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Group Development

Group Development. R. Martin Reardon’s summary of Chapter 17 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 241-261. A Critical Task of Supervision…. …is learning the skills of working with groups to solve instructional problems

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Group Development

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  1. Group Development R. Martin Reardon’s summary of Chapter 17 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 241-261

  2. A Critical Task of Supervision… • …is learning the skills of working with groups to solve instructional problems • Collegial adult groups produce higher adult achievement & performance • Groups that work…generally have a skillful leader • “Unrealistic for the leader of a new group to expect the group to proceed naturally in a professional manner” (p. 242) • Two dimensions • Task dimension: what is to be accomplished • Clarifying group’s purpose, keeping discussion focused, setting time limits, appraising group’s progress • Person dimension: interpersonal process & participant satisfaction • Recognizing contributions, smiling, interjecting humor, listening • Both task & person roles need to be added, if missing Chapter 17: 10 slides

  3. Group Member Roles • What roles are already in existence in a group of which you are a member? • Which of these existing roles are dysfunctional? • What roles do the following images evoke? Chapter 17: 10 slides

  4. Where do you fit? Chapter 17: 10 slides

  5. Leadership Style & Maturity of Group • Situational Leadership • “life-cycle theory of leadership” (Hersey & Blanchard,1969, 1988) S1: “telling;” Directive S2: “selling;” C S3: ND S4: delegating; hands-off • Through the life cycle of the group, there is potential for progress from S1 through S4 • “ultimate goal should be for a group to provide its own task and person behaviors and not be dependent on formal leadership” (p. 249). S4 Task Relationship Chapter 17: 10 slides

  6. Developmental Supervision & Groups • S1 “telling” • DC: Use with group at very low developmental level • Lack expertise, no commitment to resolution, emergency situation • DI: Use with group at fairly low developmental level • 2 or 3 alternatives for group to choose • Leader sets timeline and criteria for success • S2 “selling” • C: Use with group with moderate/mixed level • S & group have same degree of expertise • Leader reflects & summarizes • S3 • ND: Use when group is at high developmental level • Extensive expertise, highly committed • Leader restates the group’s plan Chapter 17: 10 slides

  7. Compare Dev. Sup. with Sit. Lead. • Both begin with leader assessing characteristics • Developmental Supervision: continua • Situational Leadership: readiness (made up of ability & willingness; see earlier slide) • Situational Leadership • no distinction between controlling & informational telling • Both have a collaborative/selling mode • Developmental Supervision • Inappropriate to have a “hands off,” “laissez faire” mode even when working with groups at the highest levels of development Chapter 17: 10 slides

  8. Dysfunctional Members • When comfortable with one’s own leader behavior • Observe the member • When & with whom • What is done, & how do others respond • Try to understand why unproductive behavior • Does person know it is unproductive? • Is it masking some underlying emotion? • Communicate about behavior with member • Describe behavior without denigration • Associate behavior with difficulty in achieving meeting aims • Establish rules for future behavior • Either in collaboration or individually • Redirect the unfavorable behavior • Assign another role than the one the person has adopted • Above predicated on confrontation in private • Infrequent dysfunctional behavior dealt with lightly Chapter 17: 10 slides

  9. Resolving Conflict • Conflict not necessarily dysfunctional • Information & ideas can be generated through conflict • Encourage conflict; refrain from stifling it • Conflict itself is not bad--the way the leader handles it may be • Keep the disagreement focused on ideas • Ask those in conflict to state their positions • Ask those in conflict to state the other’s position • Ask if conflict still exists • Ask for underlying value positions: “Why do you still…” • Ask other members of group if there is a third (fourth…) position • If not, then re-clarify various positions, acknowledge no reconciliation & move on to other matters Chapter 17: 10 slides

  10. Preparing for Group Meetings • Agendas establish clarity of purpose (sample p. 259) • Several days prior to meeting • Do not need to be elaborate; time limits establish priority • Establish ground rules • Type of participation (sharing, dialogue, choice to be made, brainstorming, problem-solving, conflict resolution) • Roles to be assigned • Interpersonal expectations (active listening, criticize ideas not people, consider other’s point of view) • Decision-making method (consensus, voting, notional average) • Type of follow-up expected (assigned tasks, implementation, follow-up meeting) • Guided discussion • Open-ended questions; end with questions that summarize • Helpful set of questions on p. 260 Chapter 17: 10 slides

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