Career learning for the 21st
century
CPD series for Community Learning Champions
Module 4:
Introduction to supporting career development through group work
1
Contents
Introduction to the group work workshop
3
Tutor notes
Workshop outline
Workshop aim and objectives
Checklist of resources required
Optional extension activities
LSIS workshop – trainer’s feedback
LSIS workshop – attendee’s feedback
3
3
4
4
19
24
26
[Table of contents will be created automatically by designer – you can ignore]
Download
This CPD module is available to download in PDF format from the Excellence Gateway Career
Development section.
Publisher
Published by the Learning and Skills Improvement Service (LSIS).
© LSIS [month year]
Publication reference: LSIS[xxx]
2
Introduction to supporting career development
through group work workshop
Tutor notes
Workshop outline
This workshop has been designed for Community Learning Champions (CLCs) who may be supporting
people with their career development. It is aimed at those who are either new to group work within this
context or for those who wish to revisit or develop their knowledge and skills within this area.
This three-hour session is aimed at understanding how groups work, how they develop and become
effective. It introduces participants to simple models, theories and exercises related to developing cohesive,
successful groups to support career development in the context of CLC schemes and the role of the CLC.
The experience of CLCs in group work will be wide ranging and this may be a new area to many. CLCs can
have a wide range of roles within group work – from facilitating a new informal group through to providing
support in a formal accredited class. This workshop takes the range of skills, experience and roles into
consideration and participants will have the chance to discuss group work in the context of their own role.
This module can be delivered by anyone who is an experienced or qualified training professional if they take
the time to familiarise themselves with the materials including the web links, handouts and references. It
would, however, be an advantage if the trainer had experience and/or training in career development and
knowledge of the CLC programme, particularly in relation to those CLCs attending the workshop. This will
enable wider and deeper exploration of the topics covered in relation to the CLC roles of participants.
The materials have been designed to be delivered as they stand, contextualised or modified to suit the time
available and the needs of the participants, scheme or organisation. The PowerPoint slides and handouts
are available as separate files.
This workshop is the fourth in a series of CPD workshops for CLCs produced by LSIS and available to
download from the LSIS Excellence Gateway. There are six others in the series:

Introduction to Interviewing

Introduction to values and ethics in career development

Introduction to delivering career development through group work

Introduction to evaluating and measuring impact in career development

Introduction to reaching potential by raising aspirations

Introduction to the Blueprint for Careers
LSIS has also produced a series of 10 workshops for people within the FE and Skills sector who support
learners with their career development which are also available to download from the LSIS Excellence
Gateway. These may be relevant for CLC schemes specifically working in this area or for those CLCs who
wish to do more in depth work around a particular topic. These are available to download from the LSIS
Excellence Gateway.
LSIS have also developed an online resource, “Career learning for all,” available free of charge on the LSIS
virtual Learning Environment just go to www.leadershiplearning.org.uk and create your own login. This has
been designed for those involved in supporting learners with their career development, both specialists and
non-specialists.
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Workshop aim and objectives
The aim of the workshop is to develop an understanding of how to develop effective facilitated group
work that will support career development.
The objectives of the workshop are to enable participants to:

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List the factors that impact on developing a successful group learning environment
State why group work in both formal and informal settings is useful for career development
Discuss the developmental stages of groups
Discuss how you could support the development of effective groups within your CLC scheme
Example workshop timetable
Time
Session/s
9.30
Welcome, domestics, introduction of presenter and session
9.35
Aims and objectives, group introductions exercise
9.50
Group working and terminology
10.15
Benefits of group working
10.25
Cohesiveness - World Café exercise
10.50
Refreshment break
11.05
Group cohesion - caning exercise
11.30
Group development
12.00
Barriers to effective group work
12.20
Summary
12.30
Conclusion
Checklist of resources required
Fire evacuation procedures.
PowerPoint™ slides 1 to 12.
Flip chart and marker pens or whiteboard.
Laptop, screen and LCD projector.
Post-it™ notes, paper and coloured pens.
Reusable adhesive such as Blu-Tack®.
Six-foot-long garden canes
Evaluation form: LSIS workshop – trainer’s feedback (see page 24).
Evaluation form: LSIS workshop – attendee’s feedback (see page 26).
4
Introduction to delivering career development
through group work
Presented by –
Date –
“No man is an island , entire of itself.” John Donne
Slide 1
Customise this visual to show your name and the date of the session.
Introduce the topic, yourself as presenter and welcome the group. Talk through domestics i.e. timings,
breaks, toilets and fire evacuation procedures.
Ask participants to consider what the quotation means for them in their CLC roles (voluntary or employed)
with clients. Normally the issues raised include:

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
People often work and learn more effectively with others than in isolation – both in formal and informal
learning situations
There is also a ‘social’ benefit to learning in groups, particularly for those people new to learning and
taking a first step
Career development requires input from a wide variety of people
Career development is affected by global, national and local events outside the control of most
individuals
All individuals are influenced by a large number of factors and people
People need good communication and group work skills to develop in life and careers etc.
Resources: Fire evacuation procedures.
Timing: 5 minutes
Transition statement: Let’s look at what we will be covering today.
Your notes:
5
Aim and objectives
Aim: To develop an understanding of how to develop effective
facilitated group work that will support career development
Objectives:
• List the factors that impact on developing a successful
group learning environment
• State why group work in both formal and informal settings is
useful for career development
• Discuss the developmental stages of groups
• Discuss how you could support the development of effective
groups within your CLC scheme
Slide 2
Talk through the aim and objectives for the session and ask if there are any questions.
Resources:
Timing: 2 minutes
Transition statement: We will start by getting together and finding out about each other.
Your notes:
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Introductions – us as a group?
Work in groups of four.
Introduce yourself to everyone and together decide if you are:
• A collection of four individuals
• A group
Be prepared to feedback your findings supporting your decision
and introducing everyone in the group.
You have five minutes for this exercise.
Slide 3
Ask participants to get into groups of 4. Ask people to work with those they do not already know well if at all
possible. Allocate five minutes and then ask for feedback from each group. Write up on a prepared flip chart
or whiteboard who think they are: a collection of individuals or a group; with reasons beside response.
Say that most sociological and psychological research defines a group as: two or more people, in face to
face interaction, each aware of his or her membership in the group, each aware of the others who belong to
the group, and each aware of their positive interdependence as they strive to achieve their goals”
Note: Many CLCs may not have undertaken group work but could be an area they are looking to get
involved in – for example supporting a local work club as a volunteer or working with a self managed
learning group. Their experience to date may be as a member of a group and input from this perspective
should be encouraged throughout the session if relevant.
Ask what this definition means for the groups they have worked with or belonged to. Do they meet this
definition or are they a collection of individuals? What are the implications? Normally the responses include:

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Need to form a group
Takes time to get individuals to know each other
Some groups form more easily than others
Groups who are full of similar types form stronger groups
Individuals who do not engage are, according to this definition, not part of a group etc.
Ask the groups if they would have responded differently before they undertook the exercise. Most groups
say they were individuals but the task made them into a group/team.
Say that this raises the need to ensure groups know the purpose of the groups they are in and are
encouraged to engage with the process.
Resources: Flip chart/white board and markers: split into two sections, ‘Individuals’ and ‘Group’.
Timing: 5 minutes to discuss with each other, 5 minutes to introduce people to the class (depending on the
number of attendees) and 3 minutes to discuss group, team or individuals.
Transition statement: Here are some comments about training. What do you think they refer to?
Your notes:
7
What are they talking about?
“It’s the worst part of any training or learning”
“I
feel totally physically sick and never sleep the night before.”
“I will do anything to get out of it – no matter what happens to
me it’s better than doing that.”
“I know I get quiet, my stomach cramps, I shake and on
occasions I have fainted.”
“ It’s really bad, I get a reputation for being a pain, but I just
hate it – why do they all do it to us? We should get them to do
it so they know what it feels like!”
Slide 4
Explain that a group of sixty learners were asked about group work and 18 made these collective
responses. Ask what they think the learners were referring to.
The learners were referring to introduction exercises where they have to introduce themselves. Ask for
comments. Ask how these reactions could affect individual’s behaviour in the group:

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Alienation
Embarrassment
Individuals could be judged on first impressions as difficult, introverted etc.
Difficult to integrate them into the group at later stage etc.
Say these reactions would have a particularly negative impact on activities where you want the group to feel
free to voice their own views and opinions.
Ask how these reactions could influence a client’s’ relationship with their scheme, the group, the CLC and
the tutor and the implications for career development.
Research suggests introverts are better working in small task groups: ask for ideas to get a group
introducing themselves without making individuals feel ill e.g.
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Big ball of string - first person holds end of string and then send it around shouting names
Create a questionnaire asking individuals to find an individual who matches the criteria e.g. same
birthday, like football, plays guitar etc. ‘People Bingo’ is a similar idea where people have a sheet with
a set of boxes to tick off each one when you find a match – can be more informal and relaxed than a
questionnaire
Speed introductions with people sitting in a circle facing each other
Name badges they design for themselves etc.
Resources:
Timing: 10 minutes
Transition statement: We all use the term ‘group’ but what do we actually mean by it?
Your notes:
8
Defining groups
Research has shown that certain properties makes a
collection of people more or less bonded:
•
•
•
•
•
•
•
•
•
Interdependence
Importance
Interaction
Size
Duration
Permeability
Similarity
Group structure
Cohesions
Nijstad (2009)
Slide 5
State that researchers and practitioners use the terms group and team differently and that there is little
agreement over the terms. Say researchers now look at what is it that increases or decreases ‘groupiness,’
sometimes called ‘entitativeness’ by researchers.
Show the slide and talk through positively related aspects asking participants to note any areas that have
particularly caused them issues in their work with groups or in groups they themselves belong to (or have
belonged to in the past):

Interdependence - how much do people in groups you have worked with/belonged to depend on each
other for outcomes (praise, results, money) or achieving goals? Ask how many of the groups they have
experience of were high on this aspect. Can people sometimes be left outside the group? Why might
this be (quiet personality, more vocal members dominate, etc)

Importance - the degree to which the group is important to its members – Ask if groups they have
experience of are important to individuals, why? If not, what are the implications for group work?

Interaction - regularity of meeting and how people ‘get along’.

Duration - how long the group will exist. What happens when the group ends?

Similarity - degree to which group members are similar on one or more attributes – point out the need
to ensure tutors/facilitators do exercises to bring out similarities not differences in early stages.

Group Structure - degree they have developed norms, roles, status etc. – point out the need
therefore for tutors/facilitators to enable the group to develop norms etc.

Cohesion - degree to which group members feel a sense of belonging to that group. Will this make
them more trusting and supportive of each other?
Talk through negatively related aspects: size and permeability - the bigger the group and the more
permeable, i.e. movement in and out of the group, the less cohesive.
Resources:
Timing: 15 minutes
Transition statement: We can see that there are many aspects to having groups. Do we think that these
lead to any benefits?
Your notes:
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Why have groups?
Individuals working and learning in effective groups:
•
•
•
•
•
•
•
•
Improves people intellectually – encourages articulation of
ideas
Develops: memory, comprehension, analysis , synthesis
and evaluation
Stimulates interest and motivation
Develops communication skills
Enhances social skills
Develops confidence
Develops skills for work
Caters for variety of learning styles
Adapted from “The Benefits of Group Study”
Journal article by Kenneth C. Petress; Education, Vol. 124, 2004
Slide 6
Before showing the visual:
Explain that there has been lots of research into the benefits of group work generally. Ask the group to say
what they think the benefits could be for CLCs in their career development work - write them up on a flip
chart. Past groups have included:
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Building a supportive learning group (peer support)
Encouraging friendships
Encouraging motivation and support networks
Developing group work skills for employment
Developing confidence
Developing communication skills
Getting different perspectives
Challenging own bigotries and stereotypes
Gathering more ideas and possibilities for future careers or for solving problems
Encouraging feedback
Developing self-awareness etc.
Show slide 6 and say these are the findings from one piece of research. Tell the group that this supports
findings showing cooperative learning produces higher achievement, more positive relationships and more
psychologically healthy members.
Ask how these aspects relate to their earlier responses – are benefits the same? Extra benefits? Discuss
any issues raised.
Resources: Flip chart or board entitled ‘Benefits of group work’ and markers.
Timing: 10 minutes.
Transition statement: So if there are these benefits to working in groups, what can we do to help bring
groups closer together?
Your notes:
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Developing cohesiveness
Form groups of three to five. Work with people who you do
not know well.
Discuss: How you as a group could enable individuals in
groups you belong to/work with to develop a greater sense of
‘groupiness’ or cohesiveness and encourage the
development of the skills and benefits we identified in the last
exercise.
You have ten minutes for this exercise.
One member of your group will be asked to share your
findings with another group and if your whole group is large
enough the process will be repeated (World café style).
Slide 7
Explain that you are now going to ask them to put this theory into action - both by working in groups and by
considering how they can put the theory into action within their own contexts.
This technique is famed for being carried out in a cafe atmosphere so you could put paper tablecloths, pens,
cakes, drinks etc on the tables or link it with a working break!
Show slide 7 and ask them to form the groups.
Explain the World Café is a technique for asking large numbers of people a question, allowing for discussion
in small groups and then sharing their findings with other groups so developing ideas throughout the room.
You can gain more information on this technique at: http://participationcompass.org/article/show/166
You could also print off the information from this site for participants if you felt it was relevant.
Allow the group to work for 10 minutes. Ask one member of the group to be the messenger and ask them to
find another group to share their group’s findings. Allow five minutes for the groups to share findings.
(If you have a group larger than 20 repeat the process one more time.)
Ask the groups to put up Post-its on to a wall, giving one idea for developing more effective groups per Postit. Encourage participants to think about ways to ensure everyone is included and given the opportunity to
‘belong’. Say these can be written down by everyone at a later stage, Ask for a general feel of the ideas to
share.
Discuss with the group how they felt about the World Cafe technique; would they use it with people they are
working with/may work with in the future within career development or any other sessions/context?
Ask if they feel more bonded as groups - if so why, and if not why not?
Resources: Paper, Post-its and coloured pens available on each desk where groups are working. Teas,
coffee, other drinks and biscuits and sweets if going for whole café atmosphere!
Timing: 25 minutes
Transition statement: We’ve spent a long time looking at theories so I think you’ve all earned a break! Can
we resume in 15 minutes please.
Your notes:
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Cohesive groups
You have to work in groups of 7/8.
Your task is:
To lower the cane, from shoulder height to knee height and
return it to shoulder height, keeping the cane level, at all
times. Your tutor will assess your performance.
You have five minutes for this exercise.
Rules:
• All members of the group must maintain contact with the
cane at all times, while undertaking the task
• The cane must be held on upturned, flat, index fingers - no
curling of fingers, slanting of hands / fingers etc. allowed
• Nothing can be added or taken away from the cane
Slide 8
Tell the group that we’ve spent the first part of the session looking at theory. Now you are now going to ask
them to carry out a simple task in which they have to act as a very cohesive group.
You need to demonstrate balancing a six foot garden cane on your two, upturned (i.e. palm facing the
ceiling) flat, index fingers and then lowering the cane, from your shoulder height, to your knee height (i.e. by
bending your knees) and then raising it back to your shoulder height.
Show slide 8 and let them read the instructions. Do not give them any extra information unless asked: most
groups do not identify “shoulder” or “knee” height, which causes problems. If asked make a decision that
you will be happy to justify, e.g. level of smallest person. Give them five minutes to practice and then ask for
a demonstration. Award a winning team - the group who follows the rules and meets the task specification.
This task requires individuals to work as a group and to focus on the movement of the cane not their own
performance. People who appoint a leader and follow the leader’s direction, e.g. placing a hand at the side
and asking the team to follow the hand, counting out to a beat etc. are normally most successful.
Discuss: how they found the exercise, what went well and not so well and what was required of the group to
successfully achieve the task? Raises: interdependence; commitment of all participants to the task and
group success; physical abilities and allowances for differences i.e. height, ability to bend etc. and cohesion.
Relate to groups they might work with– where do/might they have to work in this way? Why is/might it be it
difficult? Ask if they would consider using the exercise with groups and if so what areas related to career
development, skills development or employability could it raise?
Past groups have raised topics like:
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Building team work skills
Building trust and bonding in the group
Raising awareness of diversity and requirement for inclusion
Communication skills
Leadership skills
Creativity and problem solving
12

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Confidence building
Offering a variety of tasks where different people can shine etc.
Resources: 1, six foot garden cane, for every 8 participants. Optional – biscuits or sweets for the winners. If
you have a prize for the winners, announce that at the start to increase motivation and competitiveness.
Timing: 5 minutes for the exercise, five minutes for the debrief of the exercise and discussion of group work
skills and cohesion, and five minutes for relating the exercise to career development, skills development and
employability
Transition statement: We are beginning to see that groups don’t just happen and this leads us nicely into
looking at how groups develop.
Your notes:
13
Group development
Five stages of developing cooperative learning groups :
•
•
•
•
•
Forming: Collection of individuals coming together
(possibly strangers)
Storming: Getting to know each other; airing views
Norming: Establish group ‘rules’; cooperation
Performing: Beginning to be an effective group; supportive
and trusting
Adjourning: Coming to an end. Terminating – for a variety
of valid reasons
Tuckman and Jensen (1977)
Slide 9
Before showing the visual:
Tell the class that groups don’t just happen and that they need to develop into a group. Explain that there
are many models looking at group development and we will look at one of the simplest to remember Tuckman and Jensen’s (1977) suggestive model for group development: which was research based on 50
groups in a variety of settings but most were either leaderless or had leaders with a laissez faire attitude. If
you want more information on this model the following two web sites are useful.
http://www.chimaeraconsulting.com/tuckman.htm
http://www.learningandteaching.info/teaching/group_development.htm
Show slide 9 and talk through the stages:
1. Forming: what is going to happen, what’s expected, who is everyone, how is it going to function, what’s
expected of me? Feelings of uncertainty and vulnerability. Possibly people beginning to jostle for group roles
and leadership position (if not tutor led). Ask the group what is therefore required of the tutor/facilitator at this
stage - clarity of policies, procedures, group responsibilities, tasks etc.
2. Storming: group becoming more aware of each other. People are airing their views/ reasons for being
in the group. Personal goals and agendas may start to surface. Finding out about others strengths and
weaknesses, similarities and differences. Still wary of commitment to goals and others. Interpersonal conflict
may be present. Ask about role of tutor/facilitator: direction, clarification, setting culture, setting norms,
responsible for own learning, respecting others, decisions through consensus, confronting and solving
problems etc.
3. Norming: ground rules are established. Stronger focus on the task/aim. Recognising interdependence recognition that one person’s behaviour affects all, building trust with group members – developed through
disclosing thoughts and ideas etc. Developing cooperation. Still scope for conflict at this point.
Tutor’s/facilitator’s role? Allowing space for trust building, ensuring all members included, exercises bringing
out similarities and need for respect.
14
4. Performing: Group begins to perform effectively. Procedures and structures in place. Members are
supportive and trusting. Tuckman and Jensen suggest that true ’groupiness’ only happens at this point.
5. Adjourning: sometimes referred to as ‘mourning’. The group may be disbanded which can be painful if
the group has been close and cohesive. It is important to recognise that groups do end and there are all
sorts of reasons for this. Ask participants why a group may disband? Suggestions could be: end of course,
the aims of group were achieved, it has come to a natural end, learners moving on to other things, everyone
has got all they can from the group, etc. Tutor/facilitator: needs to provide a ritual for saying goodbye,
allowing emotion to be expressed and enabling next steps.
Ask the group in pairs to consider how, as facilitators, they could encourage groups to work through these
stages, allocate five minutes for the tasks, and summarise findings.
Tell participants that there are many more in-depth models and theory about group formation and, if this
area interests them, they can read more.
Note: There is an extension activity at the end of this workshop which looks how Johnson and Johnson
(1991) have developed Tuckman’s model through observation of learning groups within further and
vocational educational contexts. This extension could be delivered in place of the above or as a separate
development activity where deemed relevant for a particular scheme.
Resources:
Timing: 20 minutes for input and whole group discussion, 5 minutes for pair activity and 5 minutes for
bringing it all together.
Transition statement: I am sure you all know of groups who have not performed well. What do you think
are the barriers to effective group work?
Your notes:
15
Barriers to effective group work
Work in pairs and consider two of the barriers we have
identified as a group. What solutions might be effective to
overcoming these barriers in the context of your role?
Think through what could realistically be done in your own
environments and within the context of your CLC scheme.
You have 10 minutes for this exercise.
Slide 10
Before showing the slide
In the whole group ask them to list what they think the barriers to effective group work might be in the
context of their scheme’s activities/their role: time, unsuitable rooms, lack of group feeling, difficult
behaviour, lack of motivation, disparate groups, late starters, sickness and absence etc.
Ask them to work in pairs, each pair to choose two barriers from the list. Ask them to identify at least two
solutions to each barrier that might be effective within their CLC scheme and the work they do.
When 10 minutes has passed, give two pairs each a piece of flip chart paper, with a vertical line drawn down
its length and with each side labelled ‘Barrier’ and ‘Solution’. Ask them to add their findings and to pass the
chart onto the next pair.
When the charts are completed, put them up where everyone can see them and ask the group to read them
and ask if there is anything they do not understand.
Point out themes: planning, prioritising, deciding if groups are necessary, time management, delegating,
group/team building, using variety of methods and techniques etc.
Note: There is an extension activity at the end of this module which gives participants the opportunity to
explore a range of techniques to encourage creative thinking. After trying new techniques, participants can
discuss the effectiveness of each and consider when they might use them in their work as CLCs. If
participants are experienced in group work, this could be substituted for the exercise above. Alternatively,
the extension activity could be delivered at a future date when participants have gained some basic
experience of working with groups.
Resources: Flip chart/whiteboard for you. Flip chart paper, pens and Blu-Tack for learners.
Timing: 5 minutes to create the list. 10 minutes for the exercise, 5 minutes to collect the solutions and note
trends and patterns.
Transition statement: Let’s now look at what we have learnt.
Your notes:
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Summary
• What affects group bonding and togetherness?
• What can CLCs do to help develop these
characteristics in groups?
• What can be done to reduce group member’s
anxiety relating to introducing themselves to the
group?
• Why have group work in learning (formal and
informal)?
• What did you learn about group cohesiveness?
• What stages do groups go through?
• How can your CLC scheme develop effective career
development groups through informal learning?
Thank you for attending, please complete an evaluation form
Slide 11
Say that the session is nearly at an end so you need to recap.
Show slide 11 and ask the group the questions one by one. If they have difficulty answering go back to the
relevant slides or remind them of the activity e.g. cane exercise.
Ask group to complete evaluation forms and generally ask them for feedback on what they have learned
from the session.
Resources:
Timing: 10 minutes.
Transition statement: I have included a list of the references used in this session so you can do further
reading on group work if you wish.
Your notes:
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References
Johnson, D., W. & Johnson, R. (1989) Cooperation and competition: Theory and
research. Edina, MN: Interaction Book Company
Johnson, D., W. & Johnson, F., P, (1991) Joining Together, Englewood Cliffs,
N.J.: Prentice –Hall International
Johnson, D., W. & Johnson, R. & Holubec, E. (1990) Circles of Learning:
Cooperation in the classroom 3rd ed., Edina, MN: Interaction Books
Nijstad, B., A. (2009), Group Performance New York: Psychology Press
Petress, K., C. “The Benefits of Group Study,” Education, Vol. 124, 2004
Atherton J S (2011) Teaching and Learning; Group Development [On-line: UK]
retrieved 27 October 2011 from
http://www.learningandteaching.info/teaching/group_development.htm
Tuckman, Bruce W., & Jensen, Mary Ann C. (1977). 'Stages of small group
development revisited', Group and Organizational Studies, 2, 419- 427.
Slide 12
Thank the group for their participation.
Resources:
Timing:
Transition statement:
Your notes:
18
LSIS workshop – Extension activities
There are a number of areas that could be explored in greater depth if relevant to the participants and the
level of group work undertaken in their CLC scheme.

Exercise 1
Looking at group development in more detail. This may be relevant if CLCs are already involved in
and experienced in group work. This activity could be used instead of the Tuckman model exercise if
appropriate. Alternatively , it can be delivered as a follow-on activity at a stage when participants
have put their learning from the introductory workshop into practice and have some experience,

Exercise 2:
Further consideration of barriers and an opportunity to explore creative techniques. As above, this
could be used to replace the barriers exercise if experience of the group was appropriate to this.
Alternatively, it can be delivered as a follow-on activity to develop ideas and skills once CLCs have
put learning from this workshop into practice and have practical experience.
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Exercise 1
Group development
Seven stages of developing cooperative learning groups :
•
•
•
•
•
•
•
Defining and structuring procedures, becoming orientated
Conforming to procedures and getting acquainted
Recognizing mutuality and building trust
Rebelling and differentiating
Committing and taking ownership of goals, procedures
and other members
Functioning maturely and productively
Terminating
Johnson, D.,W. & Johnson, F., P. (1991) adapted model from Tuckman (1965)
Recap the Tuckman model of group development as discussed during the workshop.
Show slide above. Tell them that Johnson and Johnson (1991) have developed Tuckman’s model through
observation of learning groups within further and vocational educational contexts. Talk through the stages,
encouraging group participation and input – particularly in relation to their own work as a CLC.
1.
Defining and structuring: what is going to happen, what’s expected, who is everyone, how is it
going to function, what’s expected of me? Feelings of uncertainty and vulnerability. Ask the group what is
therefore required of the tutor - clarity of policies, procedures, group responsibilities, tasks etc.
2.
Conforming: dependent on coordinator for direction, clarification, setting culture. Finding out about
group strengths and weaknesses, similarities and differences. Still wary of commitment to goals and others.
Ask about role of tutor: setting norms, responsible for own learning, respecting others, decisions through
consensus, confronting and solving problems etc.
3.
Recognizing mutuality: recognising interdependence - recognition that one person’s behaviour
affects all, building trust with group members – developed through disclosing thoughts and ideas etc. Tutor’s
role? Allowing space for trust building, ensuring all members included, exercises bringing out similarities and
need for respect.
4.
Rebelling and differentiation: rebelling against tutor and from group. Challenging authority and
rules set by tutor. ”Differentiating is important for group members to establish boundaries where they stop
and the other members begin and to establish their autonomy as individual and separate members of the
group” Johnson (1979). Ask the group to idea storm this stage – “What could tutors do to ensure they
manage this stage without exacerbating the conflict?” Suggested answers: Do not take it personally,
recognise it is a developmental stage, do not force conformity – reason and negotiate, confront and problem
solve if disrespect and bad behaviour ensues, mediate, describe the situation to the whole group – go
through Tuckman’s model, make it explicit and ask what the group needs to do to resolve it.
5.
Committing and taking ownership: shift from dependency on the tutor to dependency on other
members of the group. This is the start of the group becoming their group. Group norms become both
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established and internalised, and they are enforced by the group themselves. It is at this stage that the tutor
needs to ensure that the motivation to learn and become involved is established. Tutors need to work with
the group at this stage and support the development of the norms without being intrusive or taking over.
6.
Functioning maturely: relief! Clear group identity, work autonomously, take responsibility and work
together constructively. The tutor’s role: trust the group, delegate and enjoy.
7.
Terminating: can be painful if the group has been close and cohesive. Tutor: needs to provide a
ritual for saying goodbye, allowing emotion to be expressed and enabling next steps.
Ask the group in pairs to consider how they could encourage their career development groups to work
through these stages, allocate five minutes for the tasks, and summarise findings.
Resources:
Timing: 25 minutes for input and whole group discussion, 5 minutes for pair activity and 5 minutes for
bringing it all together.
Your notes:
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Exercise 2
Barriers to effective group work
Work in pairs and consider two of the barriers we have
identified as a group. What solutions might be effective to
overcoming these barriers in the context of your role?
Think through what could realistically be done in your own
environments and within the context of your CLC scheme.
You have 10 minutes for this exercise.
Barriers to effective Groups
Remind the group that we looked at this at the end of the Group Work introductory workshop.
Now participants have more experience, ask them again to list barriers to effective group work they have
come up against since the introductory workshop: time, unsuitable rooms, lack of group feeling, difficult
behaviour, lack of motivation, disparate groups, late starters, sickness and absence etc. Compare this list to
the barriers they came up with during the introductory workshop. Now they have some experience of group
work have they identified any additional barriers? Why might this be?
Remind the group about the World Cafe technique we used in the introductory workshop. Has anyone used
this technique in groups they’ve been working with since then? How well did it work?
Say that you would like to encourage them to work creatively for the next exercise, using different
techniques that will help their creativity. Tell them we will spend some time looking at a range of techniques
they might choose to try. Choose techniques as relevant to the group, their roles and experience. Examples
could be:

Idea storming

Negative idea storming i.e. thinking of the worst thing you could do first and then reversing the ideas

Mind maps making connections from original topic

Wind tunnel (condensed) – spend a few minutes clarifying and being more specific about the barriers
and the questions you could pose about the barriers. Then select one question and each person in
turn says as many ideas and solutions as they can think of for five minutes – listener notes responsesswap roles and then reflect on both lists
Discuss, as a group what each of these techniques entails and how it can help us think creatively. Explain
that this exercise is an opportunity for them to have a go at trying something different that may also work for
their groups.
Ask them to work in pairs, allocate two barriers from the list to each pair and ask them to identify at least two
solutions to each barrier.
Encourage the group to share any other techniques they have used.
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If you want more information about any of these techniques look at:
http://www.mindtools.com/pages/main/newMN_CT.htm
http://en.wikipedia.org/wiki/Creative_problem_solving
http://www.winwenger.com/mind.htm
When 10 minutes has passed, give two pairs each a piece of flip chart paper, with a vertical line drawn down
its length and with each side labelled ‘Barrier’ and ‘Solution’. Ask them to add their findings and to pass the
chart onto the next pair.
When the charts are completed, put them up where everyone can see them and ask the group to read them
and ask if there is anything they do not understand.
Point out themes: planning, prioritising, deciding if groups are necessary, time management, delegating,
group/team building, using variety of methods and techniques etc.
Ask the group about their use of creative techniques in groups they work with. Does anyone use different
techniques? What were they and did they work? What didn’t work? Do they think they might use them?
When? Why? Which ones might be most useful? Do they need more practice to feel confident to use
different techniques (may identify further development/training needs)?
Ask the whole group why they think it would be beneficial to incorporate creative problem solving techniques
into work with groups? Say that problem solving, generating possibilities, challenging assumptions and
decision making are all necessary career development skills plus some people now see creativity and
innovation as necessary employability skills.
It would be useful to note down all the techniques suggested and circulate it to the group later.
Resources: Flip chart/whiteboard for you. Flip chart paper, pens and Blu-Tack for learners.
Timing: 10 minutes to create the list and compare to responses from introductory workshop. 10 minutes for
the exercise, 10 minutes to collect the solutions and note trends and patterns.
Transition statement: Let’s now look at what we have learnt.
Your notes:
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LSIS workshop – trainer’s feedback
Please use this form to feed back how useful you found the training materials provided. This is not
to measure the success or otherwise of your workshop, but to help us improve the quality of the
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Name of workshop: [insert name]
Date of workshop:
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Rating
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Please comment on the suitability of the timings provided.
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Any other comments?
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LSIS workshop – attendee’s feedback
Name of workshop: [insert name]
Date of workshop:
Using a rating of 1 = very good to 7 = very poor, please answer the following questions:
Overall how useful did you find the course?
How would you rate the materials provided?
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What do you think could be done to improve the workshop?
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