vorrei inserire questo post, dopo aver letto quelli dei miei compagni nei quali in varie parti si parla del gruppo in formazione di come si deva relazionare il formatore.
In particolare ho letto i post inseriti da Michela ( http://formroom.blogspot.com/ ) riguardo la gestione di un gruppo, e da Luigina ( http://lupag-tiascolto.blogspot.com/ ) che riguarda l'ascolto per il formatore e l'ascolto attivo.
Riportando la mia esperienza personale di lavori di gruppi in ambito lavorativo, ma soprattutto dopo aver partecipato, during the training period, two training sessions focused on its construction of a working group (8 people), I have seen how and how much the figure of the trainer is a reference point for people that are in front.
the reality in which I found, the Group already collaborates in the work, and then I could see in the proposed activities as outline of roles in small groups, then the same participants were justified as a "habit" arising the role they have in the workplace. What
for my position, in that situation was more training and finally clear, was to have the opportunity to see what the trainer.
not like a 'teacher or anything, but a figure that includes many, with regard to knowledge, but that has its unique features of the disciplines that he knows must be able to select those most appropriate to the situation in which it is located, and to "translate" in a manner understandable to the listeners, in order to provide them with "solutions" and any of the points of view different to do, act, think.
For The special shape is able to be able to "throw the ball, allowing it to develop the game, and then to reflect on themselves and what happened, this gathering that being said, and then respond by developing theories through the most varied, to give them back as an argument for their rational and intuitive way, which was immediately accepted, thus leaving students with the opportunity to draw parallels with possible business situations, to understand as a "can do" in those cases.
is not a "how to" instructions for use as intended, but a guided reflection that leads people to look to themselves to "say" what is the behavior, the best alternative in situations where they will, maybe first they could not manage it productively.
My involvement has allowed me to reflect on many aspects of the profession that, without this kind of practical example, you can not come to mind, because there are certain situations in the books, but only seeing and trying one understands the border.
Some activities are offered training courses for groups with the aim of triggering the "conflict" between the group members, to make them understand how to find more constructive solutions and how the group is stronger than the single faced difficulties lle (Remember: The whole is greater than the sum of its parts - Gestalt-)
If it's training in business, the trainer, mediating the situation and reported in the employment context, it must invite a riflettere sull’utilità che i metodi presentati potrebbero assumere in futuro per “tutti” e per tutte le situazioni, in modo oggettivo.
E' sempre indispensabile per il formatore avere il controllo della situazione, non lasciare che le discussioni degenerino, creare i giusti parallelismi fra quello che succede nel caso e nel gioco, e quello che realmente potrebbe succedere nel lavoro di tutti i giorni, poiché non è un passaggio immediato per i partecipanti. Le dinamiche create devono essere discusse e si deve invitare tutti a riflettere ed a dare la propria impressione.
Quindi gestire un gruppo che deve costituirsi ed ascoltare attivamente ognuno dei partecipanti con le loro esigenze per permettergli di condividerle, sono elementi insicndibili nell'atteggiamento Form-ativo. Se così non fosse, ogni corsista si sentirebbe in balia a volte del gruppo , a volte del conduttore, senza aver avuto modo di crearsi un'idea precisa di cosa ha bisogno e di qual'è il suo ruolo, con il rischio che l'intervento provochi nessun cambiamento in ambito lavorativo o, addirittura, comprometta qualcosa.
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