Group communication reflection Essay Example
Group Communication 3
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Communication performance and behaviour
In instances when effective group management as well as high organization skills are implemented, group work termed to offer to the students a wide range of abilities as well as skills that are more related to decision making (Haslam 100). In our group the various members present played a number of differentiated roles so as to make group communication effective. As a member of the group I acted as the implementer. Through this role I ensured that I transformed the discussion as well as the ideas into practical activities.
Assembling of students so as to make decisions is commonly viewed as being a major method that is used for tackling an issue in the class or in group discussions. Through decision making we were able to find out that the more minds that are involved in solving a particular problem the higher the potential of the solutions that are ultimately created. In our group we used the nominal group technique (Smith 45). Through the use of this technique we were able to eliminate group thinking in instances when the ideas we presented in discussions. We selected a group moderator who states the problem or the issue that the group of students needed to solve. We wrote down solutions on note cards and we were not allowed to converse with other group members. The moderator took the note cards and listed the solutions and each of the members was required to field questions that were related to his/her solution and we were also offered time to make any clarifications (Smith 30).
Through the group we as the members were able to know about the different stages that exist in a group and we each played a role in every stage. In the formation stage I played an active role in ensuring that we knew each other very well because this seemed to be a very important aspect of this stage of group development (Wheelan, Davidson & Tilin 226). Some of the indicators of the stage included but were not limited to the involvement of some of the members, confusion, unclear objectives, hidden feelings and low level of morale. In the second stage which is the storming stage I ensured that though the stage is marked with aspects such as hidden agendas, subjectivity, confrontation, conflicts and anger the level of them varied from the other group. I really struggled a lot in ensuring that the group had at least some level of cohesion and I noted that there were reduced arguments among the members of the group. I also played a very active role in the norming stage.
I was essential to the establishment of explicit or implicit rules that were related to how we as a group could be able to achieve our goals. I ensured that we discussed the various kinds of communication that would or would not assist when solving the task at hand. I was also able to know about my weaknesses and strengths and really worked a lot on improving all my weak points in relation to group communication (Hare 132). Others members also did so and this ensured a good flow of information in group discussions. In the adjourning stage I ensured that prior to the ending of the group all issues that needed to be dealt with had been solved. Through this the group members could not argue over an issue since all of them had been solved in the group and the adjournment of the group had been achieved.
By reading a lot of literature I was able to understand that a group is usually made up of all kinds of people. The manner in which the people in then group relate and interact with each other seems to be a core aspect in determining how successful a group may be. The manners in which people work in groups tend to differ (Hare 154). While some people seem to be supportive and helpful others will prove too difficult in that they will tend to use every chance possible to cause disharmony, discord and friction in the team. I played various group roles with the main one being the most elaborate. I took the ideas that had been presented by other individuals and added more content to it and at times offered relevant examples, data and facts.
Another major group role that I played is that of being the gatekeeper. Through this role I regulated the flow of communication in the group. I made sure that all the members in the group had a chance to express themselves and I did this by encouraging the quiet and shy members to contribute their ideas (Hare 145). I also limited who were dominating the group conversations and I suggested various group standards and rules to ensure that everyone in the group had a chance to participate. Another role that I played is that of being the coordinator of the group. I identified and explained the relationship that existed between different ideas. By playing this role I was able to bring together different ideas so as to come up with a more cohesive idea for the benefit of the group.
Communication is said to play a major and important role when it comes to group cohesion and effectiveness. Through communication the members of the group are able to communicate in an effective manner and thus they are able to arrive at solutions earlier and also in a professional way (Wheelan, Davidson & Tilin 230). In the group we used interpersonal communication more. And in this respect we have been able to communicate with each other orally and also in the written form. We were able to communicate without putting a lot of efforts. We tried to maintain eye contacts and listened to what each of the group members had to say based on those group effectiveness and cohesion was enhanced.
Hare, P 2003, ‘Roles, relationships, and groups in organizations: Some conclusions and recommendations.’ Small Group Research, vol. 34, no. 2, pp. 123-154.
Haslam, S 2001, Psychology in organizations: The social identity approach. London: Sage.
Smith, G 2001, ‘Group development: A review of the literature and a commentary on future research directions. ‘Group Facilitation, vol. 3, pp. 14–45.
Wheelan, S Davidson, B & Tilin, F 2003, ‘Group development across time: Reality or illusion?’ Small Group Research, vol. 34, no. 2, pp. 223-245.
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