Differences And Differences Between Social Comfort, Counterproductive Behaviors And Overall Productivity

Participating in group activities have never really been my thing, but this project was a great experience. I got the chance to meet individuals with different problem solving solutions than I, and the people I communicate with daily. This project helped me gain communication skills amongst others when trying to make a decision, and the process of coming to an agreement. The knowledge, skills, and abilities I demonstrated throughout the weeks have grown and boosted my confidence when partaking in a group setting. I learned that people are easily offended and it may be hard to steer away from it, but it can be done. Teamwork has always been easy for me because I offer more help than needed to my teammates. The panel discussion taught me that not everyone one wants help, but the opportunity for their opinions to be considered. Each tool I have gained from this experience will make it easier for me to engage with others in the near future in a mannerly way whether it is for a grade or not.

Working in a group to achieve a high quality group project can be one of people’s most difficult school experiences. Working in a group is tough because there is often someone who does not pull their own weight. “There are five stages to group development, adjourning, forming, storming, performing, and norming” (John & Wiley pg 166). Christine’s group from the Case Study the Forgotten Group Member is in between the Storming and Norming Stages. The Storming Stage “is dealing with tensions and defining group tasks,” while the Norming Stage is dealing with high emotionality and tension among the group members” (John & Wiley pg. 166). Christine and her group could have had better

Communication between group members was essential to complete this project well and in a timely matter. We used the GroupMe phone application to discuss developments to the project and obstacles encountered. When group members could not meet during class, I made sure to get them caught up through the GroupMe app immediately. I feel my leadership and organization was necessary to get certain group members to contribute to the project. Overall, I was satisfied with the group

The project members were quickly able to establish group communication means using a messenger program, and the group resources provided by Blackboard, allowing for instant recognition of messages and/or questions as well as an increasing interaction among the members. The data collected and evaluated by one member could easily be shared, and built upon by the other members. A common goal was shared among the members, and every member contributed greatly to the

This exercise discusses the membership, social identity, and mechanics operating within the team informally known as ERAU Nighthawks. This team, originally assembled as Group 3, formed by instructor assignment during the August 2016 section of class PGMT 502 Effective Communication for Managing Projects. In addition to the group mechanics, this paper includes a discussion of the best practices for ERAU graduate course meetings discovered by the Nighthawks.

For Human Communications group project, my group was accumulated of five members who worked together to find the influence of Youtube in our culture. The group was organized into five topics about Youtube to create a whole project. The project was split into the business, history, blogging, music, and sports of Youtube. My group made thorough decisions, was engaging, had little to no conflicts, and got our point across. I give my group members a high evaluation and enjoyed discovering new topics, learning how to function within a small group, and realizing how to apply communication techniques into real life situations.

During our summer experience, there was some discontent in my group. When relationships did not go well, focusing on the paper and presentation was the only thing that got me through the group work. In the end, we made it, but I would have much preferred a strong emphasis on both tasks and relationships as reflected in this questionnaire.

Some benefits of working in group setting include; students will learn new skills, share experiences and find different ways of solving problems. Ells students seem to struggle with creating strong relationships among teachers, corps members, and staff , this is due to the “thin trust” that’s corps members have among each other. The creation of more group work will help students to build trust between them and go from thin (just friends) to thick (like family, friends). In order for students to feel safe and have confidence, I will encourage teachers and volunteers to create more group activities such as, the Jigsaw method. This method allows students to share their views and opinions openly without fear of

Tuckman proposes that groups develop via five stages; forming, storming, norming, performing and finally adjourning (Archee, Gurney, & Mohan, 2013a). The first stage, known as forming, involves clarifying the task and purpose of the group, and identifying boundaries of both the task and interpersonal behaviour (Archee et al., 2013a). For the presentation task we were randomly allocated into groups. This worried me greatly as I have struggled in the past with group members who do not contribute equally or see the task as important as other group members. To avoid this problem, the group collectively determined and agreed upon a number of ground rules. For example, we decided that all group members were expected to contribute equally to the presentation, all group members were expected to attend and contribute at all group meetings, and all group members would adhere to agreed upon deadlines. Having failed to do this in previous group assignments, this clarification stage

“Group work is a form of voluntary association of members benefiting from cooperative learning that enhances the total output of the activity than when done individually”.

I used to believe that I did not perform very well in groups. I am an observer who likes to learn alone. I thought I learned best when I worked on my own. Even though I always knew group work had many positive values, I was more comfortable with the lecture-based approach and resisted group work merely because it involved change, not because it had a collaborative learning approach. However, during the learning community project, I came to realize that I learn more effectively when I work in groups. Working in a group was like an adventure for me; there were both exciting and challenging times while preparing for the learning community project.

The role of teams in the workplace is becoming increasingly important, hence, it is necessary to study ability to work effectively in a team. While studying Managing Organising and People paper, it was a great opportunity to gain deeper insight into some principles during classroom sessions, in preparing and delivering group presentation. Key learning drawn out from this team experience will able to apply to my career and personal development. This paper will analyse based on Schwarz’s Group Effectiveness Model with three factors of group process, structure, and content.

In the workplace, many people will come into contact with clients, colleagues, supervisors, managers, and even board members. These individuals each play a crucial role in order for an organization to succeed. Therefore, it is vital that this large network of people is able to work well together in teams and groups. However, there will be complications and problems when working in groups. A common problem that typically arises in the workplace is the perceived lack of commitment and motivation, resulting in the lack of productivity when conducting group work. From my personal experience, I used to work for a research lab that required to me to work on several experiments and projects with a group of colleagues. My group was responsible for conducting multiple experiments, analyzing the data and publishing results in scientific journals and presentations. However, the group I was placed in lacked leadership with low person orientation and low task orientation. Because there was a lack of leadership, communication was little to nonexistent within the group so groups felt as if they were just independent work alone. Also, there was lack of affective and continuance commitment within the group since my colleagues and I lost purpose of what goals we were working towards in the lab. Therefore, lack of motivation and commitment was prevalent as group members, including myself, did not complete experiments in time and did not have much of a focus of why we were in the research lab

In conclusion, this class has changed my perspective about working in a group. Since my prior experience with groups was so unsettling, I believed that all groups were going to be the same. However, this class has made it possible to believe that there are groups that respect and take into consideration other members’

Students were first required to share their answers with their group members. Sufficient time was given to them to reach a consensus on each question since the perceived likelihood of success does not only depend on how difficult the task is, but also on how well students are prepared for the tasks. Asking students to work in groups can increase their expectancy of success to a