Group Communication Class Reflection
Wonderful job, great success, outstanding job, or well done, are the phrases which any group would love to hear as the result of their project. In order to hear these phrases the group needs to work very hard starting from group formation, to group communication, group norms, roles, rubrics, and other skills and methods.
Throughout this course, I had the chance to experience some wonderful group work. After completing our project, I looked back and was able to see that we had worked a lot in order to succeed in our goal. This class has thought me to be a ...view middle of the document...
The word it self comes from a Greek word which means, “working together”. I believe that the work that we did with the group was a “synergy”, because if we individually tried to work and finish the project, the results wouldn’t be as successful.
In chapter two, of Group Communication, Isa N. Engleberg and Dianna R. Wynn talk about group development. The authors say, “the groups ability to “grow up” directly effects how well its members work together to achieve a common goal.” The Tuchman’s group development stages or “ the four discrete stages in the life cycle of groups” play a huge role in the outcome of the groups’ goal. Looking back at how our group worked on our project, I can see that we went through all the stages of forming, storming, norming and performing, in order to have a successful outcome, as we did.
Within our group, we started out with a small talk and figuring out the atmosphere and the people around us, which indicated the forming stage. The storming stage was very successful since our group included members who enjoyed communication and socializing was never a problem for our group. Norming stage helped us to figure out the question to where we belong as a member and what roles do we each chose for our groups project. In Chapter four of the book, the Myers-Briggs Type Indicator, developed by Katharine C. Briggs and Isabel Briggs Myers, helped us figure out our group roles. Our professor gave each member a Myers-Briggs Type Indicator, which for the success of our group helped us figure out our skills and abilities as a group member. Even though our group had a facilitator, it seemed as if we didn’t have one because there seemed to be a balance between leadership. Some members did a wonderful job with one part of the project, while the others did best with another part. As the Belbin Team-Role Theory proclaims in chapter three of the book, “there are no such thing as “pure” roles”. We knew that we have a facilitator, yet we contained group balance, and everyone was a leader in his or her own way.
Throughout the norming stage our group also created a group norm table, which the book talks about in chapter two of the book. Patricia Andrews, а communication scholar, defines norms as “set of expectations held by group members concerning what kinds of behaviors or opinions are acceptable or unacceptable, good or bad, right or wrong, appropriate or inappropriate.” At the end of our project, we looked at the outcome and came up to a conclusion that we, as a group, didn’t have much conflict. The only conflict that our group had was insufficient attendance. We had a small problem with our group meetings. There were members who weren’t able to attend a meeting, yet our group was able to resolve the conflict by obtaining the group norm. Our explicit achievement norm said the following, “let the group know if you will be absent, or let the facilitator know so he would distribute the work evenly.” During our first group meeting, we...