Reflective Report on Group Work Essay

After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took and how role allocation affected, the group dynamics and the working relationships. Finally I will evaluate my work having discussed it with my fellow group members.

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

What is a team work? Team work can be defined as when actions of individuals are brought together for the purpose of a common goal. Each person in a team puts his efforts to achieve the objectives of large group. Teams make efforts to achieve the success but not necessarily the success is achieved every time. Within a team every member plays a role to achieve the team’s objectives. These roles add new and important dimensions to interactions of team members. Bruce Tuckman’s team development theory provides a way to tackle the tasks of making a team through the completion of the project. On the part of the team every member played an important role to achieve the success at

Humans are drawn to one another and naturally form groups in order to share concerns, seek life direction, and solve problems (Maguire, 2002). I was privileged to observe a group session in town and experience the intricacies of group work. This paper will describe the group observed, discuss the facilitator and the leadership roles within the group, evaluate my personal observations of the group, explain the group intervention and purpose, provide insight into the cultural sensitivity of the group, and offer reflection of the group’s influence on my professional development.

During this group session, the patients were asked to identify common relapse triggers and verbalize ways in which they can avoid their triggers. The patients were provided with a handout on triggers and educated on alternative methods to avoid their triggers.The patient was oriented x 3. The patient reported that feelings of depression and being bored has caused him in the past to relapse. He shared that he is ready to be clean and is aware of his triggers. He further shared that he goals are to engage in outside activities that can help occupy his timeThe patient was oriented x 3. He actively participated in the group discussion. The patient identified his triggers as his relationship with his family members. Throughout the session, the patient

By the third team meeting we had reached the norming stage. We met up and showed each other the draughts of the presentations we had each produced. Our team still seemed to lack a sense of communication, even though I had been given the role of the co-ordinator I felt

I found that working collaboratively on this assessment was incredibly valuable. This assessment allowed us to engage in co-planning and co-instructing, both critical parts of the co-teaching practice (Conderman, 2011). During the presentation of our activity, I felt more confident because I knew that if I forgot anything, another member of my group would be able to assist me, and vice versa. Much of our planning was done through collaborative discussions as we all felt we could share our ideas openly. Through these discussions, we built up a more trusting relationship, crucial to co-teaching effectively (Conderman, 2011). I believe being given the opportunity to share our different ideas and get feedback on these ideas from other group members was incredibly valuable.

During the interview on September 12th, the student discussed times and dates in which she would volunteer and discussed activities she would perform. It was expected that the student would help paint rocks for a luncheon to thank the sponsors who helped the Hurricane Matthew survivors that is coming up next month. The student was told how to dress when she comes in for her hours and chose to come in two Monday’s from 12p.m. to 3p.m. as well as Tuesday and Thursday from 1p.m. to 4p.m.

During the planning portion there was defiantly a lack of participation among several of our group members. Although some members were lackadaisical(#1)in the beginning of the project they were able to hone(#2)in on the project and assist in its completion. The overall flow of our project was there was a person or two who organized the project and assigned people to tasks. For most of the part this system worked with out faults, but as everything involving groups there were some differences in opinion the cause of action for certain tasks but they were easily sorted out. The effort while exceptionally equal there were several people who preformed with a fallow attitude towards the project these people including Alex Maylay, Nikalaas Kolosso, Morgan Irving, Sean gallogly, and Harry Clevenger. Several people in the project preformed with flying colors, these people include Conner Berry, Hayley Rice, and Kate Albean. The made the most contributions and helped support the remains group members. The group had struggles in managing there time, but managed to get the job done even with the unexpected remodel on the final day of

By reading all of our group summaries, I was able to identified the important point of all the chapters read. For example, all the chapters mentioned the implementation of a writing workshop in a classroom. Chapter twenty-one explained the challenges that teachers face when they try to run a writing workshop and follow a curriculum. However, the author explains that following a curriculum does not have to get in the way of the writing workshop. The goal of the writing workshop is to establish an ongoing workshop where students will initiate, pursue, and help each other. Another point that was mentioned in this chapter was that it is more important to have variety on writing assignment, than focusing more on spelling and grammar.

Honestly, my personal experience during this group presentation was pleasant without too many difficulties. I tried to manager my time in order to have my paperwork and presentation completed before the due date. However, some incompatibilities with some of the team member’s schedule were one of the inconvenient found during this process.

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.

My feelings about the group process was a little mix at first but, at the end I felt like we actually brought it together. Beginning of the group member were all over the place and had no direction, when we were able to take a breather in just think ideas started to flow. I felt like that took the communicator to make it happen. By reinsuring the other group members that everything will go smoothly if we just don’t overthink everything.

Over a period of six weeks a group session was developed in class. The group that my peers and I developed was about acquiring skills to cope with stress, as well as recording our group process and development. This group analysis and reflection paper will be based on the description of the participants, as well as identifying, describing, and explaining the analysis of the group processes and development. The paper will also include a facilitator’s personal reflection on my behalf of the second session of the mutual aid group.