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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.
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.
Tuckman stages of group interaction such as forming, storming, norming, performing (Pearson Education, 2013). One of the most important reasons we communicate is to build relationships, effective communication in work setting can affect every aspect of our work and who you work with, including colleagues, parents and children in several ways. It can help build our relationship and trust with line manager, team leaders, colleagues, parents and children and thus, it helps develop our role within the workplace in order to establishes, maintain and adjust relationships in work
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.
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)
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.
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
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 through to get to the presentation end point.
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
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).
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.
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
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