1. Group Learning T 402 Fall 2010 Guiding Questions: What does it mean for a group to learn? What are the key dynamics that support/thwart group learning? How can leaders support group learning? Daniel Wilson (Instructor) San Chye Chen (Teaching Fellow) Flossie Chua (Teaching Fellow)

2. Your roles: Engage, Connect, Apply My & TF roles: Facilitate, Provoke, Present Our Norms... Complete readings before class Post assignments on course website Tues after class (article summaries, class assignments, papers, etc.) Respond to fellow students by Wed night (DW & TFs, too) Class Session Flow Updates & News Article Discussion Groups Break Lecture/Experience Student-led discussions (though probably not today) Weekly Rhythm...

3. What is a group? What enables it to learn? Discussion of Readings… 1.What are 2-3 big ideas in this article? 2.What are 2-3 connections to our ideas? 3.Among the authors, what are the big connections? Differences? Shared goals, vision Motivating challenge Relevant problem Diversity of views Clear roles Shared leadership No egos Equality, democracy Honesty Taking risks Time to meet Fun and humor Space and food Open communication Feedback Persistence Trust Mutual Respect

4. Some Initial Puzzles... What factors can an observer identify as signs that good group learning is likely to occur? Peter Bonanno What are the main factors of highly successful groups in various pursuits? Do the factors vary between activities? Benjamin Berte What are the signs that the work of a group is sliding downhill and how can the facilitator resuscitate it? Elizabeth Kelly How can you help a team create the conditions for high performance? Nick Petrie

5. What(or when)is a group? Gauging “groupness” along four dimensions Interdependent Tasks (what)  Is the work or performance non-factorable and requires coordination?  Is there an incremental performance need?  Is there joint accountability in the outcome? Collaborative Processes (how)  Do members jointly define their approach?  Are members clear about power and authority?  Do members engage in supportive means of communication, particularly in moments of dissent and conflict? Coherent Composition (who)  Does the group have clear social boundaries?  Do members remain stable over time?  Is the group composed of an appropriate level and range of skills for the task?  Does the group have a manageable number of members?  Are there clear roles to support the group performance? Collective Commitments (why)  Do members have compatible and/or shared purposes, goals, values, and beliefs?  Are members are jointly committed to a final outcome?  Are members committed to one another’s personal and professional growth?

6. What(or when)is a group? Using the dimensions, evaluate the level of “groupness” (high, medium, or low) of one of the following: -The Detroit String Quartet -The article discussion group you were in this morning -The cohort or program you’re part of at HGSE -... ?

7. Critique their levels of “groupness”

8. For next week... -Article summaries posted by Tues, 5pm -Assignment #1 posted by Tues, 5pm (responses on Wed) -Readings for next time (Cohen, Dufour, Lotan, Hackman)