Conducting Training Effectively

8/6/2019 Conducting Training Effectively

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Conducting Training EffectivelyEffective classroom training is not something that magically happens when atrainer spends several hours or days in front of a class of participants. Effective

training requires coordinating many elements of instruction, engaging eachparticipant in a way that promotes learning, and facilitating sharing of ideasbetween participants. This article will discuss various ways you can go aboutincreasing the effectiveness of classroom training through good preparation andthe development and usage of strategies which promote group participation andlearning.

Physical Issues

The best training can be ruined if distractions prevent participants from focusingthe task at hand. An effective trainer must minimize distractions by carefully

preparing ahead of time. Use of a checklist is recommended to ensure that nodetails are overlooked. Items on the checklist might include the following issues,which are divided into three categories: room, equipment, and materials.

The room allocated for training should be large enough to accommodate the sizegroup. Most trainers prefer a "u" shape seating arrangement for smaller groupsto facilitate discussion, but classroom or theater style may be necessary if thegroup is larger than 15 people. Chairs should be comfortable, and enough tablespace should be provided for participants to spread material out. If you are usingvisuals which require a dark room (overhead projectors or videos), use a roomwith two settings on the light so that a dim setting can be used during the

presentation to allow note taking. Ensuring that the room is a comfortabletemperature is essential to facilitating concentration. Having control of thethermostat in the room is ideal, so that you dont have to wait for the person incontrol of the master thermostat to get around to adjusting your temperature. Acoat closet or rack should be available so that participants are not burdened withexcess items at their seat. Finally, it is important that the room be relatively freeof noise distractions coming from other activities in the building. If no quiet spaceis available, try to schedule training on days when noisy activities will be minimal,or consider training off-site.

Having the proper equipment ready to use greatly increases the effective use of

time during a training session. It can be frustrating for both the trainer and theparticipants if time is wasted trying to find a backup piece of equipment becausethe one in the room doesnt work. Check to be sure that all equipment functionsproperly before the training session begins. Be sure that outlets and extensioncords are available as needed. Make sure you have backup light bulbs, markers,flipcharts, and any other accessories that could be consumed during a session.


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Having the appropriate quality and quantity of materials greatly enhances theflow of training. It can be very distracting for participants if there are not enoughhandouts for everyone, or if overheads are hard to read. Therefore, have extracopies of handouts available. When using overhead transparencies or flipcharts,make sure that the writing is large enough for the people in the back of the room

to see. Many participants prefer to have copies of overhead transparencies infront of them during the presentation to ease the intensity of note-taking. It is alsoa good idea to provide paper and writing utensils for all participants.

Making these preparations prior to training can take some time, but they will bewell worth the time spent as they will allow you and the participants to establishcontinuity of thought during training. A trainer who is well prepared is more ableto focus on knowing the needs of the individuals in the audience, which is thenext step in becoming an effective trainer.

Know Your Audience

In order to handle the needs of participants, you must first have an understandingof who they are. Knowing your audience begins by researching prior to thesession, and continues as you develop a relationship with them during thesession.

Who are the people attending your session? What education level have theyachieved? What jobs do they perform? Where are their skills and knowledgelacking? What is their attitude about training? You would certainly want toaddress senior management differently than line workers. If you know ahead of time who your audience is, you can gear the training to their particular concerns.

Ideally, participants should have the same education, experience, backgroundand needs. This is often not possible, but the more you know about thecomposition of the group, the better you can plan. In order to keep a presentationinteresting and relevant, it is important to understand and respect the differencesamong the individuals being trained, and to relate the information conveyed tothe specific jobs of those attending.

It is also important to spend time (but not too much) getting to know the peopleduring the session. You may be very well prepared and know about the peoplestatistically, but it is important to also get to know them personally as much aspossible. People often learn better when they sense that the trainer knows them

personally and cares about what they are thinking and feeling. You can start thisprocess during introductory ice breaking exercises, when you can encourageparticipants to discuss their hobbies, families, and other areas of interest.

Adult Learning


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Adult learning is a topic upon which we can only touch briefly in this article.However, much has been written about adult learning, and it can be veryinstrumental in effective training.

The basic premise of adult learning is that the learner, not the teacher is

responsible for the learning. The teacher, or trainer, however, must create anenvironment in which the participant wants to learn because he/she sees thevalue in learning, feels safe in asking questions and participating, and feelsrespected both personally and professionally. Adults generally respond well to avariety of teaching methods, especially including a "hands-on" section, as itpromotes retention. As adults are self-motivated, it is generally unproductive tobe overly formal in your training approach, and a strict system of grades isunnecessary. Adults prefer to receive on-going feedback regarding their progressand performance than a strict grading system.

Methods of Training

Variation of training methods promotes learning, as each individual participantmay have a different learning style. Different styles, when used in conjunctionwith good learning aids, stimulate more of the participants senses, which in turnhelps the participant to internalize the learning.

The most common method of classroom training is the traditional lecture method,whereby the trainer talks and the participants listen. Lecturing can be effectivewhen concepts need to be conveyed. However, exclusive use or over-use of lecturing can be boring and ineffective. Lecturing should be used in conjunctionwith other techniques which allow the learner to participate more actively in the

learning. Remember that training is about participant learning, not about beingthe star of the show.

Discussion, a second method, promotes more active involvement of theparticipants. Discussion is used in an informal setting where all learners canapply their prior experience and knowledge to the topic at hand. It is important for the trainer to keep discussions focused, and to involve all participants.Discussions are least effective when they are dominated by one or two people inthe group. When using the this method, the trainer should summarize the groupsconclusions in writing on a flipchart or whiteboard.

A third method of training is demonstration. If you are training on a process or atechnique, it is often more effective to show participants how to do it rather thantrying to explain it. When at all possible, it is also good to let the participantspractice doing it themselves, so that when they return to their jobs, they alreadyhave some experience with it. When using demonstration, it is advisable toprovide handout materials detailing the process so that participants havesomething to reference if they need a refresher when they are back on the job.
http://www.gmp1st.com/adults.htmhttp://www.gmp1st.com/adults.htm


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Finally, case studies, dramatization, and role playing, can provide effectivemethods for learning. Case studies can be used alone and simply discussed, or they can be used in conjunction with role playing or dramatization. Case studiesmust, however, be realistic. Dramatization and role playing are similar insofar asthey both entail participants acting out certain scenarios. They differ in that

dramatization is the technique used if the outcome of the scenario is provided bythe trainer, where as role playing is used to explore possible outcomes.Dramatization is often used to demonstrate job techniques, where as role playingoften focuses on feelings as motivators, and is commonly used in solvingpersonnel or human relation issues. A trainer who uses these techniques shouldhave a high level of interpersonal skills, respect from the participants, andexperience in dealing with groups so as to keep control of the situation. A roleplaying session where someones feelings get hurt is not conducive to a goodlearning experience.

Presentation Tips

The style of your presentation and your personal conduct can have a big impacton the success of the training. Remember, participants are looking for clues fromyou from the minute you walk into the room as to whether or not they will enjoyand benefit from the training session. Providing participants an atmosphere of trust and safety is essential, and your conduct and style are their first clues inassessing this.

When people attend training, they often bring anxiety and other negativeemotions with them. This can especially be the case if they didnt enjoy or excelin school, if they are very busy and resent the time spent off the job, if they dont

know the other people in the group, or if they dont believe in the value of thetraining being offered. Your job as a trainer is to help participants overcomethese obstacles and reduce stress. Each participant must feel comfortable,accepted and important for optimal learning to occur. This can be achievedthrough a variety of techniques. Approaching the session with a playful attitude,and using humor can work wonders. Assume that the group is intelligent,energetic, and resourceful - trainers often find what they expect. This will help tobring out the best in people. Ice breakers can promote camaraderie by gettingtwo or three people to talk to each other personally, so that no one feels all alonein the group. Learn and call each person by name, and draw on their experienceduring the session. This makes people feel good about themselves and allowsthem to "shine" before other employees. Assure participants that you are there tohelp them, and that the training will make a difference in their ability to performeffectively, and create products which are safe, pure, and effective. Thesetechniques will help to allay negative emotions, and prevent difficulties fromarising.

Start and end the session on time, and let participants know what to expect interms of the schedule of events. Take breaks, and allow people to leave the


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session spontaneously if needed. Provide water for people to drink and other refreshments if appropriate.

Experiment with you speaking style to see if can be improved. Some pointers toremember are to vary your inflection, keep the tone conversational, stand up

straight (dont lean on the podium), use gestures that feel natural to you, andkeep the atmosphere informal.

The manner in which you present, question, and respond to questions is animportant factor in your presentation. Your presentation should be organized withfocus, practicality, and stimulation. You must be able to probe participants andchallenge them to think without coming across as arrogant or antagonistic. Whenquestioning, use concise questions that will allow the respondent to elaborate.Dont ask a person a question if you think he/she might not know the answeryou want to make people look good in front of the group. Acknowledge allanswers, and if someone does respond incorrectly, respond with further probing

to minimize embarrassment. Dont question the group in some predictable order.Call on people randomly to keep people on their toes.

When responding to questions, be specific as possible. It is better to admit thatyou dont know the answer and promise to find out than to ramble or evade thequestion. Make sure that you acknowledge all questions, even if you have to tellthe participants that you cant address some of them now because they will becovered at a later point in the training. It can sometimes be effective to ask thegroup to respond to the question instead of answering it yourself, especially if members of the group have technical expertise in areas which you lack it.However, in order to establish credibility, you will want to answer some of the

questions yourself. You can always ask the group for additional feedback after you have answered.

Conclusion

Presenting an effective training session requires both preparation and skill. Usingthe tips in this article can help you increase the amount of learning that takesplace during training. Set goals for yourself using these suggestions, and askyour supervisor or peers to help in evaluating your progress. By increasing your effectiveness as a trainer, you can not only enhance your own career, but youcan help your company to more effectively reach its goals of performance and

compliance.


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The Training Will Answer These Questions:

o What will get people in the door?o Who is the right target audience? or How do I customize to a knownaudience?o What topics do I need to cover to get my main message across?o How can I organize it in way to get my message across?o How can I make them want more?o How do I capture their attention in the beginning?o How do I keep their attention?o How do I end?o How do I communicate my message most effectively?o How do I make it interactive?o What visual aids should I use?o Do I give out any material?

A good discussion leader is vital to the success of a study circle. It is not necessary tohave training or experience in facilitating group discussion as long as you are


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enthusiastic, friendly, a good listener and able to think on your feet. It is essential thatyou understand the study circle concept, know your role and prepare carefully for eachsession. You do not need to be an expert in the topic being discussed but you shouldknow enough about it to be able to ask sensible questions and to raise points that have

been missed by the group. You must be able to create a friendly atmosphere of

cooperation and trust where participants are comfortable sharing their opinions and ideas.You are not a teacher; you do not have answers to all the questions; you help the groupfind their own answers.

Tips for effective discussion leadership

Be prepared

Be the best prepared person in the room. This means understanding the goals of the studycircle, being familiar with the subject, thinking ahead of time about the directions inwhich the discussion might go, and preparing discussion questions to help the group inconsidering the subject. Solid preparation will enable you to give your full attention togroup dynamics and to what individuals in the group are saying.

Set a relaxed and open tone

Welcome everyone and create an atmosphere where each participant feels at easeexpressing ideas and responding to those of others.

Refreshments help people to relax. Well-placed humour is always welcome, and helps people focus on differences in

ideas rather than on personalities.

Establish clear ground rules

At the beginning of the study circle ask the participants to help you lay out the groundrules on a flip chart and ask if they agree to them or want to add anything. Keep the listand post it for each meeting as a reminder. Some typical ground rules are:

Everyone is encouraged to participate - at their own comfort level. Allow everyone to be heard - no one person should dominate the discussion. All views will be respected - everyone's input is valuable. Disagreements will not be personalized - put-downs, name-calling, labelling or

personal attacks will not be tolerated. Confidentiality will be maintained - this can be extremely important if people are

to be comfortable revealing personal stories.

Identify the goal or purpose

Make sure you all know why you are there. Ask for a list of questions the participantswant answered. Keep it and post it for each meeting for reference. Review the agenda or study plan and adjust it to suit the participants.


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Assist the group process

Guide the discussion according to the ground rules but remain neutral. Keep the group focussed on the content of the discussion. Monitor how well the

participants are communicating with each other - who has spoken, who hasn't

spoken, and whose points have not yet received a fair hearing. Consider splitting up into smaller groups to exams ne a variety of viewpoints or togive people a chance to talk more easily about their personal connection to theissue. Giving each small group the task of making the best possible case for anoption is very effective.

When you have to intervene, put it off as long as you can. Too many interruptionsstifle discussion. Let it go until you are sure they are not coming back to the topic.

Don't talk after each comment or answer every question; allow participants torespond directly to each other. The most effective facilitators often say little, butare always thinking about how to move the group toward its goals.

Don't be afraid of silence. It will sometimes take a while for someone to offer an

answer to a question you pose. People need time to think. Don't let anyone dominate; try to involve everyone. Remember that a study circle is not a debate but a group dialogue. If participants

forget this, don't hesitate to ask the group to help re-establish the ground rules.

Help the group grapple with the content

Make sure they consider a wide range of views. Ask them to think about theadvantages and disadvantages of different ways of looking at an issue or solving a

problem. In this way, the tradeoffs involved in making tough choices becomeapparent.

Ask participants to think about the concerns and values that underlie their beliefs. Either summarize the discussion occasionally or encourage group members to doso.

Help participants to identify common ground, but don't try to force consensus.

Use questions to help make the discussion more productive

Prepare lots of questions. You will find a list of useful questions at the end of thissection.

Reserve adequate time for closing the discussion

Use the last 20 minutes or so to wrap up on a positive note. Ask the group for last comments and thoughts about the subject. You may wish to ask participants to share any new ideas or thoughts they've had

as a result of the discussion. If you will be meeting again, remind the group of the readings and subject for the

next session. Thank everyone for their contribution.


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Acknowledge that exploring controversial issues is hard work. New learning,even around old material is hard work.

Provide some time for evaluation of the group process, either through sharingaloud or through a brief written evaluation.

Participation is what study circles are all about. Participants must be willing to "own" thestudy circle, to set goals and work toward them and to take responsibility for their ownlearning. The organizer sets up the study circle and the facilitator guides the discussionwhile the participants cooperate to make it work.

Here are some suggestions to help you get the most out of your study circle experience.They apply to a range of study circle situations.

* Make a good effort to attend every session of the program. The group process works best when the members become familiar with each other. You will get more out of it if you keep up with the discussion and the reading.

* Listen carefully to others. Make notes so you can concentrate on listening rather thanon what you want to say next. You learn from listening to the others and you have tolisten to keep up with what's being said.

* Take your turn and pass it on. Give others a chance to speak. It is important for everyone to be heard.

* Help keep the discussion on topic. Make sure your comments are relevant and makethem while they are pertinent.

* Address your remarks to the group rather than the facilitator. Question other participants to find out more about their ideas.

* Communicate your needs to the facilitator. He/she is responsible for summarizing keyideas and seeking clarification of points. You will not be the only one who doesn'tunderstand what someone has said.

* Do take part in the discussion. Everyone in the group has unique experience andknowledge. This variety makes the discussion interesting. Don't feel pressured to speak

before you are ready but realize that your contribution is valuable.

* Engage in friendly disagreement. Challenge ideas and opinions you disagree with andexpect to have to explain your own. Humour and a pleasant manner help you make your


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points and keep the disagreements friendly. There is no place here for rudeness or belligerence.

* Respect the position of those who disagree with you. Strive to understand their point of view. Making a good case for positions you disagree with makes you better understand

your own.

* Keep an open mind. This is your chance to explore ideas you may not have considered before. You gain nothing by stubbornly sticking to the points you made earlier.

The study circle organizer creates the study circle. If you have organized any kind of group activity, you can set up a study circle. There is no one model for organizing a studycircle so consider your community needs and resources and adapt the programaccordingly.

There may be some resistance to participation in study circles because it is an unfamiliar name or may sound too intellectual. It may be seen as "just talk" or too much work. Itmay be wise to introduce the concept by including a study circle in an existing program.You might not call it a study circle but a course or workshop named and advertised by thetopic with a note that it will be addressed in an informal, information sharing study circle.

Select the topicThe organizer selects the topic and determines the probable depth of the study. Eventhough the participants will take ownership of the study circle and eventually determinewhere and how far it will go, you have to have a plan to start.

Choose the facilitator

This may, or may not, be the same person as the organizer. The most importantconsideration in choosing your facilitator is skill in discussion leadership. Leader error can ruin a study circle and careful direction can make it a wonderful experience. Ideally,you would find someone who has attended a study circle facilitator's training session andhas an interest in the topic. If this is not an option, find a person with lots of genericfacilitation skills. This person does not need to be a content expert but should knowenough about the subject to bring up points that are missed by the group. The facilitator must have the study material well in advance or, better yet, help choose that material.

Recruit the participants


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Personal contact is the most successful method of recruiting and it often takes three or four contacts to get a firm answer. Tell prospective participants about the program. Atany sign of interest hand out information about study circles and your program. Attractiveflyers on coloured paper are more interesting and more likely to be read.

Set up the meetingsDecide on the dates, times and location of the meetings. Several evenings or aftemoonsare the usual format but, depending on the topic, the whole thing can be done in aweekend workshop or a one day event. Fit the time to the subject and the customer. Twoto two and a half hour evenings after a working day are enough. Most people can'tconcentrate for any longer than that no matter how interesting the discussion. Where isthe best place to meet? Somewhere quiet! Somewhere you can make your circle.Somewhere neutral and comfortable for everyone. Somewhere you can make coffee.Somewhere free! Some topics may draw adults for whom schools represent negative pastlearning experiences. Think of alternate locations if it seems necessary.

Assemble and distribute study material

This does not need to be fancy. It can be taken from newspaper or magazine articles, books, videos or can be completely original. There is a section on developing studymaterial in this package. Participants should receive it several days before the firstmeeting. People have different learning styles and while some participants can look thematerial over quickly and be ready to go, the more reflective types prefer to have all of the material to look at and think about for awhile before they are ready to talk about it.

Be preparedGet set up in plenty of time. Arrange your circle with or without tables. Tables or desksare good if you have a lot of papers. Some people are just more comfortable with a tableto lean on, write on and place the coffee cup. There is a theory that the circle should befree of obstructions to encourage more honest and open communication. Suit yourself.Leave room for the facilitator or a helper to get up and move to the flip chart.

Feedback

You will want to know how the participants feel about the study circle and if they havesuggestions for improvements. There are some sample evaluation forms in this package.The easier they are to fill out the more likely you are to get answers. Also, don't leave ituntil the last night when everyone is anxious to leave.


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Problem Possible Response

Certain participants don't sayanything, seem shy.

Try to draw them out but don't put them on the spot.Make eye contact to remind them that you'd like to hear from them. Look for non-verbal cues that they want tospeak. Often, people will feel more comfortable in later sessions and will begin to take part. When that happens,show genuine interest and ask for more. It always helpsto talk with people informally before and after thesession and at coffee breaks.

An aggressive person dominatesthe discussion

It's your responsibility to intervene and set limits.Remind him/her that you want to hear from everyone.

Next, you might ask him/her not to talk until everyoneelse has had a chance. You may want to use a "talkingstick" or any object that can be passed from person to

person. Only the person holding the talking stick mayspeak. If someone goes into a lengthy digression, youmay have to interrupt to get back on track.

Discussion suddenly stops, or doesn't even get off the ground.

Acknowledge that this is occurring. Ask, "What ishappening here?" "Maybe we're not getting at your realconcerns. What do you think people really need to talk about here?"

Lack of focus, not moving forward, participants wander off the topic.

This is a hard call - after all, the discussion belongs tothe group. Yet, it's your job to focus the discussion andmove it along. Allow room to explore closely relatedtopics but if only a few are taking the discussion in a

new direction the others are hkely frustrated, resentfuland bored. Try to refocus by asking, "How does your point relate to...... ?" or stating, "That is interesting, butlet's return to the central issue." If, on the other hand,most or all of the group are more interested in pursuinga different topic than the one planned, you should besensitive to that and bring it to the group is attention inorder to give them a chance to reconsider their goals.

Someone puts forth informationwhich you know to be false. Or

participants get hung up in a

dispute about facts but no one present knows the answer.

Ask, "Has anyone heard of conflicting information?" If no one ofrers a correction, offer one yourself. If no oneknows the facts, and the point is not essential, put it

aside and move on. If the point is central to facts thediscussion, encourage members to look up theinformation before next meeting. Remind the group thatexperts often disagree and there may be no generallyaccepted answer.

Too large a group or too many people with too much to say; or you feel it's getting away on you.

Consider co-moderating. Often if one facilitator isstymied the other will have a good response to asituation, or an insightful question.


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Lack of interest, no excitement,no one wants to talk, only a few

people participating.

Are you talking too much or not giving enough responsetime after posing questions? People need time to think,reflect and get ready to speak up. It may help to pose aquestion and go around the circle so everyone has achance to respond. Occasionally, you will have a group

of people who are tired or who have had a bad day.There may be a lack of excitement if the group seems to be in agreement. In this case, try to bring up other views. "Do you know people who hold other views?What would they have against the views that you haveexpressed?" If all else fails, end the meeting early.

Tension or open conflict in the group. Perhaps two participantslock horns and argue. Or,

someone gets angry, yells at another, or puts another person

down.

If there is tension, address it directly. Remind participants that disagreement and conflict are good but,in order to be productive, it must relate to the issue. It isacceptable to challenge a person's ideas but not the

person. Interrupt personal attacks, name calling or put-

downs as soon as they occur. Don't hesitate to appeal tothe group for help. They will support you if they boughtinto the ground rules in the first place.

A cue sheet for the facilitator

Introductions

Introduce yourself and explain that you are a facilitator rather than a teacher andinterested in the topic rather than an expert.

Ask the participants to introduce themselves and explain ' their interest in thetopic.

In subsequent meetings at least 90 around the circle to give names. Folded name cards in front of everybody may be helpful.

Ground rules

Typical ground rules are:o Everyone is encouraged to participate.o Allow everyone to be heardo All views will be respected.o Disagreements will not be personalized.


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o Confidentiality will be maintained. Ask for consent and possible additions to the list on the flip chart. Be more elaborate in your first meeting but even in subsequent meetings you can

post the list and provide a brief reminder by saying, "My role is to keepdiscussion focussed and moving along. Your role is to share your knowledge and

ideas and to listen carefully to the others."

Identify the goals

Make sure you all know why you are there. Ask for a list of questions the participants want answered. Lay out a range of views. Ask the participants to volunteer what they see as the

main view on the issue based on the reading material and their knowledge of theissue.

Keep these lists and post them each meeting for reference. Review the agenda or study plan and adjust it to suit the group.

Personal connection or interest in the issue

Ask participants to talk about why this issue is important to them. Telling their story is a good ice-breaker at the first session. Anyone may pass.

Discussion and deliberation

This is where you practise those facilitation skills. Have questions prepared to help you in any possible situation.

Remain neutral. Guide the discussion without controlling it.

Summary and common ground

Ask the participants to summarize the discussion from time to time. Use their words and phrases, not your own. Look for common concerns in different approaches. Check your lists of goals and questions

Closing

With about 20 minutes left, let the group know that the discussion is about to end. You might ask each participant for a closing comment. Ask participants to summarize what has been covered. Establish direction for the next session. Ask for comments on the group process. What did they like or not like about the discussion? Thank everyone for their participation.


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Acknowledge that it has been hard work. On your last session, ask for suggestions on further involvement or action on the

issue. On your last session, gather evaluation forms that have been worked on

throughout the study circle.

Ending with a pertinent quotation is an effective closing.

To help the facilitator guide the discussion

to start thediscussion

What experiences have you or people you know had withthis issue?How is this issue a problem in the community or organization?Why do you think it's such a problem?How does it affect you?

thatencourage theexpression of a diversity of views

What do you find most persuasive about that point of view?Does anyone have a different view?Does anyone want to add to or support or challenge that

point?Could you give us an example to illustrate that point?What do people who disagree with that view say?What would be a strong case against what you just said?What is it about that position that you just can't live with?How might others see the issue?

about values

What are the most important concerns that underlie your views?Could you help us understand the reasons behind your opinion?What do you think people who hold that opinion caredeeply about?What experiences or beliefs might lead people to holdthat view?Are there any common values or concerns here in spite of different opinions on how to deal with them?What motivates that choice?

that promotedeliberation

What might be the consequences of that choice for others?If push came to shove, what would you do and why?How might others see the issues?Supposing you can't have everything, what would you


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choose?

that sum up

What seems to be the key point here?Are there any points on which most of us would agree?What is the crux of your disagreement?What have you learned about this issue?

Did any common concerns emerge?In what ways do you see the issue differently as a resultof considering others' views?

that leadtoward nextsteps

With what approach would most of this group agree?What is already being done to deal with this problem?What are some first steps in dealing with this problem?What might we do about this problem?

Define the role of the moderatorsWhat does the moderators do? Here is a sample list of responsibilities,based on theexperience of the Knowledge Sharing Team.Content ModeratorThese responsibilities may take as little as half an hour each day or asmuch as 1-2 hours.Planning and DesignThis involves carefully taking into account scope, purpose, length, and audience of the discussion. Manydiscussions are planned according to weekly topics.Introducing new topics and questions

The content moderator is responsible for posting new messages that introduce newtopics, usually weekly,and for asking questions related to those topics.Facilitating, focusing, and stimulatingA good moderator knows when to step in -- for example, when the discussion slowsdown, when someonecontributes an interesting message but no one responds, when the discussion startsto stray from the topic,or when expanding on a participants previous message.Writing regular summariesAfter discussing a topic for awhile, it is helpful for the moderator to summarize thepoints that have beenmade. For some members, reading the summaries may be the extent of theirparticipation. Summaries alsorepresent a big part of the "knowledge base" of the discussions since most peoplewill not read all theposted messages. If the audience is truly global, it may be extremely useful totranslate the summaries intoother languages such as Spanish and French.Recruiting resource personsIt can be very worthwhile for the moderator to encourage content specialists, whoare familiar with the topic


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under discussion, to contribute their insights and experiences. From the very start, itmay be useful for themoderator to invite selected resource persons to intervene at key moments. In fact,the success of any onlinedialogue depends on the recruitment of a critical mass of experienced individualswho are willing to play

an active role in the dialogue. These participants need not all be internal: theyshould be from a variety of organizations and backgrounds, including participants from developing countries. Thekey is their willingnessto participate actively in the discussion.Setting the overall toneIf the moderator is able to establish at an early stage an atmosphere of opennessand high qualitycontributions, as well as demonstrate that s/he is willing to put as much time intothe endeavor as the mostactive participants, this usually indicates the likelihood of the discussion's success.

Group dynamicsFrom Wikipedia, the free encyclopediaJump to: navigation , search

Group dynamics is the study of groups, and also a general term for group processes. In psychology and sociology , a group is two or more individuals who are connected to eachother by social relationships. [1] Because they interact and influence each other, groupsdevelop a number of dynamic processes that separate them from a random collection of

individuals. These processes include norms, roles, relations, development, need to belong, social influence, and effects on behavior. The field of group dynamics is primarily concerned with small group behavior. Groups may be classified as aggregate, primary , secondary and category groups.
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Contents[hide ]

1 Key theorists 2 Application 3 See also 4 Notes 5 References

6 External links

[ edit ] Key theorists

Gustave Le Bon was a French social psychologist whose seminal study, The Crowd: AStudy of the Popular Mind (1896) led to the development of group psychology .

Sigmund Freud's Group Psychology and the Analysis of the Ego, (1922) based on acritique of Le Bon's work, led to further development in theories of group behavior in thelatter half of the twentieth century.

Kurt Lewin (1943, 1948, 1951) is commonly identified as the founder of the movementto study groups scientifically. He coined the term group dynamics to describe the waygroups and individuals act and react to changing circumstances.

William Schutz (1958, 1966) looked at interpersonal relations from the perspective of three dimensions: inclusion, control, and affection. This became the basis for a theory of

group behavior that see groups as resolving issues in each of these stages in order to beable to develop to the next stage. Conversely, a group may also devolve to an earlier stage if unable to resolve outstanding issues in a particular stage.

Wilfred Bion (1961) studied group dynamics from a psychoanalytic perspective, andstated that he was much influenced by Wilfred Trotter whom he worked for at UniversityCollege Hospital London, as did another key figure in the Psychoanalytic movement,Ernest Jones . Many of Bion's findings were reported in his published books, especially

Experiences in Groups. The Tavistock Institute has further developed and applied thetheory and practices developed by Bion.

Bruce Tuckman (1965) proposed the 4-stage model called Tuckman's Stages for a group.Tuckman's model states that the ideal group decision-making process should occur infour stages:

Forming (pretending to get on or get along with others); Storming (letting down the politeness barrier and trying to get down to the issues

even if tempers flare up ); Norming (getting used to each other and developing trust and productivity);
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Performing (working in a group to a common goal on a highly efficient andcooperative basis).

Tuckman later added a fifth stage for the dissolution of a group called adjourning .( Adjourning may also be referred to as mourning , i.e. mourning the adjournment of the

group). It should be noted that this model refers to the overall pattern of the group, but of course individuals within a group work in different ways. If distrust persists, a group maynever even get to the norming stage.

Tuckman's stages of group development are similar to those developed by M. Scott Peck for larger-scale groups. [2] Peck describes the stages of a community as:

Pseudo-community Chaos Emptiness True Community

Communities may be distinguished from other types of groups, in Peck's view, by theneed for members to eliminate barriers to communication in order to be able to form truecommunity. Examples of common barriers are: expectations and preconceptions;

prejudices ; ideology , counterproductive norms , theology and solutions; the need to heal,convert, fix or solve and the need to control. A community is born when its membersreach a stage of "emptiness" or peace .

[ edit ] Application

Group dynamics form a basis for group therapy , often with therapeutic approaches that

are often formed of groups such as family therapy and the expressive therapies .Politicians and salesmen may make use their knowledge of the principles of groupdynamics to aid their cause. Increasingly, group dynamics are becoming of particular interest because of online, social interaction made possible by the internet.
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