Group Role Research Paper

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.

I personally think I took on the roles of co-ordinator, team leader, monitor-evaluator and completer (Hartly, 2010 p.6), for example, I was the first to comment on the wiki and continue with the groups week to week activities to keep the group moving forward. I also kept the wiki up to date, while also making sure everyone was on task with the assessment. Even though it was a long drawn out process, I tried to get everyone collaborating on the group wiki provided and also took the lead to keep in contact with our eLA about the progress of a team, due to complications with team members not showing or disappearing through the

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

As stated previously, the main purpose of this group is to teach the girls about self-image and aid them in developing strategies to deal with negative self-image issues in the future.

“Two are better than one, because they have a good reward for their toil; for if they fall, one will lift up his fellow. But woe to him who is alone when he falls and has not another to lift him up! Again, if two lie together, they keep warm, but how can one keep warm alone? And though a man might prevail against one who is alone, two will withstand him – a threefold cord is not quickly broken” (Ecclesiastes 4:9-12)

When we got together for our work sessions, as individuals we took on our roles of listeners, talkers, advisers, comedians, daydreamers, and so on. Of course the majority of the time we spent was covering the material, but at one point or another we would end

We each completed different aspects of the project which highlighted our creative and intellectual strengths. For example, Emily is very artistic. Therefore, Emily utilized her artistic skills and drew and decorated the game board. Although each member focused on different aspects of the project which highlighted her strengths, we all worked together and did not leave one person doing all of the work. Lisa and I spoke with Emily about the design of the game and we all shared ideas about how the board should look and which elements of famous board games should be incorporated into our project. All group members also brainstormed about what the game’s instructions should be and which elements of other famous board games our game should be based off

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

Two Methods for Handling Difficult Team Members and Method used in my Decision making Process.

To be honest, it is difficult for me to explain what group cohesiveness is exactly. When I think of what it is and how it is the main ingredient (foundation) for an effective therapeutic group, it’s hard to find words for it. How I understand group cohesiveness, I think it’s this living thing that flows through the relationships between each member, and the relationship between the member and the therapist and how it becomes the foundation and the glue to keep the group together. However, it can only be cultivated and grow to be strong by what each member/therapist is willing to bring to the table. It has the potential to be strong by the offering of understanding, loyalty, trust, acceptance and support by each member and therapist. Understanding

My role was that of any team member; I was to contribute to the project with any ideas that I may have had. We all managed our schedules to set aside time to meet each other, and we all worked to get the project done without breaking it down into separate, equal, jobs, instead we worked as a collective.

Insight is the third stage in the group process. In this stage the members of therapy develop new ways of thinking about of their situation. The leader encourages insight in different ways. The leader can model curiosity and risk taking behaviour, affirm the group member’s insight, use self-reflection exercises, provide education, show empathy, and create a sharing environment. An example of insight displayed in the parental group when they read their personal narratives of their self and their experience of handling a child with disability. Through group sharing of the personal narratives members learned new words such as “joy” that reminded them how happy their lives are. The also discovered that thoughts of anger is actually closer

Aurorah, throughout this game you were learning to be a good group participant by taking turns, participating, following instructions, and cooperating with your peers to make the game successful and enjoyable for all.

1 explain the roles people play in a team and how they can work to achieve shared goals.

“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”.