Seven Keys for Small Group Success.

One of the most commonly used instructional methods in adult education is the small group. Small group learning is a staple of the adult education enterprise. Small groups are used in higher education, adult literacy and basic education, and many forms of training (Taylor, Marienau, & Fiddler, 2000). Some write solely about it (Brookfield & Preskill, 1999), but few offer specific practical tips of how to facilitate the effective use of small groups in adult education learning enterprises. What follows is a list of seven keys to success I developed from many years of using small groups as the foundation of educational practice. Although small groups and learners in those groups will vary significantly from context to context, I believe that a few general concepts will help adult educators operate more effectively when working with small groups of adult learners. Establish Ground Rules This is probably the most important, yet overlooked, action needed to create an effective group. Ground rules create space for the group members to participate and engage in not only their own learning, but also in the learning of other members of the group. Ground rules "frame" the learning environment. It is very important that the participants have the opportunity to participate in the construction of ground rules. It is equally important that a select few ground rules be included by the facilitator (if they are not suggested by the group members). Every member must feel as though they will be heard and that their input will count. Establishing a ground rule that spells this out is a first step toward gaining commitment. Well-designed ground rules also give the group an effective means of coping with difficult situations that will inevitably occur in the life of any group. For example, a ground rule that the group is committed to hearing from all members and will value everyone's input gives the group a legitimate (and mutually agreed upon) method for limiting the discussion of those group members who would dominate and monopolize the discussion, while actively soliciting input from those members more reluctant to share their ideas. One caution about setting ground rules: focus on a few general rules that will enhance the effectiveness of the group. Do not get bogged down by establishing too many rules that could inhibit the group's effectiveness. Routine and mundane activities are best handled as they occur. Do not put too much time and energy into situations that can be handled by the facilitator or leader of the group. Beware of the Leader's Halo Effect Anytime someone is appointed "group leader" or "facilitator", even in an informal group of friends, the leader is often perceived by the other group members as somehow special. This is often an unrecognized perception in group members, but it is real and often affects the group process more than members realize. Suddenly, as "group leader," one's opinions carry more weight than those of other members. This perception carries with it the responsibility that the "leader's" opinion does not stifle the expression of others' opinions, so leaders must be careful to not express their opinions too quickly. However, if no other group member expresses an opinion similar to that which the leader had planned to express, then it is acceptable for the leader to share his or her thoughts. Being the leader does not preclude one from having an opinion or from having something significance to contribute. The leader should not deprive the group of their experience and knowledge, but should remember how the added responsibility of "group leader" could affect the group. Use the Social-Microcosm Effect Given time, group members will carve out roles in the group for themselves similar to the roles they inhabit beyond the group. An adult educator can use this opportunity to help learners come to better understand themselves and their influence on others around them. …