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FFS- GROUP DYNAMICS

The purpose of the group dynamics activity is to help participants develop an understanding of how:

i- groups work in given problematic situations;

ii- cohesiveness and collaboration can be developed;

iii- communicative action is a fundamental element in well functioning groups.

These activities generally begin with an introduction by the trainer, who sets up a problem that the group needs to solve. Many of the exercises are physical and active, while others are more on the order of ‘brain teasers’. In either case, the group has some fun while sharing the experience of working to overcome a specific problem and learning about how to better help people collaborate.

Group Dynamics Activity Matrix

Activity	Critical Points	Notes	Indicators of Quality
Group Dynamics (enhances teamwork & problem solving skills.	Process	Participants informed about objectives and process before activity begins. Materials for activity, if needed, are on hand before activity begins. Time allowed for activity is sufficient to achieve objective. Logistical issues do not disturb process.	1. Before activity begins participants told goal and process of activity. 2. All participants involved/active, no single individual dominating activity.
Group Dynamics (enhances teamwork & problem solving skills.	Synthesis	Leader takes time to: review objective of activity; lead discussion concerning what happened during the activity; point out important issues arising during activity; helps participants draw conclusions based on their experience during the activity.	1. Leader: a) reviews goal and process of activity; b) helps participants identify key learning points based on activity; c) asks questions which help participants learn from the experience.

The role of the facilitator is to help participants analyse what they have experienced so that they reach a greater understanding of how people tend to behave in various social situations.

Materials:

Some of the materials required to support these activities include plywood sheets (as bases to draw on), large pieces of newsprint or poster paper, crayons, and large felt-tipped pens. Learning materials are learner generated. Farmers generate their own learning materials, from drawings of insects to analytical tools. These materials are always consistent with local conditions, are less expensive to develop, are controlled by the learners and can be discussed by the learners with others. Learners know the meaning of the materials because they have created the materials.