Group Dynamics & Action Learning (B-TM-YC0453)
- comes up with alternatives, proposals, solutions and actions and puts them into practice
- can evaluate her/his own behavior as well as the way the organization works
- is aware of her/his own strengths and weaknesses
- is aware of the organization's strengths and weaknesses
- makes suggestions for improvements
- adjusts her/his approach based upon feedback and new insights
- actively contributes to a common goal / shared result (shares information, insights, etc)
- takes up her/his responsibility towards the team by properly executing delegated tasks as well as her/his own share of the team's work
- is open (eg. gives constructive feedback, accepts criticism, takes other people's point of view into account)
- strengthens the team's spirit (eg. knows how to handle conflicts & frustrations in a constructive way, enthuses, compromises)
- makes an effort to understand both the situation as well as other people's point of view
- optimizes co-operation based upon a good understanding of the situation as well as of other people's point of view
- properly deals with organisational diversity
B.1. ALGEMENE COMPETENTIES
- COM_AC_01. Kwaliteitsvol handelen door problemen o.m. flexibel, creatief en nauwkeurig op te lossen (integratieniveau)
- COM_AC_03. Kritisch evalueren van het eigen functioneren en de werkomgeving en streven naar levenslang leren (integratieniveau)
- COM_AC_05. Samenwerken als lid van een team en van de organisatie (integratieniveau)
- COM_AC_07. Professioneel omgaan met diverse actoren en partners. (integratieniveau)
- COM_AC_10. Handelen vanuit duurzaamheidsprincipes en diversiteit (integratieniveau)
Exercises to facilitate group cohesion, create a better understanding of the other students
Introduction to ideas from constructivism, cybernetics, communications theory, behavioral economy, solution focused brief therapy, general psychology
Theoretical and practical introduction to the Solution Focused approach + application of SF techniques (goaling, miracle question, future perfect, scaling questions, successanalysis, small steps approach)
Practical introduction to coaching (individual and group coaching)
Evaluating in a motivating way (self-evaluation, team-evaluation)
Dealing with resistance, criticism and conflicts in a constructive way
Different approaches to leadership (leader as a hero, leader as a servant, leader as a host)
Exercises to strengthen personal resilience as well as team resilience
Introduction to accelerated learning and other techniques to facilitate learning and strengthen cohesion
Plaats in het onderwijsaanbod
Students are expected to
- say what they want to learn with regards to each topic and how this will be useful for them
- point out how the class/topic/techniques/experiences will be useful for them
- point out how they will put their personal learnings into practice
- provide continuous feedback on what they want to elaborate on, what other topics they want to address, etc...
Students are also responsible for the learning process of their peers. They will be asked to
- coach other students,
- ask questions to their peers,
- practice together,
- assist them with voicing their personal insights and learnings.
The student's notes
Links to articles, websites (Toledo)
Literature (references also on Toledo)
- Resilient People, Resilient Teams – Liselotte Baeijaert, Anton Stellamans, Ilfaro, ISBN9781470999964
- Redesigning Leadership – John Maeda, Becky Bermont, MIT Press, ISBN 9780262015882 (link)
- Fry The Monkeys, Create A Solution: The manager's and facilitator's guide to accelerating change using Solution Focus - Alan Kay, ISBN 9781456501891 (link)
Practice (individually, in large or small groups)
Time for reflection (individually, plenary, in large or small groups)
Brief theoretical sessions followed by practical applications and reflection on learnings
Time to look back upon progress made between two classes
Different games and teaching/learning styles
1. Interview/successanalysis of co-operation (40%)
Deadline: Your interview should be in my mailbox (email@example.com or firstname.lastname@example.org) by 21/12/2012 at 23:59
Goal: gaining insights in factors that enable co-operation + building skills in success-analysis questions.
Based on a success-analysis-interview with another person, the students writes an essay on his/her personal learnings concerning co-operation.
Each student picks a person he or she wants to interview on a particular co-operation experience.
The student interviews this person based on several successanalysis-questions we also use in class
The student writes an essay combining his/her personal learnings with quotes from the interview (2 A4 pages at least).
The essay also includes a short introduction to who the interviewee is and why the student decided to interview this person.
Example questions for the interview
Think about a moment when at first it was hard to co-operate, but then gradually the co-operation improved.
Tell me more about this moment. What happened exactly?
What did you do well? (What else?)
What would others say you did well? (What else?)
What did others do well? (What else?)
How did you make good use of it?
What else happened that helped? (What else?)
What did you start doing more of as a result of this experience? (What else?)
What did you start doing differently as a result of this experience? (What else?)
Suppose I would be facing the same situation as you, what advice would you give me?
2. Evaluation exercise (oral exam) (50%)
- Goal: evaluate yourself and others in a constructive way + exercise in describing attainable goals
- The student prepares a self-evaluation based on a template made by Günter Lueger. Templates will be made available during our lecture on 24/10/12.
- Every student first prepares this evaluation in class with a fellow student during out lecture on evaluations (class of 24/10/12 - before Autumn Break).
- In the days / weeks before the exam students organize themselves to help each other to prepare the selfevaluation exercise for a second time.
- Each and every student brings both evaluations (autumn break + final evaluation) to the exam where they are discussed.
3. Self-reflection exercise: Three questions for a happy life (Dr. Luc Isebaert) (10%)
- Goal: develop a respectful and caring attitude towards his/herself and others.
- The students are invited to regularly ask themselves the following three questions (in silence or out loud). They will be asked about their experiences with the exercise during the exam.
- What have I done today that pleased me?
- What have others done today that pleased me? And how did I let them know so they will most likely do it again?
- What else have I smelled, tasted, seen, heard, felt today that also made me happy?
FINAL GRADE CONSISTS OF
- Interview/successanalysis of co-operation: 40%
- Evaluation exercise (oral exam): 50%
- Self-reflection exercise: 10%
If a student scores 7/20 or less on one of the three exercises, then at first the final grade will be at most 9/20. All teachers involved will meet after the exam to decide on the definite final grade, taking into account all other scores of the student.