Understanding and facilitating group process when engaging student volunteer leaders
Abstract
A team-based approach works well with students because it gives volunteers and volunteer leaders the chance to work with others outside their usual spheres and with individuals who have differing skills and interests. They can serve with students from other clubs, academic areas, or even other colleges and universities. This effective practice highlights the steps a group will organically take to develop as a team, and was shared by Lori Jean Mantooth of Hands On Network in August of 2007.Issue
As a program director it is important to create a group culture among volunteer leaders that allows individuals to bring their abilities and skills to bear in the most effective way possible. Understanding the stages in the life cycle of a group will help you do so.Action
A group culture will quickly differentiate the volunteer leaders group from other groups the members may belong to. Program directors can facilitate the group process by initially outlining the roles and responsibilities of the group and stating objectives and goals up front. Encourage the group to determine what expectations they have for themselves that can mesh up with the greater group purpose (i.e., make new friends, gain experiences, and so forth).
As part of the Hands On Campus Initiative, Citizen Action AmeriCorps members in Atlanta, Seattle, and Boston identified the importance of group process when bringing together college students. The following outline will help you recognize the different stages and your role during each of these:
Forming
In this initial phase while teams are forming, students will meet each other and get a feel for what they can expect from their colleagues. Team leaders should allow ample time for students to interact socially; be clear and honest about the team's purpose; foster connections among team members; and avoid excessive focus on the team's core task.
Storming
During this time of self-categorization and evaluation, informal team leaders will emerge and the team will show signs of interpersonal conflict and task conflict. Team leaders should serve as a "safe harbor" to help give direction to the group; continue to engage members who may be on the periphery; maintain tolerance for debate and disagreements while resolving potentially damaging conflicts; and make the most of the last opportunity to make fundamental changes in team dynamics.
Norming
In this phase the team will establish group norms and develop coping strategies to deal with future conflicts. Team leaders should encourage consensual solutions; give honest feedback on team member development; identify ways to empower peripheral team members; and be patient.
Performing
Teams in this phase exhibit a strong sense of purpose and identity without falling prey to common problems such as bickering or communication breakdowns. Team leaders should continue to challenge the group by serving as a mirror for them to evaluate their achievements; reinforce good behavior without crowding the team; empower team members but allow them to be independent in their productivity.
Transforming
In this phase the team's purpose is coming to an end and, as members begin to feel a sense of loss of intimacy with each other, some may deny the group's successes, flounder, or detach from the group as blame and withdrawal cause a breakdown in skills and communication. Team leaders should continue to coach and support members; focus on the positive by reiterating accomplishments; recognize students for their work and encourage them to recognize others; create formal or symbolic gestures of appreciation; and provide action plans and talk about transitions and closure.
Context
The mission of the Hands On Network Citizen Action AmeriCorps Program is to build communities by creating stable supportive relationships between community members, service organizations, AmeriCorps members, and service recipients. These constructed social networks increase social capital and build a solid foundation of engaged community networks that affect change both on a short-term and long-term basis. CAAC members create solid community infrastructure for volunteer participation.
This mission is achieved through two unique capacity building program delivery models. In the first program model-Affiliate Based Capacity Building-AmeriCorps members are placed at a local Hands On Network affiliate to support volunteer recruitment, training, and leadership development for a strategic portfolio of partnering community and faith-based organizations.
In the second program model-Community Based Capacity Building-affiliates serve as intermediary organizations, placing AmeriCorps members individually or as teams within community-based organizations that have been determined to have limited internal capacity to manage volunteers or have determined that targeted infrastructure improvements will result in improved volunteer engagement thus building their capacity to fulfill their mission.
The activities of members in this model fall into four categories: indirect service, capacity building, direct service, and sustainable endeavors.
Posted On
September 15, 2007For More Information