What are groups? Essay -- Communication Skills, Team Work

Groups atomic number 18 collections of people with similar qualities and sh atomic number 18d aims coming unitedly to share knowledge and to learn from separately other through intelligence (Jaques and Salmon, 2007). Through separate work (GW) students acquire effective collaborative, problem-solving, teamwork and communication skills. These are key skills required in employment where graduates willing often expect to work in teams to discuss solutions to problems / tasks. According to Race (2007) the above transferable skills fanny only be learnt from, and with, other people. Humans are brotherly beings, thus individual learning is seen as a cultural cover of participation as a group member interacting and socialising with each other (Maiden and Perry, 2011). Learners were tasked to design a module in groups of five or six in LTM113. Tuckmans Model (TM) of group development will be used to discuss how GW is employed as a means to achieve the development of a module . TM is used by behaviorist scientist to analyse individual and group behaviour in the workplace, but the dry land for Higher Education is that by recognising where a group is in the process, teachers can help steer the group to the desired stage. A brief outline of each stage is outlined below, reflecting on my experience in GW. The beginning(a) stage of TM is Forming where members comes together to form a group, which involves testing limits to send boundaries of both interpersonal and task behaviours (Tuckman, 1965). My group consists of a heterogenous jumble of five lecturers from different faculty, providing mixed academic ability and experience to welfare GW. Participating in self-selection into groups promotes a sense of ownership, but self-selected groups can be subjective to discrimination by... ...eeping a focus on the task enabled the group to effectively reallocate roles, and collective effort helps towards the building of the module.A rebuke of TM is that i t is linear and observations are qualitative, subjective to bias. Findings cannot be generalised as there is a lack of control of independent variables and inequality in representation (Tuckman, 1965). An argument is that development of groups is not straightforward because human processes are complex. There may be overlap between different stages in TM as when group conflict is fading, feelings of cohesion may be rising. These changes do not occur in a discontinuous, staged-like sequence. Furthermore, groups are perpetually forming and changing and they can move to a different stage. For example, when the group was performing, unthought problems could force the group back to storming.