Can We Have A Single Leader?

In this group there were no disruptive members. I filled the role of an observer, I offered feedback at the end of the session. The counselor filled the role of standard setter. There was an encourager, a harmonizer, an expediter, and a follower.

2. The PPVL in the section LMJ Group Roles describes two informal group roles; The internal leader and the quiet member that relates specifically to members in the article by Duncan, No Mad Dog Look. The PPVL describes the internal leader as "members who develop a higher status in the eyes of the members because of their abilities and skills in areas valued by group members" (Jackson, 2017, number 3). On page 110, Sandy composes the two groups, recognizing that each team is led by a leader. Angelica and Veronica were the primary speakers throughout the meetings for their group. Members kept quiet in the beginning of the first meeting intervention while the leaders spoke about their perception of the problem. The PPVL describes the quiet person as "member of the group that does not speak" (Jackson, 2017, number 6). Yesnia listed under Veronica 's group does not say anything in the first group meeting. During the third group meeting Yesnia, Esmerelda, Rosa, did not share thoughts of how things would go between the group out in the community (Duncan, 2003).

If every journey must begin with a first step, I suppose I shall open with the first step of the Standard Agenda, Identifying and Defining the Problem. Rothwell claims that when faced with an issue, groups must first “[formulate] (the problem) into an open-ended question identifying what type of problem the group must consider” (262). He makes no claim to the time commitment needed for such a step, however, and this is where our groups differed. Femme Comm Omega and Five for Service spent a matter of moments here, and easily defined their problems. Femme Comm Omega faced deciding who should receive first priority for limited seating at a Texas University football game. Five for Service was tasked with scheduling a student organization’s monthly meeting when group members had differing interest and time constraints. Team 3

Throughout this entire course we have learned many concepts and strategies to synthesize and use leadership as a means of working in a group setting. These concepts allowed us to learn not only how to lead other

Abstract: There are numerous definitions of leadership, all of which contain elements related to people (the leader and the follower(s)), communicating in person or by the written word, actions (organizing, directing, coaching, and/or motivating), and for a purpose (meeting a goal(s) or accomplishing a task(s)) (ADP 6-22) (Fisher 2015) (Bolden 2013) (Hogan 2005). Additionally, everything done occurs within a given context. Effective leaders are poised, proficient, pertinent, and practical in the application of the art of leadership. This means leaders are ready to engage the group with effective methods and

In the past six year the dynamics of the school has change slightly due to new administration but has become stable in the past two years. The Political Frame can be associated with members the School Leadership Team (SLT). They collaborate in the decision making for the school. They use different methods such as persuasion, negotiation and coercion to achieve what they believe are the best decisions for the school. However, once you enter this group there is an unspoken code that you adhere to as a

The introduction of new topics by the leader can keep the group fresh and energized; the topics should be representative of the direction of the themes brought out by the group (Jacobs, 2016). Inspiring thoughts can be facilitated by exercises or asking probing questions that encourage sharing and discussion (Jacobs, 2016). The leader can change the style of their leadership; they can provide more of an encouragement role or aggressive role which ever is most beneficial to the group (Jacobs, 2016). If need the leader can also change the format of the group, if the participants appear to be board with the group, a change can invigorate the group (Jacobs, 2016). The leader can change the tone of their voice, these changes can in tone can be changing of the vocal pitch and pace and vary the discussion and intensity of the sharing (Jacobs, 2016). Adding outside resources and homework can be utilized as stimulation for discussion (Jacobs, 2016). Meeting with members individually can give the participants an opportunity to give their impression of the group and provide a venue to share opinions (Jacobs, 2016). Finally, the leader should inform the group in advance of the termination of the group, giving them a few weeks to process (Jacobs,

Our group was responsible for Public Relations and included six members. The members are Georgia, Adam, Marcus, Dean, Nick and I. The group had the responsibility of producing a video, designing, creating, and distributing flyers, producing a fact sheet, and the development of a piece for the college newspaper, The Holcad.

As a group, the community education team worked pretty well together, but there are certainly aspects that each of us could’ve improved on. Giselle, Grace, Char, and I each did our part, but could’ve done better at communicating with one another when we were coordinating the times we would meet to work on the project. There were several instances where we were unable to find a time where all four of us could meet, which led to 1 or 2 members of the group doing more work than others. If we were to assign titles to the group, I would call either myself or Giselle the leader or head coordinator, and I don’t think it would be likely that the memo,

A low-cohesive group that I have been a part of was an activity planning committee at a past employer. The group met once a month for three hours in the evening to plan monthly activities for the parents of preschool students. The group consisted of one leader and four teachers. The teachers were asked to bring ideas of activities to each meeting and each time the leader would arrive with an idea and would not be willing to hear additional ideas from the teachers. The leader would assign tasks that needed to be completed by each teacher to assist with implementing the activity for the month, but was not willing to allow the teachers to contribute ideas. There was very little communication throughout the three hour monthly meeting, the leader was unwilling to listen, and the teachers began missing

A democratic leader invites other members to share in decision making. Brittany always includes the technicians and interns when there is a problem. she asks our opinion and then acts on it, or delegates the task to one of us.

If every journey must begin with a first step, I suppose I shall open with the first step of the Standard Agenda, Identifying and Defining the Problem. Rothwell claims that when faced with an issue, groups must first “[formulate] (the problem) into an open-ended question identifying what type of problem the group must consider” (262). He makes no claim to the time commitment needed for such a step, however, and this is where our groups differed. Femme Comm Omega and Five for Service spent a matter of moments here, and easily defined their problems. Femme Comm Omega faced deciding who should receive first priority for limited seating at a Texas college football game. Five for Service was tasked with scheduling a student organization’s monthly meeting when group members had differing commitments and time constraints. Team 3

The group norms played in the group were who ever spoke we listened. Taking notes if you have to. Every individual in the group has there name card in front of them and the back of it was their assigned role. We raised our hands when we vote about a descision on the issue.

Byrd, J. T., & Luthy, M. R. (2010). Improving group dynamics- Creating a team charter. Academy of Educational Leadership Journal, 14(1), 13–26

The first leadership theory Jamie Escalante demonstrates is Leader-Member Exchange theory. Jamie is waking the hall, looking for his classroom. Jamie enters the classroom, he sees the students standing and talking, he sees girls sitting in boys lap. Jamie tells the student to take a seat. They act like they don’t hear him talking. Jamie tell them again to take a seat, one girl makes a comment asking if the class can talk about sex. Jamie comment, “what one female student mentions could cost me my job.’ The students stop talking and start looking at Jamie and wondering what he is talking about.