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awkward engagement
2. phony (hohohoh) feeling
3. mechanical use
4. automaticity

1. clear operational statement of outcomes
2. measure for the outcomes
3. factors that contributed to success and failure

course of developing automaticity:

evaluation must include:

1. discussing quality of process
2. reflecting on effectiveness
3. setting goals for improvement

how members continually improve group

1. empirical validation of knowledge
2. past experience in conducting and helping reflections
3. clear explanations
4. self-awareness

the considerations in the coordinator skills,
knowledge, and need:

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engaging in behavior
assess consequences through reflection and feedback
reflect on effectiveness and refine action theory
implement revised action theory

examination of coordinator-participant relationship and motivations
specification of outcomes
detail session constraints and limits
generate alternatives for unforseen changes
make a tentative design
commit to the final design and assign responsibilities if more than 1 coordinator is present
assess how you function as a staff if there is another coordinator

1. informed consent
2. activites
3. coordinator knowledge, skills, and needs
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introduction of coordinator, warm ups, and expectation forming
exercise conduction
conceptualization, analysis, and summarizing of exercise experience
integration of theory and cognitive framework to participant statements.
discussion of application
overall success evaluation based on objectives
closure

1. observing
2. give/receive feedback
3. reflecting and setting improvement goals
4. modifying behavior for the next meet
5. repeat the cycle

1. opportunity to define goals
2. goals are based on central needs and values
3. opportunity to define path to goal accomplishment
4. a realistic level of aspiration

process of experiential learning:

how to design a skill training session:

ethics for experiential learning can be
found in:

typical skill-training session:

steps in developing competence in
participant observer studies

Lewin's criteria/evidences for one to
experience psychological success

error proof the process 1. using skills while articulating and explaining them to coach (internalization evidence) 3. help others learn the s k ill responsibility of the coordinator steps in observation: when conducting activities. following general outline of ex periential learning 9. warm and ac c epting ex perimentation c limate 6. scaffolding 2. c onduc t follow-up interv iews 1. and trus t 7. and when it's to be us ed 3. decontextualize (generalize) 1. and fac ilities 2. enjoy ing thems elv es for the c oordinator to learn as well 1. pres ent relev ant theory /res earc h 5. preparation: planning and choosing participant observer 2. an invtation to the opposition to do the same . load prac tic e towards s uc c es s 7. introduc tion. unders tand what it is . dev elop automatic ity 6. watching and recording member's behaviors 3. res pec t freedom of c hoic e 2. organiz ation of materials . k nowing and unders tanding the material well 11. find s ituations to do it repeatedly with a c oac h to guide y ou 4. streamline the processes 2. being s ens itiv e to differenc es 13. as s es s all ex perienc es 7. c ons tant awarenes s of own behav ioral s ty les and pers onal needs 6. ens ure c onfidentiality 9. observes the frequency of engaging in specified behaviors and assessment of function effectiveness 4. s etting an open. proc edures . independent practice 4. get friend's for enc ouragement 8. rec ogniz e s y mptoms of ps y c h s tres s 10. as s es s how well it's implemented 5. unders tand it's importanc e and v alue 2. nev er initiate c onfrontation 8. k now limits 4. anc hor for res pons ibility . the coordinator should: levels in step 3 of steps in developing a skill reflection of group processing has goals to: steps in developing a skill: action theory (AT) theory as to what actions are needed to achieve a desired consequence in a given situation alter cognitive structures modify learner's attitude expend behavioral skills the purpose of action theories cognitive structure a set of principles and processes that organizes cognitive experience confrontation the direct expression of one's view of the conflict and one's feeling about it and at the same time. remaining flex ible 14. s olic it feedbac k 11. c omponents of behav ior to engage. s idetrac k prev ention 4. being enthus ias tic 10. c onc lus ion. summarizing 1. mak ing s ure ev ery body els e unders tands 12.1. and tie-in 3. ex plain the objec tiv es 3. modeling the s k ills 8. k nowledge. res tating and c alling attention the main learnings 5.

content the subject that is being discussed within the group content and process a distinction is made between ______ in a group work. control when the person being influenced behaves in the way that the influencer intended evaluation the process of determining how successful a group was in achieving it's goals or objectives ex pec tations ex perienc e relev anc e relations hip needs v ital data motiv ation rec ruitment what information is needed to be known from the participants? experiential learning that generates an action theory from your own experiences and then continually modifying it to improve your effectiveness feedback information that allows individuals to compare their actual performance with standards if then form the form which all action theories share. but it is not sufficient to motivate a person to change knowledge experience based on a theoretical system skill mastery interplay of 3 outcomes of action theory that are integrated and cannot function without the other 2 . causal relationship knowledge ____ is a rational for change.

and behavioral patterns states that to be a more effective decision maker. and behavioral patterns states that it takes more than the need and desire to change. push the importance of inquiry and discovery on motivation and commitment conclusions in the future p3: learning is more effective when it is an active process state the importance of actually doing things to fully integrate the lesson by combining it with past learning. attitudes. one should develop: 1. the entire cognitiveaffective-behavioral system has to change states that change doesn't come through the modification of just 1 part in a system. effect more retained material p4: new AT. nah plateaus are not so common in skill learning? yeh/nah? observing describing and recording as something occurs p1: effective experiential learning affects the learner's cognitive structures (AT). behavioral skills to perform decision making actions p2: people believe more in knowledge thy have discovered themselves than presented by others states that people should test alternative behavioral patterns in controlled conditions themselves. positivity towards new decision making procedures 4. attitudes. and behavioral patterns cannot be accepted by a piecemeal approach. attitudes. a knowledge on decision making 2. beliefs that new decision making actions are appropriate for the situation and that one is capable of doing them 5. push the consistency and coherence of a system.Lewin dude who greatly influenced the use of experiential procedures to learn about behavior. experience must be backed by a theoretical system tested by experience and reflection p7: behavioral changes are temporary unless AT and attitudes underlying them change states that new behavioral skills practiced and mastered without changes in one's AT and attitudes will allow the new behavior to fade away. . and values. information can only generate interest for change p6: it takes more than first hand experience to generate valid knowledge. only when the system changes can new learning be accepted and integrated p5: it takes more than information to change AT. AT concerned with decision making behavior must lead to effective group decisions 3. perceptions. states that first hand experience does not fully evoke understanding.

and thus vital for experiential learning. the need for a safe environment p10: in order for changes in behavior patterns.social environment state that decreased need to justify and protect the self from rejection allows for more learning opportunities. and suggestions that help approximate the expert use of a skill . prompts. attitudes. attitudes.social environment state that team training is more effective that individual training because it changes 2 factors which effect behavior permanence: the person and environment p11: it is easier to change a person's attitudes. and AT to be permanent. -a way which one can experience concretely the type of interaction under examination. how to engage with it. accepting. and behaviors .p8: perceptions of oneself and one's social environment must change before changes in AT. AT. the freer the person is to experiment their AT. and behavior do . attitudes. the power of socializing and norm acceptance.social environment state that AT. An imaginary life situation is set up in which one acts and reacts in terms of assumptions one is being asked to adopt based on the character to play support in the form of reminders. automatic level of mastery attained process an identifiable sequence of events taking place over time role playing scaffolding -a tool for bringing a specific skill and its consequences into focus. participant-observer a person who is skilled enough to both participate in grp work and observe the group process and functioning by a participating member of the group practice and mastery skill _____ and ______ are required and not just engaging is required for effective action theories procedural learning conceptually what the skill is. and behavioral patterns in a group context . learning means believing you can actually do something and seeing that actions are appropriate to the situation p9: the more supportive. and behavior are guided by perception.social environment state that groups with new role definitions and expectations for behavior are helpful educating tools. when it should be used. and practicing until error is removed. and caring the social environment. attitudes. the personal and social environment need to change .

effectiveness. yeh/nah? . yeh/nah? yeh first hand experience is not sufficient to generate valid knowledge.teachers socializing agents who teaches us action theories? team training teaching team members the taskwork and teamwork skills that optimize efficiency. and improvement yeh novices find it helpful to observe a master of a skill while being guided step-by-step on it.