Reflective Essay On Cooperative Groupings

     What is groupthink? There is a simple definition for it, but is it truly that simple? The term groupthink refers to the inclination of group members to have the same opinions and beliefs; it frequently leads to mistakes. It often occurs without an individual being aware of it. Conflict is considered to be a harmful element when related to groups, but conflict is good when considering groupthink because it helps to eliminate the existence of a groupthink. The explanation sounds simple enough, but it is more complex than the description given.

Whether groups are formed for social or task oriented purposes, the ability to produce and maintain a sense of affiliation, peer support and collaboration is important for overall group functioning. The cohesion of a social group is produced through the establishment of a set of group norms, which are later defined as a guide for conduct accepted within a group of individuals. However, in order for a group to perform and produce results, the team leader should guide his/her team through the proper stages of group development, which includes the following steps: forming, storming, norming, performing and adjourning. Although teams should follow all these stages of group development, the forming and the norming stages are the most important,

In this paper I will describe and analyze my experience working in a group situation, writing a paper on the movie 12 Angry Men. I will address therapeutic communication techniques used in our group situation. I will address any conflicts that arose in our group. Utilizing Tuckman’s group process theory, I will also address the effectiveness of our group process.

of the members were given and we were asked to finish a project on a

1) Learn from other people’s experiences: I learned that when other group members share their experiences it usually incudes relapsing. If a client has no experience with relapsing he/she can and probably will learn that relapsing is a part of recovery.

Mrs. Drais used one day a small group of learning by having each table of children going to sit in their row on the carpet in front of her. That day we did a packet filled with many different activities and as a class we worked on it, then you could also have help from someone near you if needed. The different activities were a maze of a gingerbread man, coloring a gingerbread man’s house, a worksheet with working on a certain letter from the alphabet, or a picture of a gingerbread man with shapes and each shape had to be a certain color, then you would color on the graph a certain number of squares depending how many of shapes there we’re of that on the gingerbread man. Another example would be the use of clustered tables of teamwork. There are about six tables and four kids at each one about maybe less and I think it helps them being near more kids during work time. So if they had a question or did not know what to do and if the teacher or possibility volunteer was busy then they can ask their table mates otherwise work on it together to get it done

An important part of our learning and growing experience must stem from our ability to analyze and reflect upon the groups that we have been members in. This reflection can define our understanding of the weaknesses both in ourselves and in the others within our group; and it can help to shape the way that we act in future groups. Adjusting ourselves to compensate for our weaknesses, based upon an honest and thorough examination of our actions within a group setting, is one of most important thing for any person to do. It is only through this evaluation that we can improve ourselves and our interactions with others. This paper will examine a group that was required to make an important decision about adding a new member

As people, when confronted with a problem where a solution must be found, our ideal situation is to come up with the best possible one. To do this, we ideally gather the most knowledgeable, intelligent individuals into a group and attempt to derive the best solution to the problem. With the collection of these people, one would think that finding the best possible answer to the problem would be a rather simple task. However, what has happened in many situations is the complete opposite. Rather than finding the best possible solutions, many ideal, cohesive groups arrive at the worst possible answer largely due to problems in communication within the group. This is what we call the radical theory of

Group work has been a cornerstone of the social work profession and requires a variety of facilitator skills and awareness of group processes. The SSLDTM Group Program for People with Difficulties in Social Situations (Socialwork1914, 2017) provides an excellent example of a psycho-educational group co-facilitated by two female social workers, Jane and Karen. After viewing the 6th session of this 8-week program, I began to understand how the concepts of group formation/development, interpersonal dynamics, and leadership styles contribute to successful group work outcomes.

Please register as a student and use the following link to access the cases (only the questions for the first case are shown below):

Over the years, many models have been developed and implemented to endeavor to make disciples. Some of the models have been effective and others have not. Among some of the most biblical and efficient models are the ones that involve small groups. Within the small groups models, they can be broken down into further detail, such as pastoral involvement, the church’s goal, missions mindedness, etc. In this paper, I will explain my philosophy of small groups in a church and the importance of the relational group in authentic disciple making. I will also explain how missional groups can help the body of Christ move out into the community. Finally, I will summarize my status in regards to living in community with other believers and being missional with that community.

The next thing we did was break the class into five different groups. Since this was our first project working with this class, we felt that it would be important for us to pick the groups ourselves. We wanted the children to work with some people they would not usually work with and if we let them choose

Realizing that a group can become a high performance team is important. Accomplishing this goal is invaluable, advantageous and profitable. Once able to operate from a group to the high performing team is a great step into preparation into the big business world. Leaders and members must also realize not only how to accomplish this but that some problems will and can arise from different demographic characteristics and cultural diversity. That is if one is in such a group, which the probability would be quite high.

Teamwork can be complex and challenging given task and interpersonal issues, level of group motivation and expected performance standards. The concrete experience spoken about in this reflection piece is in reference to the effectiveness of myself as a group member and the group, working to write a report outlining the organisation and structure of Volkswagen. Dennison (2009) applies Kolb’s learning cycle (1981, 1984) which suggests that learning moves through a continuous cycle, between having an experience, and then reflecting on that action. This cycle has been developed from Lewin’s (1951) model for experiential learning. Reflection termed by Boud, Keogh and Walker (1985) ‘is a forum of response to the learner to experience’(p. 18). On reflection, the early set group dynamics was a defining factor in the experience, and how the team conducted themselves throughout the task. Meyerson, Wick and Kramer (1996) note that ‘such rapidly converging groups require methods for developing “swift trust”’ (p. 8), which can explain why initial group dynamics are so important. I took on multiple team roles, including group leader, which could be translated into the team not performing collectively on a high level, however, I could view this as a personal ineffectiveness of my leadership style.

“Jab, cross, ascending elbow, leg check, front kick…reload,” echoed throughout the studio speakers. I was in my first group fitness class, Body Combat, surrounded by all ages and all different sizes. It took me a couple weeks to build up the courage to step foot into that intimidating studio five years ago, but when I did, my life was forever changed. “What if I do the moves incorrectly? Will they laugh at me? Am I being silently judged?” All those thoughts flooded my mind, but the more classes I attended, the more I started to see familiar faces coming back three to four times a week. What was is it that made people come back and spend fifty-five minutes of their day participating in group fitness? How was group fitness affecting them emotionally and physically?