leicester employability group dynamics 161111
DESCRIPTION
TRANSCRIPT
Group Dynamics
Wednesday 16th November, 2011Leicester UniversityJo Pakulska
· To understand Belbin’s theory of team roles
· To understand the key skills needed to work effectively in a team
· To understand the skills that employers look for in group case studies
· To practice teamwork skills by taking part in a team work case study
Today’s objectives
TEAM-ROLE CONTRIBUTIONTEAM-ROLE CONTRIBUTION
ALLOWABLE WEAKNESSESALLOWABLE WEAKNESSES
PLANT:Creative, Solves difficult problems Loses touch with everyday realities
MONITOR EVALUATOR:Discerning and Objective Uninspiring, Slow-moving
CO-ORDINATOR:Makes good use of group activities Manipulative
IMPLEMENTER:Disciplined, Efficient, Practical Slow to see new possibilities
COMPLETER FINISHER:Painstaking, Conscientious Anxious, Reluctant to delegate
RESOURCE INVESTIGATOR:Enterprising, Quick to explore opportunitiesWeak in follow through
SHAPER:Driving and challenging Provocative, Aggressive
TEAMWORKER:Co-operative, Averts friction Indecisive
(Belbin, 1981)
· Communication
· Team work
· Interpersonal skills
· Problem solving
· Creativity
· Persuasiveness and influencing
· Planning and Organising
· What behaviours do you think you might display for these roles?
KEY SKILLS FOR TEAM WORK
What really matters?
Process The right answer!
Employers often use team work case studies in order to assess various transferable skills
How to come across well
· Pay careful attention to instructions
· Read written material thoroughly – don’t rush
· Take part with whole-hearted commitment
· Get involved – don’t work mainly on your own
· Help others, be supportive, use others’ strengths
· Be assertive, diplomatic, inclusive
· Keep calm and use your sense of humour
Anatomy of a good case study
Defining
Questioning
Demonstrating
Beginning Middle End
ParaphraseQuestion unknowns
• Look engaged• Notice hints
• Understand the problem
• Check understanding
• Look for help
• Explain assumptions• Pursue each argument
• Make argument logical
• Check it makes sense
• Explore limitations • Summarise process
• Explain limitations of answer
• Suggest improvements• Involve external reference points
Case Study: Bunker Exercise
Read the packs you have been given – 2 mins
Discussion: 20 mins
Please write the team’s answers on an A4 sheet and hand them in. All team members must sign the bottom to show that they agree with the final answer.
Common errors
Do’s·Listen to initial instruction
· Make sure the question is fully understood ·Begin by setting a structure
·Communicate your train of thought clearly
·Step back periodically & reflect
·Be comfortable with numbers
·Don’t fixate on “cracking the case”
·Relax and enjoy the process.
Don’ts· Misunderstand or answer the wrong question ·Proceed in a haphazard fashion
·Asking a barrage of questions
·Fail to synthesize a point of view
·Not asking for help
·Leave the quieter members out
Some people may feel…
· Nervous· Anxious· Inferior· Deflated· Tongue-tied· Talkative· Stumped· Panicky· Overly analytical· Overwhelmed· Overly concerned about displaying certain
behaviours and come across as too dominant/too passive
· ITS ABOUT BALANCE!
Key points to remember
Be yourself· Positive· Interesting/Interested· Enthusiastic· Truthful
Participate and don’t forget to listen
Remember it is not so much about the answer - show your skills!
Prepare well and don’t panic!
Enjoy!
TEAM-ROLE CONTRIBUTIONTEAM-ROLE CONTRIBUTION
ALLOWABLE WEAKNESSESALLOWABLE WEAKNESSES
PLANT:Creative, Solves difficult problems Loses touch with everyday realities
MONITOR EVALUATOR:Discerning and Objective Uninspiring, Slow-moving
CO-ORDINATOR:Makes good use of group activities Manipulative
IMPLEMENTER:Disciplined, Efficient, Practical Slow to see new possibilities
COMPLETER FINISHER:Painstaking, Conscientious Anxious, Reluctant to delegate
RESOURCE INVESTIGATOR:Enterprising, Quick to explore opportunitiesWeak in follow through
SHAPER:Driving and challenging Provocative, Aggressive
TEAMWORKER:Co-operative, Averts friction Indecisive
(Belbin, 1981)
In the UK, the link between low family income and poor educational attainment
is greater than in almost any other developed country.
believes that it doesn’t have to be this way.
Teach First is an independent charity with a mission to address educational disadvantage by transforming exceptional graduates into inspirational, effective teachers and leaders in all fields.
We offer an exceptional two-year Leadership Development Programme that focuses on education, and which includes in its first year a PGCE qualification.
Developing a network of future leaders with a life-long commitment to ending inequality in education from inside and outside the classroom.
Working with our partner schools, supporters, and university-based training partners, Teach First is now able to place teachers in seven regions across England.
Application Process
Registeronline
Meet a
recruiter/
attend an
event
Onlineapplication
Assessmen
t Centre
ConditionalOffe
r
Enrolment
Register your interest and complete an online application at www.teachfirst.org.uk
We encourage all applicants to speak to/meet with a talent officer before applying so we can support them through the process.
We recruit on a rolling basis and will fill vacancies as we findthe right graduates who meet our requirements.
Contact me
• Phone or email with any questions [email protected]
• Have a one to one with Jo
• Join us on Facebook
• Follow us on Twitter
• Log onto our website for more information about the programme www.teachfirst.org.uk