What is Training of Trainers (TOT)?

1. “The Training of Trainers (TOT) process is to give new trainers the background knowledge, skills and practical
experience to render skills and technical assistance to field worker and communities,” according to J. David
Hawkins (2004).
2. It is the process of imparting training to potential trainers in said area.
3. The process largely focuses on adult training.
4. The TOT broadly encompasses various training tools like lectures, demonstration, audio-video, discussion,
mock drills and games related to the focus subject.

The need for TOT is to build a cadre of professionals who can take up the message
of training to the other stakeholders by orienting them.
 1. It is very important for the facilitator to explain that all kinds of training move around
communication.

2. Facilitator needs to explain each of the barriers very clearly, so that participants would be able to
understand them properly and can overcome these barriers.

3. Rate of speech; facilitator should communicate properly so that the participants can hear and respond.
 4. Facilitators should also encourage participants to provide feedback to improvise training. Visual contact
should also be there so that the participant feels that this is their training. At the same time, there should be
a common language for the training.

Training of Trainers: Approach and Methodology

Understanding Project Scope, Objectives and Outcomes

 Review the project objectives, scope and outcomes
 Scope of imparting capacity building & training
 Estimation of resources for training
 Identification and assessment of capacity building skills
 Identification of personnel for training of trainers
 Scoping targets
 Meeting of TOT with end of objectives and outcome of the project.

Training Need Assessment - it is an essential part of any capacity building program there are various ways of doing
Training Need Assessment (TNA)
 Interviews
 Consultative meeting with stakeholders
 Observation (direct - indirect)
 Questionnaire
 Expert opinion
 Stakeholder mandate, etc...

Direct Training Skills

 Oral skills
 Public appearance and etiquette
 Understanding about targets
 Personal and professional skills
 Presentation skills
 Mode of Delivery
 Duration of trainings

Training of trainers
 Identification of potential trainers
 Delivery of training contents
  Approach for mode of delivery
 Trainees performance during the course
 Performance evaluation after the course

Evaluation of Training of Trainers

 Exit evaluation
 Training evaluation in field
 Evaluation of overall performance
 Updating the course content and delivery approach

Important Aspects of Training

1. Design of Content
2. Design of Training Material
3. Model of Delivery
4. Defining Level of Facilitators
5. Understanding about targets
6. Validation of course content and finalization.

Summary:
1. There is a difference between informing and training.
2. Communication can be proved as a barrier for the training which needs to be understood before, during and
after the training.
3. There are planning considerations which enable the environment to conduct successful training.
4. We should know our participants completely before delivering the training event.

Principles, Trends, and Basic Concepts of Disaster Risk Reduction and Scenario Development

Basic Terminologies of Disaster Management

 Disaster Management Cycle: This cycle provides an overview that when disaster struck what happens NEXT?

Disaster is such situation which goes beyond the control of human being. Disaster cannot be completely
prevented, as human being we can only reduce the impact of disaster in our lives, property and environment.

Disaster takes lives, property and disrupt environment. In the shown graphics, you can the rock has fallen and
killed people living there.
Hazard

Hazard is a phenomenon which has a potential to disturb or damage our lives and environment. The stone
kept on top of the rock has a potential to damage our house or other property. If there is no settlement or property
involved there then it would not be called as a Hazard.

Example and Types of Hazard

 Vulnerability is a condition or set of conditions that reduces people’s
ability to prepare for, withstand or respond to a hazard. In this visual, a
child is vulnerable to floods, because of his condition to survive in this
flood’s situation.
Facilitator should emphasize the word condition which makes them
vulnerable. That is why vulnerability defines with the condition, disaster
affects everyone irrespective of rich and poor but vulnerability decides
who is most vulnerable.

Capacities: are those positive condition or abilities which increase a

community’s ability to deal with hazards. Facilitator should explain about
the positive conditions which are actually strength of the community to
reduce the impact of disaster. In more simplified manner, we can say
that community can fight with any hazard or disaster up to some extent
and that extent the capacity.

Risk: To define risk, facilitator needs to be very careful. Sometimes participants relate vulnerability and risk together.
In this situation, facilitator can tell the participants that the analysis of overall situation including the hazard that exists
in the local area, who is most vulnerable and their positive conditions to fight with the hazard; we will call this as a RISK
which is a perception based on analysis of different facts and situation.

Response: Facilitator can define the term response as actions taken

immediately in the aftermath of disaster to provide the basic needs of the
affected ones. This basic need can be different in nature, many of times
survivors get stuck in to the disaster such as landslide, floods, cyclone and
earthquake and to save people’s lives who are trapped in to that situation
become first priority. That is why this situation is called response.
Relief: As the days of disaster impact progress, the need of the survivors
become more critical and, in this case, when we take measures that are
required in search and rescue of survivors, as well to meet the basic needs
for shelter, water, food and health care. Facilitators can also ask participants
to relate a story of previous event in that area. It will provide participants an
opportunity to express themselves.

Rehabilitation: Actions taken in the aftermath of a disaster to

assist victims to repair their houses; re-establish essential
services and revive key economic and social activities.
Facilitator can explain the rehabilitation process as to restore
partially or fully the normal lives in the aftermath of disaster.

Reconstruction: Permanent measures to repair or replace damaged

dwellings and infrastructure and to set the economy back on course.
Prevention: Measures taken to avert a disaster from occurring, if possible (to impede a hazard so that it does not have
any harmful effects).
Preparedness: Measures taken in anticipation of a disaster to ensure that appropriate and effective actions are taken
in the aftermath.
Mitigation: Measures taken prior to the impact of a disaster to minimize its effects (sometimes referred to as structural
and non-structural measures).
After almost eight (8) years of venturing into the world of disaster risk reduction and management (DRRM),
how far have we traveled? Where exactly are we now in the DRRM roadmap? Is the system worth applying for? Is
resilience really attainable?
 One of the reasons why the Philippine government shifted from disaster coordination to DRRM is the risk profile
of the country. Natural and human-induced hazards abound, vulnerabilities in different aspects are evident,
Filipinos are exposed to disaster given the country’s geographical location, and really, we cannot ultimately control
natural hazards.
 Republic Act 10121 or the Philippine DRRM Act of 2010 aims to address the underlying factors causing the
vulnerabilities and exposures by increasing the stakeholders’ capacities.
 After many attempts of building resilience through partnerships, implementation of capacity-building and
educational programs, formulation and enhancement of policies and plans, conceptualization and execution of
 Information and Education campaigns, and efficient utilization of other DRRM tools and mechanisms… are we
moving forward towards attaining safer, adaptive, and resilient Filipino communities?
 Many years ago, disasters are not yet considered as the new normal, disasters are perceived as functions of
physical hazards, and the government’s focus is still on disaster response. That pre-DRRM era recorded
thousands of deaths, injured, and missing, billions worth of damages to various sectors, among many other
impacts of disasters. Although, the physical damages on economic, social, infrastructure, and agriculture are
seemingly uncontrollable, the figures on casualties are somehow manageable.
 In 2009, Typhoon Pepeng killed 465 individuals, injured 207, and 41 were missing. In Cordillera alone, there were
at least 200 people died mainly due to landslide incidents. Then National Disaster Coordinating Council (NDCC),
reported around 50 billion pesos cost of damages to different sector. Typhoon Pepeng’s maximum winds was
250kph and dumped up to 700mm amount of rains in northern Luzon.
 While in 2016, the Cordillera and the rest of Luzon experienced the very first Super Typhoon after PAGASA revised
the cyclone category in 2015. STY Lawin’s maximum winds was up to 270kph, diameter of 800km, and brought
heavy to torrential rains.
 All six (6) provinces in CAR were placed under tropical cyclone signal number 5. It also left more than 2 billion
pesos costs of damages to various sectors. As for the casualties, there were 16 dead, 4 injured, and one missing
in Cordillera.
 Recalling these past major disasters, we can see the difference between the effects of typhoons Pepeng and
Lawin. Although, STY Lawin was far stronger than TY Pepeng, there was a gradual decrease in the number of
casualties.
 Given this trifling improvement, there are still challenges we are currently facing when it comes to the
implementation of DRRM system.
 Some of these are cooperation and buy-in of Filipinos to DRRM, correct the notion that DRRM is only a
government’s concern, considering it as a way of life, and for the Local Government Units to prioritize and embrace
the system.
 On the part of stakeholders, there must be deeper understanding on disaster risk reduction. Deeper understanding
in all its dimensions entails commitment in advocating programs especially activities that are community-based.
Technical knowledge could be used for risk assessment, and application in the four thematic areas of DRRM –
prevention and mitigation, preparedness, response, and rehabilitation and recovery.
 In the Sendai Framework, which was the basis of the PDRRMS, third priority area is investing on DRR for
resilience. It is essential to enhance the system through public-private partnership.
 LGUs must also perform their duties to strengthen DRR governance. In the grassroots or community level, they
are the first line of defense and that national government must be on standby for possible augmentation; LGUs
are frontliners.
 One way of improving the DRRM system in the local level are creation and filling up of Local DRRM officer plantilla
positions. One of the challenges in CAR is that, large percentage of the LDRRMOs are only designated and most
of them are multi-tasking.
 There are improvements but there are remaining challenges. Resilience is attainable but not an overnight work.
We must strive further – implement, cooperate, improve.
 DRRM is not only an idea, it is everyone’s responsibility.
 Multi-Hazard Disaster Scenario in the Philippine Context

N/R/LDRRMCs will abide with the Section 15 of the RA 10121 to take the lead in preparing for,
responding to, and recovering from the impacts of disasters based on the following criteria:
a. Barangay Development Committee (BDC) if a barangay is affected;
b. Municipal/City DRRMC, if two (2) or more barangays are affected;
c. Provincial DRRMC, if two (2) or more municipalities/cities are affected;
d. Regional DRRMC, if two (2) or more provinces are affected; and
e. National DRRMC, if two (2) or more regions are affected.

Currently, the Philippine Government recognizes the following eleven (11) Emergency Response
Clusters, and their respective lead agencies:
 SRR : Search Rescue and Retrieval (AFP)
 HEALTH: with Sub-Clusters on: Medical and Public Health Services, Water-Sanitation-Hygiene (WASH),
Mental Health and Psycho-Social Support Services (MHPSS), and Nutrition (DOH)
 IDPP: Internally Displaced Persons Protection (DSWD)
 CCCM: Camp Coordination and Camp Management (DSWD)
 FNFI: Food and Non-Food Items (DSWD)
  LOG: Logistics with Sub-Clusters on: Warehousing, Transportation, & Services (OCD)
 LAO: Law and Order (PNP)
 ET: Emergency Telecommunications (OCD)
 EDU: Education (DepEd)
 PIHA: Philippine International Humanitarian Assistance (DFA)
 MDM: Management of the Dead and Missing (DILG)
There are three (3) most important values of the Cluster-Approach System, these are: leadership,
predictability, and accountability. Under the system, government agencies are organized into clusters that work
together towards agreed common humanitarian objectives.

ACTIVITIES, COMMON TOOLS AND SERVICES

Rapid Damage Assessment and Needs Analysis (RDANA)
RDANA is a disaster response tool that is used immediately during the early and critical state of a disaster as
soon as the conditions allow disaster survey teams to operate. It aims to determine the immediate relief and response
requirements and is dependent upon the type of disaster. It is broad in scope and focuses on overall patterns and
trends. It identifies the magnitude of a disaster (without necessarily delivering exact figures) by focusing on the general
impact on the society and the people's capacity to cope. The tools to be used for its operations are Form No. 1 that
requires visual and initial reports of damage and needs and the Form No. 2 that requires a more detailed damage
assessment and needs analysis that serves as the initial baseline data for Post Disaster Needs Assessment (PDNA).
RDANA is composed of the following:
a. Damage Assessment - this depicts the overall picture of the incident situation by providing a "snapshot" of the
disaster's magnitude and impact on population and infrastructure. It answers the question "what has happened?"
b. Needs Analysis - this defines the level and type of immediate assistance required for the affected population. It
answers the question "what needs to be done?"
RDANA comprises situation, resource, and needs analysis in the early and critical stage of a disaster and is
intended to determine the type of immediate response and relief needed and appropriate follow-on actions. The
assessment provides information about the needs, possible intervention strategies and resource requirements, and
aims to identify the following:
a. General overview of the damage in terms of:
 nature of a disaster;
 extent of damage and the secondary threats;
 impact to availability of resources and local response capacity; and
 the level of continuing or emerging threats
b. Assessment of the situation and recommendation on the following:
 most urgent relief needs;
 potential methods for delivery or priorities for action;
 utilization of resources for immediate response;
 options for relief assistance;
 need for detailed assessment of specific geographical areas or sectors; and
 need for international assistance
 ✓ If officials responsible for organizing post-disaster relief operations are to make effective decisions about the
deployment of resources it is essential that they be properly informed. They must have appropriate and timely
information about what has happened, what needs to be done, and what resources are available. Their
decisions can save lives, minimize injury damage and loss, prevent escalation, prevent secondary hazards
and inform people who need to know. Well-organized response will also help to build confidence and enhance
credibility.
✓ Relief operations are, in essence, the management of information and resources, based on assessments and
reports. Information is needed at all levels of administration, but the nature of the information required will vary
from one level to another. Good assessments and reporting require forethought; the assessment and reporting
system should be established in preparedness planning.
✓ FORM 1: Some of the data required is already available in the form of baseline data (maps, population statistic
etc.), which must however be accessible, but this baseline data must be supplemented by real-time
information (mostly in the form of incoming reports from various sources after the disaster).
✓ FORM 2: There is a clearly defined sequence to the process of managing information – converting raw data
to useful information:
- Information “in”
- Sorting (grading, collating, discarding what is unreliable)
- Evaluation
- Decision making
- Information “out” (dissemination)
- Action
✓ Passing on information is every bit as important as receiving it.

REPORTS

a. A FLASH Report (sometimes called a SOS Report)

should be submitted very quickly. Its purpose is simply to
confirm that the disaster has actually occurred, that steps
are being taken to cope with it, to give a first indication of
the sort of external relief that might be required, and to
inform the recipients that further reports will follow shortly.
 b. An INITIAL Report should follow the flash report as soon as possible (within a matter of hours). Its purpose
is to inform the recipients of the severity of the disaster and, more importantly, by relating the severity of the
disaster to coping capacities, provides the information needed to start mobilizing resources from outside the
affected area to help. The report should therefore briefly summarize:
 the severity of the disaster (without necessarily providing precise figures);
 actions being taken locally;
 local coping capacities (including locally available resources);
 the immediate priorities for external relief, where it is required and in approximately what quantities; and
 possible, if there are alternatives, suggest the best logistical means of delivering that relief.
 a forecast of possible future developments including new risks.

c. An Interim Report should build on earlier reports providing additional and more precise information. To begin
with, interim reports should be submitted every 24 hours at the same time every day (the time being
determined by the recipient according to his needs) and thereafter at intervals decided by the recipient. As
time goes by, the emphasis of interim reports will shift from the needs for relief to the needs for rehabilitation
and reconstruction (e.g. repairs to damaged structures, restoration of agriculture, animal husbandry, fisheries
and industrial production). It is not necessary to repeat what has already been said in earlier reports unless
the earlier details require updating. Interim reports should provide forecasts (with inputs from specialists and
people who have experience of previous disasters) and highlight information which may not otherwise be
obvious to the recipients. For example:
 potential problems; ·
 changes, patterns, trends and indicators; ·
 particulars of especially vulnerable groups, and any other special concerns.
d. Specialist or Technical Reports will provide supplementary technical details for specialists (e.g. engineers
and officials responsible for emergency health care.)

e. A Final Report will be a summary of:

 What happened
 How the response was managed
 Lessons learned

FORMAT OF REPORTS
✓ Given that reports will be received from many sources, it is essential that their format is standard so as to facilitate
the process of analysis and collation. Likewise, there should be common understanding of the terminology used.
It is, therefore, better that the recipients rather than the writers design the formats. This will ensure that the
information is presented in the way that is most helpful to the people who have to act upon it. Reports should be
a balance of narrative and tables and they should be formatted so that they can be transmitted electronically.
✓ Formats should be as simple as possible and should, like check lists, guide the reporter (who may be
inexperienced in organizing disaster response operations) through the sequence of stating the problem identifying
the current status of response identifying unmet needs (shortfalls or gaps) decision-making.
✓ To keep the formats simple, it is better that they are presented in a series of separate parts. This will also make it
easier for the recipient to distribute the parts for action by different desk officers. Suggested parts might include:
1. Search and rescue;
2. Evacuation;
3. Protection;
4. Medical and Health;
5. Shelter and clothing;
 6. Food (including cooking utensils and cooking fuel);
7. Water;
8. Sanitation
9. Lifeline systems (communications, power supplies, transport, etc.)

TERMINOLOGY
Victims. It is not necessary to give the total populations of the towns/villages in the affected area since these figures
will already be known with sufficient accuracy from population censuses. It is better to describe victims in terms of
needs e.g. those in need of evacuation, shelter, water, etc.

Damage can best be described

in terms of usability.
For example: (See table)

PRIORITIES
Experience has shown that there is a consistency of priorities for relief items after certain types of natural
disasters.
LEGAL BASES AND REFERENCES
a. Section 9, Powers and Functions of OCD under RA 10121: Formulate standard operating procedures for the
deployment of rapid assessment teams, information sharing among different government agencies, and coordination
before and after disasters at all levels.
b. Section 3, Rule 4 IRR of RA 10121: The RDRRMC Chairperson may tap the facilities and resources of other
government agencies and private sectors, for the protection of life and properties in pursuit of disaster risk reduction
and management; and
c. NDRRMC Memorandum Circular No. 25, s. 2014, Subject: Guidelines in the Conduct of Rapid Damage
Assessment and Needs Analysis (RDANA)

IT’S YOUR TURN! As an NSTP student, you should now be knowledgeable of your role in your
community. In line with Disaster Risk Reduction Information Training, interview a family member or relative
who experienced disaster or hazard in their lifetime. The following details may be brought up during the
interview:
a. The type of disaster or hazard
b. Details about the disaster or hazard
c. How the interviewee responded to the disaster or hazard
d. How the community or local government unit responded to the disaster or hazard (if applicable)
The interview may be personally made or through e-communication (Facebook messenger, e-mail, and the
like. You may also include photos of the incident (if available). After doing the interview, reflect and answer the
following questions truthfully and comprehensively:
a. Did your family member/ relative/ community respond appropriately to mitigate the disaster or hazard? Why
or why not?
b. What could be the best way to mitigate the disaster or hazard experienced by your family member or
relative?
c. What important lesson did you get from your family member/relative’s experience?
Write or encode the details of the interview in a short bond paper and this must be submitted on the prescribed
schedule. The deadline for the said activity will be announced by the instructor to the class.

TOPIC 2: LITERACY AND NUMERACY SKILLS

Teaching is a conscious stream of decision, made before, during and after instruction, the implementation of
which, will increase the probability that learning will take place.
-Madeline Hunter
EFFECTIVE TEACHING
Effective teaching is a conscious stream of a GOOD decision, made before, during and after instruction, the
implementation of which, will ENSURE the probability that learning will take place AND KNOWLEDGE WILL BE
RETAINED.

Purposes of examining the principles of effective learning:

1. To provide the “TOOLS” necessary to make the best possible decisions which will enhance the learning and
retention potential of your students.
 2. To confirm effective teaching behavior that was previously performed intuitively.
3. To improve your instructional, planning and decision-making regarding teaching content and strategies.
4. To improve students time-on-task and reduce classroom management problems.
5. To improve communication between teachers through the use of common terminology.

Total Teaching Act

A. SELECTING THE OBJECTIVE
B. CREATING FOCUS
C. TEACHING TO THE OBJECTIVE
D. REINFORCING FOCUS
E. REFLECTING ON WHAT WORKED AND WHAT DIDN’T

A. SELECTING THE OBJECTIVE

An objective should be SMART (Specific, Measurable, Attainable, Reliable/ Result-Oriented, and Time-
bound).

B. CREATING A FOCUS
The Anticipatory Set
1. Give a “Statement of Learning”
2. Involve the learners
3. Relating the learning to the student experiences (Past, Present and Future)
C. WHAT DO WE MEAN BY TEACHING TO THE OBJECTIVE?
Putting in a place a series of specific actions a teacher can take, that will enhance the learning of students.
The Four Components of Teaching to the objective (T2O)
1. Ways of explaining
2. Methods of questioning
3. Types of activities
4. Ways of Responding
The first element of T2O is EXPLANATION: Explanation is giving the learner the information needed in
order to reach the objective.
Five Elements of Explanation
1. Content - is information which adds meaning and purpose to the explanation.
2. Definitions – presenting the meanings of any new words, terms, symbols or signs relevant to the
new learning
3. Examples - is representative of a group as a whole; serves as a pattern of a specific kind; or a case
or situation serving as a model.
4. Modeling – performing an action to be copied
5. Process - Demonstrating step by step procedure
The second element of T2O is METHOD OF QUESTIONING: Questions serve to check understanding and
obtaining active participants of student.

Two Methods of Questioning

1. Question direct to the individual
 2. Question direct to the class

The third element of T2O is ACTIVITY.

Types of Activities
1. Guided Activity (Teachers - Students)
2. Group Activity (Students – Students)
3. Activity Continuum (Teacher to Students, then Students to Students)
And the last element of T2O is Ways of Responding:
Ways of responding to the “learners” in terms of the learning

D. REINFORCE FOCUS “CLOSURE”

a. Summarizing the learnings
b. Involving the learners
E. REFLECTING ON WHAT WORKED AND WHAT DIDN’T
The teacher should reflect on the teaching styles, methods, and activities that worked for the learners and
what did not work in order to identify the ones which make learning effective for a specific group of students. This is of
great importance since not all activities are applicable for everyone.

TEACHING STRATEGIES
Teaching strategies are ways of presenting instructional materials or conducting instructional activities. There
are variety of teaching strategies that instructors can use to improve student learning. They are as follows:

1. Learner-Centered Teaching – means the student is at the center of learning. The student assumes the
responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the power in the
classroom shifts to the students.
2. Collaborative/ Cooperative Learning – are instructional approaches in which students work together in
small groups to accomplish a common learning goal. They need to be carefully planned and executed, but
they don’t require permanently formed groups.
3. Team-Based Learning (TBL) - is a fairly new approach to teaching in which students rely on each other for
their own learning and are held accountable for coming to class prepared. Research has found that
students are more responsible and more engaged when team-team based learning is implemented. The
 major difference in TBL and normal group activities is that the group are permanent and most of the class
time is devoted to the group meeting.
4. Discussion Strategies – Engaging students in discussion deepens their learning and motivation by
propelling them to develop their own views and hear their voices. A good environment for interaction is the
first step in encouraging students to talk.
5. Humor in the Classroom – using humor in the classroom can enhance student learning by
improving understanding and retention.
6. Inquiry-Guided Learning – with the inquiry method of instruction, students arrive at an understanding of
concepts by themselves and the responsibility for learning rests with them. This method encourages students
to build research skills that can be used throughout their educational experiences.
7. Gems/Experiment/Simulation - can be rich learning environments for students. Students today have grown
up playing games and using interactive tools such as the internet, phones, and other appliances. Gems and
simulations enable students to solve real-world problems in a safe environment and enjoy themselves while
doing so.
8. Experiential Learning – is an approach to education that focuses on “learning by doing,” on the participant’s
subjective experience. The role of the educator is to design “direct experiences” that include preparatory and
reflective exercises.
9. Lecture - For many years, the lecture method was the most widely used instructional strategy in college
classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the
lecture method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being
widely examined today, the lecture remains an important way to communicate information.
10. Integrating Technology. Today, educators realize that computer literacy is an important part of a student's
education. Integrating technology into a course curriculum when appropriate is proving to be valuable for
enhancing and extending the learning experience for faculty and students. Many faculty have found electronic
mail to be a useful way to promote student/student or faculty/student communication between class meetings.
Others use list serves or on-line notes to extend topic discussions and explore critical issues with students
and colleagues, or discipline- specific software to increase student understanding of difficult concepts.
11. Distance Learning. Distance learning is not a new concept. We have all experienced learning outside of a
structured classroom setting through television, correspondence courses, etc. Distance learning or distance
education as a teaching pedagogy, however, is an important topic of discussion on college campuses today.
Distance learning is defined as 'any form of teaching and learning in which the teacher and learner are not in
the same place at the same time' (Gilbert, 1995).

GROUP DYNAMICS
Group dynamics is a set of behavioral and psychological processes that occur within a social group or
between groups. It refers to the "nature of groups, the laws of their development, and their interrelations with individuals,
other groups, and larger institutions" (Cartwright and Zander, 1968).

DIMENSIONS OF GROUP DYNAMICS

I. Communication and interaction patterns
A. Communication: Non-Verbal Messages
 Body language, gestures, facial expressions
 May not know how to verbally express feelings
 Silence
 Cultural Competencies
 B. Communication: Patterns of Group Interaction
4 patterns of group interaction that could develop in a group:
 Maypole
 Round Robin
 Hot Seat
 Free Floating
II. Group Cohesion (2nd Dimension)
 Member to Member Attraction to Group
 Sense of Unity and Community
 Sense of Teamwork
 Group Think
III. Social integration and influence (3rd Dimension of Group Dynamics)
 Norms - shared expectations and beliefs about appropriate ways to act in social situations. Result from
what is valued, preferred, accepted by group. Develop as group develops. Norms can change through
discussion, intervention, deviating, helping group adapt and be more aware, hiring consultant
 Roles - shared expectations about functions of individuals in the group. They ensure someone will be
designated to take care of vital group functions.
 Status - evaluation and ranking of each member’s position in the group. Could be related to how well
you are liked, how much they rely on your expertise,
IV. Group culture (4th Dimension of Group Dynamics)
Group culture is an important force in the group as a whole:
 Group culture refers to: Values, Beliefs, Customs, Traditions
 3 Levels: Surface, Deeper, Deepest Level
Stages of Group Development
Tuksman’s Five-Stage Theory of Group Development
 GROUP DYNAMICS MANAGEMENT
Managing and Improving Group and Team Dynamics
1. Conduct a diagnosis and get to know your team.
Conduct a diagnosis of what is going wrong in your team by doing a team health check. Observe
your team at work and conduct individual interviews in a private, safe and confidential space. As you do, stay
aware of the common causes behind poor group dynamics:
 Weak leadership – where the team lacks a strong leader, can pave the way for a dominant team
member to take over, resulting in a lack of direction and conflict.
 Authority and groupthink – Excessive deference to authority can have a stagnating effect of teams as
people would rather agree with the leader than offering innovative ideas and opinions. Groupthink can
have a similar effect.
 Blocking behaviors – Aggressive, negative, withdrawing, recognition-seeking and even
joking behaviors can block the flow of information in the team.
 Free riding – Some team members taking it easy at the expense of other colleagues can lead to poor
group dynamics and outcomes.
 Evaluation apprehension – Team members may hold back their opinions and ideas as result of feeling
they are being judged harshly by other team members.
Other potential causes of poor group dynamics include poor communication and a lack of focus.
Take time to observe, talk to team members and figure out what is happening among the team.
2. Address problems quickly.
If you see a team member engaging in unhelpful behavior, work to address it quickly. Speak to the
team member directly and invite him or her to reflect on the behavior and how it can be changed to support
the team’s goals. Conflicts can happen from time to time – even in the healthiest of teams – so encourage
open discussion of the conflict and help guide team members to a resolution, allowing your team to return to
a state of positive group dynamics.
3. Create a team charter.
Teams and individual team members need a strong focus to thrive. If you create a team charter and
offer clearly defined roles, you could motivate team members to address their responsibilities and work
together more effectively. A clear charter also helps you set clear behavioral and outcomes expectations. It
gives you standards by which you can hold underperforming team members to account.
4. Enhance team culture.
Deliberately build a supportive team culture. Use team-building exercises to encourage stronger
relationships between individual team members. Create a workplace that supports employee well-being,
success and enthusiasm for work. Value diversity and think about how you can build trust and respect among
team members. Support open communication, sharing of ideas through an inclusive work culture.
5. Build communication.
Give your team tools to drive open communication and encourage team members to communicate
clearly to each other. Keep team members updated about project changes and news, and they will feel
included and alerted to what is going on. Make sure both opinionated and quieter team members feel their
voices are heard.