1. Training Trainers and Educators Unit 7 – Managing Group Behaviours
Aim
To provide an overview of managing challenging behaviours by individuals within groups
Learning outcomes
Discuss ways of managing challenging behaviours by using a range of tools
Apply strategies for managing challenging situations
Discuss the importance of effective role modelling
Slide 7.1
You will be familiar with the content of this topic . Outline tutor notes are provided but the expectation is that as an experienced facilitator you may wish to add/change to suit your own and audience needs.

2. Considerations of Group Dynamics
Flexible teaching style
Understand learning style
Educational hierarchy to establish right foundation of learning
Stage of transition of individual learners within the group?
Multiple relationships within the group
Importance of good feedback
Slide 7.2
This slide is a quick reminder of some of the theory used earlier in the programme that is relevant to group facilitation of learning.
Key messages are that the facilitator must be flexible and attempt to meet the learning styles of participants. You should assume that there will be a range of learning styles and you should provide a variety of ways of doing things to meet as many needs as possible.
An example of the many more relationships is to consider how, within a group of 8 people, there are many one to one relationships and including the facilitator, there will be 36 relationships.
Also you should again stress the importance of good feedback in all educational sessions - which is the final summary point.

3. Considerations of Group Dynamics
Slide 7.3
A whole variety of people can cause challenges within groups
Group will have identified a wide range of behaviours that can be categorised as per slide.
A whole variety of people can cause challenges within groups and this slide is just to signpost the part of the group work will look at this.
The Dominating Talker- constantly interrupts, talks over people, is sure that their point of view is the most important, may put down other ‘s points of view causes boredom, frustration in the group.
The Silent submissive- sits quietly, reluctant to verbally join in and generally watches what's going on. There may be some non verbal participation.
The Chatterer/Whisperer- Unable to stay quiet, if not talking in the group will turn to their neighbour and start a rival conversation that excludes the rest of the group.
The Expert - has always got an academic answer to everything. Use acronyms unknown to anyone else and tend to talk to the air rather than to individuals, often disputes what is being said.
The Broken record - uses every chance to bring up the same subject. Disputes at work, practice examples etc.
The Joker- brings humour at every opportunity- some times appropriately but sometimes to deflect some real emotional content . An anecdote for every occasion.
Activity
In pairs/ threes dependant on numbers give each group one of the behaviours and after discussion ask them to feedback their thoughts on possible solutions to address this behaviour
UNIT 7 Handout 1

4. Managing Group behaviours
Personal conduct
2. Professional conduct
3. Competence and performance issues
4. Health and sickness
Slide 7.4
UNIT 7 Handout 2 and talk participants through this section.
NB this might not be relevant to the group so can be omitted.

5. Health and sickness Competence and performance Personal conduct
Working
Environment
Health and sickness
Competence and
performance
Slide 7.5
This slide relates to the education of professional colleagues and not to patient education( Handout 2).
This slide stresses the issues that cause poor performance. There is often overlap and for most educators the thing we need personally to deal with is competence and performance. If you identify an individual within a group who may have competence or conduct issues you may be required to speak with that person out with the group learning environment.
Conduct: There should be clear guidelines for conduct issues which should be shared and followed according to our professional regulations.
Health: Health and sickness problems may cause poor performance but learners often hide things like depression and so we need to be aware how this may impact on learning.
UNIT 7: Handout 2
Personal conduct
Professional conduct
External
Environment

6. SID Tool SHARE your concerns with others
INVOLVE the learner in those concerns and discussions
DOCUMENT - Keep detailed specific documentation
Slide 7.6
This relates to managing an individual who may be struggling to learn individually or within a group.
Share - Share your concerns with others. Don’t get stuck with trying to solve things by yourself. Some issues will just benefit with discussion with colleagues.
Involve - Involve the learner in those concerns and discussions. Even though it might be difficult it is important to speak to the learner because there may be 2 sides to a story or something that is at the ROOT of the difficulty.
Document - Keep detailed specific documentation of the facts of what has happened and any other relevant issues. What you record should be
Accurate
Factual
Objective
Justifiable
Relevant
Also the Data Protection Act governs how personal information is collected and stored. Any data on a learner’s performance will be classed as personal data and subject to the act. So you may have to justify what you have recorded and what evidence you have to back it up.
UNIT 7 Handout 3

7. Changing Behaviour Assessment of readiness to change
Motivation to change
Confidence to change
Slide 7.7
Ask about the learners motivation to change. If the person scores him/herself as only 3, for example, ask him/her why are they not at 1 or zero? In other words, explore the low motivation however, acknowledge that there is some motivation on which to build.
Ask about the person’s confidence to change as if they are low in confidence, this may be related to their ability.
UNIT 7 : Handout 3

8. Changing Behaviour PROS CONS Change No change Slide 7.8
This gives a structure to discussing with learners the purpose of change and facilitating learners to make informed choices. This emphasises what will happen if they do not change e.g. a learner may fail an assessment if they do not begin to perform appropriately.
UNIT 7: Handout 3

9. A tool to find a solution
What?
Why?
Who?
How?
Slide 7.9
Depending on the time, either ask the group to work through Handout 4 from their prior experience or later using it as a reflective tool. Encourage them to use their pre-unit preparation scenarios.
The tool encourages structured reflection to promote discussion and identification of solutions to address challenging situations.
UNIT 7:Handout 4

10. Ability or Motivation Slide 7.10
Here is an example that could be adapted according to the group.
Patient group education
Group of people with diabetes who are undertaking self blood glucose monitoring.
Ability - relates to the motor skills required to perform self blood glucose monitoring and reading the result
Motivation – relates to whether the person wants to undertake the monitoring and make the changes to their therapy in the light of the result.
Professional group education
Ability – can relate to levels of Blooms Taxonomy e.g. Are they able to describe, demonstrate, appraise etc ?
Motivation - Is it statutory , CPD or Specific need
UNIT 7 : Handout 5

11. Changing Behaviour Cycle of Change Prochaska and Diclemente 1982
Slide 7.11
This help learners change and it is important to know where learners are in the cycle of change to help them move on.
It is useful to give a framework for understanding their own behaviours. This also relates to ability or motivation.
UNIT 7 Handout 6

12. Role Modelling A powerful teaching strategy
Learning from role models occurs through observation and reflection
Role models inspire and teach by example
Slide 7.12
Ask the group:
Who is their role model?
Why is that person your role model?
Who would you not consider as a good role model (be sensitive and maybe use someone in the public eye)
Why is that person not a good role model?

13. Characteristics of Role models
Clinical competence
Knowledge and skills
Communication
Clinical reasoning and decision making
Teaching skills
Student centred approach
Effective communication and feedback
Personal qualities
Compassion, honesty and integrity
Interpersonal relationships
Enthusiasm and quest for excellence
Slide 7.13
Slide based on reading for pre-course preparation.
Useful to explore the article in more depth

14. Role modelling
“People seldom improve when they have no other model but themselves to copy” Oliver Goldsmith
“ The most important single influence in the life of a person is another person….who is worthy of emulation” Paul D Shafer
Slide 7.14
Remember, when you are facilitating learning that it is important to role model what you are teaching.

15. Role Model Summary ‘We must acknowledge….That the most
important, indeed the only, thing we have to offer
our students is ourselves. Everything else they
can read in a book’
D C Tosteson (1979)
Slide 7.15
Ask participants if they can identify where this quote has come from. Answer: Cruess et al (2008) in the pre unit preparation.
Discuss the article.