module 4 - dying matters · module 4 objectives at the end of this module, participants will...

Putting it into practice

Module

4

Booklet

Putting it into practice

Module 4

Objectives At the end of this module, participants will increase knowledge, skills and confidence in facilitating group meetings by:

l Increasing knowledge and understanding of how groups work and how people learn

l Having an opportunity to reflect on their preferred ways of working within groups

l Learning some techniques for dealing with individual behaviours within groups and difficult situations

l Understanding the roles of facilitation and co-facilitation

l Learning about communication skills and active listening

l Planning next steps.

Group dynamicsFacilitation of groupsCommunication skills

Any part of this publication can be copied, reproduced, distributed or adapted without permission from the authors provided that the recipient of the materials does not copy, reproduce, distribute or adapt it for commercial gain. The following wording should be used to credit the source of the information in all of the copies, reproductions, distributions and adaptations of the material.

“Based on work from the Volunteer Training Programme about Advance Care Planning (Let’s Talk Now and Prepare for the Future) developed by Jane Seymour, Kathryn Almack (University of Nottingham) and Katherine Froggatt (Lancaster University), supported and funded by the National End of Life Care Programme and the Dying Matters Coalition”

1

Sect

ions

Tim

e ne

eded

Cont

ent

Act

ivit

yRe

sour

ces

requ

ired

Out

com

e

1In

trod

uctio

ns a

nd

prac

tical

info

rmat

ion

15 m

inut

esW

elco

me;

any

pra

ctic

al

info

rmat

ion

re v

enue

, br

ief o

verv

iew

of

hous

e ru

les;

tim

etab

le

and

obje

ctiv

es fo

r M

odul

e 4

Pres

enta

tion

by

faci

litat

ors

Han

dout

w

ith o

bjec

tives

fo

r Mod

ule

4

Part

icip

ants

feel

wel

com

e an

d co

mfo

rtab

le; i

ntro

duce

d to

th

e tim

etab

le a

nd o

bjec

tives

fo

r the

mod

ule;

pro

vide

d w

ith

heal

th a

nd s

afet

y in

form

atio

n

2 Re

flect

ions

on

prev

ious

mod

ules

30 m

inut

esPa

rtic

ipan

ts h

ave

an

oppo

rtun

ity to

sha

re

thei

r tho

ught

s an

d re

flect

ions

on

the

prev

ious

trai

ning

m

odul

es a

nd ra

ise

any

ques

tions

Faci

litat

ed

who

le g

roup

di

scus

sion

plu

s ‘g

raffi

ti bo

ard’

w

ith p

ost-

it no

tes

for p

eopl

e to

writ

e do

wn

any

quer

ies/

refle

ctio

ns

Pens

and

pos

t-it

note

s fo

r peo

ple

to u

se to

po

st a

nyth

ing

on th

e ‘g

raffi

ti bo

ard’

Part

icip

ants

exa

min

e an

d sh

are

key

lear

ning

to d

ate,

as

they

st

art t

he fi

nal m

odul

e;

Can

also

be

draw

n up

on to

re

flect

thro

ugho

ut th

e m

odul

e on

gro

up w

ork

and

faci

litat

ion

3 G

roup

dyn

amic

s

30 m

inut

esA

n ov

ervi

ew o

f key

is

sues

; Exp

lorin

g pa

rtic

ipan

ts’

unde

rsta

ndin

gs

of th

eir o

wn

way

s of

wor

king

with

in

grou

ps; L

earn

ing

and

shar

ing

abou

t wor

king

w

ith g

roup

s

Pres

enta

tion

by

faci

litat

or.

Who

le g

roup

di

scus

sion

Pow

erPo

int S

lides

- Se

ctio

n 3,

H

ando

ut -

Sect

ion

3,

flip

char

t, pe

ns

Part

icip

ants

lear

n m

ore

abou

t th

e w

ays

grou

ps o

pera

te.

Part

icip

ants

lear

n m

ore

abou

t how

peo

ple

lear

n w

ithin

gro

ups,

as w

ell a

s un

ders

tand

ing

mor

e ab

out

thei

r ow

n ap

proa

ches

to

grou

p w

ork

4 Le

arni

ng s

tyle

s in

gr

oups

25 m

inut

esIn

form

atio

n ab

out

diffe

rent

lear

ning

st

yles

and

way

s of

re

latin

g to

oth

ers

in

grou

ps

Han

dout

- w

orks

heet

to

wor

k in

divi

dual

ly.

Paire

d di

scus

sion

s an

d re

flect

ions

Han

dout

- Se

ctio

n 4,

pe

nsPa

rtic

ipan

ts le

arn

mor

e ab

out

way

s th

at p

eopl

e op

erat

e in

gr

oups

; und

erst

andi

ng th

eir

own

appr

oach

es to

gro

ups

You’ll need to factor in time for breaks. We’ve suggested a time, but you’ll need to be guided by the group.

Booklet

Suggested Timetable - approximately 4 hours + break

Putting it into practiceModule 4

2

Brea

k

Sect

ions

Tim

e ne

eded

Cont

ent

Act

ivit

yRe

sour

ces

requ

ired

Out

com

e

5 D

ifficu

lt si

tuat

ions

in

gro

ups

45 m

inut

esA

n in

trod

uctio

n to

som

e te

chni

ques

to m

anag

e/re

spon

d to

a v

arie

ty o

f di

fficu

lt si

tuat

ions

Part

icip

ator

y sm

all

grou

p ex

erci

se fo

llow

ed

by fe

edba

ck

Han

dout

- Se

ctio

n 5,

sl

ips

of p

aper

list

ing

indi

vidu

al d

ifficu

lt sc

enar

ios,

flip

char

t and

pen

s

Part

icip

ants

dev

elop

an

d sh

are

som

e re

sour

ces

for h

andl

ing

diffe

rent

situ

atio

ns

with

in g

roup

s

6 Li

sten

ing

skill

s

45 m

inut

esEx

plor

ing

com

mun

icat

ion

skill

s an

d sh

arin

g tip

s fo

r go

od c

omm

unic

atio

n pr

actic

e

Part

icip

ator

y ex

erci

se

in p

airs

follo

wed

by

feed

back

Pow

erPo

int S

lide

- Sec

tion

6,H

ando

ut -

Sect

ion

6

Part

icip

ants

lear

n ab

out

com

mun

icat

ion

skill

s an

d pu

ttin

g th

ese

into

pr

actic

e

7Ac

tion

plan

ning

an

d su

ppor

t

30 m

inut

esPl

anni

ng w

ays

to

mov

e fo

rwar

d af

ter t

he

trai

ning

and

iden

tify

wha

t sup

port

may

be

need

ed

Who

le g

roup

br

ains

torm

, com

plet

ion

of in

divi

dual

wor

kshe

ets

and

feed

back

Han

dout

- Se

ctio

n 7

Prov

idin

g pa

rtic

ipan

ts

with

an

oppo

rtun

ity

to p

lan

and

set g

oals

to

take

forw

ard

and

impl

emen

t wha

t the

y ha

ve le

arnt

from

the

cour

se.

8Re

cap,

eva

luat

ion

and

refle

ctio

n

15 m

inut

esPa

rtic

ipan

ts re

cap

and

eval

uate

the

mod

ule.

O

ptio

ns fo

r ong

oing

qu

erie

s/fe

edin

g ba

ck

expe

rienc

es/r

eflec

tions

af

ter t

he c

ours

e ou

tline

d. P

artic

ipan

ts

netw

ork

outli

ned

Com

plet

ion

of

eval

uatio

n fo

rms;

Pr

ovis

ion

of in

form

atio

n by

faci

litat

ors

Pow

erPo

int S

lide

- Se

ctio

n 8,

eva

luat

ion

form

(ava

ilabl

e in

ap

pend

ices

), po

st it

no

tes

and

pens

Part

icip

ants

hav

e an

op

port

unity

to p

rovi

de

feed

back

and

to s

et u

p su

ppor

t net

wor

ks to

dr

aw u

pon

in c

ours

e re

late

d ac

tiviti

es th

ey

enga

ge in

aft

er th

e co

urse

end

s.

Booklet

Suggested Timetable - approximately 4 hours + break

You’ll need to factor in time for breaks. We’ve suggested a time, but you’ll need to be guided by the group.


3

Booklet

Introductions and practical informationSection

1


Short introductory presentation and welcome

Time: 15 minutes

Materials Handout with objectives for Module 4

Purpose

Participants are made to feel welcome and comfortable

Participants are introduced to the facilitators and provided with health and safety information

Facilitators check that each person has received the Module information

Special needs (e.g. hearing loss) and arrangements that need to be made for transport are identified

Arrangements for claiming expenses are explained

l Welcome the participants to Module 4

l Introduce them to their facilitators

l Provide them with information about health/safety (fire procedures and exits; location of toilets; breaks and lunch; special needs)

l Check to see if any arrangements need to be made in relation to transport and explain arrangements for expense reimbursement.

4

Notes

Booklet

Reflections on previous modules and the Graffiti BoardSection

2


Activity

Time: 20 minutes

Time: 10 minutes

Materials Flip chart and pen

Materials Graffiti board/post-it notes and pens

Purpose

Participants have the opportunity to reflect on previous learning and different ways to contribute their thoughts

Participants feel comfortable about the style proposed for programme delivery

1. Ask participants to share any thoughts or reflections on the previous training modules, and to raise any questions they may have.

2. Invite participants to jot down one thought/reflection/question to add to the graffiti board.

As this module is about group work, you may also wish to outline the benefits of the graffiti board as a method to help facilitate group dialogue:

l It can help participants to ‘hear’ each other’s ideas

l It provides a quick way to get some feedback

l It provides a way for quieter people to engage in a conversation

l It provides a record of participants’ ideas and questions that can be referred to at other points during Module 4

l It provides space and time for participants to reflect on their own thoughts as well as the thoughts of others

l This strategy also creates a visual record of participants thoughts and questions.

5

Activity

Time: 30 minutes

Time: 20 minutes presentation and 10 minutes discussion

Materials/resources required PowerPoint Slides - Section 3, Handout - Section 3, flip chart and pens

This section is divided between a presentation and a whole group discussion.

Note to Facilitators: This module should be adjusted according to the participants and the types of groups and dynamics they are most likely to encounter.

Booklet

Group dynamics: Introduction and activitiesSection

3


Presentation by facilitator of module slides to provide a background to group dynamics.

Distribute Handout - Section 3, followed by a brief discussion of the handout to relate information about the Tuckman model - forming, storming, norming and performing.

Notes

6

Activity

Time: 25 minutes15 minutes activity and 10 minutes in paired discussions

MaterialsHandout - Section 4, pens and paper

Purpose

Participants learn more about the ways groups operate

Participants learn more about how people learn within groups, as well as understanding more about their own approaches to group work

Booklet

Learning styles in groups - which one are you?Section

4


Ask each participant to work through the handout on their own. Allow about 15 minutes for reading, reflection and scoring.

Information for the whole group:

Understanding individual learning styles as well as the way a group works together is important.

It is important to get to know others in the group but also to think about yourself.

l How do you like to learn?

l How do you interact in groups?

Knowing your own strengths and weaknesses and sharing these can help build an effective group

These activities help assess learning styles but are limited in accurately and completely defining a person’s learning style. However, they can help you and others understand more about each other’s styles.

Ask participants to get into pairs and spend 10 minutes sharing and discussing their ‘scores’ and any reflections on this exercise.

You might want to have a break at this point.

7

Activity

Time: allow 30 minutes for discussion and 15 minutes for feedback/further whole group discussion

Materials Handout - Section 5, slips of paper with different scenarios, flip chart

Purpose

Participants develop and share some resources for handling different situations within groups

Booklet

Difficult situations in groupsSection

5


Have slips of paper ready with the following problems written on individual slips of paper:

Note to Facilitators: These scenarios should be adjusted according to the participants and the types of groups and dynamics they are most likely to encounter.

l Domination by a highly vocal member of the group

l People messing about/not paying attention in the middle of a section

l Low participation by the entire group

l Two people in conflict

l One or two silent members in a group of otherwise active participants

l A participant who is visibly upset.

Divide participants into three groups. Give each group two slips of paper so they have two scenarios to discuss - what would be an effective response to address each scenario?

Bring whole group back together and feedback solutions. Ask others for any further contributions to the feedback given for each scenario.

Provide participants with Handout - Section 5.

8

Materials PowerPoint Slide - Section 6, Handout - Section 6, flip chart

Booklet

Listening skillsSection

6


Effective communication is heavily dependent on effective listening; however most conversations do not take place with the full attention of those taking part. An additional purpose of effective listening is to convey interest and respect for the other person.

Activity A: Barriers to listening

Ask the whole group to think of situations where either they feel they have not been listened to or where they have been aware that they were not fully listening.

1. Brainstorm possible barriers to effective listening.

2. Ask participants to consider the barriers identified - ask how might any barriers identified be dealt with?

Time: approx 25 minutes15 minutes brainstorm and 10 minutes addressing possible solutions

NotesSection 6 continued

9

Booklet


6


l Cultural issues, e.g. listening to the differences in pronunciation of a different accent, rather than the content of the message

l Excessive and incessant talking or interrupting.

Further points to prompt discussion:

l Stop talking - listen openly to the other person

l Remove distractions

l Be receptive to the other person. Demonstrate that you are prepared to listen and accept what they are saying (without automatically agreeing with it). Non-verbal cues can be particularly important here, e.g. maintaining an open posture, appropriate/comfortable eye-contact, leaning slightly forward. These are sometimes known as attending skills

l Delay evaluation of what you have heard until you fully understand it

l Try not to be defensive. Try to relax as any tension or impatience is likely to transmit via non-verbal leakage

l Maintain attention. Respond through your own facial expressions or body gestures such as a nod or a smile without interrupting the other person’s flow. This indicates that you are listening, interested and seeking to understand what they are saying and feeling (again, using attending skills). Be patient

l Ask the other person for as much detail as he/she can provide; reflect back or paraphrase what the other is saying to make sure you understand it and check for understanding. Paraphrase by asking short non-interrogative questions, using some of what the speaker has said to check your understanding; such as ‘so your main concern is…’ or ‘So what you are saying is…’.

A list of possible barriers to listening (could use to prompt participants if necessary or later given to participants as a handout)1

l Forming a judgment or evaluation before we understand what is being said, or ‘jumping to conclusions’

l Hearing what we want to hear

l Tuning out a point of view that differs from our own

l Formulating and rehearsing our response

l Being inattentive - thinking about something else entirely

l Having a closed mind - you do not want to hear what the person has to say

l Feeling anxious or self-conscious

l Judging the person, either positively or negatively

l Subjective biases based on ignorance or prejudice

1 Taken from Making Practice-Based Learning Work

Continued

10

Booklet


6


Ask the group to work in pairs and address the following two questions - put questions on a flipchart or a PowerPoint slide

l What phrases might be useful to reflect back to participants what they have said when you think your perceptions are accurate?

l What phrases might you use when you are having difficulty understanding what someone is trying to say?

Activity B

Purpose

Participants learn about communication skills and putting these into practice

Notes

11

Time: approx 20 minutes10 minutes discussion in pairs and 10 minutes for feedback just one phrase

Booklet

Action planning and future supportSection

7


Activity

Time: 30 minutesMaterials ‘My action plan’ handout

Purpose

Provides an opportunity to summarise and reflect on the training and discuss how to move forward with it

This is an opportunity for participants to set goals of how they take forward and implement what they have learnt from the course

l Brainstorm with the group how they intend to take forward the training and possible opportunities it will provide

l Provide each participant with the handout and ask for them to complete

l Brainstorm ideas of what support they would like to have offered following the course and make note for follow up on suggestions.

Note to facilitator: Remind participants that their action plan will be personal to their own agenda and it is up to them how much information they may want to include. Offer suggestions of what they may want to do with this training, e.g. local presentation, discussion with family member, etc.

This training may have been a new experience for many of the participants. Throughout the course they may have been presented with situations that have been challenging and possibly upsetting. It is important then that appropriate support systems are in place to continue support for participants following the end of this course.

Support can be provided in a number of ways, e.g.

l Regular meetings to enable reflection and evaluation

l Programme specific information updates

l Professional and technological advice and support

l Further training and learning experiences

12

Booklet

Recap, evaluation and reflectionSection

8


l Briefly recap on what has been covered in this module

l Ask participants to work in pairs and to discuss: 1) what they most and least enjoyed about the four modules; 2) what two or three key things they have learnt

l Ask them to write these down on post it notes (they don’t have to add their names unless they want to)

l Make it clear that these will help the facilitator team adjust the training in the future and pick up on issues and problems next time they run the training course

l Ask participants to complete evaluation form.

Brief provision of information and roundup

l Thank everyone for their participation and hard work

l Outline any provision of ongoing support and make sure that they have contact details for ongoing contact and support.

Activity

Time: 15 minutes

Materials PowerPoint Slide - Section 8, evaluation form (available in appendices), post it notes and pens

Purpose

Participants have an opportunity to provide feedback and to establish support networks to draw on in course related activities they engage in after the course ends

13

14

Notes

15

Notes

16

Notes

module 4 - dying matters · module 4 objectives at the end of this module, participants will...

Documents