The Dynamic Resolve Model

• In Event: Individual Identity and Group Influences

Short Description

This study proposes a model that considers the impact of mutual and shared approaches of influence within groups based on the fundamental need to be social, providing a new tool for academic and training programs specializing in interpersonal complexities.

Detailed Abstract

Many academic and training programs have assessed group work that aims at preparing individuals for real-world exposure (Katz, Sosa & Harriott, 2016), though very limited programs have provided individuals the opportunity to engage in situations that reflect the challenges present in managing the complexity of relationships which operate in heightened emotional and conflict prone environments (Carstarphen et al., 2010; Falsca, 2011). Let’s now consider training programs within groups found in conflict prone environments. Most of the past decade has focused on conflict consulting and teaching (Coulter, Campbell, Duffy & Reilly, 2013) that approximates the conditions found in the field.

Change management consultants’ focus on understanding the complexities of relationships which emerge in heightened emotional states, especially attentive to the techniques that motivate individuals through change to support organizational transformation (Kaufman & Sternberg, 2013). To be effective trainers, consultants or educators a new model is needed which highlights our need to match observed events to patterns which de-emphasize the impact of heightened emotions that are in response to unconventional dynamic environments Engagement with individuals regardless of the specific context is not just an event, classroom, platoon, team or group; it is the means to how individuals interact with others through relationships. This study utilizes qualitative research to identify approaches that are universal, recommending a model that is more comprehensive than a list of ideal skills, behaviors and actions.

Numerous models have been developed which consider the importance of facilitating engagement (Chi & Wiley, 2014) where individuals are exposed to risk-based skill development activities to enable high-order cognitive problem solving. According to a recent survey of top fortune 500 organizations completed by the Fast Company (2016), an alarming skill gap in the areas of critical thinking, problem solving and communication still exists. To compound this skill gap, technological advancements have created an opportunity to expand networks and relationships beyond traditional in-person gatherings with open access.

Bloom’s Taxonomy (1956), Kolb’s Experiential Learning Model (2014) and more recently the Tavistock Approach (Lawlor & Webb, 2016) highlight the importance of active learning practices. These active learning approaches consider the importance of engagement and retention, over retention only practices which have been such an integral part of the learning culture. Let’s take an individual in a heightened emotional state who is being asked to develop skills to better communicate with the perpetrators of the individual’s current mental state. Is the individual able to retain these skills, even if they are taught in a manner that is engaging? Based upon research conducted within this study, the outcome proposes a different likely outcome. What is an even more alarming outcome of this research is individuals who are in heightened emotional states are not likely to provide obvious cues of this state, so even though that same individual may overtly be focusing on the instructor or trainer, covertly this same individual is focused on self-preservation. Research which provides a more thorough understanding of the social and psychological interactions influencing group and team dynamics in complex conditions is limited. Active learning models of engagement are only as effective as the individuals who are in collaboration with each other. This study proposes a model which highlights our need to match observed events to patterns which de-emphasize the impact of heightened emotions that are in response to unconventional dynamic environments:

1) What universal skills and behaviors need to be generated?
2) What universal engagement actions resulted from the development of these
skills and behaviors?

A model which is comprehensive enough to not dissipate within larger networks but amplify the dissemination of actions by discerning why individuals collaborate and what can be learned universally from effective engagements that have overcome social, spatial or resource deficiencies. This study builds from previous research conducted which identified a need for a universal approach to collaboration (Colbry, McLaughlin, Womack & Gallagher, 2015) toward the construction of a model which considers the impact of mutual and shared approaches of influence within groups based on the fundamental need to be social, providing a new tool for academic and training programs specialized in interpersonal complexities.

Participants

• Stephanie Colbry, Northeastern University

• Vonya Womack, Cabrini College