Group Mate: Group Analysis

In this group project, I played the role of information giver as well as the initiator. I completed the task I was assigned to providing the information on my part. Secondly, I initiated in starting the google docs, where the whole group can work together towards submitting the final project. I started with transferring all the rough drafts into one document where the group can together elaborate and edit the project. Lastly, I took the initiative in keeping the group on time for completing the project right on deadline.

The learning experience with a group was effective in a way that the tasks were divided among four of us. The task was divided in a way that each one of us was responsible for the research of required information. Research was divided into statistic, case study, sign and symptoms, risk factors and prevention measures. All five of us picked one topic to research. My role in the team was to find the supporting information regarding symptoms. Nevertheless, we worked in a team to find all the required information needed to support our presentation.

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

We made sure to stay onto of our work and were able to go back and help other group member who worked after us with their parts as well. Because we worked through Google Drive, we were able to all work on the project equally at the same time. We all logged in, created our slides, added our information and picture, and left comments for one another on there. Bhavik introduced me to a new meaning to the quote, ”I don’t want to see you—die—trying not to suffer,” which I was able to later use in my presentation (Baldwin 264). I set up a group text message so we were able to ask each other questions and stay connected at anytime. Our group also met up in the library the morning before presenting so we could discus how we would present to the class. Working in the group setting was very important because we were able to hear each other’s different interpretations of scenes we did not understand or scenes we analyzed

In this regard, the most influential aspects that spoke to me were to remain diligent in establishing ground rules for behavior or setting norms, and designating and clarifying roles for each group member. These ideals are not new and have also been encouraged in a wide variety of other educational texts which promote methods for using collaborative groups in the workplace. Robert Garmston tells readers that the typical roles in a group are the engaged participant, the facilitator, the recorder, the role authority, and citizen facilitator. He goes on to suggest the rotation of facilitator and recorder roles (Garmston, 2012), thus helping every participant to feel as if they have a voice and is able to

Working in a group was a great way to get to know my classmates. Despite our differences, we worked together and completed the assignment. I like working in a group, but sometimes I would rather do the assignment on my own. Group work has its good and bad effects.

I always prepare for my groups well in advanced; having my writing utensils, worksheet or movie, and follow up questions helps my stay organized and not get overwhelmed if the group goes a different way then excepted. I believe I have the skills and knowledge of when to end a group for safety reasons because I have had to do it many times at Sheppard Pratt. I have had to stop groups due to patients becoming aggressive towards each other, overall negativity or disrespect for the therapeutic environment and others, and many other reasons. When the group is no longer focused on the task at hand, I try to redirect everyone back to the focus of the group with stimulating questions about the topic or ask the participants how it going. The group dynamic can be a difficult one to understand, but I believe I have a good overall

When the project was first introduced and we were out in a group together, we immediately discussed topics that we could present on. At the time, we did not choose a topic, but the following day we were able to find a topic that we all enjoyed researching and presenting on. Once we had a topic to present on, we split up the work evenly between us and started a google docs so we could post our notes and completed work online. This process was very dependent on every member of the group contributing to the end goal of presenting our finished project. For the most part we completed our respective tasks and was able to complete our presentation on why health care should be free. Our group did not communicate very much, this highlighted the interdependence

My role in the project was make sure all our ideas followed within the guidelines of the instructions.  I would occasionally throw an idea out to my peers, but with an introverted group I usually wouldn't get much feedback.  As the project came to expiration I learned that even though sometimes being in a group makes the work load lighter it can also occasionally make the work harder since it's more difficult to mold multiple individuals preconceptions into one

At the first meeting, the group underwent the forming stage, becoming reacquainted with one another (as many of us have worked together in previous classes) and we familiarized ourselves with the project that the group would be undertaking this quarter (Connery & Vohs, 2006). The group established group norms initially, discussing the roles of coordinator, time keeper and recorder and agreeing that those roles would be rotated every week at the beginning of the group meeting (Connery & Vohs, 2006). We agreed that everyone will be respectful of others and everyone will have an opportunity to voice their

The conditions for this group assignment were different however, all of my previous collaborative works were either presentations or assessment where task could be easily split and completed individually. This assessment piece forced greater importance on group discussion and bonding, as all parts had to flow while projecting the same or similar message.

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

When doing so the other group members were active listener, by using their whole body verbally and nonverbal. Like facing the speaker and giving eye contact and try to avoided interruption. The group also acknowledges the thoughts of the speaker by giving constructive feed back. Due to the effectiveness of the group communication, we were able to build trust, respect and understand the issues and make decision for effective change. We illustrate this by coming together as a group one again to accomplish the goal we initially wanted to accomplish. Since the first organization that we had chosen was incorrect, so we had to make the necessary changes to accomplish our goals. The other effective feature is the purpose of the group. Kozier et al (2010) stated that the effective group purpose is when “goal, task, and outcomes are clarified. Understanding and modified so that members of the group can commit themselves to purposes through cooperation” (p.401). For instance, each individual was assign a task and knew what was to be accomplished. As group we all decided to meet at suitable day and time which was beneficial to all team members, because we could commit to the group and focus on what needed to be achieved.

Working in a group can be very difficult at times. Different people with different views may not always agree which one another. Throughout the various task I played the communicator. I made sure everyone was on track on what we wanted to do. I also made sure people was okay and happy in the role they was playing in the group. My group worked together in collecting ideas from one another and making it into one.

Being involved in a group project was a challenge for me, due to the fact that we had some communication problems between our group members in the beginning. First of all, we started with a brainstorming, analysing the opportunities of companies around Hendon Central. More than this, we agreed on the same firm and started our work. Within a teamwork, there are some challenges that occur such as remaining focused on a direction, splitting equally the work and choosing a good leader. Bearing all this in mind, I might say that we did our best during the presentation and we coped with the minor communication issues. From this experience, I realized that I am a good leader and I can manage efficiently a project.