Difference between revisions of "Ground Rules"

Difference between revisions of "Ground Rules"

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{{Term|GROUND RULES|The mutually agreed-upon rules governing actions or behavior in a certain environment. Ground rules are statements of values and guidelines which a group establishes consciously to help individual members to decide how to act. To be effective, ground rules must be clear, consistent, agreed-to, and followed. Where articulated ground rules are missing, natural behavior patterns often emerge spontaneously. These are referred to as norms. Ground rules define a behavioral model which addresses how individuals treat each other, communicate, participate, cooperate, support each other, and coordinate joint activity. They are used to define and standardize team procedure, attitude and culture in the organization, use of time, work assignments, meeting logistics, preparation, minutes, discussion, creativity, reporting, and respect. <ref> [http://en.wiktionary.org en.wiktionary.org] (29 July 2008), [http://www.npd-solutions.com www.npd-solutions.com] (29 July 2008), [http://www.answers.com www.answers.com] (29 July 2008), [http://www.beyondintractability.org  www.beyondintractability.org](29 July 2008); Instructor Competencies – Standards for Face-to-Face, Online, and Blended Settings, James D. Klein, M. Michael Spector, Barbara Grabowski, Ileana de la Teja, 2004 </ref> }}
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{{Term|GROUND RULES|The mutually agreed-upon rules governing actions or behavior in a certain environment. Ground rules are statements of values and guidelines which a group establishes consciously to help individual members to decide how to act. To be effective, ground rules must be clear, consistent, agreed-to, and followed. Where articulated ground rules are missing, natural behavior patterns often emerge spontaneously. These are referred to as norms. Ground rules define a behavioral model which addresses how individuals treat each other, communicate, participate, cooperate, support each other, and coordinate joint activity. They are used to define and standardize team procedure, attitude and culture in the organization, use of time, work assignments, meeting logistics, preparation, minutes, discussion, creativity, reporting, and respect.
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In a learning situation, the following can be considered to be typical ground rules to help start a thought process.
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'''Confidentiality''' – i.e. what is discussed will be kept within the set members and discussed outside of the set. What are the boundaries of confidentiality?
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'''Punctuality''' – agree what is acceptable in terms of punctuality for the sessions
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'''Attendance''' – what is expected in terms of attendance at sessions? What apologies should be given and how much notice should be given
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'''Minimum number of set members''' – what is the minimum number of people required for a set to take place?
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'''Listening''' – each member has air time whilst other members listen
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It is also important to note that learners should be part of creating the ground rules. The method for achieving that is explained below:
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'''1''' Ask students to think about the best group discussions they have been a part of, and reflect on what made these discussions so satisfying.
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'''2''' Next, ask students to think about the worst group discussions in which they have participated and reflect on what made these discussions so unsatisfactory.
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'''3''' For each of the positive characteristics identified, ask students to suggest three things the group could do to ensure that these characteristics are present.
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'''4''' For each of the negative characteristics identified, ask students to suggest three things the group could do to ensure that these characteristics are not present.
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'''5''' Use students’ suggestions to draft a set of ground rules to which you all agree, and distribute them in writing.
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'''6''' Periodically, ask the class to reflect on whether the ground rules established at the beginning of the semester are working, and make adjustments as necessary.
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<ref> [http://en.wiktionary.org en.wiktionary.org] (29 July 2008), [http://www.npd-solutions.com www.npd-solutions.com] (29 July 2008), [http://www.answers.com www.answers.com] (29 July 2008), [http://www.beyondintractability.org  www.beyondintractability.org](29 July 2008); Instructor Competencies – Standards for Face-to-Face, Online, and Blended Settings, James D. Klein, M. Michael Spector, Barbara Grabowski, Ileana de la Teja, 2004 </ref> }}
  
  

Revision as of 11:48, 23 October 2012

Term2.png GROUND RULES
The mutually agreed-upon rules governing actions or behavior in a certain environment. Ground rules are statements of values and guidelines which a group establishes consciously to help individual members to decide how to act. To be effective, ground rules must be clear, consistent, agreed-to, and followed. Where articulated ground rules are missing, natural behavior patterns often emerge spontaneously. These are referred to as norms. Ground rules define a behavioral model which addresses how individuals treat each other, communicate, participate, cooperate, support each other, and coordinate joint activity. They are used to define and standardize team procedure, attitude and culture in the organization, use of time, work assignments, meeting logistics, preparation, minutes, discussion, creativity, reporting, and respect.

In a learning situation, the following can be considered to be typical ground rules to help start a thought process.

Confidentiality – i.e. what is discussed will be kept within the set members and discussed outside of the set. What are the boundaries of confidentiality?

Punctuality – agree what is acceptable in terms of punctuality for the sessions

Attendance – what is expected in terms of attendance at sessions? What apologies should be given and how much notice should be given

Minimum number of set members – what is the minimum number of people required for a set to take place?

Listening – each member has air time whilst other members listen


It is also important to note that learners should be part of creating the ground rules. The method for achieving that is explained below:

1 Ask students to think about the best group discussions they have been a part of, and reflect on what made these discussions so satisfying.

2 Next, ask students to think about the worst group discussions in which they have participated and reflect on what made these discussions so unsatisfactory.

3 For each of the positive characteristics identified, ask students to suggest three things the group could do to ensure that these characteristics are present.

4 For each of the negative characteristics identified, ask students to suggest three things the group could do to ensure that these characteristics are not present.

5 Use students’ suggestions to draft a set of ground rules to which you all agree, and distribute them in writing.

6 Periodically, ask the class to reflect on whether the ground rules established at the beginning of the semester are working, and make adjustments as necessary.


[1]



References

  1. ↑ en.wiktionary.org (29 July 2008), www.npd-solutions.com (29 July 2008), www.answers.com (29 July 2008), www.beyondintractability.org(29 July 2008); Instructor Competencies – Standards for Face-to-Face, Online, and Blended Settings, James D. Klein, M. Michael Spector, Barbara Grabowski, Ileana de la Teja, 2004
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