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 order to evaluate my role within the group it is important to identify what makes a group. A group must firstly consist of more than three members, “Two members have personal relationships; with three or more there is a change in quality” of the personal relationship. (Bion 1961, p26) The group must have a common purpose or a goal in order to succeed. Having now completed my group work task, I can look back and reflect upon the process that my group went thought it get to the presentation end point. Firstly my group had to form (Kottler, Englar-Carlson 2010 p.93). There are many theories on how groups come together and the stages they go though. Tuckman is a commonly used theories due to the simple nature of his five stage theory. Tuckman believes that in order for a group to form they must go through his five stages: forming, storming, norming and performing (Tuckman 1965 p.17). In 1977 along side Jensen Tuckman added mourning to his process. Tuckman’s theory of development claims, “In the first stage of team development or organization, individuals come together to establish the ground ru... ... middle of paper ... ...in Groups and other papers. London: Tavistock Publications. BENSON, J.E. 1987. Working More Creatively with Groups. 2nd edn. London: Routledge COREY, G. COREY, M.S. CALLANAN, P. RUSSELL, J.M. 2004. Group Techniques. 3rd edn. London: Thomson Learning COREY, M.S. COREY, G. COREY, C. 2010. Groups: Process and Practice. 8TH edn. Canada: Brooks/ Cole JAMES, N. 2010. Individual and Group Work Facilitation Skills. Newport: Newport University Press. KOTTLER, J.A. ENGLAR-CARLSON, M. 2010. Learning Group Leadership, An Experiential Approach. 2nd edn. London: Sage TUCKMAN, B. 1965. Developmental Sequences in Small Groups. Psychological Bulletin 63, p 384 – 99. cited in DOEL, M. and SAWDON, C. (2001). The Essential Group Worker: Teaching and Learning Creative Group Work. London: J Kingsley. SCHNEIDER, M. 2003. Building a Team. New York: Delmar Learning
Engleberg, Isa N. and Dianna R. Wynn. Working in Groups. 6th ed. Boston: Pearson, 2012. Print.
Thomas, R. V. & Pender, D. A. (2007). Association for specialists in group work: Best
Group cohesion is not caused by one single factor but by the contribution of many other factors (Tuckman, 1964) In order for a group to be fully cohesive a certain process occurs, a conceptual model created by Carron et al (1985) clearly outlines this procedure, this model says that there can be two routes towards group cohesion, one of which is group integration, this is how the group itself bonds together and is dependant on if the individuals within the group form a bond. Another is that of the individuals attraction towards the group which is dependant on there own motivation to stay in and contribute, alongside there own personal involvement in the overall group functionality.Thus the success of the theory is highly dependant on the need for co-operation from each individual within the
The first chapter of “Working in Groups” focuses on group communication, the first aspect being the key elements of group communication (Engleberg and
Part I; Basic Elements of Group Process: An Overview is comprised of chapters 1-5. This section is obviously an overview of the various types of groups and discusses some general principles that can be applied in working with culturally diverse groups. Part I also covers some basic group leadership issues, ethical issues in group work, and the stages in the evolution of a group, from formation to termination and follow up.
Leszcz, M. & Kobos, J.C. (2007). PRACTICE GUIDELINES FOR GROUP. Web. 20 March 2015 http://www.agpa.org/guidelines/AGPA%20Practice%20Guidelines%202007-PDF.pdf
Zurcher’s study did not try to “test any model of group development,” however; Zurcher’s results consisted of seven stages that could be altered to fit Tuckman’s four steps (Tuckman, Jensen 2010). Similar to Zurcher Smith’s observations reinforced Tuckman’s model and hypothesis. Other data that unintentionally supported Tuckman’s work held some problems, due to the addition of new members and the stage’s behavior were unclear. The group that consisted of six partners had four similar stages to “forming,” “storming,” “norming,” and “performing,” which include the “initial experience, formation of the group, optimism and partial separation, and final stage” (Tuckman, Jensen 2010). Although, Tuckman lacked data to support his model and the model came from other people’s information he had a functional model that was supported with further
A successful team goes through five stages during its life time, with each stage team members exert different sort of pressure to work cohesively in the group. A good leader is to master the skills of team management in each stage. The five stages of team were published by Dr. Tuckman. In 1965, Dr. Tuckman published four stages and in 1970 he published the fifth stage (adjourning) in his previous publication. The five stages of team development
Susan Wheelan, creator of Creating Effective Teams: A Guide for Members and Leaders are exceptionally knowledgeable in teaming and joint effort. She has composed numerous books and articles on making compelling groups and coordinated effort. She has been included in examination on gathering and hierarchical improvement, taught at Temple University, drove the Training and Development Center at Temple University, and gave conference to a wide assortment of associations and organizations worldwide on points, for example, official advancement, teaming, staff joint effort, managing troublesome representatives, and peace promotion. She works industriously to give the readers research-based data and informs the readers in the event that she is theorizing. The scope of the data on the phases of group advancement is inside and out and exceptionally educational. As I would see it, this book would be valuable to peruse to get the enormous thought of teaming and after that counsel the aide all through the stages in which your group is locked in amid the development process. Something else, the readers might be overpowered with the massive data gave in this book. I think the creator's accentuation on making successful groups from work gatherings is admirable. She portrays every phase of group development in awesome detail and gives true stories to help the reader understand her data. She likewise furnishes the readers with keys to efficiency, which could help a pioneer and a colleague while making a compelling group. Wheelan makes a magnificent showing with regards to with depicting the pioneer of a viable group as all the more a colleague as a specialist. This data will help me turn into a more successful colleague and group pioneer at my school, association and so
Introduction Groups are composed of many different things. Some are highly task oriented while others are more process oriented. Groups develop to complete a task, to solve a problem, or a combination of tasks and problem solving. Development of groups begins with individuals coming together to form the group. “A group is a living entity that transcends and cannot be explained by individual experience.”
Three years ago our small team was formed. We currently have 6 team members with three original team members remaining. The beginning was difficult with everyone presenting with unique personalities and different talents. We all processed through the stages of Tuckman’s Five-Stage Theory of Group Development (Kinicki Kreitner, 2003).
our thought process, and how we contribute to the process of group work. This involves a
Group processing is the fifth essential element of cooperative learning. Group processing is defined as reflecting on a group session to help students: (1) describe what member actions were helpful and unhelpful; and (2) make decisions about what actions to continue or change (Johnson et al., 1994, p.33). To achieve the group’s goals via reflection on the learning process, group processing helps improve the effectiveness of the members in contributing to the shared efforts (Yamarik, 2007). In other words, the aim of group processing is to define clearly and improve the effectiveness of the members in contributing to the joint efforts to achieve the group’s goals. There are two levels of processing: small-group and whole class. At the level
The first stage in developing a team as it relates to group dynamics is forming, this is the stage where team members come together and they question what they are therefore, who else is a part of the team, who they are comfortable with, and this enables them to get involved as well as allowing the team the opportunity to introduce themselves to each other. The second stage is storming, and in this stage the team members begin to voice their opinions and differences as well as align themselves with others who share their same beliefs. This is an important stage for the team because team members will begin to become more involved with one another, and when they voice their concerns, they can feel like they are being represented and understood. The third stage is norming in the stage team members begin to establish a shared common commitment to the purpose of why the team is there, where they can establish their overall goals and how the goals are going to be achieved. In the fourth stage, known as performing, the team works effectively and efficiently to gather towards achieving the goal.