Sequence for educators: establish trust, assess group motivation and leadership, then choose a matching style before performing functions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Linking the generated hypotheses, the article proposes an approach educators might use with community groups: "First, an educator should establish a trusting relationship with the group." The educator then assesses the group's motivation to the task and capacity for citizen leadership, chooses an educational style appropriate to the leadership developing within the group, and performs functions consistent with that style, noting that encouraging may matter most and that enlisting support may stifle growth.

Design Implications¶

Context¶

Requirements¶

• The educator must be able to use the appropriate educational style; if a style conflicts with personality or institutional policy, the educator should consider not working with the group

Constraints¶

• The approach derives from an exploratory study whose hypotheses must be tested before definitive conclusions can be drawn

Target Learners¶

• adult educators working with community groups

Target Learning Goals¶

• fostering group growth in community problem-solving capacity

Related Strategies¶

Examples¶

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Key Sources¶

• Campbell, M. Donald. (1978). Educator Influence on Group Growth in Community Problem Solving. Paper presented at the Adult Education Research Conference, San Antonio, Texas. https://eric.ed.gov/?id=ED152994