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Updated 2009
6
Leadership:
How
to get the Very Best
from your Teaching or Training Group
An
Administrator's Manual of 86 pages
Susie
Rotch Psychologist
BA, TSTC, DipCrim, MACE, MAPs
The
Trainers Handbook for the Administration of The Very Best Leadership Course
in a group setting.
How to get the Very Best from your Teaching and Training Groups consists of a DVD or videotape presentation and an individual manual for each participant learning the skills of group leadership. The class sets also include a trainer’s handbook.
The
video component presents the theoretical material the first part of the program
with topics from the third section. They are clearly segmented for sequenced
presentation and contain a variety of examples for discussion. They will repay
repeated viewing not only for apparent point illustration but also for the
nuances of interaction in the various teaching group sequences.
The manual restates and expands the content of the program. Additionally there
are various exercises to be undertaken by the participants in their own time.
These exercises often require a considerable investment in time as they both
cover the relevant topic under study as well as developing the participants’
powers of observation and analysis.
This handbook offers the trainer
two things.
First there are suggestions for techniques that can enliven
your presentation of this course to your training groups. In the spirit of
this project they are also meant to be experienced and then adapted by your
participants for use in their own teaching groups.
Second there is the structured sample program for learning group leadership
skills contained in the DVD'ss and the participants’ manuals. This
sample program is arranged in fourteen sessions or approximately one semester.
Cooking
in the Kitchen.
Teaching group leadership in an interactive group setting
is the best possible environment because it offers multi-level experiences
that can yield immediate practical outcomes.
I use the term multi-level because as we study various social theories of
group behaviour we are doing so in a flexible learning group situation that
permits the synchronous observation and application of the ideas being presented.
$35.95
+ P&H
ISBN 1 876687 01 0
Published 2004
This assumption
about learning in a ‘social laboratory’ gives distinct levels of
inquiry for the training group leader to explore:
i. a guided explanation of the contents
of the video and manual.
ii. an examination of the ideas being
presented via the structured
group experience of the interactions
of the group itself.
iii. a sequence of tasks to encourage: self
observation,
self knowledge,
observation of
others,
interaction with
others.
The structured managing of the training group to be a major learning experience
in it’s own right is the gist of the Trainers' manual.
Tailoring
the Training Course
It may be that the immediate needs of your training groups
are focused upon particular issues such as course structure, presentation
or leadership. These topics can be addressed first by re-arranging the order
of the sessions to quickly establish the practicality of the course. The remaining
sessions then become the reinforcement and backup resources that support and
expand on the initial leadership concepts chosen to meet the current needs
of the trainees.
Alternately the course can be presented as is for a training group that is
unknown to each other and could benefit from a hierarchically ordered and
comprehensive study program. This option would take fourteen weeks or about
a semester.
In keeping with a model of universal respect, including for gender differences,
the leader and participants are alternately designated as he or she. This
is not intended to be prescriptive.
The program has a number of aims based on three values held as essential or core beliefs by the author:
Firstly it sets out to present and teach a cohesive model of group work. This model can be applied and observed in the groups you run as well as by your paticipants in their own groups.
The model was developed out of my personal belief that learning is easiest when systematic. Learning with order superimposed is easier than learning where information is taught piecemeal, especially to beginners struggling to acquire the rudiments.
Secondly it teaches the practical application of a model of universal respect, respect for him / herself by the leader, respect for group members by the leader and respect for each other by the groups’ members, no matter what their age or stage in life.
This is a based on the fundamental value that I hold as a universal that every one is entitled to such respect at all times. This belief may appear idealistic, and it is, but I believe that we make progress in our level of civilisation by practising and teaching such values.
Thirdly the program teaches techniques of self-observation, analysis and review together with techniques for assessment, review and quality control of the leaders’ work by others. These include the group members they lead, their co-leaders, peers and supervisors.
Emphasis on ongoing self-examination and review by others is based on my personal belief that in order to learn group leaders must be prepared to subject themselves to the same sorts of learning risks that they expect of their group members. No double standards for leaders and participants. How else can the leader truly understand and empathise with the participants or act as a worthy model for them?
: Process and Leadership Skills
Leadership: Part
2: Structure, Planning and Timing
What makes groups
effective, roles in groups, self rating and what makes a good group leader,
self care and personal development, the ethics of group leadership.
Shows
the models in part 1 operating in a variety of learning groups.
Links to :
Trainers Handbook / Class Sets.
Order Pages.
About Susie.
About Living Skills
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