Challenges you’ve been facing with online higher education

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?

Sample Solution

1. Nature of Task Group

Our task group primarily focused on assignments. While we shared personal experiences related to online learning challenges, the core of our discussions revolved around completing the assigned tasks efficiently and effectively. Decisions were reached through a combination of consensus and majority vote. When disagreements arose, we engaged in open dialogue, considering each other’s perspectives before reaching a resolution.

The group was able to complete its assigned tasks to a satisfactory extent. Effective communication and time management were key facilitators. However, challenges such as scheduling conflicts and varying workloads hindered our progress at times.

2. Stages of Group Development

Pre-group stage: This stage was brief due to the online format. Initial interactions were primarily through the course platform, establishing basic expectations and group dynamics.

Initial stage: Characterized by uncertainty and cautiousness, members introduced themselves and shared their perspectives. Our group role-play, focusing on icebreakers and establishing group norms, closely mirrored this stage.

Transition stage: As we delved deeper into the assignment, conflicts emerged regarding task distribution and communication styles. This stage was marked by discussions about roles and responsibilities, aligning with the typical challenges of this phase.

Working stage: Once roles were clarified, we entered a productive phase characterized by collaboration and task completion. Our role-play, centered on problem-solving and decision-making, reflected the cooperation and efficiency of this stage.

Final stage: As the deadline approached, we focused on completing the final tasks and evaluating our group process. While we experienced some time constraints, we managed to conclude our work satisfactorily.

3. Role of Theory

Group development theories provided a framework for understanding our group's progression. Tuckman's stages of group development (forming, storming, norming, performing, adjourning) offered valuable insights into our dynamics. Additionally, theories on group roles and leadership helped us identify our strengths and weaknesses.

While there were some shared understandings of group dynamics, individual interpretations of theories varied. This led to diverse perspectives and enriched our discussions.

4. Group Norms

Formal group norms were established through course guidelines and expectations, emphasizing respect, timely communication, and equal participation.

Informal norms emerged through shared experiences and interactions. For instance, we developed a norm of regular check-ins to stay updated on progress and address any issues promptly.

For future groups, establishing a norm of open and honest feedback would be essential. This would create a safe space for constructive criticism and promote continuous improvement.

5. Group Roles

Our group exhibited a mix of task-oriented and socio-emotional roles. Some members focused on organizing tasks and deadlines, while others contributed to maintaining group cohesion.

My role primarily involved facilitating discussions and ensuring everyone's participation. While I was effective in creating a supportive environment, I could improve my ability to delegate tasks more effectively.

6. Leadership Qualities

I possess strengths in presence and belief in the group process. My enthusiasm and active participation contributed to a positive group dynamic. However, I could enhance my willingness to confront oneself by seeking more constructive feedback from group members.

To improve, I will focus on developing my inventiveness and creativity by exploring alternative approaches to problem-solving and encouraging innovative ideas within the group.

7. Strategies and Skills

I actively demonstrated active listening, effective communication, and time management skills. Areas for improvement include conflict resolution and delegation.

Group exercises that proved effective included online brainstorming sessions and shared Google documents for collaborative task management. These tools facilitated efficient information sharing and idea generation.

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