Using Nominal Group Technique (NGT) to Foster Dialogues ... · Dr DOUG CARR, Curriculum Development...
Transcript of Using Nominal Group Technique (NGT) to Foster Dialogues ... · Dr DOUG CARR, Curriculum Development...
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Dr DOUG CARR, Curriculum Development Manager
Using Nominal Group Technique(NGT) to Foster Dialogues withStudents about Enhancement
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Evaluation in Context
How knowledgecaptured is used
to effect enhancement
What weknow about
the student’sexperience
INSTITUTIONAL
VIEW OF
EVALUATION
NSS / PTES
‘Feedback’
Module Evaluation
Prog Evaluation
formalised/ systematic
‘capture’
informal / secondary‘capture’
NGT
focus groups
discussion groups
other ad hoc
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Origins of NGTDubecq & Van De Ven in 1970s
change management; clinical guidelines creation; needs assessment & item generation for questionnaires
course / programme evaluation = main current usage
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Characteristics of NGTdialogue based group activity
pooled judgements based on knowledge
skills & experience of group participants
used where judgements with creative
solutions are required
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Typical Steps in NGToverview / introduction to task
nominal / silent phase
idea generation
discussion of ideas
voting / quantifying
reflections
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OVERVIEW / INTRODUCTIONYour question = what sort of developmental / support activities should HEIs promote to ensure that outputs from surveys can lead to enhancement
1
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NOMINAL / SILENT PHASEworking on your own, write down some responses to question posed2
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IDEA GENERATION identify a group spokesperson spokesperson prompts each
group member for single response
place post-its in convenient place
3
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DISCUSSION OF IDEASarrange ideas into categories / groups (ensuring that it’s a group task)4
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VOTING / QUANTIFYINGIdentify the TOP THREE most important categories,1 = most important and 3 = least important (of top three) 5
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REFLECTION / ACTIONSWhat enhancement actions will be required as a result of voting / quantifying 6
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synchronous completion
issues can get ‘smoothed out’
discussions can get picky
scope / focus needs to be limited
doesn’t work well when comparisons required
process can be stifling if used too often
Limitations of NGT
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Strengths of NGT
dialogue basis
empowers students
gives authority to student voice
useful vehicle for learning about learning
involvement of students as co-producers
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Key Factors in Usagesize of group
who leads
simple or more complex voting
multiple groups / extended discussions
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the formal & explicit opportunity for having dialogues with students
Five reasons why people like NGT
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Five reasons why people like NGTstudents feel involved-it doesn’t feel like being surveyed!
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the opportunity tomake connections about and between learning
Five reasons why people like NGT
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it’s potential use in peer review / moderation by academic colleagues
Five reasons why people like NGT
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how it can complement surveys & its enhancementfocus
Five reasons why people like NGT
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Some Further Reading on NGTO’Neil MJ & Jackson L, Nominal Group Technique: A process for initiating curriculum development in higher education, Studies in Higher Education, Vol 8 No 2, 1983
Chapple M & Murphy R, The Nominal Group Technique: extending the evaluation of students teaching and learning experiences, Assessment & Evaluation in Higher Education, Vol 21 No 2, 1996
Lloyd-Jones G, Fowell S & Bligh J, The use of the nominal group technique as an evaluative tool in medical undergraduate education. Medical Education, Vol 33 Issue 1, pages 8–13, January 1999
Perry J & Linsley S, The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses, Nurse Education Today, Vol 26, Issue 4, May 2006, Pages 346–353
Kristofco R, Shewchuk R, Casebeer L, Bellande B & Bennett N, Attributes of an ideal continuing medical education institution identified through nominal group technique, Journal of Continuing Education in the Health Professions, Vol 25 Issue 3, pages 221–228, Summer 2005
Rohrbaugh J, Improving the Quality of Group Judgement: Social Judgement Analysis & the Nominal group technique, Organisational Behaviour & Human Performance, 28, 272-288 (1981)
Johnson R, The authority of the student questionnaire, Teaching in Higher Education, Vol 5 No 4, p419 – 434, 2000
Delbecq AL & Van De Ven AH, A group process model for problem identification and program planning, Journal of Applied Behavioural Sciences, July-August, 7(4), 1971
Delbecq AL , Van De Ven AH & Gustafson DH (1975) Group Techniques for Program Planning: A Guide to the Nominal Group and Delphi Processes, Glenview, Illinois, Scott Foreman & Company
Note resources posted on slideshare by Tunde Varga- Atkins focusing on Nominal Group Technique , Survey Fatigue & Using Technology to support NGT approaches