Developing Informal Education - Report Example

Developing informal education Developing Informal education Structure of a group and interaction within itInformal group interaction happens outside a class or school, therefore, involving people and resources from the immediate community. The interaction within a group tends to vary within different groups. Groups and group members need to communicate, plan and resolve conflicts. There is always a mutual understanding within member of a group, from the Johari window design of model perspective, groups can develop and closely evaluate their relationships with each other. This model also aids in understanding member relationships (Jeffs, 2005). For a better group interaction, member must practice discipline, self awareness, understanding matters in relation to feelings, motives, experiences, attitudes, views, intentions and skills. This theory stands for self and others (Jeffs, 2005). The group is based on four regions that can be divided into four quadrants. These regions include; Open Area This is the public information about a person, which is known by him/herself and other people. It is the first quadrant. Blind Area This is information about a person that is known by other people except him/herself. Hidden Area This is the information that a person hold about him/herself but unknown to other people. Unknown Area This is information about a person that is unknown by both the owner and the other people. It is the fourth quadrant (Frederic, 2010). The main objective of developing a group is to create an Open Area for everyone. To create an effective group that understands its fundamental objectives, the group undergoes four main stages. These stages form the structure of the group (Timothy, 2012). They include; Forming It involves individuals meeting and testing each other. This leads to group formation, giving the member ability to start interacting and knowing each other. This creates the trust within the members that binds them together. Storming It involves group member conflicts. Members can now negotiate and interact, and defending their views and issues in accordance to how they feel about something (timothy, 2012). This leads to conflicts as members try to protect and maintain their position and their own individuality within the group. Norming This stage involves express of personal opinions, intimate and task domain. At this stage, resistance within the group is overcome and, therefore, new standards and roles evolve and are adopted. This brings about cohesiveness and in-group feelings. So the group starts to function as one as the goals articulate. Performing The group involves itself in some productive activities, establishing firmness in the group. Tasks are performed and roles become functional and flexible (Timothy, 2012). 2. Roles in the group and their significance for the group A group member has many roles depending on the nature of his/her purpose and character in the group. Small groups have fewer characters, for example facilitators, timekeepers, spokesperson, and recorders. The roles in a group are all treated separately through personal interaction within the group (Frederic, 2010). They are divided into three categories; a) Individual roles It involves roles that are destructive to the group because they place an individual above the group. For example, ; Blocker: They oppose forward progress of the group Dominator: through members’ manipulation from other members, some of these members take control of the group. Help seeker: These members always try to seek sympathy from the group Aggressor: these are those members who attack other members physically or reduce the members’ status. Recognition seeker: consist of members who want to show off and call for attention. Self-confessor: consists of members who want to disclose opinions and feelings that are nongroup related. These roles are not beneficial to the group. Therefore, should be avoided as much as possible, for the group to function properly. b) Task oriented roles These involves roles that are used to solve and complete the task of the group. They include; Information-seeker: members who are always after information about a task. They update the group about new information. Initiators-contributor: come up with new ideas. They keep the group running, because without them, there won’t be anything to discuss about. Information-giver: provide facts to the group. They help to solve disputes and issues in the group. Coordinator: establish the relationship and connection between ideas. They compile and evaluate the ideas, to bring out the relation between them. Recorder: record and maintain the group actions, records help in the smooth running of the group and avoid confusion. Opinion-giver: always states and gives his or her view about an issue. They say what they belief (Rose, 2008). Elaborator: involved in explaining and clarifying ideas in the group. Evaluators-critic: weigh the group’s actions in relation to some laid standards. Opinion-seeker: call for input from member group. c) Social roles There are also roles that promote human relationship within the group. They tend to bring members together. They include; Encourager: praises and approves other members ideas Follower: just goes along with any group activity, and accepts all the group ideas. Harmonizer: intercedes between conflicting group members and act as a mediator. Standard-setter: sets standard and goals for the group to achieve. Expediter: they keep the communication channels alive. 3. Recommendations for future learning and development Future learning and development of the group always depends on the associated members and their personal motives. For the group to improve, much is required to show the members the importance and objectives of the group. Members should learn to practise only the social roles and task oriented roles. I can also suggest that members within the group always to consult, and network amongst themselves (Rose, 2008). Members of a group should exercise serenity as they interact and try to tackle current and upcoming issues and tasks. For progressive development, members should learn to support each other psychologically, socially and develop innovative and skilful environment for the other members. For development purpose, the group should practice the adjourning stage of development. At this stage, the group closes by sharing the final results and the group members accept that by supporting the decision (Rose, 2008). Group members should keep track of topics, breakpoints, tasks and relation. They should avoid skipping from one track to another. They should avoid confusion within the tracks. References Frederic, M. P., F, A. V. & McBrewster, J., 2010. Johari Window. 1st ed. Saarbrucken: VDM Verlag Dr. Mueller e.K. Jeffs, T. & Smith, M., 2005. Informal Education: conversation, Democracy and learning. 1st ed. London: Education Now Publishing Co-operative, Ltd. Rose, C., 2008. The Personal Development Group: The Student Guide. 1st ed. London: Karnac Books Ltd. Timothy, F. M., 2012. Group Dynamics and Team Intervention: Understanding and Improving. 1st ed. New York: John Wiley & Sons, Inc. Read More