module 4 - dying matters · module 4 objectives at the end of this module, participants will...
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Putting it into practice
Module
4
Booklet
Putting it into practice
Module 4
Objectives At the end of this module, participants will increase knowledge, skills and confidence in facilitating group meetings by:
l Increasing knowledge and understanding of how groups work and how people learn
l Having an opportunity to reflect on their preferred ways of working within groups
l Learning some techniques for dealing with individual behaviours within groups and difficult situations
l Understanding the roles of facilitation and co-facilitation
l Learning about communication skills and active listening
l Planning next steps.
Group dynamicsFacilitation of groupsCommunication skills
Any part of this publication can be copied, reproduced, distributed or adapted without permission from the authors provided that the recipient of the materials does not copy, reproduce, distribute or adapt it for commercial gain. The following wording should be used to credit the source of the information in all of the copies, reproductions, distributions and adaptations of the material.
“Based on work from the Volunteer Training Programme about Advance Care Planning (Let’s Talk Now and Prepare for the Future) developed by Jane Seymour, Kathryn Almack (University of Nottingham) and Katherine Froggatt (Lancaster University), supported and funded by the National End of Life Care Programme and the Dying Matters Coalition”
1
Sect
ions
Tim
e ne
eded
Cont
ent
Act
ivit
yRe
sour
ces
requ
ired
Out
com
e
1In
trod
uctio
ns a
nd
prac
tical
info
rmat
ion
15 m
inut
esW
elco
me;
any
pra
ctic
al
info
rmat
ion
re v
enue
, br
ief o
verv
iew
of
hous
e ru
les;
tim
etab
le
and
obje
ctiv
es fo
r M
odul
e 4
Pres
enta
tion
by
faci
litat
ors
Han
dout
w
ith o
bjec
tives
fo
r Mod
ule
4
Part
icip
ants
feel
wel
com
e an
d co
mfo
rtab
le; i
ntro
duce
d to
th
e tim
etab
le a
nd o
bjec
tives
fo
r the
mod
ule;
pro
vide
d w
ith
heal
th a
nd s
afet
y in
form
atio
n
2 Re
flect
ions
on
prev
ious
mod
ules
30 m
inut
esPa
rtic
ipan
ts h
ave
an
oppo
rtun
ity to
sha
re
thei
r tho
ught
s an
d re
flect
ions
on
the
prev
ious
trai
ning
m
odul
es a
nd ra
ise
any
ques
tions
Faci
litat
ed
who
le g
roup
di
scus
sion
plu
s ‘g
raffi
ti bo
ard’
w
ith p
ost-
it no
tes
for p
eopl
e to
writ
e do
wn
any
quer
ies/
refle
ctio
ns
Pens
and
pos
t-it
note
s fo
r peo
ple
to u
se to
po
st a
nyth
ing
on th
e ‘g
raffi
ti bo
ard’
Part
icip
ants
exa
min
e an
d sh
are
key
lear
ning
to d
ate,
as
they
st
art t
he fi
nal m
odul
e;
Can
also
be
draw
n up
on to
re
flect
thro
ugho
ut th
e m
odul
e on
gro
up w
ork
and
faci
litat
ion
3 G
roup
dyn
amic
s
30 m
inut
esA
n ov
ervi
ew o
f key
is
sues
; Exp
lorin
g pa
rtic
ipan
ts’
unde
rsta
ndin
gs
of th
eir o
wn
way
s of
wor
king
with
in
grou
ps; L
earn
ing
and
shar
ing
abou
t wor
king
w
ith g
roup
s
Pres
enta
tion
by
faci
litat
or.
Who
le g
roup
di
scus
sion
Pow
erPo
int S
lides
- Se
ctio
n 3,
H
ando
ut -
Sect
ion
3,
flip
char
t, pe
ns
Part
icip
ants
lear
n m
ore
abou
t th
e w
ays
grou
ps o
pera
te.
Part
icip
ants
lear
n m
ore
abou
t how
peo
ple
lear
n w
ithin
gro
ups,
as w
ell a
s un
ders
tand
ing
mor
e ab
out
thei
r ow
n ap
proa
ches
to
grou
p w
ork
4 Le
arni
ng s
tyle
s in
gr
oups
25 m
inut
esIn
form
atio
n ab
out
diffe
rent
lear
ning
st
yles
and
way
s of
re
latin
g to
oth
ers
in
grou
ps
Han
dout
- w
orks
heet
to
wor
k in
divi
dual
ly.
Paire
d di
scus
sion
s an
d re
flect
ions
Han
dout
- Se
ctio
n 4,
pe
nsPa
rtic
ipan
ts le
arn
mor
e ab
out
way
s th
at p
eopl
e op
erat
e in
gr
oups
; und
erst
andi
ng th
eir
own
appr
oach
es to
gro
ups
You’ll need to factor in time for breaks. We’ve suggested a time, but you’ll need to be guided by the group.
Booklet
Suggested Timetable - approximately 4 hours + break
Putting it into practiceModule 4
2
Brea
k
Sect
ions
Tim
e ne
eded
Cont
ent
Act
ivit
yRe
sour
ces
requ
ired
Out
com
e
5 D
ifficu
lt si
tuat
ions
in
gro
ups
45 m
inut
esA
n in
trod
uctio
n to
som
e te
chni
ques
to m
anag
e/re
spon
d to
a v
arie
ty o
f di
fficu
lt si
tuat
ions
Part
icip
ator
y sm
all
grou
p ex
erci
se fo
llow
ed
by fe
edba
ck
Han
dout
- Se
ctio
n 5,
sl
ips
of p
aper
list
ing
indi
vidu
al d
ifficu
lt sc
enar
ios,
flip
char
t and
pen
s
Part
icip
ants
dev
elop
an
d sh
are
som
e re
sour
ces
for h
andl
ing
diffe
rent
situ
atio
ns
with
in g
roup
s
6 Li
sten
ing
skill
s
45 m
inut
esEx
plor
ing
com
mun
icat
ion
skill
s an
d sh
arin
g tip
s fo
r go
od c
omm
unic
atio
n pr
actic
e
Part
icip
ator
y ex
erci
se
in p
airs
follo
wed
by
feed
back
Pow
erPo
int S
lide
- Sec
tion
6,H
ando
ut -
Sect
ion
6
Part
icip
ants
lear
n ab
out
com
mun
icat
ion
skill
s an
d pu
ttin
g th
ese
into
pr
actic
e
7Ac
tion
plan
ning
an
d su
ppor
t
30 m
inut
esPl
anni
ng w
ays
to
mov
e fo
rwar
d af
ter t
he
trai
ning
and
iden
tify
wha
t sup
port
may
be
need
ed
Who
le g
roup
br
ains
torm
, com
plet
ion
of in
divi
dual
wor
kshe
ets
and
feed
back
Han
dout
- Se
ctio
n 7
Prov
idin
g pa
rtic
ipan
ts
with
an
oppo
rtun
ity
to p
lan
and
set g
oals
to
take
forw
ard
and
impl
emen
t wha
t the
y ha
ve le
arnt
from
the
cour
se.
8Re
cap,
eva
luat
ion
and
refle
ctio
n
15 m
inut
esPa
rtic
ipan
ts re
cap
and
eval
uate
the
mod
ule.
O
ptio
ns fo
r ong
oing
qu
erie
s/fe
edin
g ba
ck
expe
rienc
es/r
eflec
tions
af
ter t
he c
ours
e ou
tline
d. P
artic
ipan
ts
netw
ork
outli
ned
Com
plet
ion
of
eval
uatio
n fo
rms;
Pr
ovis
ion
of in
form
atio
n by
faci
litat
ors
Pow
erPo
int S
lide
- Se
ctio
n 8,
eva
luat
ion
form
(ava
ilabl
e in
ap
pend
ices
), po
st it
no
tes
and
pens
Part
icip
ants
hav
e an
op
port
unity
to p
rovi
de
feed
back
and
to s
et u
p su
ppor
t net
wor
ks to
dr
aw u
pon
in c
ours
e re
late
d ac
tiviti
es th
ey
enga
ge in
aft
er th
e co
urse
end
s.
Booklet
Suggested Timetable - approximately 4 hours + break
You’ll need to factor in time for breaks. We’ve suggested a time, but you’ll need to be guided by the group.
Putting it into practiceModule 4
3
Booklet
Introductions and practical informationSection
1
Putting it into practiceModule 4
Short introductory presentation and welcome
Time: 15 minutes
Materials Handout with objectives for Module 4
Purpose
Participants are made to feel welcome and comfortable
Participants are introduced to the facilitators and provided with health and safety information
Facilitators check that each person has received the Module information
Special needs (e.g. hearing loss) and arrangements that need to be made for transport are identified
Arrangements for claiming expenses are explained
l Welcome the participants to Module 4
l Introduce them to their facilitators
l Provide them with information about health/safety (fire procedures and exits; location of toilets; breaks and lunch; special needs)
l Check to see if any arrangements need to be made in relation to transport and explain arrangements for expense reimbursement.
4
Notes
Booklet
Reflections on previous modules and the Graffiti BoardSection
2
Putting it into practiceModule 4
Activity
Time: 20 minutes
Time: 10 minutes
Materials Flip chart and pen
Materials Graffiti board/post-it notes and pens
Purpose
Participants have the opportunity to reflect on previous learning and different ways to contribute their thoughts
Participants feel comfortable about the style proposed for programme delivery
1. Ask participants to share any thoughts or reflections on the previous training modules, and to raise any questions they may have.
2. Invite participants to jot down one thought/reflection/question to add to the graffiti board.
As this module is about group work, you may also wish to outline the benefits of the graffiti board as a method to help facilitate group dialogue:
l It can help participants to ‘hear’ each other’s ideas
l It provides a quick way to get some feedback
l It provides a way for quieter people to engage in a conversation
l It provides a record of participants’ ideas and questions that can be referred to at other points during Module 4
l It provides space and time for participants to reflect on their own thoughts as well as the thoughts of others
l This strategy also creates a visual record of participants thoughts and questions.
5
Activity
Time: 30 minutes
Time: 20 minutes presentation and 10 minutes discussion
Materials/resources required PowerPoint Slides - Section 3, Handout - Section 3, flip chart and pens
This section is divided between a presentation and a whole group discussion.
Note to Facilitators: This module should be adjusted according to the participants and the types of groups and dynamics they are most likely to encounter.
Booklet
Group dynamics: Introduction and activitiesSection
3
Putting it into practiceModule 4
Presentation by facilitator of module slides to provide a background to group dynamics.
Distribute Handout - Section 3, followed by a brief discussion of the handout to relate information about the Tuckman model - forming, storming, norming and performing.
Notes
6
Activity
Time: 25 minutes15 minutes activity and 10 minutes in paired discussions
MaterialsHandout - Section 4, pens and paper
Purpose
Participants learn more about the ways groups operate
Participants learn more about how people learn within groups, as well as understanding more about their own approaches to group work
Booklet
Learning styles in groups - which one are you?Section
4
Putting it into practiceModule 4
Ask each participant to work through the handout on their own. Allow about 15 minutes for reading, reflection and scoring.
Information for the whole group:
Understanding individual learning styles as well as the way a group works together is important.
It is important to get to know others in the group but also to think about yourself.
l How do you like to learn?
l How do you interact in groups?
Knowing your own strengths and weaknesses and sharing these can help build an effective group
These activities help assess learning styles but are limited in accurately and completely defining a person’s learning style. However, they can help you and others understand more about each other’s styles.
Ask participants to get into pairs and spend 10 minutes sharing and discussing their ‘scores’ and any reflections on this exercise.
You might want to have a break at this point.
7
Activity
Time: allow 30 minutes for discussion and 15 minutes for feedback/further whole group discussion
Materials Handout - Section 5, slips of paper with different scenarios, flip chart
Purpose
Participants develop and share some resources for handling different situations within groups
Booklet
Difficult situations in groupsSection
5
Putting it into practiceModule 4
Have slips of paper ready with the following problems written on individual slips of paper:
Note to Facilitators: These scenarios should be adjusted according to the participants and the types of groups and dynamics they are most likely to encounter.
l Domination by a highly vocal member of the group
l People messing about/not paying attention in the middle of a section
l Low participation by the entire group
l Two people in conflict
l One or two silent members in a group of otherwise active participants
l A participant who is visibly upset.
Divide participants into three groups. Give each group two slips of paper so they have two scenarios to discuss - what would be an effective response to address each scenario?
Bring whole group back together and feedback solutions. Ask others for any further contributions to the feedback given for each scenario.
Provide participants with Handout - Section 5.
8
Materials PowerPoint Slide - Section 6, Handout - Section 6, flip chart
Booklet
Listening skillsSection
6
Putting it into practiceModule 4
Effective communication is heavily dependent on effective listening; however most conversations do not take place with the full attention of those taking part. An additional purpose of effective listening is to convey interest and respect for the other person.
Activity A: Barriers to listening
Ask the whole group to think of situations where either they feel they have not been listened to or where they have been aware that they were not fully listening.
1. Brainstorm possible barriers to effective listening.
2. Ask participants to consider the barriers identified - ask how might any barriers identified be dealt with?
Time: approx 25 minutes15 minutes brainstorm and 10 minutes addressing possible solutions
NotesSection 6 continued
9
Booklet
Listening skillsSection
6
Putting it into practiceModule 4
l Cultural issues, e.g. listening to the differences in pronunciation of a different accent, rather than the content of the message
l Excessive and incessant talking or interrupting.
Further points to prompt discussion:
l Stop talking - listen openly to the other person
l Remove distractions
l Be receptive to the other person. Demonstrate that you are prepared to listen and accept what they are saying (without automatically agreeing with it). Non-verbal cues can be particularly important here, e.g. maintaining an open posture, appropriate/comfortable eye-contact, leaning slightly forward. These are sometimes known as attending skills
l Delay evaluation of what you have heard until you fully understand it
l Try not to be defensive. Try to relax as any tension or impatience is likely to transmit via non-verbal leakage
l Maintain attention. Respond through your own facial expressions or body gestures such as a nod or a smile without interrupting the other person’s flow. This indicates that you are listening, interested and seeking to understand what they are saying and feeling (again, using attending skills). Be patient
l Ask the other person for as much detail as he/she can provide; reflect back or paraphrase what the other is saying to make sure you understand it and check for understanding. Paraphrase by asking short non-interrogative questions, using some of what the speaker has said to check your understanding; such as ‘so your main concern is…’ or ‘So what you are saying is…’.
A list of possible barriers to listening (could use to prompt participants if necessary or later given to participants as a handout)1
l Forming a judgment or evaluation before we understand what is being said, or ‘jumping to conclusions’
l Hearing what we want to hear
l Tuning out a point of view that differs from our own
l Formulating and rehearsing our response
l Being inattentive - thinking about something else entirely
l Having a closed mind - you do not want to hear what the person has to say
l Feeling anxious or self-conscious
l Judging the person, either positively or negatively
l Subjective biases based on ignorance or prejudice
1 Taken from Making Practice-Based Learning Work
Continued
10
Booklet
Listening skillsSection
6
Putting it into practiceModule 4
Ask the group to work in pairs and address the following two questions - put questions on a flipchart or a PowerPoint slide
l What phrases might be useful to reflect back to participants what they have said when you think your perceptions are accurate?
l What phrases might you use when you are having difficulty understanding what someone is trying to say?
Activity B
Purpose
Participants learn about communication skills and putting these into practice
Notes
11
Time: approx 20 minutes10 minutes discussion in pairs and 10 minutes for feedback just one phrase
Booklet
Action planning and future supportSection
7
Putting it into practiceModule 4
Activity
Time: 30 minutesMaterials ‘My action plan’ handout
Purpose
Provides an opportunity to summarise and reflect on the training and discuss how to move forward with it
This is an opportunity for participants to set goals of how they take forward and implement what they have learnt from the course
l Brainstorm with the group how they intend to take forward the training and possible opportunities it will provide
l Provide each participant with the handout and ask for them to complete
l Brainstorm ideas of what support they would like to have offered following the course and make note for follow up on suggestions.
Note to facilitator: Remind participants that their action plan will be personal to their own agenda and it is up to them how much information they may want to include. Offer suggestions of what they may want to do with this training, e.g. local presentation, discussion with family member, etc.
This training may have been a new experience for many of the participants. Throughout the course they may have been presented with situations that have been challenging and possibly upsetting. It is important then that appropriate support systems are in place to continue support for participants following the end of this course.
Support can be provided in a number of ways, e.g.
l Regular meetings to enable reflection and evaluation
l Programme specific information updates
l Professional and technological advice and support
l Further training and learning experiences
12
Booklet
Recap, evaluation and reflectionSection
8
Putting it into practiceModule 4
l Briefly recap on what has been covered in this module
l Ask participants to work in pairs and to discuss: 1) what they most and least enjoyed about the four modules; 2) what two or three key things they have learnt
l Ask them to write these down on post it notes (they don’t have to add their names unless they want to)
l Make it clear that these will help the facilitator team adjust the training in the future and pick up on issues and problems next time they run the training course
l Ask participants to complete evaluation form.
Brief provision of information and roundup
l Thank everyone for their participation and hard work
l Outline any provision of ongoing support and make sure that they have contact details for ongoing contact and support.
Activity
Time: 15 minutes
Materials PowerPoint Slide - Section 8, evaluation form (available in appendices), post it notes and pens
Purpose
Participants have an opportunity to provide feedback and to establish support networks to draw on in course related activities they engage in after the course ends
13
14
Notes
15
Notes
16
Notes
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