Group Discussion Types and Dynamics

• This introduction outlines course methods, batch completion, and group discussion (GD) structure.

Types of Group Discussions

• Traditional, case study-based, and fishbowl discussions are the three types of group discussions.
• Case study discussions help identify potential managers.
• Employers highly value effective communication skills.
• Interpersonal communication skills are important.

Fishbowl Discussion

• Active participants are observed and evaluated in fishbowl discussions.
• Observers listen to the discussions and assess contributions.
• This format mirrors team and workplace dynamics.
• The fishbowl structure enables identification, examination, and teaching of interpersonal communication behaviors.
• The entire class participates as active members or evaluators.
• Participants and observers switch roles in subsequent rounds.

Rationale

• This activity was redesigned from a previous MHRD's M.Tech course to stimulate professional thinking.

Procedure

• A class of 30 students is divided into groups of 7 or 8.
• Discussion topics include workplace discrimination or harassment.
• Individuals conduct independent research as group discussion preparation.
• The group collaboratively creates a list of 8 to 10 key questions.
• During the fishbowl GD, participants address the questions, ranked by importance.
• The list of questions is submitted before the GD.
• Positive, supportive, and defensive communications will be included in the discussion.

Assessment

• Behaviors that assist or hinder group communication are observed.
• Positive and supportive behaviors are encouraged, and defensive behaviors are noted.
• Positive and negative discussion behaviors are listed in a table.
• Evaluators assess participants using individual evaluation sheets.
• The evaluation sheet contains approximately 10 items.
• Each student receives an individual evaluation sheet with the name of the observer(s) assessing them.
• The evaluation sheet includes criteria for positive and negative behaviors observed during the fishbowl discussion.

গ্রুপ ডিসকাশন প্রস্তুতি (Group Discussion Preparation)

• Students are instructed to view slides and examine the Fishbowl Discussion PPT.
• Discussion duration is 10 minutes (7-8 minutes discussion + 2-3 minutes feedback).
• The first type of GD is traditional, and the second is case study-based.
• A facilitator will be selected for the Fishbowl Discussion.
• The facilitator can play a role in keeping the dialogue going.
• Evaluators will observe strengths and weaknesses during the discussion and may ask questions.
• The discussion topic is corporal punishment.

কর্পোরাল পানিশমেন্টের (শারীরিক শাস্তি) আলোচনা (Discussion on Corporal Punishment)

• Corporal punishment is prohibited in approximately 30 countries worldwide.
• Rural farming families are not educated enough to guide their children's education, hence the need for teachers.
• To what extent should a teacher's freedom extend, where a student may be hospitalized due to beating?
• Teachers have the right to train, but not to beat.
• Corporal punishment should be strictly prohibited.
• Punishment is necessary, but beating or harassment is not.
• The necessity of corporal punishment in prisons has been discussed.
• Imposing harsh punishments on children has long-term adverse effects.
• Punishment should not be for revenge.
• The primary purpose of corporal punishment is to prevent children or adults from repeating their misdeeds.
• In countries like Pakistan and India, corporal punishment is also given to those involved in terrorist activities to extract information.
• After banning corporal punishment, teachers and parents should adopt other methods.

টেলিভিশনের সুবিধা-অসুবিধা নিয়ে আলোচনা (Discussion on the Advantages and Disadvantages of Television)

• Television is a major source of entertainment from which children can learn.
• Children are becoming addicted to TV because both parents are working.
• Television has both positive and negative aspects.
• In Indian television daily soaps, women are the center of the family.
• Reading habits are decreasing due to prolonged TV watching.
• Reality television shows can be harmful to children's development.
• Only 12 percent of people watch television where educational programs are shown.
• The government has enacted television laws where certain programs for children under 12 years of age cannot be broadcast before a certain time.
• Television should be for rest and recreation.
• Children's English speaking skills are improving by watching cartoons.
• The working class, housewives, and the elderly get entertainment from television.
• Channels should be locked through the use of technology.
• If television becomes an addiction, then the parents have a role to play.