Theoretical approaches and techniques related to leadership planning and facilitation of professional groups are presented as part of the course content. Content focuses on organizational development, the function of groups in organizations and group facilitation and leadership. The student will apply theory through leading task groups in organizational development and will receive feedback on your work in a laboratory-style environment.
The following global ideas guide the design and delivery of this course:
- Child and youth care practitioners facilitate and participate in groups. Understanding how their life experience and temperament influences their leadership style will aid them in adapting to the professional group facilitation role.
- Each child and youth care practitioner develops a personal leadership style through practice, experience and feedback.
- Many core leadership skills and processes in group work are transferable from one group context to another.
- Leadership and participation in task groups requires an understanding of decision making processes and decision making authority within organizations. Child and youth care workers will work in a variety of task groups with various levels of decision making and with various levels of authority to make decisions. Practice and feedback will enhance skill development.
- Task groups are an important vehicle for organizational development. Task groups play a significant role in planning, implementing, maintaining and evaluating organizational development and change.
- Task groups become more effective and efficient when they clearly define their function in decision-making from information sharing through to shared or complete responsibility for the final decision and employ group processes appropriate to this function. Task groups which do not clearly identify the level of decision making on particular issues often become frustrated and ineffective in the organization.
- Child and youth care organizations use organizational evaluation and development processes. Many organizations are required to seek professional accreditation in order to receive program funding. Accreditation tasks are completed by task groups reporting on the organizational processes, procedures and programs of their agency.
- Giving and receiving effective feedback is a central skill in effective group participation and leadership.
- Each child and youth care practitioner will plan, implement and evaluate many task group sessions in their career. Practice in the development of these skills will increase their comfort level, confidence and ability as a task group member and leader.
Methods of Instruction
- Group Work
- Student presentations
- Audiovisual presentations
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- written assignments
- case evaluation
- group presentations
This is a Graded Course.
Upon successful completion of this course, the student will be able to:
- examine and articulate how their individual experiences and roles in groups influence their emerging group leadership style and ability
- demonstrate the development of a personal leadership style
- describe core leadership skills in group work with professional teams
- demonstrate leadership skills for professional task groups (in practice and through giving peer feedback)
- discuss the process of organizational development and the role of task groups in planning, implementing and evaluating projects
- examine processes of engagement in organizational decision-making including information sharing, cooperation, collaboration through to shared decisions
- deliver and receive peer feedback effectively
- plan, implement and evaluate task group sessions.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.