Group Communication Reflection Report Essay Example
Group communication reflection report 6
Group Communication Reflection Report
School group work leadership skills facilitate the development of leadership skills. The group communication behaviours are shaped and defined across the group work activities and are based on task, procedural and relational functions (Jones, 2010). The school group work activities work according to the set school work; effective communication skills enable the group to move past the norming and performing stages of team work development. The group meets weekly, because of this group leader will perform the function of follow up, making sure that all the members of the group are abreast to the activities of the group, and facilitate the needed activities. Having worked as a group leader I was able to play a main role in performing these activities, work with and for the members of my group.
The leadership style employed for this discussion is the functional approach. This style is appropriate in a group setting because it focuses on communication behaviours that create circumstances for effective leadership. The circumstance that exhibit the functional leadership style is task, relational and procedural functions. Because of the nature of the leadership style and the activity, I employed the participatory leadership style. In a school group work, the goals of every member of the group are tied to each other all members of the group thus depend on each other for the success of the group (Randy Y. Hirokawa, 1996). This leadership style was imperative in facilitating the friendliness and socialisation that existed among the group members. Being an international student, the social and friendly nature of the group made me feel welcome in the group. The participatory nature of the group made people buy into the ideas of the group, norms, cohesion and conducive climate. Checks need to be put to ensure that unethical practices do not become part of the group. The participatory leadership style facilitated the democratic process that existed within the group.
In examining the groups communication behaviours and how it was shaped by the tasks, procedural and relational functions of the group, will enable the gauging the analysing of my leadership role (Fisher, 1997). The groups’ relational roles, which includes establishing participatory, inclusive environment, conflict management, reflection and self-analysis. Being an international student, language barrier seemed to the main barrier that hindered my effective group communication skills. In spite of this I was determined to overcome this challenge, although language barrier prevented me from taking part in part of the group discussion sessions, it did not stop from effectively leading my group (Lord, 1977). The group work is based on the premise that all members of the group will be allowed to take part in the discussions, and each person will have an equal time to contribute to the discussions. By encouraging members of the group to participate in the group discussions enabled the discussions to be owned by the members of the group. The discussions of the group could not be monopolized by any person. In order to ensure that people did not feel personally judged for their ideas, I clearly highlighted that any criticism remained idea centred and not person centred (C. Shawn Burkea, 2006). My lack of proper communication skills, facilitated the group inter- communication, the members of the group started laughing and making fun of my language, which facilitated the achievement of the relational functions of the group, The aspects of the relation factors of the group relationship were achieved, and through to the end of the discussions the objective of the group were achieved (Jones, 2010). A lot of ideas were contributed this highlighted the all-inclusive and participatory nature of the relationship. The self-analysis group activities were done through all the members of the group reflecting on the activities and the results achieved during the discussions.
The group leadership behaviours that guide the procedural related functions relate to the guidance of an idea from inception to implementation (Fisher, 1997). With the goals of the group already established by the course guidelines and the teachers’ requirements and expectations, the idea generation process was already initiated. The implementation of the ideas that were discussed in the group requires a follow through the process. This process requires the group leader to communicate and establish feedback mechanisms in order to ascertain the progress of the implementation of the ideas. Since, a group activities are all inclusive, then it would be imperative for the team leader to examine the agreement level of the group members (Jones, 2010). The implementation of ideas is highly dependent of the agreement levels. The full implementation of the ideas generated will enable the group members to compare the results of the group activity against the agenda that is required. My group came up with a lot of ideas the ideas discussed needed follow up and follow through measures in order to ensure that they are being implemented. The follow up process was done in subsequent meetings (Lord, 1977). As a group leader I was able to ensure that the previous meetings discussions and ideas were reviewed and examined, this was to bring the other group members up to speed and review the implementation process. During my leadership, I ensured that all the activities of the group were equally distributed to the group members in order to ensure that the members of the group are not over burdened by work, and also to ensure equality.
The leadership function through communication can contribute to the task related functions of the group. In a group setting the brainstorming of ideas is imperative; to achieve this I facilitated members’ contribution within the group (C. Shawn Burkea, 2006). Since, a leader’s contribution may influence other members of the group, I implored a cautious approach in contributing ideas. I first facilitated the group members to contribute their own ideas before I made my own contributions. The discussion held during that meeting is a testament to my leadership style.
The objective of the group were achieved through meaningful participation, communication and leadership style and process. Being made a leader and have so much discussion take place played an important role in harnessing my leadership skills. Working in a group brought the sense of community, shared goals and visions (Jones, 2010). It enabled the members of the group to achieve their objective irrespective of the diverse culture represented in the group. The functional leadership style harnessed my communication abilities despite the language barriers that precipitated (Randy Y. Hirokawa, 1996). The task, relational and procedural functions of the group enabled all members of the group to participate in the achievement of the groups goals. Being a school work group the unstructured approach of the group meeting enabled or facilitated the Intra- communications within the group. Leadership skills were harnessed and fostered by that small chance I got on leading the group.
C. Shawn Burkea, 2006. What type of leadership behaviors are functional in teams? A meta-analysis. The Leadership Quarterly, 17(3), p. 288–307.
Fisher, B. A., 1997. Small Group Decision Making: Communication and the Group Process. Utah: McGraw-Hill Book Company.
Jones, R., 2010. Communication in the Real World: An Introduction to Communication Studies. New York.: Flat World Knowledge.
Lord, R. G., 1977. Functional Leadership Behavior: Measurement and Relation to Social Power and Leadership Perceptions. Administrative Science Quarterly, 22(1), pp. 114-133.
Randy Y. Hirokawa, M. S. P., 1996. Communication and Group Decision Making. Thousand Oaks, California: SAGE.
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