Reflective Practices to Study Group Dynamics: Implement Empowerment and Understand the Functioning of Groups

Introduction: Individual and group reflection practices are qualitative methods useful in a group context to develop group skills and more awareness of the dynamics that take place within the group to which one belongs.Aim: The aim of this work is to highlight how individual reflective practices and group reflections contribute to the development of group skills. More specifically, the effectiveness of relevant group dynamics is investigated, with the aim of creating a space for reflection, and activation for individual and group empowerment.Participants: The participants were 130 university students (86% female), resided in northwestern Italy, and had a mean age of 27.5 years (SD = 7.52). They were randomly divided into 23 groups (ranged from four to nine members).Method: The participants engaged in several online training activities and at the end of every activity they completed individual reflection practice in which they presented both positive and negative aspects related to the group experiences. Then they participated in online group reflections that allowed them to reflect on the group dynamics, particular attention given to factors such as climate, participation and roles played by each participant in a variety of training activities. This study analyzes 130 individual reflective practices and 23 group reflections. The data collected through individual reflective practices and the transcripts of the group reflections were analyzed using grounded theory. Two independent judges analyzed and categorized the data and then identified the main common categories that emerged by the support of Nvivo software.Results: From the analysis of the content, it is determined that the participants, based on the construction of the individual and group reflections, paid greater attention to the dynamics that occurred within the group during the various activities in which they participated, thus allowing them to be more aware of the various factors that affected the importance attributed to the different roles, the climate, and their active participation.Conclusion: Combined, these factors allowed participants to strengthen their relationships with each other and enhance the cohesion of the group.

Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment. An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research. The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group). The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment. An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research. The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group). The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

Barriers to Leading Small Groups among Generation Z and Younger Millennials: An Exploratory Factor Analysis and Implications for Recruitment and Training

Small groups are an essential aspect of contemporary churches, playing an important role in community building, support, spiritual formation, and accountability. However, their number and impact are often limited due to a lack of people willing to lead a small group, a problem faced by each new generation. This exploratory study of 217 young adults in church small groups (median age = 24.0 years), including both leaders and non-leaders of small groups, examines potential barriers to small group leadership. An exploratory factor analysis found six barriers: Desire to lead a small group, Skills in group dynamics, Desire to positively influence others, Social support, Biblical foundations, and Stability. The hypothesis that some barriers would be greater than others was supported: Stability and Desire to lead a small group were the greatest barriers whereas Desire to positively influence others was the lowest. The hypothesis that these barriers would be greater for non-leaders of small groups than for leaders of small groups was supported for all six barriers. The difference between leaders and non-leaders was largest for Desire to lead a small group, Skills in group dynamics, Social support, and especially Biblical foundations. These results lead to important insights for recruiting and training Generation Z and younger Millennials to be small group leaders.

Efektivitas Media Video Pembelajaran Pembuatan Chiffon Cake Terhadap Hasil Belajar Mahasiswa D3 Tata Boga Pada Mata Kuliah Kue Kontinental

The purpose of this research is to study the effectiveness of video learning media for making chiffon cakes for learning outcomes from D3 Food Catering students in continental pastry class, Universitas Negeri Jakarta. The population in management of continental pastry class is students who are taking continental cake class, and the respondent of this research is 44 student. The method used in the this research is quasi experiment. The results of this reserach are that the experimental class group learning outcomes show an average value of 67.65 for pre-test 80.24 for post-test scores increasing 12.58 or 15.69% and for the control class of 67.82 for pre-test 74.29 for post-test scores increasing 6.46 or 8.71% and for the group skills in experimental class, the average value was 86.13 and for the control group was 79.13. Thus it can be conluded that there is an influence from learning video about chiffon cake making towards the learning outcomes of food and nutrition student in continental pastry class.

Emotion regulation group skills training: a pilot study of an add-on treatment for eating disorders in a clinical setting

Background Emotion regulation difficulties appear to play a role in the development and maintenance of several eating disorders. This pilot study aimed at examining whether a short add-on group skills training in emotion regulation for young adults with different eating disorders was feasible in a psychiatric clinical setting. We also investigated if the treatment increased knowledge of emotions, and decreased self-reported difficulties with emotion regulation, alexithymia, symptoms of eating disorder, anxiety and depression, as well as clinical impairment. Methods Six skills training groups were piloted with a total of 29 participants (M = 21.41 years, SD = 1.92). The treatment consisted of five sessions dealing with psychoeducation about emotions and emotion regulation skills training. Paired samples t-test was used to compare differences between before-and-after measures. Results The primary outcomes measures difficulties in emotion regulation (p < 0.001) and alexithymia (p < 0.001) showed significant improvement after treatment. The total eating disorder score (p = 0.009) was also significantly reduced, as was clinical impairment (p < 0.001). Acceptance/valued direction, identifying primary emotions and learning about secondary emotions was rated as especially helpful. Conclusions This preliminary pilot study showed that group training targeting emotion regulation skills was feasible and appreciated by participants, as well as being potentially promising as an adjunctive treatment for different eating disorders. Further controlled studies are needed. Trial registration The study was retrospectively registered NCT04148014 on October 30th 2019.

The disrupted workplace: are the digital and group skills needs of employers being addressed by universities?

Upskilling moves quickly in today’s ‘disrupted’ workplace, and skill sets need to change to meet the needs of the digital economy (Gray, 2016), sometimes referred to as the fourth industrial revolution (4IR). Using a mixed methods approach and drawing on data from relevant stakeholders, the aim of this research is to explore, evaluate and identify any mismatch between degree learning outcomes and employability skills. The research also proposes specific strategies to address identifiable skills gaps. Focusing on the views of Fashion Management (FM) alumni, the study highlights gaps in digital skills as well as gaps in professional /group skills which some alumni felt were missing from their university education. The research also notes the importance of digital skills in the workplace from the employers’ point of view. This strengthens the argument for employers and universities to work more symbiotically to address any gaps between degree outcomes and employability skills in order to provide graduates who are ‘work ready’ for 4IR.Given the findings, the authors recommend that the data gathered be used not only to inform and enhance our FM degree, but perhaps more importantly, and in a broader educational and academic context, that universities be mindful that they fully address the changing skills requirements of future employers. While this research focuses on FM alumni and employers, because of the creativity and management which are core to this course, the findings are relevant across many related management and creative industries university courses.