Abstract:

The social skills development on the educational environment of the Administración de Instituciones students at Universidad Popular Autónoma del Estado de Puebla (UPAEP), has a fundamental role in their instructive formation, in order that in the career curriculum courses, a series of activities are established to develop and enhance the mentioned skills; however, not all of them (in the specific case of the present study: group dynamics) are documented, measured or recognized as formal tools for social skills development evaluation.

The objective of the present paper is to present different alternatives of group dynamics to evaluate the social skills development in the Administración de Instituciones students, aiming to establish them as a formal procedure to evaluate and measure results on several courses.

Group dynamics in this context, could include different activities developed by at least 2 students according to a class program, some of their characteristics are: they must be accomplished in a specific period of time, they must be based on a rubric given by the teacher, and they must generate deep communication and interaction among the students, all of them in order to reinforce knowledge and social skills development.

The present study was carried out in a period of one academic year at UPAEP (Autumn 2014, Spring 2015), where 7 different group dynamics were practiced in 8 different groups (one or two dynamics per group), the impact of the dynamics on the social skills development was measured by rubrics (teamwork, public speaking, communication, critics acceptance, among others).

The results in the present work demonstrate the effectiveness of group dynamics as an evaluation procedure of social skill development for students.

Keywords:

Social skill development, group dynamic, evaluation, institutions Administration.