During our process for making the film we looked at policy to advise on which programmes we should implement in our practice
During our process for making the film we looked at policy to advise on which programmes we should implement in our practice. I personally researched young carers and CLD to find relevant information and policy. One member had the best knowledge in regard to IT so they offered to take care of that side of the project. We had decided to meet on Tuesday mornings before class at university so that there would be no excuses, unfortunately one member did not turn up for either so did not contribute to the group at all. Only myself and another member turned up every week which was frustrating considering I had to leave my house at 6.30 in the morning to attend. We had a Facebook messenger chat, so we could communicate when outside classes. The missing member knew everything that was discussed as it shows who has read the messages but did not respond. I felt it frustrating due to the fact only two of us where discussing what should be focused on. We were all in a group for another class and the same happened there but with both topics they turned up at the end and did their part. Leadership in this case was there but not acknowledged by other members aside myself. It creates a feeling of powerlessness if I’m honest and feel maybe if our group was more structured then progress would have been better. We did finish a week earlier than due because one member was to go on holiday and we agreed that it would give less stress if completed.
One might argue that clear organisational guidance about what is and is not desirable or permissible may well help group members to clarify objectives, and to routinise a range of decisions that would otherwise take up resources of time and energy. In our group ground rules where laid but not adhered to and gave the feeling that so long as it was being done it did not matter who had the responsibility. Since members had decided what we were focussing on, and it was beneficial due to their experience, I feel there was no excuse. If this was in a community learning setting, groups would be planned or emergent, if the former was the case it would be acceptable to the point that the worker is the one to choose certain programmes, due to policy demands, but this should not be the case in regards to an emergent group as participants need to have some power over what they are expected to partake in or the group could falter early on due to lack of interest or grievance. Organisations within CLD have a deep effect on the societies in which we live and conveys values back into society about how we treat each other (Lukes (2005), Foucault (1977), Bourdieu ; Wacquant (1992)). As Banks et al. 2003 describes “Teamwork is absolutely vital. This will include working alongside service users, community representatives and community activists…jointly owned approach to maximising the opportunities for challenge and change.”
Experiential learning is about reflecting and analysing experiences had. This can be done in a work or group setting or in one’s own time. Reflection is key to assessing how tasks work or can be improved thus applying changes the next time the situation arises. Everyone has had at some point in their life noted they would do a thing different on hind sight. If given the opportunity observation and reflection would give the best outcome although in some situations this is not always practical. David Kolb writes that a learning cycle should be approached as a continuous spiral, an action it is suggested is how it should begin then look at the action, understand the effects and causality. Looking at the bigger picture will give a better understanding and reflection can help make change.