LEARNING RESOURCES

• Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
  • Chapter 4, “Leadership” (pp. 98–136)
  • Chapter 5, “Leadership and Diversity” (pp. 137–159)
• National Association of Social Workers. (2013). NASW standards for social work case management Download NASW standards for social work case management. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=acrzqmEfhlo%3D&portalid=0

TO PREPARE:

Focus on the “4.1 A Functional Classification of Group Leadership Skills” chart in your text on p. 114.

Post the following:

• Describe two processes for facilitating groups. For each, define the assessment and action that is intended to take place.
• Explain how each process might create positive outcomes when facilitating a group.

Respond to two colleagues indicating how leadership could be accomplished by the process your colleague identified.

RESPONSE1

Describe two processes for facilitating groups.  For each, define the assessment and action that is intended to take place.

A process for facilitating a group is to balance the flow of the conversation.  That is, setting rules before and adhering to the regulations is paramount.  “The facilitator’s capacities to be conscious of the delicate, dynamic balance needed to maintain the boundaries, pace, and flow of the group’s conversation while reflexively adhering to the agreed structure of the model” (Williams et al., 2022).  Keeping the flow and balance of conversation will help the group give timely feedback.  The ending and the beginning of the group session will be clear.

The ‘not knowing’ process is helpful to give the members time to think about new thoughts.  Allowing them to understand the unity of members thinking together.  “Reflective group processes make explicit the importance of not seeking immediate solutions (if at all) and the need for the group  to sit with, and even ‘treasure uncertainty’ and hold a position of ‘not knowing.’  Providing a reflective space for a group to slow down and think together creates such an opportunity and maximizes their curiosity capacity” (Williams et al., 2022).

Explain how each process might create positive outcomes when facilitating a group.

The facilitator balancing the flow of the conversation can create positive outcomes.  The conversation being balanced can allow time for others to participate.  This process keeps the meeting on time.  Knowing a specific opening and closing time helps the members plan around the summit.  They can plan other activities.  Also, it allows the members to feel like they are in a safe and orderly place. 

With the ‘not knowing’ process, the positive is that it doesn’t allow the member to come and wait for the facilitator to answer.  It gives them time to talk and think without being judged by the facilitator.  It gives the group time to have a reflective space to think together. 

References:

Williams, J., Ruch, G., & Jennings, S. (2022).  Creating the conditions for collective curiosity and containment: insights from developing and delivering reflective groups with social work supervisors. Journal of Social Work Practice, 36(2), 195–207.  https://doi.org/10.1080/02650533.2022.2058922

RESPONSE2

   In group facilitation, various processes can be employed to enhance the effectiveness and efficiency of the group’s functioning. Two notable processes are the “Forming-Storming-Norming-Performing” model and “Solution-Focused Group Facilitation.”

1. Forming-Storming-Norming-Performing Model

Assessment and Action:

• Forming: In this initial stage, group members are introduced. The facilitator assesses the group’s composition, members’ backgrounds, and initial dynamics. The action involves setting group norms, establishing objectives, and building trust among members (Tuckman, 1965).
• Storming: Here, conflicts and challenges surface. The assessment involves identifying underlying issues and power dynamics. The action concerns conflict resolution, encouraging open communication, and reinforcing the group’s goals and norms.
• Norming: The group begins to settle into a cohesive unit at this stage. The facilitator assesses how well the group adheres to norms and works towards goals. Actions involve reinforcing positive behaviors, facilitating collaboration, and ensuring all voices are heard.
• Performing: The group is now effectively working towards its objectives. The facilitator’s role is to assess progress and fine-tune processes as needed. Actions include maintaining momentum, offering support, and fostering an environment of continuous improvement.

Positive Outcomes: This model allows facilitators to understand and guide groups through various developmental stages, addressing challenges specific to each phase, thus enhancing group cohesion, effective communication, and goal achievement (Wheelan, 2019).

• Solution-Focused Group Facilitation

Assessment and Action:

• Assessment: This process involves identifying group strengths and resources rather than focusing on problems. The facilitator assesses the group’s capabilities, past successes, and potential solutions.
• Action: The facilitator guides the group to set specific, achievable goals. The focus is on what the group wants to achieve rather than what it wants to avoid. Actions involve encouraging positive dialogue, focusing on the future, and building on existing strengths.

Positive Outcomes: This approach fosters a positive and proactive group atmosphere, encourages creative problem-solving, and empowers members by focusing on their strengths and resources. It can lead to increased motivation, enhanced group morale, and more effective and sustainable solutions (De Shazer et al., 2007).

In summary, the Forming-Storming-Norming-Performing model and Solution-Focused Group Facilitation offer distinct yet effective ways to guide groups. While the former provides a structured framework to navigate different stages of group development, the latter emphasizes a strengths-based, future-oriented approach, leading to positive group outcomes.

References:

Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.

Wheelan, S. A. (2019). Creating Effective Teams: A Guide for Members and Leaders (5th ed.). SAGE Publications.

De Shazer, S., Dolan, Y., Korman, H., Trepper, T., McCollum, E., & Berg, I. K. (2007). More Than Miracles: The State of the Art of Solution-Focused Brief Therapy. Haworth Press.