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The five stages of group development
Group work stages Toseland
Stages of Group Development by Bruce Tuckman pages 1-7
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Groups were assigned by professor and consisted of diverse students with various backgrounds. Our first task was writing group contract which involved participation of all group members and required closer contact among students. Tuckman’s Group Development Stages model can be used to show how our group worked together, as our ‘4U’ team had gone through each stage. Example of the forming stage was the first meeting when all group members tried to be polite and asked questions, such as ‘what is major?’, ‘what is your GPA?’, we tried to be kind to each other and be cautious to avoid misunderstandings in the beginning of our work. However, everything changed when we received the task to write contract and our group entered second stage of the Tuckman’s model. We experimented and tried to analyze who is doing better at brainstorming, writing, proofreading, and managing tasks. Therefore, some secondary tension occurred as all group members argued about topic, goals and norms we should establish. Our group consisted of four members which made it difficult to pass to third stage of Tuckman’s model. There was a conflict about topic; we had two ideas involving water quality problem and meal-plan issue. Both topics were interesting and challenging, there was an equal distribution of voices among these topics and group members openly disagreed, competed for a status and tried to persuade that their ideas are more important. There was not norming stage as separate, as conflicts occurred all the time, statuses of group members were also constantly changing. Group norms were continually adjusted and changing from the forming to performing stage. For instance, one of the explicit norms was that everyone should be prepared to the meeting (establi... ... middle of paper ... ...rking together. Although conflicts slowed our work we managed to resolve them and move forward to our goal. I would really like to work together again but there are some aspects I would like to be changed which will improve to make our group even more successful. First, making plan of actions and creating deadlines, so everyone will be a little bit more responsible. Second, change cultural issue to being late to every meeting, as waiting to others can be disturbing and irritating. The last thing is suggestion to be more open and not being shy to display thoughts and opinions openly, which might make solutions proposed more creative. Every group member had her/his own place, duty and ready to display help if something was wrong or misunderstood. Supportive climate lead to initiation of friendship among members and that is in my opinion how group should look and act.
Bruce Tuckman discovered that there are four stages of group development. The stages are; forming, storming, norming and performing. In the first stage of forming, the roles of the members are unclear. Everyone is getting to know each other, every person is a stranger and they all treat each other as such. At this stage the ground rules and objectives are not yet established. The
Both passages concern the same topic, the Okefenokee Swamp. Yet, through the use of various techniques, the depictions of the swamp are entirely different. While Passage 1 relies on simplicity and admiration to publicize the swamp, Passage 2 uses explicitness and disgust to emphasize the discomfort the swamp brings to visitors.
This essay will critically analyse and assess two specific group leadership theories that have been taught in the TL2087 module, it will then further Investigate and assess strategies for group leadership and management with the aim of meeting the given learning outcomes and specific needs of the group, in addition to that it will summarise the findings made and a conclusion will be drawn clearly outlining the key points highlighted in the essay.
The Tuckmans theory is a model which includes the 4 stages which are: forming, storming, norming and performing, the stages are used to explain how a team is formed. The 4 stages suggest that as the stages go by, individuals in the team will start to develop maturity to work with each other and the ability to communicate without a struggle. The model also suggests that the relationship between the team members would be established and the responsibility of each member would be clear as the leader changes the leadership style.
Bruce Tuckman maintains that there are four stages of group development, forming, storming, norming, and performing. These stages are all essential and unavoidable in order for a group to mature, overcome challenges, find solutions, plan work, and produce effective results. (University of Washington, 2013)
There are many elements of a small group discussion each of which is important and play a key role. One of these elements is small group member roles and leadership which entails each member of the group taking on a specific role to benefit the group as well as gaining some form of leadership to help guide the group. The main roles that exist are; initiator-contributor role, information giver, orienter role, recorder role, and encourager and harmonizer roles. Each of these roles helps to keep the group and the discussion on the right path.
By reading these two articles “Heavy” by Robert Kurson and “Solitude and Leadership” by William Deresiewicz it left me with allot of thoughts about how does being alone help you in a group and is it okay to be different from others. The question that I am supposed to answer is what does Solitude and Openness have to do with engagement in an intellectual and social community? Solitude means the lack of contact with others. I think that Intellectual community means a group of individuals who spend significant time engaging with each other.
An analysis of the learning group for the proposed instruction is a key component in determining the content, structure, and material. The target learner group are professional ASL EI’s whose entry-level skills include: knowledge and fluent usage of ASL and English (see Appendix A, step 8.1); background or training in interpreting (i.e. native language user of ASL and/or college degree from an endorsed Interpreter Training Program) (see Appendix A, step 8.2); and knowledge of interpreter processing (see Appendix A, step 8.3) and Dean and Pollards (2013) DC-S (see Appendix A, step 8.4). Additionally, the learner possesses a basic knowledge of child and language development (see Appendix A, step 2.1) and is familiar with the public educational
Groupthink is the psychological phenomenon in which groups working on a task think along the same lines which could have drastic results. It is the result of group polarization where discussions are enhance or exaggerate the initial leanings of the group. Therefore, if a group leans towards risky situation at the beginning of the discussion on average they will move toward an even riskier position. (Marks, 2015). The idea when everyone think the same no one is really thinking. The drastic outcomes result from people trying to avoid conflict with one another, being highly cohesive, and results is questionable decision making (Oliver, 2013). Houghton Mifflin publication of Victims of Groupthink: A Psychological Study of Foreign-Policy Decisions
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.
Groups influence our everyday lives in ways that we don’t even realize. Most of what is learned from groups are societal norms that are being reinforced on a micro level in everyday life. Group influence on individuals is a clear tangible proof of societal norms by institutions. The groups we become a part of therefore can have a greater influence on our individual actions then we are aware of. As an individual we like to believe we have agency over our actions and what we decide but a lot of our own actions is more a part of a group mentality. Also, individual’s go along with a group’s influence so they feel better about themselves because then they won’t be ostracized. This paper will analyze different aspects of individual behavior and
Wireless internet provides connectivity to students with laptops, tablets, and cellular devices in order to create a more accessible and productive learning environment. However, the idea that learning and accessibility should stop in a classroom limits the potential of the student and the university. Outdoor wireless connectivity is a major issue at Indiana University. Although, inside most buildings the connectivity is stable, wifi connectivity outside campus buildings is extremely weak.
Critical Reflection: Section B At first, my feelings towards working in a team were irritated, doubting and skeptical as I had never worked on a group assignment before and was distrustful about my grade on the assignment is not only dependent on my contribution, but also the contribution of others. At first, I thought that any lack of effort and poor quality of work that may potentially be done by my peers could negatively impact my mark. This was due to myself being quite introverted, preferring to work on my own, as I do not have to rely on and collaborate with others.
Similar to our first group session, the focus for our second group session was on personal growth. After reviewing our group norms that were created on the first day of class, we were ready to begin our session. For this session, the group norms were printed out on a handout and placed near our group at the front of the room. The group process consists of five stages which are pregroup stage, initial stage, transition stage, working stage, and final stage. (Corey, Corey & Corey, 2014).
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help