Feedback May 15, 2008
Posted by churchofgoogle in Small Group Communication, Uncategorized.add a comment
Some of the feedback I received from peers I expected, and some I did not. Some people commented that I had just fooled around during one of our class periods, which I don’t believe was true. Other people said that I had done an excellent job being part of the group. I believe I did a lot during the semester that I wasn’t always recognized for, but that to me isn’t always the most important thing. Peer assessments are not always the best way to determine the productivity of someone, as people are fickle and prone to faults. All in all, I didn’t really take anything new from reading my own reviews. It was pretty much what I had expected, from knowing what I know about people in general.
Online Portion B – What in hell have I actually been doing?! May 5, 2008
Posted by churchofgoogle in Small Group Communication.add a comment
True/False:
1. Goal-setting is a responsibility that I share. If true, explain how.
As a member of the collective group, I have the ability to help make decisions by sharing my input and opinion.
2. I have been instrumental in marshalling resources for the group. If true, explain how.
By bringing my own personal experiences and input to the group, I have been instrumental.
I am using this class to satisfy my individual and group-irrelevant needs. If true, on what basis can you earn a passing grade?
3. Our class/group has all the roles necessary to achieve optimum group growth and productivity. If true, explain. If false, which role(s) are we missing?
I believe things might have been slightly less difficult if we had more followers to complete tasks or certain jobs.
4. Our class/group has not yet generated effective work on the problem of role-requiredness. If true, what role have you been playing? If false, what evidence – on the group level – supports your claim?
The fact that our work is demonstrating progress and showing a product means we have been filling role requiredness to a successful degree, but might not be perfect.
5. My role(s) in the class/group and different sub-group teams has changed depending on the stage of development. If false, why not, and what does having a static, unchanging role “do” to or for the group? If true, fill out the chart below.
6. I am unsure how to diagnose role requirements needed by my sub-group team. If true, what is your strategy for learning?
I do not think of our group in these terms. I use my social experiences from the past to determine what course of action I should take.
7. I have role flexibility. If true, explain with three or more specific examples from class. If false, what are the adverse consequences to your teams and the class/group-as-a-whole?
I have had role flexibility by switching tasks by volunteering to take on another role, stepping up and taking charge in certain instances, and keeping quiet when necessary.
8. Developing role flexibility is an important objective of group member training. The three roles I flex among the most are: a )initiator-contributor, b) elaborator, and c)procedural technician. My decision to flex is based upon: When other people don’t step up in certain roles, or when I see the need for a certain role to be filled, I might change mine. For example, when we needed someone to take photos for our group wiki, I volunteered.
.
9. I never find myself resisting the retraining required to be a functional group member. If true, are you saying you never experience tension or anxiety in the class/group? Explain. If false, how does your resistance tend to show itself in role behavior?
I sometimes do resist retraining as a natural response, but this is not entirely a conscious decision. I do experience tension within the group, but choose to deal with it in the most productive way possible. Sometimes I may disagree with a decision and I share this with the group.
