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Group Dynamics
Wednesday 16th November, 2011Leicester UniversityJo Pakulska
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· 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
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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)
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· 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
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What really matters?
Process The right answer!
Employers often use team work case studies in order to assess various transferable skills
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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
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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
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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.
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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
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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!
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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!
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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)
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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.
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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.
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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.
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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