Formal Group Analysis

Types of Groups: - There are three types of groups… * Primary / secondary * Permanent / temporary * Formal / informal Characteristics of a Group Member - There are three main roles that a group member can fill, each with their own variations: task oriented, socioemotional, and destructive.

Introduction Coming into this class I was a bit wary about how this class would run and what we would learn, especially once I found it was to be team led. In the past twelve weeks I have gained more insight on myself and how I react to situations in group

Group member cohesiveness was absent from the group meeting for several reasons, but the primary reasons were due to the fact that the group members did not have a common description of value or structure to the discussion. Each member viewed their own area of involvement within the organization as being more valuable than any other area, and it was this exclusion of other valuable traits that lead the group to begin to clash in such a

Group Observation April 30, 2011 Suzette Williams Dr. Susan Kinsella I chose to observe a sex offenders group at office of an association of licensed professional counselors in Hinesville, Georgia. The group consisted of 9 sex offenders and the counselor, who was a woman, and myself. The group meet in the evening

One of the concept I noticed while I was at Boys & Girls Club was the statues and roles. Each staff member had their own important roles that they played part in at B&G Club but the same status; their status was B&G club staff member. For example, Joe status was a staff member but a higher advanced one; Joe was the manager of the club. He had more important roles then the other staff members. Joe made sure everything was going in order. Another staff member is Jeff. Jeff’s role is less demanding. He just helps around Joe and make sure the kids are behaving. Each staff member had a different role they played. Either it was the manager. helping recreations, or small groups, they each put in a different part to help out.

6. Show up to meetings and if meeting was missed contact the others in the group to be updated as to what was missed. 7. Complete assignments before class and group meetings. 8. Assist others if having trouble with assignments within the group. 9. Adapt to change in curriculum – remaining flexible. 10. Under any and all circumstances, get what work I am allotted to do, done and turned in on time. 11. If I am sick and unable to make it to class on the date a group assignment is due, I will call my group members to make other arrangements to get my work turned in on time. 12. Will do my share of the group work, there will never be an occasion where one group member does all of the work nor will there be a time when a group member does none of the work. 13. Will do everything in my capabilities to help my fellow group members understand each and every concept and problem. 14. Will

1 Becoming a professional in the lifelong learning sector – roles, responsibilities and boundaries Chapter overview When you have worked through this chapter on becoming a professional you will be able to: Describe what is meant by the ‘lifelong learning sector’ Explain the current drive towards professionalism in the lifelong learning sector and its implications for those working in

Often, cohesion is viewed from an affective perspective; as interpersonal attraction among members or to the group. However, cohesion can also be envisioned as "attraction to a collectivity" as opposed to an attraction to the individuals who make up that grouping. (Ratzburg, n.d.) It is important that every single member never work against each other but strive to work with each other toward their shared goal(s). Any negative force that threatens the team's success redirects itself into something positive as long as team members share the same purpose. Cohesiveness is a process whereby a sense of we-ness emerges to transcend individual differences and motives (Kinicki & Kreitner, 2004, p. 15). Some of the teenagers in the families did not approve of how their parents were acting on decision making. Since these people were actually neighbors in real life, these teenagers were friends with the other teens in the game. This caused problems because some of the parents were being immature and this caused the teens to rebel against their own family. In certain challenges the teens would not try as hard as they should because they disapproved of what their parents were planning. Finally, one of the mothers talked to them and explained that it was only a game and more than anything they needed to work together as a family first. The teen realized that this was more important and strived to help his team out.

Thinking in a win-win situation helps with the belief of mutualism relationships where both people benefit. Seeking to understand and then to be understood, explains how we need to comprehend what we are talking about in order to be understood by others. Synergizing is concentrated in the area of group work. Working together to create something even better rather than mild independent work is encouraged. With synergy differences are accepted and appreciated. My understanding of these habits influenced the Julius Caesar group work immensely. Nobody was left upset while the other person got away pleased with themselves. It was a win-win for everyone since the majority of their work as well as mine was utilized. Communication was one of the most needed things and we had to first understand what we desired to say. Each person had their own differences, but we overcame them all while figuring out a way to include everyone's thoughts and processes. Role assignments and group work seemed to have gone very well for everyone since they contributed their work before the due date. What didn't really go so well was probably communication, our group had a group chat in which everyone was in. Due to the fact that Leilani and I were getting new phones our old phones were disconnected so we were not able to receive updates on the chat. This problem

1. Chapter 8 has a section that discusses roles, norms and cohesiveness (p. 298). Write a definition of what you think roles are, and the positive and negative effects of them in society (in your own words). Apply your understanding of roles to your experience in the workplace. You might

The role of identity in initiating is proposing the tasks at hand or goals, finding out a group problem, suggesting ideas on how the task should be completed. The role perception is how the group members are supposed to act during the task. At the beginning of meetings, the work needed to be done needs to be discussed, understanding the task and the method for accomplishing the given task. This should be done respectfully and the group members should be silent when other people talk or add ideas. The role expectation is how people believe you should act in a situation. When looking at initiating people should act with respect, every member should bring some form of information or ideas on how to start the task and also how to accomplish it.

Identifying my role in group took about several hours to determine over the course of several weeks with countless snack breaks in between. In the initial sessions of the school year, I recall sharing how “being more intentional” with my sharing is a goal I’d like to work towards. I needed to be confident in my sharing and confront honest versus artificial feelings. I wasn’t exactly how sure that was going to play out throughout the course of the semester, but I believe I grasped opportunities when presented to challenge myself and establish an effective role in the group. With that, in combination of feedback from group members and self-reflections, I determined my role in the group was “the premeditator”.

Analyse of teamwork Group 5 1. What rating would you give the team out of 10 (10 being the highest level of success)? What factors do you think contributed to the level of success your team achieved when success is defined as the creation of a resource that has authority and is

Every moment there was a presentation. Ana wrote down important information so we don’t repeat the same mistake and do a great job. An example from our experience working together is that Maria tended to take extensive notes in group meetings, then the group chosen her to be the role recorder. Discussing who’s doing what and group member’s expectations for what they should do help the group identify any neglected areas or tasks. The principal purpose that chapter 5 discusses are “significant roles in groups, discuss the roles process, and discusses the effective leader in groups”. This shows that working in a group you should pay attention to your roles or follow directions. Throughout our project Bryan was telling each one what is supposed to be in the writing and presentation. One day Tyler message the group saying if we want him to check grammar, or repeated words and one person told it's okay. When Tyler completed, he sent to Maria so she can send it through one another email. Another example is that I had trouble figuring out what

The things I will have done differently in the group was to use my time wisely. I believe because we were on a time frame, I tended to rush things just to say okay where done. Also, more support and trust at a point of time I was kind of second guessing another idea. I feel that you have to have trust in your group member to make it effective.