Challenges you’ve been facing with online higher education. number of group members (4) It should be between 6 and 9 pages and responses should be numbered with headers (e.g., 1. Nature of Task Group).
Nature of Task group (1/2 page)
Was it for the assignments only? Personal and professional concerns of members? Both?
How were decisions reached in your task group?
What was the extent to which the group was able to complete its assigned tasks?
What factors facilitated and/or hindered the group in this process?
Stages of group development (1½ pages to 2 pages)
Thinking of the stages of group development including: pre-group, initial, transition, working, final, and post group, briefly describe each of these stages and to the extent to which your task group fit the common characteristics of each stage.
How representative was your group role-play (in which you facilitated) of that stage of group development (i.e., initial, working, and/or final stages)? Please explain.
Role of theory (1 page)
How did theory inform your work with your task group and/or role-play assignment?
Were there similarities or differences with other group members’ approaches? How did it contribute to the group process?
Group norms (1/2 page to 1 page)
How did formal group norms play a role in your task group? Please explain.
How did informal norms play a role in your task group? Please explain.
Choose at least one essential norm that you would establish in a future task group. Why?
Group roles (1/2 page to 1 page)
Please describe a pattern of group roles that emerged in your task group.
Briefly evaluate your role in the group (if any room for improvement, where?)
Leadership qualities: (1/2 page) Corey described 7 group leadership qualities in which their presence or absence can facilitate or inhibit the group process (i.e., presence, personal power, willingness to confront oneself, sincerity and authenticity, sense of identity, belief in the group process and enthusiasm, and inventiveness and creativity.
Which personal characteristics are your strengths and/or areas for improvement?
Briefly describe how you can build upon the areas in which you need to improve.
Strategies and skills (1/2 page to 1 page)
Please describe three group leadership skills that you most actively demonstrated during the task or role group experience.
Please describe three group leadership skills you feel the least comfortable using and how can you learn to increase your comfort using them.
What were three group exercises used by the group that were effective? (or would have been effective if used)? Why?
Human rights, social and economic justice (1/4 page to 1/2 page)
Draw any parallels between your group experiences during the role plays and issues of human rights, social and economic justice.
Diversity and the strengths perspective (1/4 page to 1/2 page)
Briefly discuss how your knowledge about diversity and the strengths perspective was applied in the group experience. Describe the strengths of one of the members in your role play.
Ethics (1/4 page to 1/2 page)
Were there any ethical challenges or experiences that could have lead to an ethical dilemma during any of the role plays or task group meetings?
What was the dilemma? How was it resolved?
How did you feel when this occurred, were you facilitating the group or were you a group member? Please explain.
Thinking of the role play that you facilitated, what professional ethics and values guided your work? Choose at least two examples of how you considered social work ethics during your role play
Briefly describe how you would apply strategies of ethical reasoning if you had to continue to meet with the group.
Post group issues (1/4 page to 1/2 page)
If you had to say a sentence or two to what the group meant to you, how would you respond?
What are some major things that you learned about yourself as a person, and how this is likely to influence your work as a group counselor?
Sample Solution
1. Nature of Task Group
Task Focus: Our task group primarily focused on assignments, with occasional discussions about personal and professional challenges. We found that sharing our experiences and perspectives helped us to better understand the dynamics of online learning and group work.
Decision-Making: Decisions were primarily reached through consensus, with everyone contributing their ideas and perspectives. We valued everyone's input and aimed for a collaborative approach. However, there were times when we needed to make more decisive choices, and in those instances, we relied on majority vote or the group leader's decision.
Full Answer Section
Task Completion: Our group was able to complete the assigned tasks effectively. We faced some challenges due to time constraints and differing workloads, but we managed to overcome these obstacles through open communication and effective time management.
Facilitators and Hindrances: Factors that facilitated our group process included clear communication, mutual respect, and a shared commitment to the task. On the other hand, challenges arose from differing time zones, technical difficulties, and varying levels of engagement.
2. Stages of Group Development
Pre-group Stage: While there was no formal pre-group stage in our case, we experienced a period of initial uncertainty and apprehension about the group dynamics. This was similar to the pre-group stage, characterized by anxiety and ambiguity.
Initial Stage: Our group quickly established rapport and ground rules, which aligns with the characteristics of the initial stage. We focused on getting to know each other and defining our roles and responsibilities.
Transition Stage: We experienced some conflict and disagreement during the transition stage, as we worked through different perspectives and approaches. This stage was marked by a shift from dependence on the group leader to increased interdependence among members.
Working Stage: Once we resolved our conflicts, we entered a productive working stage characterized by cooperation, collaboration, and a shared sense of purpose. We effectively divided tasks and contributed to the group's goals.
Final Stage: As the project neared completion, we experienced a sense of closure and accomplishment, similar to the final stage. We reflected on our experiences and expressed appreciation for each other's contributions.
Post-group Stage: Although there was no formal post-group stage, we maintained some contact through email and social media, which could be considered a continuation of the group experience.
Role-play Representation: Our role-play primarily focused on the working and final stages of group development. We successfully demonstrated effective communication, problem-solving, and decision-making skills, which are essential components of these stages.
3. Role of Theory
Theory provided a framework for understanding group dynamics and informing our interactions. We referenced concepts from group development, communication, and leadership theories to analyze our experiences and improve our group processes.
There were some differences in how we applied theory to our work. Some members focused on specific theories, while others took a more holistic approach. Overall, theory contributed to our understanding of group dynamics and helped us to identify areas for improvement.
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Note: Please replace the bracketed text with your own experiences and insights. This outline provides a structure for your response, but you should personalize it based on your specific group work.