The Group as Teacher: The Gestalt Peer-Learning Community as a Vehicle for Organisational Healing.

Autor/in	Barber, Paul
Titel	The Group as Teacher: The Gestalt Peer-Learning Community as a Vehicle for Organisational Healing.
Quelle	(2001), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adjustment (to Environment); Adoption (Ideas); Adult Learning; Case Studies; Change Agents; Foreign Countries; Gestalt Therapy; Group Dynamics; Group Experience; Learning Processes; Learning Theories; Models; Organizational Change; Organizational Climate; Organizational Communication; Organizational Development; Peer Influence; Peer Teaching; Theory Practice Relationship; Universities; Work Environment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Adulte education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Ausland; Gestalttherapie; Gruppendynamik; Learning process; Lernprozess; Learning theory; Lerntheorie; Analogiemodell; Organisationswandel; Organisationsklima; Organisationsentwicklung; Peer group teaching; Peer Group Teaching; Theorie-Praxis-Beziehung; University; Universität; Arbeitsmilieu
Abstract	The possibility of using a Gestalt-informed peer learning community to facilitate reflective learning and organizational change was explored. A peer learning community model exists that is based on two approaches to working with mental illness--therapeutic community practice (which is based on treating the community group rather than individuals within it) and Gestalt therapy (which works primarily with what we can see, hear, and feel, rather than with what is thought or interpreted). The concepts of therapeutic community practice and Gestalt were incorporated into a model for facilitating peer learning. The model subsequently served as the basis for a 2-day workshop on group facilitation at a consultancy in central England. At the company founder's request, the workshop was eventually expanded into an intervention designed to overcome resistance to change by fostering a peer learning community within an established organizational culture. Within a 6-month period, in conjunction with a University, a commercially based masters in change was developed with a cross-section of 24 participants from the company's management to its shop floor. The intervention produced substantial gains in developing individuals in the areas of self-awareness and interpersonal awareness and in fostering motivation and an appreciation of team and organizational dynamics. (Contains 35 references.) (MN)
Anmerkungen	For full text: http://www.ulusofonaopt/inst/eventos/esrea/papers/ paul barber.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC