Group dynamics: conflicts and possible solutions
It is important that the trainer identify certain behaviors while group members, to prevent conflicts.
He uses the term group dynamics, because a group (even one good cohesive) never forms its own entity. No longer a union of individuals. Therefore, the “tranquility” of a group may be altered at any time. Group dynamics acts on two levels: one visible and rational behavior between members or between them and the director of the group (DG), the second level (subconscious) is related to the expectations and fears of each individual. Michael Birkenbihl always warns that “conflicts in the air”, because the students are always fighting for the status, prestige and recognition by the DG. There is a latent conflict between the feeling of dependence on the group and wishes of individual independence. This “test” is not exceeded until students internalize this mutual dependence.
Conflicts between group members
Until we reach the cohesion of the group, typical behaviors emerge a experienced trainer should be able to recognize. For example, the problem of scapegoat. Sigmund Freud explained how the surplus instincts often leads to aggressive behavior. The group ignores this aggressiveness (in the form of jealousy or rivalry) through mutual identification (accepted as equal). If not given this “adaptation through identification, the group seeks a lightning rod for their aggressions: the weakest from the point of view of instincts. No reasons, an individual becomes the scapegoat. This phenomenon also occurs when the head is too authoritarian with the group. Unable to deal with an intransigent former is punishing the weakest.
Another interesting problem is the “distance”. As in the story of Schopenhauer urchins, the desire to support distance and generates heat, while the approach in excess causes behaviors defensive. If the group fails to establish suitable mutual distance, blackmailed the principal, demanding strong leadership. The trainer can not fall into the trap that “immediately born opposition: We are treated like children.
The influence of the trainer in the group
Birkenbihl strongly advises that “the director shall never exceed the modest role of a moderator. Their mission is not to solve the problems of the group. That will have to do the group itself.”
The group’s style and management style
Before picking up the tips that the author gives trainers should reiterate that the group’s style is heavily influenced by the personal style of leadership trainer. Recall the three basic leadership styles described by Karl Lewin: The leadership style autocratic or authoritarian infantilizes the participant and often results in an opposition. The style “laissez-faire” (let do, call in USA the reins loose method): promotes the tyranny of the strong over the weak. The democratic leadership style (or cooperative): ideal for adult education because it helps the group to dominate the conflict, in cooperation with DG.
The responsibility of the trainer
Finally, Birkenbihl emphasizes that the seminar director does everything it can to ensure the success of the workshop, as far as humanly possible, so acts irresponsible and negligent. itself should be required to work as :
* Further education permanently keep up in their field.
* Master your agenda to make up to questions from the students.
* Understand and apply the laws of group dynamics .
* Although not a teacher, interested in teaching methods, without which education is a waste of time useless and boring.