Dynamics of group work in social work - Myassignmentajb

In an increasingly complex world, times of decentralization and virtual teams and collaboration across multi-disciplines and organizations, leaders must develop highly effective teams or centers of excellence. We work with leaders to understand the dynamics of group work, assess team effectiveness, inter-team dynamics and work with clients in developing strategies for building and leading high performing teams.

Dynamics of Groups at Work. by Herbert A. Thelen

Get this from a library! Dynamics of groups at work. [Herbert Arnold Thelen]

Virtual Staffroom for EFL Teachers: The dynamics of group work

Preparation of working hypotheses based on bibliographic and experimental precedents. Designing and performing experiments. Planning and management of the appropriate experimental and computer technology tools. Applying decision-making elements to specific situations. Learning the basic elements in communication. Learning about ethical principles in the working environment and the dynamics of group work.

as learners come to grips with the dynamics of group work

Children’s social skills mature as they take on the dynamics of group work and are able to complete a finished product or a goal. At the same time, teachers expect students at this age to become more independent problem solvers, and by the end of third grade, children are equipped to work in crews or independently. Students continue to build their number sense and learn to apply these skills to solve increasingly complex problems found in the classroom and the world around them, and they learn to communicate their mathematical thinking through drawing, writing, and conversing.

Using what we experienced and learned in previous sessions we explore how we work personally and within the dynamics of group work.
Read an excellent article recently about the dynamics of group work from the POV of a student

Group dynamics - Wikipedia, the free encyclopedia

Over the next two hours, a rich, and painful process unfolded as we struggled to form the three digestion groups. My personal experience was mixed. Three people who said they wanted to be with me approached me immediately. That felt very affirming-much different than my baseball memories. Two of those three I had also silently chosen and the third woman, I thought would be a great member to share time with. Moments later two more approached and a group of four was quickly acknowledged as being formed. Suddenly I realized that the third woman was now outside this chosen foursome. I looked at her and didn't know what to do. I wanted to be with the three others, yet didn't want to reject her outright and in fact really liked her as well, but we could only be 4 maximum. I felt selfish, not wanting to sacrifice participating in what I sensed would be a very rich digestion group so as not to reject the woman. Yet, if I went with her, who would be the third? There were two people I definitely did not want to end up with. My final choice was to remain with the three others. I felt really great and awful all at the same time about this. The woman who ended up in another group and I were able to process this together later that day and the following morning, during the reflection time we had each morning following a 10 minute silent period about the struggle and pain. For many of us that exercise was a very deep exploration into ourselves on many levels and into the dynamics of group work.

studies focusing on the dynamics of group work activities in class and in the business context

Work teams and group dynamics - IWPRO21

This course focuses on the processes and dynamics of group work in social work practice. The theoretical underpinnings of group work are explored with an emphasis on skill development. The primary focus is on helping learners identify values and practices that differ across cultures and consequently impact group work. A variety of group types, phases of group development, intervention techniques, and leadership qualities are examined. Learners will apply concepts of group work in the classroom and will have opportunities to practice with and observe groups.
Prerequisites/ Co-Requisite: All SOWK classes first year

both process and relationship dynamics of group work (Chen et al., 2004)

Group Dynamics: Theory, Research, and Practice

Lawrence's work was not exclusively centred on social dreaming. His "discovery" was also part of his thinking about the psychodynamics of groups and organisations in society. For Lawrence, social dreaming partly came about through his experiences of group relations conferences in the Tavistock tradition and intellectually through the work of Bion. This was pointed out in David Armstrong's important introduction to Lawrence's first social dreaming book as editor, Social Dreaming @ Work (1998). Lawrence greatly valued Armstrong's friendship and intellectual support, which also helped to preserve the links to the world of the Tavistock and group relations. Lawrence developed his own systemic understanding of the dynamics of group work, and in particular his idea, developed from Bion, that dreams could be used to acquire knowledge of society as opposed to an understanding of the workings of the individual mind. The former, borrowed and developed from Bion, was encapsulated in the idea of the "sphinx", while the latter was identified as "oedipal". In this way Lawrence became both tied to and separated from the Tavistock approach to groups and organisations. He both admired the Tavistock world of group relations and at the same time harboured an intense dislike for certain aspects of that tradition. Indeed, the very first social dreaming experience emerged from the frustration that he felt with what he considered to be the restrictive taboo of discussing dreams in Tavistock group contexts. Hence, in 1982, when he ran the first social dreaming matrix at the Tavistock Institute with his colleague Patricia Daniel, "A project in social dreaming and creativity", this marked his departure from the norms of the Tavistock approach. Along with the Tavistock strictures regarding the place of dreams in group work, Lawrence also questioned the nature of interpretation in groups. For social dreaming, he developed the idea of "working hypotheses" as an alternative to interpretation. Not only did he believe that a consultant in a group relations context might sometimes use interpretation in inappropriate ways, but he went on to develop the important idea that to interpret a dream in a social dreaming context would actually stem the flow of dream images, associations, and the development of meaning within the matrix. For Lawrence, the best "interpreter" of a dream was another dream. This way of working was, in Lawrence's view, a more "democratic", less "narcissistic" way of engaging with a collective. So, the "host" (as opposed to the group "consultant") in a social dreaming matrix would never interpret, but rather offer "working hypotheses", a sense of guidance and link-making that never actually became interpretation. …