Experiential Work in Progress - Large Learning Group and Peer Learning Group - Case Study Example

Experiential Work in Progress Name: Lecturer: Course Name: Course Code: Date: Experiential Work in Progress (EWP) Introduction A reflective process is important in formulating experiences and how they apply to real life. It does influence how future responses and activities will be applied as well as increasing participants’ educational outcomes. As seen in ordinary life challenges, learning is individualized in a community environment and is endless. 1. Experiences of Large Learning Group (LLG) and Peer Learning Group (PLG) One exciting experience for large group learning (LLG) was handling and processing information. As members of a large learning group, there was a transition in statement making to information processing. What was noted most was the strategy articulation in order to solve problems while enhance understanding by working through gaps. It was possible to understand the meaning of ‘a thousand words’ in pictures by invoking feelings, emotions, discussions on the board and online reading. I also learned to be critical of received information and applying conscious energy to logically reason out a panacea to a problem in the Peer Learning Group (PLG). By the end of the sixth week, there was a great attempt to analyze ideas, through pictures and tutorial questions that were presented by group members. The members exhibited increased cognitive awareness. Experiences based on peer group was inclined towards own learning management. It allowed better comprehension of own learning and easily captured our peers concerns of trying to make up to different ways of learning. The experiences were; Week 2: I did not attend lectures due to a painful chest Week 3: I attended the class which was about group work. I introduced myself to other group members who were; Anthony, Nina, Georgie, and Nicola. Our talk entail coming up with rules to govern our discussions and leadership of the group. Forming groups were our PLG objective as an experiential mode of learning suggested by Batros. Our group was selected based on our individual feelings, contributions and sight of each other according to Kolb experiential learning cycle of selecting and describing what one sees, feels and hears. Our group was organized in the sense that it was interactive, had common tasks and values, specific roles and norms and each one of us was aware of their identities. According to Woodward on incremental development, our group was in stage 2 which was experimenting and reviewing operating methods. Week 4: I was late to class. I arrived when every group was busy drawing pictures that described random readings which are usually provided online and on blackboard. Each group was then required explain their drawing in front of the whole class. We later did tutorial exercises. I learned to employ Model I values where I espoused maximizing winning and minimizing on losing through ownership and control of the random assignments. Week 5: Again, each group continued drawing pictures based on their understandings of online readings which were to be explained in front of the class. We later answered tutorial questions. We saw, felt and perceived that we were being guided by the three pillars of Gestalt. We could think, judge and imagine the pictures and invoked our inner zone to strike our feelings, emotions and sensations. Week 6: I learned that the Gestalt therapy is important to me to fully experience fullness and creativity as we relate with each other and our environment. I developed my overall appearance, totality, and rekindled lost energy. I felt I had re-owned and integrated denied parts of myself. 2. Leadership and Member Effectiveness in a Group Anthony, our team leader, helped sharpen our imagination by identifying priorities which centred on drawing pictures and answering tutorial questions. This ensured the completion of the Gestalt cycle. After completion, new drawings and online reading was repeated. I recalled that incomplete Gestalts trouble the existence of one’s self. I vowed to make it a practice in my life that prior shifting to consequent experiences, I would first make sure to complete the current one to the ‘finish’ state so as to conjure new experiences as clear and unique as drawings. I am often scared to repulse, but again I take big risks to critique and yet support in controversial circumstances. I think this is paradoxical. I am yet to explain this but meanwhile, I am objective to being a true group leader by refocusing the theme/topic, interrupting a discussion which was heading nowhere and reminding the group of the original group. On conflict resolution, I saw the leader become neutral especially to dissenting views and more emotional comments; he was able to contain offensive comments by simply processing what happened and allowing participants to vent without arguments. I have come to learn that I cannot play the role of a moderator and mediator, but I can also do these confidently. I can be my own judge, moderator and plaintiff to scare my own judgements and offer leniency to my excesses. ‘I am feeling pain...in the chest...I am worried how will my drawings look like, uneasiness abounds, but again it suddenly disappears and I am left to judge my own self as unpredictable yet considerate to others in the group. I have proper mental attitude to raise objective points and open mind to be read by others. My lecturer told me "I am more comfortable seeing you project your group, because you have grown to have compassion and patience” I definitely knew leadership is monumental. 3. Leadership and Group Effectiveness Experiential learning model was described by David Kolb (1984) and provided an important way to conceptualize about group facilitation and leadership. He described four ways that enable people to learn. These include reflective observation, concrete experience, active experimentation and abstract conceptualization. These four learning modes were arranged in a circle and recommended that effective learning entails finishing the cycle experiential learning. I suggested to my group to conceptualize promotion of experiential learning which is fundamental in the role of being a leader (Mann & Dave, 2010). Ideally, experiential learning owes its learning from experience. Experiential learning theorist, Kolb (1983), proposed that people have the tendency to learn more from their experiences when they take more time to think of them. These were further reiterated by Ginnett, Hughes and Curphy, (2009) who furthered this notion by establishing the Action-Observation-Reflection (A-O-R) model depicting that development of leadership is fostered through experience involving three processes like observation, action, and reflection which are different. The Gestalt approach or therapy (Mann & Dave 2010) brought out three pillars indicating zones of awareness within outer, middle and inner areas. Others are field theory which emphasizes continuity, interaction and contact boundary. The growth process I wish to mention here is the spiral of experience where the participants spend their time to observe their behaviors, reflect on their actions, and reflect on how they would work on issues differently, they are flexible to change. Repeated movements by the spiral of experience according to Hughes, et al., proceeds to claim that the (A-O-R) model is the most significant way to grow as a leader. It is conceded by Cranton (2002) who agreed with the spiral-like approach. He said that it was not possible to reflect on an assumption until it is recognized. The participants did not engage in discourse or on issues which were not identified. Also, they were not willing to change a routine of mind before thinking of it in the process (Beisser, 1970). Batros established groups’ phase of development and the dominant mode used for serving the purpose (Batros 1998). The attitudes and values of the participants were crucial and played a pivotal role in reflective learning process. Argyris (1976) elaborated that learners should be based on single-loop as ones not obtaining feedback or criticism which is constructive from others especially when it involves their basic actions or ideas, and limited time is taken to reflect on beliefs. This highlighted the effects of model 1 theory in use where agreements on group work plan could easily lead to unanimity of illusion (Mann & Dave, 2010). There was no doubt on the morality of the group members, we were in sync and easily directed pressure on dissenting voices. We could also rationalize on negative feedback but optimize on positive responses. We definitely had a common illusion of invulnerability as we think we were always right and objective in our contributions (Batros, 1998). Hence, single-loop learners have the tendency to reiterate patterns which are ineffective when following the eight criteria of groupthink. Besides, effects of Model II, double-loop learning helped to bridge the gap between theory in use and the espoused one. It enabled higher levels of organization and effectiveness by allowing reason and rationality to prevail are determined to face their opinions and beliefs by suggesting to others to repeat (Mann & Dave, 2010). I agree that double-loop learners are witty on change and their experience reflection as they not scared to learn and grow above their zone of comfort. Other authors like (Kraft, 1991) and (Richards, 1977) also hinted that experiential learning goes back into unrecorded history and stands as primitive in present society, whether institutionalized by educationists or happening informally in everyday lives. In this regard, experiential learning does not work as an optional approach, but the most indigenous and basic method of human learning (Davies, 2008). Based on these reasons, I believe that those participants demanding a concrete comprehension of experiential learning ought to put into consideration the philosophies of not only present figures like Kurt Hahn who developed Plato’s ideals but also experiential Learning Cycle of Kolb. Main figures in this case were Dewey, Freire, James, Montessori, Steiner and Boal and how such learning applies to our present educational situations. 4. Plan and recommend future action informed by the theories specific in behavioral terms Argyris’ Model II values are crucial in informing a future behavioral change. I reiterate that a group should handle valid information and design situations where teams can be proud of originality and not copies or pawns of a creative feature especially in drawings. Similarly, tasks ought to be controlled jointly and have informed and free consent of all the participants. The internal environment should be arranged so as to encompass all the strengths and weaknesses of the team members and should always mirror on individual development. Also, instances of self-protection will help orient towards growth by reducing incongruity and inconsistency. Bilateral protection of group members makes the climax of future maturity in experiential learning. I would like to reiterate that a participant can derive lessons in a personal learning experience; he/she may find that present beliefs can be inaccurate as reconsideration and search for options which are crucial in behavioral change. In the nutshell, the participant should have an open-mind and willing to take options or ordinary ways of putting sense in things which are happening as suggested by Grinnell (2003). Lastly, deliberate planning should be done to recognize and create opportunities for continuous dialogue and feedback. For greater effectiveness, feedback and dialogue should be one-on-one as to learn the students/participants behavioral change which is monitored by the instructor or facilitator. This should be made possible from planned dialogue and group discussions. This step is important in changing and monitoring behavior throughout the learning process with the objective of giving shared support, ongoing feedback, and coaching. We can only choose when we have the knowledge, awareness, skills and power as elaborated by Batros awareness model (Batros, 1998). References Batros, John 1998, Leadership & Organisation Dynamics, Swinburne University of Technology Beisser, A 1970, Paradoxical Theory of Change. In: Gestalt Therapy Now. ed. Fagen, J. and Shepard, L. New York. Harper Colophon. Davies, L 2008, Informal Learning: A New Model for Making Sense of Experience. Gower Publishing, Ltd. Grinnell, L D 2003, A Qualitative Exploration of Reflective Thinking in Experiential Learning Debriefings. University of South Florida: ProQuest. Herman, S. & Korenich, M (1977) Authentic Management: A Gestalt Approach to Organizations and their Development, Addison-Wesley (6 copies 658.4 HER:A)* Jackson, L, Caffarella, R S., & Caffarella, R S 2004, Experiential learning: a new approach. Jossey-Bass. Keeton, M T, & Learning, C. A 1976, Experiential learning. Jossey-Bass Publishers. Knud, I 2007, How We Learn: Learning and non-learning in school and beyond. Taylor & Francis. Kolb, D A 2004, Experiential learning: experience as the source of learning and development. Prentice-Hall. Mann, Dave 2010, Gestalt Therapy:100 Key Points and Techniques, Routledge Wessels, M 2006, Experiential Learning. Juta and Company Ltd. Wurdinger, S D & Carlson, J A 2009, Teaching for Experiential Learning: Five Approaches That Work. R&L Education. Read More