Name of activity: 	You are not on your own!	
Type of activity: 	a three-step reflective task where participants think about groups they have belonged to and then reflect upon what makes a group successful or not successful. (based on an activity from Green, C. & R. Tanner. 1998. Tasks for Teacher Education. Harlow: Addison Wesley Harmon Ltd.:113-114) 

Topic: 	group dynamics
Material: 	a pen and one sheet of paper per person; flip chart
Number of learners: 	15
Language level: 	B1
Time: 			90 minutes

Goal: 	to raise awareness of necessary stages in successful and effective group development and to explore concrete ways of achieving development

Possible challenges:	if there are more than 15 in the group more time will be needed to ensure adequate time is given for reflection and communication of ideas 
Preparation: 	a list of answers in the case of each question raised so as to be able to contribute important examples when necessary

Procedure: 	participants are informed that the session is designed to draw on their personal experiences of groups and teams and that it will involve a 3-step, reflective task plus small and whole group discussion.

Step 1:  Participants, working individually, are invited to write down some groups that they have belonged to, or belong to. They choose one group they really like and write down two aspects which make that  group effective. Then they think about the group they do not like and write down two aspects which make it a  less effective group.

Step 2:  Working in groups (3 or 4) participants look at their notes for step 1, make a list of what they consider makes an effective, or successful group and list at least five aspects. Each group lists (and explains when necessary) their five positive aspects which are written on the flip chart. (Optional: They may repeat this procedure for what they consider makes an ineffective, or u successful group.)  

Step 3:  The stages of group development are presented to the whole group and briefly explained. Working in pairs participants look back at the groups in their first list in Step 1, identify the stage of development  for each of their own groups and then explain why they think they are at that stage.

Discussion: Working first  in groups (3 or 4 ) and then in whole group, the following questions are discussed: how team responsibility might be encouraged from the start; how we might help team members to find workable ways to address their differences; how might we keep the creative edge alive and ensure that unhealthy complacency does not take hold.

As a round-off participants might be directed to read the text “Who makes a group a success” which can simply be on the wall on their way out of the room.

Follow up: 		Share lessons learned with colleagues.
Select and elaborate appropriate measures for relevant and/or specific contexts. Experiment.

SAMPLE ANSWERS FOR THE TRAINER
Forming: to encourage team responsibility from the start: 
•	Come to a decision on ground rules (netiquette; have work contracts)
•	Clarify roles
•	Carry out  progress checks

Storming: to help team members find workable ways to address their  
differences
•	Make sure everyone is encouraged to voice their ideas
•	Ensure members practice good listening skills
•	Bring up, discuss, and resolve conflict
•	Appoint a devil's advocate to argue why certain ideas or proposals won't work.
•	Use ice-breakers

Norming: the task is taken in hand 
•	Stick to contracts
•	Fix regular contact intervals 
•	Keep to deadlines
•	Encourage questions: the only silly question 	is the one that is not asked.
•	Report mistakes & progress
•	Be supportive

How might we keep the creative edge alive?
•	Try not to let norming behaviours become too strong
•	Use ice-breakers and socialise
•	Reward and challenge
•	Listen and communicate

Performing: the work is being done well
•	True team spirit
•	Constructive change for the betterment of the group
•	High motivation and confidence
•	Members are now autonomous

WHO MAKES A GROUP A SUCCESS
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