On what is essentially the last day of class, there were a few things to learn. The entire class participated in various facilitation exercises; spiritedly applying their current knowledge to the exercise, as well as talking about the related difficulties they face in their everyday lives, professional or otherwise.
Some of these exercises and scenarios addressed very important issues in life, such as dealing with ‘risky conversations’, wherein the only way to solve a problem is to confront someone and engage in a very uncomfortable conversation. I have had firsthand experience in this topic, as did my other group mates. While our experiences were of highly personal and sensitive natures, our willingness to share them proved very useful and even therapeutic, serving as great experience for everyone.
Another important topic we discussed was dealing with someone in power when their counterproductive actions hurt one’s own productivity, creating problems and diminishing the group/team’s overall capacity. Presumably, one way to deal with such a situation is to have a ‘risky conversation’ with the culprit in charge; however, there are other, more productive and effective methods with which this can be accomplished. Methods such as discussing the problem with teammates prior to approaching the boss can promote unity within the group/team and may also present solutions to the problem which had previously gone by the wayside.
But the exercise I personally found most useful dealt with finding one’s voice in a group/team. I have often found that individual voices become lost in a larger group/team, subsequently leading to greater problems later on. In discussing our personal experiences regarding finding our voices in our daily lives, I realized that I am very lucky to work in an environment where everyone is allowed to speak honestly and freely to each other; where numerous opportunities exist for airing of issues and discussing them; amongst ourselves first, then in an open staff meeting, if needed. This is certainly is a unique workplace model, and it puts great emphasis on group/team success rather than individual benefits, fully realizing that it benefits us all in the long run if the organization is successful. All employees also embrace this system, since they are allowed to air their grievances and subsequently see results from having done so. Knowing someone listens is always reassuring and pleasant for employees, a sentiment echoed by my group mates during the exercise.
I found myself referring back to my days in retail; those 13 years of constant problems, not having a voice, bosses (multiple levels of bosses, at times) who constantly create problems for their subordinates, and the ambivalence with which difficult conversations were handled, proved a great detriment to both my health and my faith in humankind (anyone who has ever worked retail for any length of time will attest to the fact that I am not overstating the matter at all).
Our group then facilitated some exercises dealing with problems within groups/teams: silences, interruptions, and enabling communication between the group/team members. The exercises designed by my teammates were tailored specifically to each exiting group, but we mixed the groups up after their initial facilitation exercise so everyone can discuss and benefit from each other’s facilitation experiences. My teammates handled this task with aplomb, as they have done all semester long.
ADLT 612-4/27/2009
ADLT 612-4/06/2009
A few years have passed since I participated in a group presentation; as such, I was nervous about our group’s presentation of inter-group dynamics. But we came through it all ok, and learned a few things as well. I also learned a lot from the presentation following ours on the paradoxes involved in groups and teams, although I must admit the concept overall proved somewhat challenging for me.
I learned firsthand that a good group comes well prepared to a presentation. Always having a backup plan is not only good advice in life, it is of the utmost importance within a group, especially if that group hasn’t been together for long and hasn’t developed fully. We were able to begin our presentation as planned because of our preparedness and having a backup plan.
And we were off, my nerves still jangling a bit. But all that vanished once we began, each of us taking over our pre-assigned sections of the presentation and having little trouble conducting it. We gelled as a team while making our presentation, due in no small part to our trust in each other and our willingness to interact and cooperate with each other during our assigned parts, rather than becoming territorial and allowing some important points to go unmentioned and unnoticed.
After a brief interval, I participated in a very interesting exercise about the paradoxes of group/team dynamics. I became familiar with how paradoxes exist in all facets of life, and comprise some of our basest instincts and everyday activities. This is especially apparent in inner-group dynamics, where tensions exist between individuality and belonging, and the paradox of disclosure. I find this particular paradox to be very intriguing, since it speaks to a large part of my own life. I often find myself in awkward and vulnerable positions because I disclose too much about myself early on in a situation. This isn’t always a harmful problem, but it at least leads to resentment toward others because they didn’t disclose as much as I did, and significantly damages the dynamic between me and the others, whatever the situation may be.
Alas, the concept of paradoxes remains something of a mystery to me. While I understand the basic premise, the grander picture remains elusive to me. I suppose that is somewhat fitting; the paradox of paradoxes, but the point remains that I was made aware of what has been going on in my own life, and what, if anything, I can do about it.
ADLT 612-3/30/2009
In today’s session, I was treated to presentations on conflict between groups and the facets of leadership. Both presentations were conducted in a highly interactive and informative manner, and were a lot of fun as well.
The first presentation began by splitting the class into two groups in preparation for a debate on whether or not the character of ‘Coach Boone’ in “Remember the Titans” was an ‘aggressive’ or an ‘assertive’ leader, according to what we have learned from our texts. A rather extensive set of instructions were laid out, and we began. My group (1) was to argue the ‘aggressive’ side and group 2 the ‘assertive’.
Thus began my first participation in a debate ever. Glad that I was only a contributor and not a ‘leader’ or a ‘member’, I did my best to contribute, but was left behind by the fast and sudden pace of the proceedings. Regardless, back and forth we went for a short while, each group bringing up some attributes of Coach Boone which, according to our texts, presented him as either ‘aggressive’ (forceful, purposeful, intimidating, determined to win at all costs, etc.) or ‘assertive’ (skillful, trusting, supportive, etc.). And while we didn’t come to a consensus, we learned a lot about how conflict is often resolved between groups and teams.
After a short break, we returned to our original groups and prepared for the next presentation on the many aspects and qualities of leadership. After the ‘ice breaker’ exercise, we were presented with an overview of those aspects and qualities (as represented in the texts of course), interacting with us as they went along. Qualities such as flexibility, adaptability, accessibility, directness, and “emotional intelligence” were discussed as some of the most desired in an effective leader (I just wish someone would come up with a substitute for the term “emotional intelligence”; I simply abhor this overused and misleading ‘buzzword’). They also made great use of some very popular literature on the subject of effective leadership and taking charge, such as the immensely popular “The 7 Habits of Highly Effective People” by Stephen Covey.
After going over all these aspects, qualities, and relevant material, we were given the task of constructing, physically, a model of our perception of a leader, with some random materials available to us. For some reason or another, my group wound up with a strange rendition of a leader which just looked odd.
When it was all said and done, I felt I had learned a lot about quite a few various aspects of the inner workings of groups and teams, as well as my own position within those parameters, both in my everyday life as well as my present group/team in class. I learned that I may make a good leader in a pinch, and that I should avoid debates in public at all costs. I now have a better idea of what I need to reflect on in order to improve certain social interactions of mine.
ADLT 612-01/26/2009
The value of films and video in a teaching environment is an often discussed and very useful tool, one which has especially come into the forefront with the proliferation of technology into the classroom. However, as tried and true as this method is, I’m constantly surprised by the concepts derived from classic films I have seen and loved.
Such was the case when we were shown the wonderful “12 Angry Men” for the class in order to illustrate roles within groups and teams, and the differences between their inner workings. The film perfectly illustrates the dynamics of groups and teams; how social, cultural, and developmental status of each member dictates their roles and behaviors within the jury. Some acted as contributors, coordinators, and expediters, while others became evaluators, opinion seekers, and energizers.
All these important roles and behaviors were exhibited more or less interchangeably by the entire jury, yet a clear leader proved hard to define. The architect exhibited some leadership attributes, but he vacillated between roles throughout the film. My natural inclination was to call the jury foreman the leader, but his role also changed as the film progressed. Others exhibited the same problem; constantly moving back and forth between various roles and behaviors, leaving me to scratch my head trying to define their specific roles, etc.
But there is a lesson to be learned therein, which is the often dynamic nature of groups and teams. At any given turn, members may find themselves switching roles and behaviors, either permanently or temporarily, depending on the nature of the task at hand, and the complications involved therein, a fact perfectly demonstrated in “12 Angry Men”.
ADLT 612-01/12/2009
We began by squeezing ourselves into the tables and chairs, followed by writing our names on pieces of paper ominously marked with color dots on each corner. We were all still trying to figure out how to get out of each other’s way when we were told those colors divide us into our groups for the semester. More shuffling about ensued as groups coalesced; dragging coats and bags around the room and settling into their new found places.
Soon all settled down, and we began with our pre-assigned “Shoebox Exercise”. We were supposed to bring a few trinkets (photos, rings, newspaper clipping, etc.) which in some way describe us to class, in a shoebox, in order to introduce ourselves to our group members as well as the rest of the class. I shared my Iranian passport, a document which forever changed my life, a postcard of Alfred Hitchcock and Andy Warhol talking to each other, and of course, a FC Barcelona sticker, since they all represent important and integral parts of my life.
Others shared various items, all descriptive and informative in their own way, although photos seemed to dominate the proceedings. In any case, we then moved onto talk a bit about the class and all it will entail; just as any other class does in their first meeting.
We also touched on a few principal concepts of what makes a group or a team. We all answered multiple choice questions in tha regard, and were surprised to find the expanse of our collective knowledge on the topic. We then left the classroom, prepared to face the challenges of the upcoming semester as a group, a team, and individuals.
ADLT 603 – 4/16/2009
From today’s abbreviated session, only a few points stuck out in my mind. One such point is the fact that an approachable and pleasant personality, along with a highly interactive lesson plan, can help even the most abstract and tedious of topics come to life in a class. If the student can have fun and be engaged directly, even the process of learning about the steps involved in the American judicial system can be an awesome experience.
Another point which stuck out in my mind was the fact that handing out quality edibles can also go a long way toward making sure the students pay attention and learn what is being taught. Mind you, these goodies must in some way relate to the lesson, lest they become a distraction instead of a teaching aid.
While these methods may not be practical or even applicable in all teaching scenarios, they allow for a relaxed and happy student who, not under immense pressure to take notes and memorize all the information, can understand the concepts discussed by the instructor, interact with the instructor and his/her classmates, and apply that learning to practical in-class exercises.
Such student is highly likely to stay with the student for a long time, and help him/her in their daily lives. After all, isn’t that the point?
Regarding ADLT 603…
It has been brought to my attention that some of my esteemed classmates have taken great offense to some of my comments made about their teaching demonstrations, and for this, I apologize. It was never my intention to be offensive or judgmental, nor to hurt anyone in anyway. I was simply offering what I perceived to be constructive criticism, but I was obviously mistaken in my perception.
I regret having caused any offense and pain to anyone, and promise to never repeat this hurtful act. My only wish is that I could have been confronted with my errors in person, so I could have offered a personal apology and an explanation as to my true intent.
Be that as it may, I remain humbly apologetic and saddened by my actions. I can only hope to be forgiven by all those I have offended and that there will be no hard feelings between us.
I’m sorry.
Session 14: We represent…
our program posters. What did you think I was going to say?!
Ah, the final class, wherein we the people bare our souls and poster presentations for a few to see! All posters were wonderfully unique and various in size, and they were all photographed by Dr. Carter in order to humiliate and blackmail us later. Oh well, such is the life of the grad student, I reckon.
However, Ed’s poster stood out the most, with its glossy, vibrant four color facade. If only we all had friends who owned photo processing machines… At any rate, the rest of us talked about our lowly hand crafted posters, and answered questions, allayed fears, and generally wooped it up.
And that was it. Semester was over, and we all went our seperate or somewhat conjoined ways, depending on who you ask. Another one under our belts… soon to be repeated all over again.
Session 13: The penultimate powwow.
In this session, we we treated to Buddy’s and Dimitria’s presentations, an entire week early. As if that wasn’t bad enough, they both had rather sizable program plans, ones which Ed rather astutely dubbed “phone books”.
Having intimidated and scared us, they each proceeded to present well-made, highly involved, and content-rich program plans, showcasing their honed abilities and giving us a glimpse of their daily job routines.
That’s right folks, they do this for a living. That fact alone made their gargantuan program plans and extensive presentations more understandable; I only hope they haven’t set a standard by which all other plans and presentations will be judged. If so, I will be in BIG trouble!!
After that, the entire class (minus Megan, who had a wicked cold and went home, the poor dear) participated in an exercise which allowed us to essentially sum up the course in our own way by creating headlines of sorts regarding program planning and stick them to the walls, then discussing the whys and wherefores.
We then partook of course evaluations, and perhaps took out some of our frustrations and lavished some praise in some way on someone or something. The world may never know.
Next week: Presentations galore! Woohoo! Or in my case, oy!
Session 12: Redux!
And now, ladies and germs, back from a triumphant tour of points unknown, Casa de Boom Boom is proud to present, for your various edifications and perverse pleasures, Session 12!
(Uproarious applaud, etc.)
Ok, so we finally get to have a proper session 12. In this session, Dr. Carter decided to let us loose on our laptops, and asked us to come up with a PowerPoint presentation of the graduate program in adult education for potential stakeholders. And oh by the way, she gave us about 40 minutes to do this!
Yet again, we were split into two groups, and Ed, Megan, and myself immediately began to read through the instructions to get a better grasp of what it was exactly that we were supposed to be doing. Thus ensued a hurried and heated exchange for the next 40 minutes or so, with Ed making the most sense, Megan constructing the PowerPoint, and me… well, I did the best I could to contribute, and succeeded to a certain degree.
After we had cobbled together something intelligible, we presented it to the class, managing to impress Dr. Carter and ourselves, frankly, while learning a lot from the experience as well. We then moved onto Jen’s presentation of a debriefing exercise (insert inappropriate underwear joke here, if you so desire), wherein we read a program planning scenario and subsequently deconstructed it to better understand the areas where closer attention should have been paid by the planner, and other areas where ‘office politics’ played a major part and should have been better handled.
And that was pretty much it. We disbanded and headed off toward our respective holiday plans, some of us just thankful for a break.
