Practice III Hamilton

When there is an extended back-and-forth between the leader and one member as the other members watch

When all members take responsibility for communicating, taking into consideration their ability to contribute meaningfully to the particular topic.

When members take turns talking.

When the leader of the group is the central figure and communication occurs from the leader to the member and from the member to the leader

• Examine whether the group as a whole is sufficiently attractive to members
• Promote the development of norms that emphasize the importance of members listening to and respecting each other. 
• Change seating arrangements
• Assign tasks for members to do outside of the group in subgroups composed of different members.
• Ask for certain members to interact more frequently with other members.
• Promote the development of norms that emphasize the importance of members' listening to and respecting each other.
• Use program materials and exercises that separate sub-group members.

• Planning
• Organizing
• Convening
• Emergence of group feeling

• Problem solving
• Performing
• Maintenance
• Intimacy
• Work
• Maturity

Completion
Evaluation

Being able to call on and use influential people or resources.

having the knowledge or skill to facilitate the work of the group

Possessing information that is valuable to and needed by others.

Holding a position of authority and the rights that accrue to that position in the organization or larger social system

Being liked and admired: the group members want to be identified with that worker

Being able to offer social or tangible rewards

Being able to sanction, punish, or deny access to resources or priviledges

Display high levels of competency and trustworthiness
Inspire and motivate among members with their vision
Stimulate independent and creative thinking
Individualize members by understanding their personal needs and goals

Moderating
Negotiating 
Mediating
Arbitrating

Helps the worker keep meetings within specified bounds so that conflict is avoided

Are used to help members come to an agreement or an understanding when initial options differ

Are used when two or more members are in conflict and action is necessary to help them reach an agreement and resolve a dispute.

Involve having an authoritative third person meet with the group. This person listens to the dispute and binds the members to a settlement.

Leadership skills with more structure

• Health education program for caregivers of elderly that include extended family and takes cultural nuances into consideration.
• Days for meetings flexible

Ethnic identity group and consciousness raising groups to empower. Also structured activity groups where members work together on tasks.

Leaders help members use social networks by incorporating traditional strengths of population into group work

Acknowledge the diversity in the group and help members explore differences
Become culturally sensitive
be open-minded
Acknowledge affects of oppression, prejudice, stereotyping, discrimination
Understand your own identity and background and how it affects group members
Understand different communication styles and language and the affect on group members
Understand and acknowledge power differences. Use empathy, advocacy and support
Acknowledge and discuss cultural and spiritual traditions
Confront/challenge those who discriminate or stereotype
Use specialized cultural formats appropriate for group

homogeneity
heterogeneity

• Suggest that those with similar characteristics and purpose facilitate a common bond to relate to one another and identify with each other's concerns.
• Assess level of agreement between members regarding purpose without it there will be little basis for interacting
• Members should have some personal characteristics such as age, education, cultural background, degree of expertise, common style/ability

• We want diversity in groups for experience/level of expertise, life experience, gender, ethnic background, SES, etc.
• Diversity can open up new options/alternative learning validation
• growth groups learn form members with different characteristics
• Task groups may ensure an adequate range or ideas, group representation expertise, division of labor. Also consider members having enough resources for dealing with complex tasks.

Offer more ideas, skills, and resources 
Can handle more complex tasks
offer members more potential for learning through role models
Provide members with more potential for support, feedback and friendship
Allow members to occasionally withdraw and reflect on their participation
Help to ensure that there will be enough members for meaningful interaction even if some members fail to attend.

Provide members with greater level of individualized attention
Enable closer face-to-face interaction
Present less opportunity for the formation of harmful subgroups
Present fewer opportunities for members to with draw from participation
Allow for easier management by the worker

Leader can point out that the member choose to participate in the group even if it was mandated in an agreement with a referring agency/person
Acknowledge that the member may not want to be in the group but also note that the person freely choose the group over an alternative
Leader should also state that members are free to end participation at any time, but that this decision to participate implies the member will adhere to the group norms and contract signed during the intake or first session
Leader may need to remind group members of their choice to participate over other consequences as group progresses
Group also need to help resistant/reluctant member to find reason to participate

Construct a brief statement and clearly articulate it to the group
Present it as a positive statement including what members can accomplish
When possible, have members present and discuss their view of the groups purpose
Discuss the role of the group in relation to its sponsoring agency, stress the mutual contributions that can be made by both
Involve members by asking for feedback and use it to refine or modify the purpose

dividing into pairs
Problem swapping
Treasure hung
My name
Top secret

Members are asked to write down one thing about self that they have not or would not normally reveal to a new acquaintance. The leader collects "secrets" and reads them to the group. Members try to identify the person who wrote the secret along with giving a reason for the choice.

Members discuss how they got their names and what meaning the name has for them and for their family of origin. It often leads to interesing discussion of members feelings about self now and in the past

Members asked to find 2-3 facts about each group member. It gives a structured but informal group interaction to help overcome anxieties.

Each member, in pairs, interviews two other for 5 minutes asking for details specified by the leader. Then roles are reversed. When group reconvenes, members introduce the partner to the whole group recalling the facts learned. It helps to develop relationships and leads to greater disclosure on a 1-1 basis

Members volunteer to discuss their problems openly before the group. This opening promotes group interaction, leads to identification of shared problems and helps members to consider how they might proceed.