The Leadership Of The Group

There are many ways to define leadership, but perhaps the most laconic as well as accurate definition is presented in Peter G. Northouse's Leadership: Theory and Practice book (Northouse, 2013, p.5): "Leadership is a process whereby an individual influences a group of individuals to achieve a common goal". Individuals, engaged in leadership, use influence to solve challenges, which the groups under their leadership face, in order to succeed in their common goals.

Our group is a 5-member team whose goal was to finish the assignment on time. We were committed to working together to be successful because our class experience and grade was related to successfully completing this assignment. Our team worked together collaboratively to analyze the issue and to plan for an organized presentation. When we began our meeting, we knew that we wanted our end-results to be some sort of solution and action plan for the assignment given. All of our members were competent and each contributed valuable input to the discussion. Our assignment was to find out why the iMeeting portal's reception and use was met with mediocre results by NTCNA

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

In this intriguing Wharton Leadership Digest interview, authors James Quigley and Mehrdad Baghai talk about eight archetypes of leadership from their new book, As One: Individual Action, Collective Power (Portfolio, 2011): • The landlord and tenants – Tenants voluntarily decide to join landlords, but once they do, the boss has the top-down power, controlling access to scarce resources, doling out rewards and sanctions, and dictating the terms of tenants’ participation. • The community organizer and volunteers – The power for setting direction comes from the bottom up, but the community organizer is the glue that holds things together. Volunteers can’t be ordered around; instead, they join on their own terms if

My group consisted of four other members-Christy, Daniel, Brian, and Allison. When we were first introduced to the idea of a small group project we knew that our presentation had to entertain the audience, and at the same time inform them. At that point, we were functioning as individuals. Each of us tossed out a ton of ideas and some were shot down right away. That took about 5minutes. Then Daniel mentioned that we can do a parody of the television show Change of Hearts, and it stuck to us like glue. Gradually we began to feed into his revelation, and started to add our personal touches. Each of us became elaborators. For about 15 minutes we took the idea and expanded it to see where it could lead

During my college life on campus in my major, I normally get a lot of group assignment to complete. In my second semester, I have been engaged with some hard working group members who willing to achieve their goals. In this case, all of us were on the same pace to complete the assignment and get it done on time to the best of our ability. In my communication class called editing and film, One of the projects was to film some athletes performing and write an article about the sport. There were five members in my group and we all work together and each individual gets a sign task to do and complete it without an issue. We get one week to perform the task and the follow Monday we would have to present it to the class, we have complete the work on time because we all work hard together as a team to get the job done

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

Since it was drawing the end of the semester, I admit I had to inform my fellow group members that I would need a 24 hour extension to get things done in time. The other group members said that this was fine, but I would always be the first person to finish. It would take days for the other members of the group to get their work on time. I understand that this is a busy time for everyone, but I felt disappointed that they were not communicating with me until it was too late as to why nothing was being done. The day before presenting, we met up and made sure we all knew what was expected of us and talked about the project in general. Questions were answered, and it sounds like everything would be done later that night. However, while I think it will all be done by the time we present, I cannot be sure if the quality of the presentation will be as good as I personally would expect from a group of mine.

It was difficult to organise a time when everyone was free to meet up outside of class to discuss the ongoing project. We managed to problem solve this issue by creating an online group where each member could ask questions, send through files and video chat without anyone else missing it. Because of similar reasons, my assigned task was slightly more stressful than I anticipated. The task of following up four busy people to get a final draft, checking and compiling the information from that draft and making sure there is no overlap was time consuming. In addition to this, the group needed enough time to learn the script before presenting, meaning that good planning and time management was necessary on my part. Overall, I felt that our presentation was successful. I made new friends in my field, expanded my planning and time management skills and gained new knowledge about Greek

My group's presentation and discussion went pretty smooth. My group was prepared for the lecture we were giving to the class. Our material was very straightforward and very informative. To me, it was repeated information that I already got taught. Our group started a slide show and everyone contributed into it. I believe that each one of us had the same amount of work. We all split up all the work to who wanted what and who was good at which. Before starting the slideshows, we all told each other that each was responsible for 4-5 slideshows. We did not want to have one person doing more than the rest of the group. I contributed the slideshows that had to do with individual Latino/a students. I presented the experiment that the author presented

I think my group did a really good job of incorporating everyone’s ideas so we all got an equal share in the presentation. Before anything was added to our presentation we always asked the opinions of the other group members. Everything that we presented on had an influence of every one of the group members, so everyone was able to say they had a part in every part of the presentation. We split our presentation into different parts and assignments, and each member had their own influence. Overall I can say that I would not ask for a better group for the Youteach presentation. We all were respectful of everyone’s opinions, and accepting of everyone’s ideas. We worked together so I cannot say that one person put in more work than the other. Even outside of our meetings, my group members were available to me when I needed them and vice versa. If I would not have had the group that I had, I do not think that I would have enjoyed creating this presentation as

Work at listening - One thing I really liked about my whole group is how enthusiastic everyone was to work together on this presentation. Every member of the group showed that they actually wanted to do the group, and really like that we were all working together. We all showed a lot of interest and lacked not energy when working on it. So many great ideas came from each individual and they way we all discussed everything made it so easy to get the presentation done in a timely manner. No one was on there phone when we were discussing things, we were all tuned into the conversation giving all our

Members in this group influence each other at various times throughout the developmental stages. The Foreman is the formal leader of the group who informs the court of the final decision. Seated at the head of the table, he orients the group, informs them about the process, and attempts to keep them on task throughout the deliberation by interrupting side conversations and reminding the group of the end goal. His leadership approach is democratic and he is an encourager of participation (Zastrow, 2015). The Foreman waits until all members are present in the room before continuing discussions, suggests the seating arrangements, and surveys the group to see if they agree to different decision-making ideas, for example voting by secret ballot, and extending the discussions until 7:00pm. He does occasionally confront members about their behaviours, which includes telling Juror 12 to stop doodling and asking Juror 10 to stop yelling throughout the process. The Foreman 's leadership is very valuable during the forming stage, but his role changes as the group enters into the storming stage. When his leadership is questioned or insulted by disruptive members, including when Juror 10 calls him a 'kid ', he withdraws and does not seem as committed to his leadership role.

The aim of this paper is to provide a reflection of the inner- workings of a group, based off a collection of personal experiences. This research assignment compares and evaluates different aspects of group formation and leadership. The group consisted of three members, a brief description is as follows: Group member A was a twenty- year- old Caucasian female, who grew up in Toronto, and was in her second year of studies. Group member B was a twenty - one- year- old female, who moved to Canada from Iran seven years ago, and was switching programs from biology to psychology. Group member C lived in Toronto, was a twenty- one- year- old biology major and studied at York university and was of Indian background. All members of the group were female and of similar age. The group chose to name their group “G+” with the slogan of “Gee Positive!” because all of their last names began with the letter G. The slogan was also playing off the phrase “be positive”. To G+, the slogan was to reinforce the values of having a positive outlook towards their work.

Ever since I was little, I was always considered the caretaker of the group. Whether it was making sure all of my friends had enough to eat at lunchtime or being the first person people come to when they had a problem they needed to solve. Growing up with a single mother, I had to learn quickly how to take care of myself and in turn, I became very good at taking care of others. When I was 12 years old my grandfather passed away, so my mother and I packed our bags and moved in with my grandmother to help take care of her. Living with my grandmother at such a young age was a very rewarding but difficult experience. Since my mother was always out working, I was the one who had to stay home after school with my grandmother and carry out the caretaking tasks. These tasks included bathing, cooking meals, cleaning the house, and many other things. This resulted in me not always being able to spend time with my friends when I wanted to, and I had to give up some of my extracurricular activities throughout high school.