{"title":"在传统的课堂环境中教授群体动力学的同时研究群体动力学","authors":"S. Schruijer","doi":"10.1108/TPM-05-2016-0023","DOIUrl":null,"url":null,"abstract":"Purpose \n \n \n \n \nBased on an experience, the paper aims to describe how group dynamics can play out in a traditional classroom setting and reflect on how the author worked with these dynamics from a systems psychodynamic perspective. \n \n \n \n \nDesign/methodology/approach \n \n \n \n \nThe experience involved teaching a two-day module on group dynamics to a class of 35 mature students enrolled in a business school. The author tried to create a space to understand and work with here-and-now dynamics as the module progressed. \n \n \n \n \nFindings \n \n \n \n \nFrustration grew among the students regarding the time spent on discussion and reflection. The group was split in two, with one subgroup opening up to experiencing and reflecting on the dynamics, whereas the other subgroup grew more frustrated and demanded that the author take up his authority. Apart from attempting to work with the dynamics, the author introduced relevant concepts and theories that could help to understand the dynamics. The group was characterized by an emotional climate of dependency while students projected hitherto unexplored frustrations onto the lecturer. Although the conditions for experiential learning were far from optimal, the group did experience group dynamics and did engage in reviewing their experiences. Learning did take place, although the depth varied among individuals. \n \n \n \n \nOriginality/value \n \n \n \n \nReflections are provided on the (im)possibilities of learning about group dynamics at business schools. Suggestions are given how to create conditions for experiential learning in management education.","PeriodicalId":46084,"journal":{"name":"Team Performance Management","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2016-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/TPM-05-2016-0023","citationCount":"7","resultStr":"{\"title\":\"Working with group dynamics while teaching group dynamics in a traditional classroom setting\",\"authors\":\"S. Schruijer\",\"doi\":\"10.1108/TPM-05-2016-0023\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Purpose \\n \\n \\n \\n \\nBased on an experience, the paper aims to describe how group dynamics can play out in a traditional classroom setting and reflect on how the author worked with these dynamics from a systems psychodynamic perspective. \\n \\n \\n \\n \\nDesign/methodology/approach \\n \\n \\n \\n \\nThe experience involved teaching a two-day module on group dynamics to a class of 35 mature students enrolled in a business school. The author tried to create a space to understand and work with here-and-now dynamics as the module progressed. \\n \\n \\n \\n \\nFindings \\n \\n \\n \\n \\nFrustration grew among the students regarding the time spent on discussion and reflection. The group was split in two, with one subgroup opening up to experiencing and reflecting on the dynamics, whereas the other subgroup grew more frustrated and demanded that the author take up his authority. Apart from attempting to work with the dynamics, the author introduced relevant concepts and theories that could help to understand the dynamics. The group was characterized by an emotional climate of dependency while students projected hitherto unexplored frustrations onto the lecturer. Although the conditions for experiential learning were far from optimal, the group did experience group dynamics and did engage in reviewing their experiences. Learning did take place, although the depth varied among individuals. \\n \\n \\n \\n \\nOriginality/value \\n \\n \\n \\n \\nReflections are provided on the (im)possibilities of learning about group dynamics at business schools. Suggestions are given how to create conditions for experiential learning in management education.\",\"PeriodicalId\":46084,\"journal\":{\"name\":\"Team Performance Management\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2016-08-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1108/TPM-05-2016-0023\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Team Performance Management\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/TPM-05-2016-0023\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"MANAGEMENT\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Team Performance Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/TPM-05-2016-0023","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
Working with group dynamics while teaching group dynamics in a traditional classroom setting
Purpose
Based on an experience, the paper aims to describe how group dynamics can play out in a traditional classroom setting and reflect on how the author worked with these dynamics from a systems psychodynamic perspective.
Design/methodology/approach
The experience involved teaching a two-day module on group dynamics to a class of 35 mature students enrolled in a business school. The author tried to create a space to understand and work with here-and-now dynamics as the module progressed.
Findings
Frustration grew among the students regarding the time spent on discussion and reflection. The group was split in two, with one subgroup opening up to experiencing and reflecting on the dynamics, whereas the other subgroup grew more frustrated and demanded that the author take up his authority. Apart from attempting to work with the dynamics, the author introduced relevant concepts and theories that could help to understand the dynamics. The group was characterized by an emotional climate of dependency while students projected hitherto unexplored frustrations onto the lecturer. Although the conditions for experiential learning were far from optimal, the group did experience group dynamics and did engage in reviewing their experiences. Learning did take place, although the depth varied among individuals.
Originality/value
Reflections are provided on the (im)possibilities of learning about group dynamics at business schools. Suggestions are given how to create conditions for experiential learning in management education.
期刊介绍:
This international journal contributes to the successful implementation and development of work teams and team-based organizations by providing a forum for sharing experience and learning to stimulate thought and transfer of ideas. It seeks to bridge the gap between research and practice by publishing articles where the claims are evidence-based and the conclusions have practical value. Effective teams form the heart of every successful organization. But team management is one of the hardest challenges faced by managers.