Working with group dynamics while teaching group dynamics in a traditional classroom setting: An illustration of a systems-psychodynamic point of view

Abstract

Purpose

Based on an experience, the paper aims to describe how group dynamics can play out in a traditional classroom setting and reflect on how the author worked with these dynamics from a systems psychodynamic perspective.

Design/methodology/approach

The experience involved teaching a two-day module on group dynamics to a class of 35 mature students enrolled in a business school. The author tried to create a space to understand and work with here-and-now dynamics as the module progressed.

Findings

Frustration grew among the students regarding the time spent on discussion and reflection. The group was split in two, with one subgroup opening up to experiencing and reflecting on the dynamics, whereas the other subgroup grew more frustrated and demanded that the author take up his authority. Apart from attempting to work with the dynamics, the author introduced relevant concepts and theories that could help to understand the dynamics. The group was characterized by an emotional climate of dependency while students projected hitherto unexplored frustrations onto the lecturer. Although the conditions for experiential learning were far from optimal, the group did experience group dynamics and did engage in reviewing their experiences. Learning did take place, although the depth varied among individuals.

Originality/value

Reflections are provided on the (im)possibilities of learning about group dynamics at business schools. Suggestions are given how to create conditions for experiential learning in management education.

Citation

Schruijer, S. (2016), "Working with group dynamics while teaching group dynamics in a traditional classroom setting: An illustration of a systems-psychodynamic point of view", Team Performance Management, Vol. 22 No. 5/6, pp. 257-268. https://doi.org/10.1108/TPM-05-2016-0023