, utilizing their skills inside a
team helps people's self-esteem. They feel
proud of their work and of the fact that
they contributed to the team project, which
makes them feel good about themselves.
Effect on Individual Responsibility
Even if teamwork ultimately produces a
result which is a product of group efforts,
all team members feel obliged to deliver
to their highest abilities. In a team,
everybody has a clear understanding of
the fact they are responsible for a
specific task and that the entire team is
depending on them doing a good job.
Ethical Issues in
Running Groups
Knowledge of professional ethics is critically
important (e.g., ACA Code of Ethics and
Standards of Practice).
Knowledge of ethics particular to group work
practice is essential.
Ethical concerns particularly
important in group work include:
Confidentiality implications
Voluntary participation
Imposition of leader values
Coercion and pressure
Equitable treatment of members
Leaving a group
Dual relationships techniques
Goal development
Termination and follow-up
Resources
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