2. Page 2Siyavula Workgroup Sessions4/5 September 2009
1. Introduction and getting to know each other
2. The edge concept
3. The importance of listening
4. Communities of practice or “workgroups”
5. Self-organising principles
6. Introduction to group dynamics
7. Group dynamics continued
8. Establishing and maintaining workgroups
3. Page 3Siyavula Workgroup Sessions4/5 September 2009
Participant introductions
• Introduce yourself to
someone you do not
know or do not know
well every time the
music stops.
• Tell them what your
interest in this weekend
is.
• Tell them what your
hopes and expectations
are.
4. Page 4Siyavula Workgroup Sessions4/5 September 2009
1. Introduction and getting to know each other
2. The edge concept
3. The importance of listening
4. Communities of practice or “workgroups”
5. Self-organising principles
6. Introduction to group dynamics
7. Group dynamics continued
8. Establishing and maintaining workgroups
5. Page 5Siyavula Workgroup Sessions4/5 September 2009
E
D
G
E
REASONS for not crossing the
edge in the form of real or perceived
internal and external messages
cause the anxiety
Increased ANXIETY as the
individual approaches or is
pushed towards or over
and edge.
SUPPORT AND CONTAINMENT
helps the individual over the edge
EDGE SYMPTOMS in the
form of anxiety and
defense mechanisms
appear.
The “EDGE” is
something that is
hard to do, to say,
to feel, to think, or
to look at.
Mindell’s concept of the edge
6. Page 6Siyavula Workgroup Sessions4/5 September 2009
Edge symptoms
DEFENSE MECHANISMS
Denial
Withdrawal
Aggression
Humour
ANXIETY SYMPTOMS
Dry mouth
Racing heart
Going blank
Sore stomach
GENERAL SYMPTOMS
Odd or unusual behaviour
Cycling
Mixed messages / incongruities
7. Page 7Siyavula Workgroup Sessions4/5 September 2009
Edge discussion
In groups of four:
Discuss what some of your edges may be for this weekend.
8. Page 8Siyavula Workgroup Sessions4/5 September 2009
1. Introduction and getting to know each other
2. The edge concept
3. The importance of listening
4. Communities of practice or “workgroups”
5. Self-organising principles
6. Introduction to group dynamics
7. Group dynamics continued
8. Establishing and maintaining workgroups
10. Page 10Siyavula Workgroup Sessions4/5 September 2009
Communication Exercise
ource of photograph: www.sifatipp.de
11. Page 11Siyavula Workgroup Sessions4/5 September 2009
Communication Exercise - Debrief
ource of photograph: www.stille-post.de
12. Page 12Siyavula Workgroup Sessions4/5 September 2009
Listening
Ignoring
• You ignore communication by rejecting it (e.g. interrupting someone mid-sentence, playing
around with pen and paper or computer, writing text messages, suppressing the words of the
speaker with own mental chatter…
• Ignoring someone is a way of exercising power over them.
Controlling
& Projecting
• Sometimes the way we look at someone, our body language, sounds we
make or hierarchical position controls the way others communicate with us.
• Sometimes we hear what others tell us through a filter of previous
judgements and decision. Whatever is communicated reinforces these
judgements.
Empathising
• Empathy requires observing the world from the speaker’s
point of view.
• You don’t just hear the open content of communication,
but also the intent on which this communication is based.
(WHY?)
• Great communicators stand out by their
ability to listen to the way their words are
“taken” while they speak.
• They hear themselves with the ears of
others.
Mastery
13. Page 13Siyavula Workgroup Sessions4/5 September 2009
1. Introduction and getting to know each other
2. The edge concept
3. The importance of listening
4. Communities of practice or “workgroups”
5. Self-organising principles
6. Introduction to group dynamics
7. Group dynamics continued
8. Establishing and maintaining workgroups
15. Page 15Siyavula Workgroup Sessions4/5 September 2009
Communities of practice or “workgroups”
Move into groups of 5 and consider the following question:
In what way would it be useful for you to work in a group of teachers to develop
curriculum material?
Note your answers on cards, one per card.
16. Page 16Siyavula Workgroup Sessions4/5 September 2009
Debrief, feedback and
questions
Good morning!!!
18. Page 18Siyavula Workgroup Sessions4/5 September 2009
1. Introduction and getting to know each other
2. The edge concept
3. The importance of listening
4. Communities of practice or “workgroups”
5. Self-organising principles
6. Introduction to group dynamics
7. Group dynamics continued
8. Establishing and maintaining workgroups
20. Page 20Siyavula Workgroup Sessions4/5 September 2009
Self-organising principles
Self-organising principles are
governed by “attractors” at
their centre. These are central
values, beliefs or other
psychological forces which
determine the self-organising
principles that emerge around
them. Attractors evoke the
same behaviour in different
people.
21. Page 21Siyavula Workgroup Sessions4/5 September 2009
Self-organising principles continued
An individual’s identity is closely
linked to the self-organising
principles that guide their
behaviour. Individuals identify
with values and activities that
are similar to their own internal
drivers and once they identify
with them, their passion is
evoked.
22. Page 22Siyavula Workgroup Sessions4/5 September 2009
Self-organising principles continued
If you think about
everything you have
seen so far about the
Siyavula project and the
Connexions website,
what is the one thing
that would make you
want to start or join a
Connexions workgroup?
24. Page 24Siyavula Workgroup Sessions4/5 September 2009
Presentation available on
http://www.slideshare.net/siyavula
25. Page 25Siyavula Workgroup Sessions4/5 September 2009
1. Introduction and getting to know each other
2. The edge concept
3. The importance of listening
4. Communities of practice or “workgroups”
5. Self-organising principles
6. Introduction to group dynamics
7. Group dynamics continued
8. Establishing and maintaining workgroups
26. Page 26Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – Mindell’s concept of rank
E
D
G
E
E
D
G
E
Will eventually resort to
sabotage
Will comply temporarily
Passive aggressive
behaviour
This group makes
decisions
Will seek support
Individuals or
groups with
less or no
rank
Individuals or
groups with
more rank
Feedback
blocked
by the
edge
27. Page 27Siyavula Workgroup Sessions4/5 September 2009
1. Introduction and getting to know each other
2. The edge concept
3. The importance of listening
4. Communities of practice or “workgroups”
5. Self-organising principles
6. Introduction to group dynamics
7. Group dynamics continued
8. Establishing and maintaining workgroups
28. Page 28Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – surface and depth processes
Idea Goal
Surface process
Depth
processes
29. Page 29Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – surface and depth processes
Surface processes are those that
we all know about and talk about.
They are often the goals we all
agree on.
However, there are often people
dynamics under the surface that
distract a group from its goal. These
are called depth processes. They
are hard to talk about, but can stop
a group from reaching it s goal.
They have to either be avoided or
picked up early and talked about in
order to stop them from hijacking
the process.
30. Page 30Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – surface and depth processes
SURFACE PROCESS
That which is uppermost in our awareness
DEPTH PROCESS
E D G E
That which is hard
to speak about
Information
pathways
31. Page 31Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – depth processes in groups
Depth processes in groups – what goes wrong
• Anxiety prevents honest communication
• Groups get caught in people dynamics
• Competition for roles
• Stereotyping/ labelling
• Insider and outsider issues
• Scapegoating
• Role conflict
• Rank problems
32. Page 32Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – Addressing depth processes
Increase
in anxiety
Increase in
defense
mechanisms
Real thoughts and feelings
surface i.e. what the
individual thinks, feels,
wants and needs, but are
buried by defense
mechanisms
1.
2. 3.
4.
Malan’s triangle
But,
CONTAINMENT
is a technique
reverses this
process
33. Page 33Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – Containment
EXTERNAL (“HARD”) CONTAINMENT
INTERNAL (“SOFT”) CONTAINMENT
Honesty
Perspective
Consistency
Support
Empathy
Openness
Reassurance
Trustworthiness
Non-judgemental
communication
Goals
Direction
Expectations
Limits
Consequences
Structure
Systems
Policies
Procedures
Rules
Information
35. Page 35Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – roles in workgroups
Critic Leader
Peacemaker
Clown
Excitement
EnvyMother
Disturber
Saboteur
Teacher
Expert
Victim
The context and the task of the group will determine the roles
required by the group. There are four different types of roles:
Functional: Co-ordinator
Political: Leader, follower
Psychological: Critic,
supporter
Emotional: Excitement,
anticipation, irritation
36. Page 36Siyavula Workgroup Sessions4/5 September 2009
Group dynamics – roles in workgroups
Guidelines for managing roles effectively:
1. Roles should be explicitly allocated and discussed, and
it is useful if the roles are consciously held
2. Roles should be shared and rotated
3. Remember that the person is not the role, and the role
is not the person
4. Remember that each role plays an important function in
the group
5. Roles should be described in terms of their usefulness
to the group, rather than evaluated as right or wrong.
37. Page 37Siyavula Workgroup Sessions4/5 September 2009
1. Introduction and getting to know each other
2. The edge concept
3. The importance of listening
4. Communities of practice or “workgroups”
5. Self-organising principles
6. Introduction to group dynamics
7. Group dynamics continued
8. Establishing and maintaining workgroups
38. Page 38Siyavula Workgroup Sessions4/5 September 2009
The membership of workgroups
Membership is voluntary. Members stay involved if the central
organising principle of the workgroup is clear, all contributions are
invited and supported, and group dynamics are not allowed to take
precedence over the organising principle.
39. Page 39Siyavula Workgroup Sessions4/5 September 2009
The leadership of workgroups
Leadership of emerging voluntary groups must have intrinsic
legitimacy – in other words they must be lead from the inside,
rather than be controlled from the outside. Most importantly,
leadership should be shared.
40. Page 40Siyavula Workgroup Sessions4/5 September 2009
Self-Leadership
Self-leadership can be defined as the process of influencing oneself to establish the
self-direction and self-motivation needed to perform.
This means getting oneself from passive mode to active mode, going on a purposeful
journey.
42. Page 42Siyavula Workgroup Sessions4/5 September 2009
Successful Connexions Workgroup Manifestos
In your workgroups, prepare a draft workgroup manifesto that
captures the key principles and good group practices that
would ensure the creation and sustainability of your
Connexions Workgroup.
44. Page 44Siyavula Workgroup Sessions4/5 September 2009
Siyavula is more than a website. It aims to support educators to
work in new and different ways that harness and share the full
passion, intelligence and creativity of all educators so that our
learners have a better future.
Our vision
45. Page 45Siyavula Workgroup Sessions4/5 September 2009
What next?
If you would like our support for a new or existing workgroup, we would
love to hear from you.
Contact:
Neels at neels@siyavula.org.za
082 334 3259
Quinton Davis at quinton.davis@edunova.org
or
If you want to give more feedback or ask questions:
Contact: Mark Horner at mark.horner@shuttleworthfoundation.org
Helene Smit at helene@feather.co.za
Layo Seriki at layo.seriki@cielarko.biz
Notes de l'éditeur
As human beings we’re not isolated. We’re interacting with others all the time, exchanging information, sending and receiving messages – we’re communicating. As teachers, you all know a lot about communication, but it’s very easy to forget the most basic skills, when one gets anxious or excited. So this session will serve as a quick reminder of things you all know.
We are looking at groups here and at what happens in groups. We can share information in groups. Develop new thoughts, approaches, material together, through the contributions of different group members.
Often problems occur in groups as the direct result of people communicating ineffectively. In workgroups, in families, between friends – anywhere! Someone sends a message and the next person receives something completely different from what was intended… or misses the message because they were preoccupied with other things, e.g. their own thoughts. This leads to confusion, frustration and conflict, and can cause a good plan to fail.
Now you’ve got the chance to try this out a bit…
What happened?
Did something like this happen in the groups? A fried egg, sunny side up becomes a broken egg becomes an egg…? Or the other way around. Sometimes information gets lost, then again information gets added. Exercise shows that communication is not just about speaking clearly, but also about listening well.
Most of the time what we hear is influenced by our own experiences, preferences, our own view of the world. Someone telling about the naughty child may remind the listener of the naughty child that they know… We tend to filter the information we are given. That’s human.
Listening is a very important part of communication, which is often not recognised, because it is so silent. When we speak, we find out very little. Through listening, we may learn something new and at the same time bestow the gift of our attention to others.
Listening has real consequences. Through the way we listen or don’t listen, we can assist or hinder people’s development, the development of a group, the development of work done together…
Listening is a complex art, which requires lots of practice on the way to becoming a “master listener”. There are various stages – steps to climb over and beyond on this way.
The first of those steps is not listening – the absence of listening. It‘s ignoring! You ignore communication by rejecting it. This could be shown by interrupting someone mid-sentence, playing around with pen, computer or mobile phone, or suppressing the words of the speaker with your own mental chatter. You may appear to be listening, but you’re not.
The second step we need to get over is controlling & projecting. Sometimes the way we look at someone, our body language, sounds we make or just our hierarchical position controls the way others communicate with us. Consciously or subconsciously we suppress what they would actually like to express. Also at times, we hear what others say through a filter of previous judgements and decision. Whatever is communicated reinforces these judgements (this may be someone’s guilt or innocence, intelligence or lack thereof, sanity or insanity…).We need to be very aware when this is happening, in order to consciously put aside those judgements or control and invite whatever the other has to say to our open ears.
Once we can put a stop to control and projection, it’s time to include empathy in our listening. Empathy requires observing the world from the speaker’s point of view. You don’t just hear what the speaker is communicating, but WHY they are communicating this. Once you can do this, communication will be much more powerful and of more value to the speaker (and yourself).
There is an additional step to “mastery of listening”. That is being able to “listen” to the way your words are taken while you speak. This is something great communicators do. They hear themselves with the ears of others, and thus, are able to adapt their communication to the requirements of their audience.
It sounds so easy when you’re told to “just listen”, but it really does require constant practice.
In thinking about groups that drive themselves, it is important to remember that each member of a group is not just leading or being led by the others.
The kind of groups that will form to develop teaching material together will not necessarily sit together all the time. Just like many software development teams, you may become virtual groups that communicate online a lot of the time. This makes it difficult for any individual leader to ensure that the group is functioning effectively. Leadership is actually shared.
It is especially important in such groups to have a clear overall goal that everyone identifies with, to have clear task-related processes and to have regular face-to-face meetings to build trust and establish common ground.
But everyone needs to be self-sufficient in managing their work. And each group member is there voluntarily, for their own reasons, leading themselves.
“There is a person with whom you spend more time that with any other, a person who has more influence over you, and more ability to interfere with or to support your growth that anyone else. This ever-present companion is your own self.” (Pamela Butler, Clinical Psychologist)
Self-leadership has been more broadly defined as "the process" of influencing oneself to establish the self-direction and self-motivation needed to perform. This means getting oneself from passive mode to active mode; going on a purposeful journey!
This does not mean that you are completely isolated from others!