Reinhild Runde
Overview
I use the training tool described in this case study as part of a pastoral psychology training program for pastoral counsellors. The aim of the training program is to help develop the participants’ sense of identification and skills as prospective pastoral counsellors with the intention of broadening their scope of action. Self-leadership and group leadership are fundamental requirements for the pastoral care profession. The training program comprises seven seminars that each focus on different topics.
A special focus of the seminar I describe is developing leadership skills. The title of the seminar is: “Conscious and Courageous – Self and Group Leadership with TCI.” The seminar covers the use of Theme-Centered Interaction (TCI) as an incredibly insightful and professional concept for taking action, aimed at effective dynamic learning and collaboration with groups. The art of leadership lies in striking a balance between empathy and objectivity. Experts and leaders from the fields of education, social services and business have been working successfully with TCI for over 40 years.
Topic: The four-factor model of TCI – learned the experience-oriented way
During the first two days of the one-week seminar, the training group had already dealt with the fundamental concept of humanity and the TCI value system and had established a correlation between these concepts and their own approach to life. It was now time to focus on the TCI methodology. The dynamic balance of the four factors is crucial to the TCI methodology as well as to dynamic group work and teamwork.
The four factors influencing group work are: the person (ME), the group interaction (WE), the task (IT) and the surroundings (GLOBE). Recognizing and nurturing balance between these four factors in the environment is the cornerstone of TCI group work. Because the dynamic balance of these four factors is at the core of the TCI method, I felt it important for the participants to work on this content in an experience-oriented way. I decided to use the tool StringBall to unlock the power of the four factors.
Staging
a. Preparation
The 16 participants sat on chairs in a circle in a very large seminar room. A flip chart had been prepared. The tool was lying ready (but not completely spread out) in the middle of the room. To make it more difficult to transport the ball, after the introduction and shortly before the activity was to begin, I placed partitions, chairs, and so on, as obstacles around the room. I also provided a small ball that was to be rolled into the scenario during the activity. These complications would draw greater attention to the GLOBE factor during the subsequent reflection phase.
b. Performance
I welcomed the participants back after the lunch break and introduced the session as follows: “Over the past few days we have been examining the TCI approach. As I have already indicated, we will be dealing with the methodological tools in the coming sessions. One of the goals of TCI is to initiate dynamic learning and dynamic group processes, which requires paying attention to a number of factors. And that is why we will now turn to what you can see here in the center of the room. I would like to challenge you to do an activity in which you develop these factors. Interested?”
Their curiosity was aroused, the desire for activity was stimulated and the purpose was explored: “Well, your job is now to transport this ball from point A to point B without it falling to the ground. Imagine that this ball stands for the desired dynamic learning or for dynamic group work. And your goal is to sustain this dynamic group work from the start (point A) to the end (point B) of a group session. I assume that’s what you’d like to do. So let’s see what it takes to do so. Go ahead and take a string each and you’re good to go.”
I explained a few rules: the strings were to be kept taut; point A and B were to be marked; point B was outside the room (this increased the difficulty); should the ball fall to the floor, they were to start all over again, and so on.
From this point on, things got lively. The participants started straight away, but this resulted in the ball (which symbolized dynamic learning) threatening to fall out of the ring at the outset. The group coped well with this precarious situation. Reflecting on this aspect later would be very interesting. The participants also noticed that I started to put obstacles in their way. However, this made them more energetic and spurred them on to get the job done. Passing through the door also gave them a further boost. As expected, when they completed the task, the participants were jubilant and the satisfaction and pride could be easily read on their faces.
Transfer to the real world
| Elements in the learning project | Elements in the real world |
|---|---|
| 16 strings | Each individual “I” is involved; I-factor in TCI: consideration of the individuals with all that they bring to the table |
| Strings go taut | Communication, interaction, reciprocal interrelation, shared process, joint responsibility; WE-factor in TCI: focus on the group dynamics process and task-related interaction develops the WE |
| Ball/the ring with the ball | The task for which a group comes together, which the group addresses IT-factor in TCI |
| The room, the conditions in the room, partitions, door, ball being rolled in | The direct and wider environmental factors, such as the room, cold, warmth, light, size, time as well as outside influences (family, political, social aspects); GLOBE-factor in TCI: the environmental factors influence what happens in the here and now. In this case demonstrated by the partitions, ball, door, etc. |
| Participants | Reflection of society |
Reflection
The reflection phase initially focused on how their experience of the activity. The participants first formed smaller “buzz groups” in which they discussed the following questions:
• How did you experience the performance phase of your task? What did you feel, think?
• How did you experience cooperation?
• After they shared some of their findings with each other, I asked the participants to tackle some additional questions:
• What factors contributed to you successfully completing the task of transporting “dynamic learning” from start point A to end point B?
• What factors also influenced you?
For these two questions, the participants were asked to write down each of the factors on separate pieces of paper and then to present them in the whole group (initially not clustered). A large number of keywords and aspects accumulated in the center of the room.
I then presented the four factors as an instrument for planning, control, and analysis. I asked the participants to form small groups of four to deep-dive into each of the four TCI factors by reading texts and then to prepare a presentation for the whole group.
After they had presented the factors, the aspects gleaned from the activity – which were still lying on the floor in the center of the room – were assigned to the four factors, thereby establishing a correlation between experience and theory.
I then used the “balance board” (SysTeam) to illustrate the dynamic balance associated with the four factors. The participants subsequently worked alone and in small groups to transfer what they had just experienced and heard, and the theory they had developed, to their individual working lives:
• Which factor was strengthened in my group?
• What about the dynamic balance?
• What am I now spurred on to do in or with this group?
Conclusion
The feedback from the participants spoke for itself: “I really enjoyed it!,” “I had heard a lot about I, WE, IT and GLOBE before. Now I get it,” “We should do something like this more often. Then I can remember it better,” “Now I understand why my youth group leaders’ session is so difficult at the moment.”
Experience-Oriented Learning methods have become very important for my work because I can use them to design learning scenarios that have a sustainable impact. This sustainability is achieved through holistic physical, emotional, and cognitive engagement in the learning process. As a result, many of the tools have found a fixed place in my courses.