8d managing difficult group dynamics lesson plan and ub d
- 1. Managing Difficult Group Dynamics ! Lesson 8d Included in GLTI Combined Training Resources Length: 60 min • Managing Difficult Group Dynamics • Facilitating Group Conflict Discussions Materials Prepare before Session • Combined Resources Manual n/a Established Outcomes • GLs will anticipate and have realistic expectations about group conflict on programs, including understanding issues they are likely to encounter. • GLs will have the skills and resources to successfully manage group conflict. • GLs will know how to facilitate conflict resolution with individuals, small group, full group, etc. • GLs will apply techniques that deescalate intensity, present themselves as unbiased, and recognize what can be changed and what cannot. • GLs will end group discussions about conflict with language and framing that: ! Normalizes the process; ! Reviews the take-away points; ! Emphasizes the goals of taking care of each other and keeping focus on the goals of the program; ! To expect unfinished business. Flow !" Introduction/Frame #" Role Plays $" Review Methods %" Facilitating Difficult Group Discussions &" Conclusion This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim Institute with support from Repair the World.
- 2. Managing Difficult Group Dynamics ! Lesson/Activity Plan Time/Materials Content Introduction/ 1. Say: “We recognize that you may have anxieties about dealing with difficult group dynamics. In this session, we Frame will discuss typical situations that arise during our programs. There are several different conflict dynamics that you can expect, including: 3 min. a. An issue with the whole group; b. An issue with one participant in front of the whole group; c. Two or more participants having an issue with each other; d. A participant having an issue with a group leader. 2. Ask: “What do you anticipate as some of the conflicts that you are most likely to encounter on your program?” If not mentioned, include: a. Shower time; b. Being on time; c. Resisting rules/expectations (e.g., traveling in threes); d. Gossip. 3. Ask: “There are many other conflict situations that are very unlikely on our programs, but may still cause a lot of anxiety. What are some of these issues?” If not mentioned, include: a. Sexual harassment; b. Violence; c. Refusing to work; d. “All out revolt.” Role Plays 1. Say: “We’ll be doing some role plays to practice scenarios that involve a few of the dynamics we just mentioned. Let’s make sure to stay in our role as the group or the group leader within that realistic small spectrum. Please 25 min. don’t over-dramatize and do your best to respond appropriately given the group leader’s response.” 2. Divide GLs into three groups. 3. For each scenario: a. Select a volunteer to be the group leader. Ask that person to leave the room. b. Tell the rest of the group the scene and what role they should play if relevant. c. The volunteer group leader will return to deal with the situation. He/she will handle the situation to the This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim Institute with support from Repair the World.
- 3. Managing Difficult Group Dynamics ! best of her/his ability. 4. Scenarios: a. The full group doesn’t want to have an educational session right now. b. A participant in the group is making offensive jokes in front of a lot of other group members during informal hang-out time. c. A participant comes to a group leader complaining about another participant. 5. After each small group has had an opportunity to discuss their scenario, the volunteer GLs in each scene should return. 6. Each group (and volunteer GL) should act out their scenario in front of the full group. a. The facilitator should end each scene once the issue has been resolved. b. Keep the volunteer GL in front of the group to debrief: i. Ask the volunteer GL to reflect on “plusses and deltas” (good ways and ways things could have been differently)on how they handled the scenario. ii. Ask the small group members to reflect on how the volunteer GL handled the scenario. iii. Ask the full group to reflect on how the volunteer GL handled the scenario. Review 1. Ask the group to review “Managing Difficult Group Dynamics” and “Facilitating Group Conflict Discussions” in the Methods manual. Ask: “Which techniques were used by the volunteer GLs and which ones could they have used?” 2. For each technique identified, give time to read the description and elaborate as needed to apply to the role play 10 min. or other realistic scenarios. Manuals Facilitating 1. Ask the GLs to refer to “Facilitating Group Conflict Discussions” in the manual. Difficult 2. Demonstrate the “Bulls Eye” activity. Group Discussions a. Ask everyone to find a small object (e.g., pen, stone, leaf, etc.). b. Draw a circle on the floor. Tell GLs that the circle represents how you feel about Harry Potter—putting your 20 min. object in the center means that you have read every book, seen every movie, dressed up as Harry Potter, etc. c. Ask everyone to silently place their objects in the part of the circle that represents their feelings about Harry Potter. d. Explain that this activity can be used to help the group to discuss group dynamics. In that case, GLs would tell their groups that the center of the circle symbolizes feeling supported, safe and comfortable within the This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim Institute with support from Repair the World.
- 4. Managing Difficult Group Dynamics ! group. Moving out from center represents that individuals feel that they are still trying to bond or are working through something with the group. e. Say: “Now let’s think about group dynamics and about how to facilitate this conversation. Here’s how you would debrief: i. Offer opportunity for people to share why they put their object where they did; ii. Offer opportunity for people to ask someone else about their placement. iii. Ask people what their reaction is to the placements. Were they surprised? Is this what they expected? iv. Ask if anyone wants to share what they would need for them to move closer to the center. f. Say: “This can reveal many things (e.g., people not being comfortable within the group, the actual diversity in the group, people responding to each other and issues that arise, safety issues and trust issues). The questions above are just prompts to bring out real issues and discussion. You need to be prepared to hold a group discussion, as it emerges naturally, in a safe way.” g. Say: “Good times to use this tool are: the middle of the program, in the morning or middle of the day, when you have an hour and you suspect problematic group dynamics.” h. Say: “It’s probably not best to use this tool: right before bed, in the first two days of the program, on the second to last day of the program, when you only have a short amount of time, when the group is still in the initial stages of bonding, or when there will not be time to do discuss issues that arise during the conversation.” 3. Explain that when closing this activity, it is important to: a. Repeat important themes or take-aways from the group’s discussion; b. (If relevant) Assure them that conflict and discomfort are part of living in an intentional community; c. Indicate that it’s okay to not resolve the issue/s now; d. Remind them that the goal of this activity is to develop a better understanding within the group so we can take better care of each other. Conclusion 1. Remind GLs of the following: a. There are resources in your manual to help you to manage difficult group dynamics; 2 min. b. When confronting difficult group dynamics, remember to check in with your co-leader to discuss best approaches, check assumptions and decide who will be most effective to deal with the situation; Manual c. Your organization’s staff is always available for support. This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim Institute with support from Repair the World.
- 5. UbD, Lesson 8d: Managing Difficult Group Dynamics Stage 1 – Desired Results Established Outcomes • GLs will anticipate and have realistic expectations about group conflict on programs, including understanding issues they are likely to encounter. • GLs will have the skills and resources to successfully manage group conflict. • GLs will know how to facilitate conflict resolution with individuals, small group, full group, etc. • GLs will apply techniques that deescalate intensity, present themselves as unbiased, and recognize what can be changed and what cannot. • GLs will end group discussions about conflict with language and framing that: ! Normalizes the process. ! Reviews the take-away points. ! Emphasizes the goals of taking care of each other and keeping focus on the goals of the program. ! Allows for unfinished business. Concepts to be Covered During the Session Key Questions to Ask Learners Big ideas presented: 1. What conflicts have you experienced as a group 1. Common sources of conflict participant and how did your leader respond? 2. Unfinished business How did it impact your experience? 3. Clearly communicating your role 2. What other techniques were not used that could have helped? Specific ideas/concepts to learn/remember: 1. Group meetings about conflict are not ideal right before bedtime. 2. Conflict on the first and last 48 hours may be handled better by addressing individual needs than group facilitation. 3. Break up a gripe. Predictable misunderstandings 1. Send homes, sexual harassment, violence, refusing to work are not common. Stage 2 – Assessment How Will We Check for Understanding at GLTI Field Work/Performance Assessment Methods Demonstrate: 1. GL Post-program report 1. Lead a group discussion. 2. Program debrief with supervisor 2. Talk one on one with an upset participant. 3. GL log book or in-field tracking 3. Effectively facilitate a conflict as it is happening 4. Co-leader debrief between participants. 5. Cohen Center report Ask Direct Questions : 6. Participant survey 1. What items from the techniques list were used or could have been used? 2. What ideas not on the list could you use? This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim Institute with support from Repair the World. !
- 6. UbD, Lesson 8d: Managing Difficult Group Dynamics ! Stage 3 – Lesson Plan Checklist • Materials and pre-session prep list. • Use 2-3 different modalities (not just • Each part of lesson has an assigned time limit. talk/listen/discuss; reflection/writing, small group presentations/poster making, theater games, • The presentation is significantly different from partners/smaller groups, art). past versions in order to maintain returning GL’s interest. • Check for understanding (e.g., ask direct questions, use group discussion to gauge, have • Taps into learners’ previous learners practice/demonstrate. knowledge/experience • Provides new content/information. This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim Institute with support from Repair the World. !