Simulation Group Reflection

In this group there were no disruptive members. I filled the role of an observer, I offered feedback at the end of the session. The counselor filled the role of standard setter. There was an encourager, a harmonizer, an expediter, and a follower.

I personally think I took on the roles of co-ordinator, team leader, monitor-evaluator and completer (Hartly, 2010 p.6), for example, I was the first to comment on the wiki and continue with the groups week to week activities to keep the group moving forward. I also kept the wiki up to date, while also making sure everyone was on task with the assessment. Even though it was a long drawn out process, I tried to get everyone collaborating on the group wiki provided and also took the lead to keep in contact with our eLA about the progress of a team, due to complications with team members not showing or disappearing through the

One of the group norms that had already been established through cohesiveness was the group’s respect for each other. When a member is speaking, they let the member finish without being interrupted. This showed respect for each other’s opinions. Each time a member spoke, they were brief and to the point. In return, members of the group would agree, agree to disagree, and in some cases built on each other’s ideas. Weatherhead

I believe that everyone in the group participated in the group. Usually one asks a question and some people provide help/explanations.

There are many definitions as to what constitutes as a group. An assortment of individuals whose views and opinions are systematized by a set of rules or norms, a collection of people who influence each other and more than two individuals stood together interacting are some explanations as to what a group can be perceived as. (Hogg and Vaughan, 2005)

Groups can influence people’s perception and ideas even if they contradict their own. Groups can act as an entity of authority, and for some people it is difficult to stand out or think differently than their peers. “When we’re in a

Norms are common beliefs regarding the appropriate behavior for members. There were quite a few apparent norms within the group which included honesty, confidentiality, listening to others and respect. Regardless if someone is a new parent, has been a parent for years or is a caregiver that plays a role in a child’s life they are to be respected and listened to within the group. Members were expected to be honest with each other and about their situation so that they could receive the appropriate support and help that they needed. As the name describes members are expected to keep anything, including members’ identities, completely confidential. For example, the grandmother mentioned before, Jennifer*, described how her granddaughter would often lash out verbally to her about her mother’s death and the young girl would not eat anything that her mother once cooked for her. Jennifer, grieving herself, was having a very hard time coping with the death of her daughter while trying to help her granddaughter grieve as well. Jennifer had not been in an active parenting/caregiving role of a child in twenty years but everyone was expected to demonstrate respect towards her and listen to her story.

Group Members & Responsibilities/Work (What was each person responsible for/what did they do? Include yourself.)

In this regard, the most influential aspects that spoke to me were to remain diligent in establishing ground rules for behavior or setting norms, and designating and clarifying roles for each group member. These ideals are not new and have also been encouraged in a wide variety of other educational texts which promote methods for using collaborative groups in the workplace. Robert Garmston tells readers that the typical roles in a group are the engaged participant, the facilitator, the recorder, the role authority, and citizen facilitator. He goes on to suggest the rotation of facilitator and recorder roles (Garmston, 2012), thus helping every participant to feel as if they have a voice and is able to

Tuckman proposes that groups develop via five stages; forming, storming, norming, performing and finally adjourning (Archee, Gurney, & Mohan, 2013a). The first stage, known as forming, involves clarifying the task and purpose of the group, and identifying boundaries of both the task and interpersonal behaviour (Archee et al., 2013a). For the presentation task we were randomly allocated into groups. This worried me greatly as I have struggled in the past with group members who do not contribute equally or see the task as important as other group members. To avoid this problem, the group collectively determined and agreed upon a number of ground rules. For example, we decided that all group members were expected to contribute equally to the presentation, all group members were expected to attend and contribute at all group meetings, and all group members would adhere to agreed upon deadlines. Having failed to do this in previous group assignments, this clarification stage

Over the past three weeks in the University of Phoenix Marketing Management class, I have completed three simulations based on real life marketing situations. The first simulation was titled, "Forecasting Market Demand." This simulation discussed the importance of determining the future demand for your product in the voice commanded software industry. The marketing team for the new Listensoft software needed to accurately forecast the production capacity of the new product and the pricing strategy. This task is especially difficult because human behavior is difficult to predict. Forecasting behavior "…is about generating numbers out of expectations, opinions, statements, prior patterns and a host of other subjective elements" (Forecasting

In the past few weeks, Cristina, Oscar and I worked together on our group presentation – Should HIV positive workers have to tell their employers of their status? Our task for this group assignment was to create a collaborative presentation on a controversial issue. In the process of creating the presentation, there were some problematic situations, which caused a moment of alarm. Also, there was a lack of leadership or guidance within the group, making it harder to have the work done. Last, I believe there were some aspects of the group collaboration that could have gone better.

Within this group, we all agreed that almost everyone share an equal part of power during the exercise. Because of our similarities, we accepted the roles we played in the group. The most common responses we get is observe and listen to the group before volunteering to speak. We also

Working in a group can be very difficult at times. Different people with different views may not always agree which one another. Throughout the various task I played the communicator. I made sure everyone was on track on what we wanted to do. I also made sure people was okay and happy in the role they was playing in the group. My group worked together in collecting ideas from one another and making it into one.

This group is made up of sixty members who has equal right and participate with different functions. The members of the group come up with proposals which are debated upon and voted for. They are some group members who travel to Africa yearly and these members are highly vocal, because they come up with fresh ideas from home and discoursed how development is carried out. Meanwhile, the low participants are those Bali men, women and children that have spent most of their life in US and are trying to learn the culture. These group of people are given the highest attention to create room for learning. Sometimes in the meeting ideas come up that members are doubting about, say contributing money to help a school