Group Work Critique - Essay Example

Workshop critique: group work June 18 2009 Table of Contents Introduction2 Rationale for shop design..2 Outcomes and evaluations of design.4 Improvements to design.6 Conclusion..8 Bibliography..10 Workshop Critique: Group Work Introduction The class was given the opportunity to work in groups and provide the instructor with an engaging and organized activity to prove the worth of the concept chosen. For our presentation, some students were asked to create a circle and pass around a ball. Apart from the name of the game and instructions, nothing else was told to the participants. Rationale for shop design To achieve a specific mode of presentation it was necessary to sift through vital modes of teachings and models used by different facilitators. The choice was finally limited to four: Kolb's learning cycle, Johari Window, Ladder of inference and Tuckman's model of group dynamics. The design chosen by this specific group put into effect KOLB's theory of experimental learning (Kolb 1976). This was against the other models for a variety of reasons. The Johari Window is specific to every individual because of its division into what the person knows about them, what others know about the individual that is known and unknown to them and what is unknown about the individual to both himself and the group (Luft & Ingham). Thus all the Johari Window does is represent information about the individual in relation to his team or group. The ladder of inference concentrates on the understanding that prevents an individual from reaching the wrong conclusions (Senge 1994). Thus, in other words it assists an individual to consider the facts and reality before making any decision. The ladder plays on the individual's belief that his ideas and data might not be the correct or rational proof that the team seeks. This idea was too specific to convincing and teaching the truth so it was foregone as the chosen concept Tuckman's theory is considered one of the most successful team concepts ever created. The concept revolves around concentrating on the team's history: from its creation to the fulfillment of the task, the theory concentrates and succeeds in understanding the entirety of achieving any given task (Tuckman 1965). Tuckman also feels the need of adding a phase known as: adjourning and transforming that applies only after the team has finished their project. Thus, the concept talks of five phases: creating a team, brain-storming ideas, creating rules and values that must be followed, carrying out the practice and learning from experience. Our team chose to follow Kolb's concept. For this concept to come into affect in its entirety it was necessary to run it against a certain sort of experimentation. Kolb's model works on the idea of a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualization and active experimentation. Thus every individual in the team succumbs to four different emotions: feeling, watching, thinking and doing (Chapman 2003). Our team merged the Kolb model with certain aspects of the Tuckman model to create an activity and environment that would suit the needs to show the workings and intricacies of team-work. By choosing to play a short game, Tuckman's theory of short projects to be the best indicator came into play. Not only was the activity chosen, short but it also allowed the facilitator to observe the behavior of the team over a measurable timeframe, allowing the judgments that were created to be functional and precise. Also, the activity which took placed allowed every member of the team to engage in each aspect of Kolb's model. Not only was each team member expected to be an active participant but they were also engaged into following the rules of emotionally involving themselves into the task, participating in it, improving by watching the fellow members and eventually doing the best job they thought possible (Kolb & Fry). Outcomes and evaluations of design To understand the success of the activity it is necessary to first understand the different modes set-up for the team participants. A circle was created and the team was asked to pass a ball to each member. The team was only told the most basic of rules along with the introduction and name to the game. The team was not restricted to playing along a certain time limit. Thus, they passed the ball to each other but often ended up making mistakes like passing it to the wrong person or not fully understanding the rules. This fulfilled two important phases in Kolb's theory: feeling and thinking. Each participant ensured that their group members would be able to pass the ball around after understanding the rules. When there was a problem, a team member would interrupt and correct his fellow participants. Thus they accomplished the goal of understanding the game and emotionally attaching themselves to the project and better understanding the problems of their fellow members. After the facilitator realized that the team has understood the basic principle of the game, a new challenge was posed to them. It was decided that the game would now be divided into different rounds. Each round would intensify the time limit available to the team to pass the ball around. By doing this, the team was placed in a complicated task, one which required unity and understanding. Thinking became a strong aspect of this competition as did another phase of Kolb's theory: watching. A team member inculcated the idea that by changing the circle to another form, the team could perform better. Thus, by changing their positions the team was able to finish the task far quicker than they had before. By now two aspects of Kolb's theory had come into play: thinking and watching. The team was now faced with its biggest challenge. It had to pass the ball around in the shortest time possible: One second. This seemed like an impossible task and despite various tries, the team failed. But by using the power of thinking and communication, a member reached that conclusion that by coming closer to one another; the ball could be passed far more easily. This decision proved to be a successful suggestion because soon the team came up with a technique that allowed the ball to pass from one of the line to another in one second. Despite loss of morale and a little disbelief in each other's ability, the team has made used of its communication and thinking skills to reach a conclusion that allowed them to achieve their goal. In the beginning the team enjoyed playing the game. This is because they were adapting to the feel of the game and felt no pressure to achieve any motive. However, as the timings were enforced upon their activity a certain tension could be felt in the air as the team now felt it vital to succeed with each other's assistance. After constant failed attempts the team was showing signs of frustration and loss of faith in each other. But after their successful achievement, they were very happy and enthusiastic. The pleasure and feel of success was clear in their behavior. Thus, the activity proved to be the perfect symbol of Kolb's theory. The team did each step that was vital in achieving the goal set out for them. Improvements to design The training needs analysis, TNA, is vital to improve and understand the gaps in the skills and knowledge of a team (Taylor 2008). Once the information is collected, the data assists in improving the capabilities and organizational skills of each individual employee so that they can function perfectly in their role. The TNA is not specific to members of the team alone; it also concentrates on the body of the organization as a whole. By identifying the needs and flaws in the structure it can build plans that will suit the needs of providing more knowledge to the team members and helping in their achievement of the best and most profitable outcome (Bee & Bee). The TNA set out for the team was to not specify any individual flaw in the team. Instead, questions were set asking members generalized opinions about the challenges they faced as a team during the task. The questions also aimed at asking the team members the best steps that could be taken to improve their teamwork and the importance of concocting strategies. Because the members had all experienced and felt the role a team played in achieving success, the questions were also posed to understand their feedback on team work and the part it played in life. The TNA was designed to touch on all aspects of the activity that had been set out for the team. This was the best way to judge each individual's reaction to the activity and the lessons they had learned from it. Most team members seemed to be satisfied with the way the activity had played out. Many appreciated the use of a basic activity proving to be such a superior tool in reflecting the importance of group work. Adult learning theory played a huge role in the design of the activity. Speck (1996) claimed that adults needed a short activity that would pose as the perfect mediator for understanding, evaluating and reducing differences between the team members. This was done in the activity as members from different ethnicities participated to become one strong team. However, there were certain aspects the activity lacked. As stated by the adult learning theory, it is vital for each adult to participate in an activity which they feel will not be relevant to their life in the real world. The ball game was the most basic and minor of gestures to help the team understands the value of group work. Though many members left feeling satisfied from what they had learned, some did not see the hidden motives behind the activity and left unsatisfied by this menial job. Next time, a more realistic and practical activity should be set-up to make every member of the team understand the values of group work Also, the members of the team were not given any encouragement by the facilitator. Though they were given the job and instructions, no effort was made to appreciate their efforts. Most adult learning is said to have each individual's ego involved. If this is not respected, then the lack of support may affect the individual's work as he begins to feel judged. Also, the facilitator had to provide feedback on what the team had accomplished. By being unable to do so, he did not help strengthen the team and provide it better opportunity to understand an organizational structure. However, both weaknesses in the activity were to be attacked and improved in the next activity. This would be done by ensuring a harder and practical task is set for the team. Along with this understanding the importance of feedback and providing it to the team is also to be considered vital. Conclusion The team was set a particular activity and then asked to give their feedback. Both ideas proved to be successful in allowing the facilitator to better understand the strengths and weaknesses of the workshop. The team succeeded in implementing and achieving the goals set by the facilitator. Not only did they follow the Kolb model but also showed the aspects of the reinforcement theory coming into play. The reinforcement model proved that each individual acted not according to their personal needs and responses but to what the outcome of their behavior would be (Skinner 1976). Thus, despite the constant failure and frustration created by failed attempts to finish the task in one second, the group did not stop strategizing and planning a method to engage and accomplish the given task. They did not blame each other or reduce themselves to diving based upon ethnicity or intellect; instead, they worked as one to finish what was set out for them and eventually ended up accomplishing their goal. It is also notable that despite the fact that the idea of coming closer to form a specific shape to finish the task was presented by one individual, the entire team was ecstatic about its result and was united in its celebration. Thus, no member of the team was given specific importance as each joined to become but a part of the entire machine. Also, by structuring an activity according to Kolb's learning methods, more than just: concrete experience, reflective observation, abstract conceptualization and active experimentation were introduced. The team proved that it was brilliant in other concepts that could also be realized from this activity. Not only did they show the facilitator proof of Kolb's work but also reenacted concepts such as organizational structure in what they attempted. Communication skills and its importance were also vital in achieving the given task. Thus, the activity proved to the facilitator that the workshop design had been the most basic of activities but had succeeded in its task of creating interpersonal relationships and a team. Bibliography Bee, F. and Bee, R. (2003) Learning needs analysis and evaluation. 2nd ed. London: Chartered Institute of Personnel and Development. Chapman A 2003, Kolb learning styles, Businessballs viewed June 18 2009 http://www.businessballs.com/kolblearningstyles.htm Taylor J, 2008, Identifying learning and training needs, CIPD, viewed June 18 2009, http://www.cipd.co.uk/subjects/lrnanddev/needs/idtlneeds Kolb and Fry, R. 1975 Toward an applied theory of experiential learning, Theories of Group Process, John Wiley, London Kolb, 1976 The Learning Style Inventory: Technical Manual, Ma :McBer, Boston Luft & Ingham, 1995, Johari Window, viewed June 18 2009 http://www.12manage.com/methods_luft_ingham_johari_window.html Senge,P 1994 The Fifth Discipline: The Art & Practice of the Learning Organization Double Day Business Skinner B F, 1976, About Behaviorism, Vintage, Speck, 1996, Adult Learning Theory, North Central Regional Education Laboratory, viewed June 18 2009 http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te10lk12.htm Tuckman. B, 1965, Tuckman's five stages of group development, viewed June 18 2009 http://tep.uoregon.edu/technology/blackboard/docs/groups.pdf Read More