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How to write a Reflection on Group Work Essay

Here are the exact steps you need to follow for a reflection on group work essay.

  • Explain what Reflection Is
  • Explore the benefits of group work
  • Explore the challenges group
  • Give examples of the benefits and challenges your group faced
  • Discuss how your group handled your challenges
  • Discuss what you will do differently next time

Do you have to reflect on how your group work project went?

This is a super common essay that teachers assign. So, let’s have a look at how you can go about writing a superb reflection on your group work project that should get great grades.

The essay structure I outline below takes the funnel approach to essay writing: it starts broad and general, then zooms in on your specific group’s situation.

how to write a reflection on group work essay

Disclaimer: Make sure you check with your teacher to see if this is a good style to use for your essay. Take a draft to your teacher to get their feedback on whether it’s what they’re looking for!

This is a 6-step essay (the 7 th step is editing!). Here’s a general rule for how much depth to go into depending on your word count:

  • 1500 word essay – one paragraph for each step, plus a paragraph each for the introduction and conclusion ;
  • 3000 word essay – two paragraphs for each step, plus a paragraph each for the introduction and conclusion;
  • 300 – 500 word essay – one or two sentences for each step.

Adjust this essay plan depending on your teacher’s requirements and remember to always ask your teacher, a classmate or a professional tutor to review the piece before submitting.

Here’s the steps I’ll outline for you in this advice article:

diagram showing the 6 step funnel approach to essays

Step 1. Explain what ‘Reflection’ Is

You might have heard that you need to define your terms in essays. Well, the most important term in this essay is ‘reflection’.

So, let’s have a look at what reflection is…

Reflection is the process of:

  • Pausing and looking back at what has just happened; then
  • Thinking about how you can get better next time.

Reflection is encouraged in most professions because it’s believed that reflection helps you to become better at your job – we could say ‘reflection makes you a better practitioner’.

Think about it: let’s say you did a speech in front of a crowd. Then, you looked at video footage of that speech and realised you said ‘um’ and ‘ah’ too many times. Next time, you’re going to focus on not saying ‘um’ so that you’ll do a better job next time, right?

Well, that’s reflection: thinking about what happened and how you can do better next time.

It’s really important that you do both of the above two points in your essay. You can’t just say what happened. You need to say how you will do better next time in order to get a top grade on this group work reflection essay.

Scholarly Sources to Cite for Step 1

Okay, so you have a good general idea of what reflection is. Now, what scholarly sources should you use when explaining reflection? Below, I’m going to give you two basic sources that would usually be enough for an undergraduate essay. I’ll also suggest two more sources for further reading if you really want to shine!

I recommend these two sources to cite when explaining what reflective practice is and how it occurs. They are two of the central sources on reflective practice:

  • Describe what happened during the group work process
  • Explain how you felt during the group work process
  • Look at the good and bad aspects of the group work process
  • What were some of the things that got in the way of success? What were some things that helped you succeed?
  • What could you have done differently to improve the situation?
  • Action plan. What are you going to do next time to make the group work process better?
  • What? Explain what happened
  • So What? Explain what you learned
  • Now What? What can I do next time to make the group work process better?

Possible Sources:

Bassot, B. (2015).  The reflective practice guide: An interdisciplinary approach to critical reflection . Routledge.

Brock, A. (2014). What is reflection and reflective practice?. In  The Early Years Reflective Practice Handbook  (pp. 25-39). Routledge.

Gibbs, G. (1988)  Learning by Doing: A guide to teaching and learning methods . Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Extension Sources for Top Students

Now, if you want to go deeper and really show off your knowledge, have a look at these two scholars:

  • John Dewey – the first major scholar to come up with the idea of reflective practice
  • Donald Schön – technical rationality, reflection in action vs. reflection on action

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Step 2. Explore the general benefits of group work for learning

Once you have given an explanation of what group work is (and hopefully cited Gibbs, Rolfe, Dewey or Schon), I recommend digging into the benefits of group work for your own learning.

The teacher gave you a group work task for a reason: what is that reason?

You’ll need to explain the reasons group work is beneficial for you. This will show your teacher that you understand what group work is supposed to achieve. Here’s some ideas:

  • Multiple Perspectives. Group work helps you to see things from other people’s perspectives. If you did the task on your own, you might not have thought of some of the ideas that your team members contributed to the project.
  • Contribution of Unique Skills. Each team member might have a different set of skills they can bring to the table. You can explain how groups can make the most of different team members’ strengths to make the final contribution as good as it can be. For example, one team member might be good at IT and might be able to put together a strong final presentation, while another member might be a pro at researching using google scholar so they got the task of doing the initial scholarly research.
  • Improved Communication Skills. Group work projects help you to work on your communication skills. Communication skills required in group work projects include speaking in turn, speaking up when you have ideas, actively listening to other team members’ contributions, and crucially making compromises for the good of the team.
  • Learn to Manage Workplace Conflict. Lastly, your teachers often assign you group work tasks so you can learn to manage conflict and disagreement. You’ll come across this a whole lot in the workplace, so your teachers want you to have some experience being professional while handling disagreements.

You might be able to add more ideas to this list, or you might just want to select one or two from that list to write about depending on the length requirements for the essay.

Scholarly Sources for Step 3

Make sure you provide citations for these points above. You might want to use google scholar or google books and type in ‘Benefits of group work’ to find some quality scholarly sources to cite.

Step 3. Explore the general challenges group work can cause

Step 3 is the mirror image of Step 2. For this step, explore the challenges posed by group work.

Students are usually pretty good at this step because you can usually think of some aspects of group work that made you anxious or frustrated. Here are a few common challenges that group work causes:

  • Time Consuming. You need to organize meetups and often can’t move onto the next component of the project until everyone has agree to move on. When working on your own you can just crack on and get it done. So, team work often takes a lot of time and requires significant pre-planning so you don’t miss your submission deadlines!
  • Learning Style Conflicts. Different people learn in different ways. Some of us like to get everything done at the last minute or are not very meticulous in our writing. Others of us are very organized and detailed and get anxious when things don’t go exactly how we expect. This leads to conflict and frustration in a group work setting.
  • Free Loaders. Usually in a group work project there’s people who do more work than others. The issue of free loaders is always going to be a challenge in group work, and you can discuss in this section how ensuring individual accountability to the group is a common group work issue.
  • Communication Breakdown. This is one especially for online students. It’s often the case that you email team members your ideas or to ask them to reply by a deadline and you don’t hear back from them. Regular communication is an important part of group work, yet sometimes your team members will let you down on this part.

As with Step 3, consider adding more points to this list if you need to, or selecting one or two if your essay is only a short one.

8 Pros And Cons Of Group Work At University

You’ll probably find you can cite the same scholarly sources for both steps 2 and 3 because if a source discusses the benefits of group work it’ll probably also discuss the challenges.

Step 4. Explore the specific benefits and challenges your group faced

Step 4 is where you zoom in on your group’s specific challenges. Have a think: what were the issues you really struggled with as a group?

  • Was one team member absent for a few of the group meetings?
  • Did the group have to change some deadlines due to lack of time?
  • Were there any specific disagreements you had to work through?
  • Did a group member drop out of the group part way through?
  • Were there any communication break downs?

Feel free to also mention some things your group did really well. Have a think about these examples:

  • Was one member of the group really good at organizing you all?
  • Did you make some good professional relationships?
  • Did a group member help you to see something from an entirely new perspective?
  • Did working in a group help you to feel like you weren’t lost and alone in the process of completing the group work component of your course?

Here, because you’re talking about your own perspectives, it’s usually okay to use first person language (but check with your teacher). You are also talking about your own point of view so citations might not be quite as necessary, but it’s still a good idea to add in one or two citations – perhaps to the sources you cited in Steps 2 and 3?

Step 5. Discuss how your group managed your challenges

Step 5 is where you can explore how you worked to overcome some of the challenges you mentioned in Step 4.

So, have a think:

  • Did your group make any changes part way through the project to address some challenges you faced?
  • Did you set roles or delegate tasks to help ensure the group work process went smoothly?
  • Did you contact your teacher at any point for advice on how to progress in the group work scenario?
  • Did you use technology such as Google Docs or Facebook Messenger to help you to collaborate more effectively as a team?

In this step, you should be showing how your team was proactive in reflecting on your group work progress and making changes throughout the process to ensure it ran as smoothly as possible. This act of making little changes throughout the group work process is what’s called ‘Reflection in Action’ (Schön, 2017).

Scholarly Source for Step 5

Schön, D. A. (2017).  The reflective practitioner: How professionals think in action . Routledge.

Step 6. Conclude by exploring what you will do differently next time

Step 6 is the most important step, and the one far too many students skip. For Step 6, you need to show how you not only reflected on what happened but also are able to use that reflection for personal growth into the future.

This is the heart and soul of your piece: here, you’re tying everything together and showing why reflection is so important!

This is the ‘action plan’ step in Gibbs’ cycle (you might want to cite Gibbs in this section!).

For Step 6, make some suggestions about how (based on your reflection) you now have some takeaway tips that you’ll bring forward to improve your group work skills next time. Here’s some ideas:

  • Will you work harder next time to set deadlines in advance?
  • Will you ensure you set clearer group roles next time to ensure the process runs more smoothly?
  • Will you use a different type of technology (such as Google Docs) to ensure group communication goes more smoothly?
  • Will you make sure you ask for help from your teacher earlier on in the process when you face challenges?
  • Will you try harder to see things from everyone’s perspectives so there’s less conflict?

This step will be personalized based upon your own group work challenges and how you felt about the group work process. Even if you think your group worked really well together, I recommend you still come up with one or two ideas for continual improvement. Your teacher will want to see that you used reflection to strive for continual self-improvement.

Scholarly Source for Step 6

Step 7. edit.

Okay, you’ve got the nuts and bolts of the assessment put together now! Next, all you’ve got to do is write up the introduction and conclusion then edit the piece to make sure you keep growing your grades.

Here’s a few important suggestions for this last point:

  • You should always write your introduction and conclusion last. They will be easier to write now that you’ve completed the main ‘body’ of the essay;
  • Use my 5-step I.N.T.R.O method to write your introduction;
  • Use my 5 C’s Conclusion method to write your conclusion;
  • Use my 5 tips for editing an essay to edit it;
  • Use the ProWritingAid app to get advice on how to improve your grammar and spelling. Make sure to also use the report on sentence length. It finds sentences that are too long and gives you advice on how to shorten them – such a good strategy for improving evaluative essay  quality!
  • Make sure you contact your teacher and ask for a one-to-one tutorial to go through the piece before submitting. This article only gives general advice, and you might need to make changes based upon the specific essay requirements that your teacher has provided.

That’s it! 7 steps to writing a quality group work reflection essay. I hope you found it useful. If you liked this post and want more clear and specific advice on writing great essays, I recommend signing up to my personal tutor mailing list.

Let’s sum up with those 7 steps one last time:

  • Explain what ‘Reflection’ Is
  • Explore the benefits of group work for learning
  • Explore the challenges of group work for learning
  • Explore the specific benefits and challenges your group faced
  • Discuss how your group managed your challenges
  • Conclude by exploring what you will do differently next time

Chris

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
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  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 17 Adversity Examples (And How to Overcome Them)

2 thoughts on “How to write a Reflection on Group Work Essay”

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Great instructions on writing a reflection essay. I would not change anything.

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Thanks so much for your feedback! I really appreciate it. – Chris.

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Home — Essay Samples — Life — Self Reflection — Self-Reflection On My Experiences Working In A Group

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A Reflection on My Experience Working in a Group

  • Categories: Self Reflection

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Words: 464 |

Published: Nov 8, 2019

Words: 464 | Page: 1 | 3 min read

Works Cited

  • Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.
  • Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological bulletin, 63(6), 384-399.
  • Katzenbach, J. R., & Smith, D. K. (2005). The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press.
  • Hackman, J. R. (2002). Leading teams: Setting the stage for great performances. Harvard Business Press.
  • Lencioni, P. (2012). The advantage: Why organizational health trumps everything else in business. Jossey-Bass.
  • Fisher, R., Ury, W., & Patton, B. (2011). Getting to yes: Negotiating agreement without giving in. Penguin.
  • Belbin, R. M. (2012). Team roles at work. Routledge.
  • Charkoudian, L., & Moore, W. (2017). Building a strong team culture in a healthcare setting. Journal of Healthcare Leadership , 9, 9-20.
  • Belbin, M. (2016). Team Roles and Team Performance: Is there “really” a link?. International Journal of Management & Business Studies, 6(2), 47-58.
  • Smith, G. D. (2018). Effective Teamwork: Practical Lessons from Organizational Research. John Wiley & Sons.

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My Experience Working in a Group: a Reflection

Table of contents, challenges of group work, benefits and learning opportunities, lessons learned.

  • Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.
  • Belbin, R. M. (2012). Team roles at work. Taylor & Francis.
  • Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399.
  • Forsyth, D. R. (2014). Group dynamics (6th ed.). Cengage Learning.
  • Katzenbach, J. R., & Smith, D. K. (2015). The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press.

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reflective essay working in a group

A reflection on my experience of working in a group

Introduction – The project that I have been involved in was to make a presentation for our chosen company to review their current digital marketing campaign and to make recommendations on how to improve it. The company that we chose was The Bok Shop, “a free-range and vegan fried chicken joint” (The Book Shop, 2017). They have three locations with their first and main restaurant being located in Brighton, viewable in the photo below and if you click the integrated link on the photo it will take you to their website.

An image of the book shop

History on The Bok Shop, (The Book Shop, 2017)

Planning and Organisation – Firstly, my group arranged an online meeting to discuss the task at hand, as well as identifying any key segments that we would need to include in our presentation. We planned out how and when we should set takes completed by and decided that we should have meetings every so often to ensure progress was being made.

Process – Our process was to gradually complete our slides dividend between us in our early meetings of the group work. When finding any useful sources, we would share these within a document to increase our productivity. The way we did this was via Microsoft Teams, I created a group where we could communicate, share documents and work on the presentation together.

Involvement and Collaboration – Regrettably, I believe that the involvement and collaboration from the other members of my group were not up to an acceptable standard. Although everyone eventually finished their part of the presentation, this required me constantly chasing them up on when they will be doing this work, and why no additional progress had been made. On top of this, not only did I need to complete my part of the presentation but I had to start helping other members and completing slides for them while they work on the other parts that they were allocated. I am not sure whether this was down to a lack of motivation, for example, the other members not reaching the self-actualisation step in the Maslow’s hierarchy of human needs pyramid in this project and therefore not having the motivation to fully involve themselves with this project or explore their creative side (McLeod, 2020).  However, this helped me learn some strong group leadership skills, by being able to manage when the project is not going to plan and being able to get it back on track.

Maslow's hierarchy of human needs (McLeod, 2020)

Maslow’s hierarchy of human needs (McLeod, 2020)

Conclusion – In conclusion, working on this group presentation has taught me and expanded my skills when working within a group, that could help further my employability opportunities. Not only am I more confident in taking control of a poor situation and turning it around, but I am more confident in speaking in groups and presenting something I have created and practised. As well as this, I have learnt that I would start sooner after getting the assignment, compared to later on to ensure that my issues would have time to be resolved.

References:

Thebokshop.com. 2017. The Book Shop . [online] Available at: < https://www.thebokshop.com/brighton > [Accessed 7 February 2021].

McLeod, S., 2020. Maslow’s hierarchy of human needs pyramid . [image] Available at: < https://www.simplypsychology.org/maslow.html > [Accessed 7 February 2021].

McLeod, S., 2020. Maslow’s hierarchy of human needs . [online] Simplypsychology.org. Available at: <https://www.simplypsychology.org/maslow.html> [Accessed 7 February 2021].

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Supporting Students to Reflect on their Group Work

To develop group skills, students need to do more than just complete group tasks. Along the way, it's important that they reflect on group processes. Reflection can be informal or formal (built into assessment). Students can reflect individually or in groups.

Students can reflect on both the processes and products of group work. When incorporating reflective activities into group work, it is important that students have the opportunity to apply what they have learnt through their reflections to future tasks to improve their learning. This section outlines a number of ways to build reflection into group tasks and projects.

Helping students monitor their development and reflect on their performance

Reflective activities.

To develop effective group skills, students need to practise using their skills and reflect on what worked and did not work. This helps them form generalised principles based on their experience, which then inform their future actions.

You can use one or more of the following strategies to help your students reflect on their group work skills. Depending on the nature of your group task or project, you might include a reflective activity during the task or at its completion. For example, at the end of the group task, students could submit a collaborative reflective report on group processes, or they could reflect on how to in the future by completing the student exercise: Planning ahead—What can I do better next time? ).

Helping students identify how they can improve

The following exercise helps students to think about their experiences in groups, about the group's functioning and about their individual roles and contributions to the group. Importantly, it also helps students to identify how the group might function more effectively next time. Using the prompts, students can reflect individually, then discuss their responses in groups or as a class.

Student exercise

  • Active learning spaces
  • Blended and online
  • Brainstorming
  • Case studies
  • Flipped classroom
  • Questioning
  • Simulations
  • Teaching diverse groups
  • Helping Students Reflect
  • Teaching Settings

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Home / Essay Samples / Life / Experience / Knowledge

Personal Reflection on the Group Presentation

Essay details

Life , Business

Experience , Myself , Strategy

Knowledge , Self Reflection , Swot Analysis

  • Words: 509 (1 page)

Personal Reflection On The Group Presentation

Please note! This essay has been submitted by a student.

Works cited

  • Disalvo, J., Larsen, C., & Seiler, M. (1976). Communication and the performance of group decision-making tasks. Small Group Behavior, 7(4), 417-428.
  • Barker, R. T., & Angelopulo, G. C. (2006). Integrated Organizational Communication. Juta and Company Ltd.
  • Stohl, C., & Cheney, G. (2001). Participatory Processes/Paradoxical Practices: Communication and the Dilemmas of Organizational Democracy. Management Communication Quarterly, 14(3), 349-407.
  • Johnson, D. W., & Johnson, F. P. (1996). Joining Together: Group Theory and Group Skills (6th ed.). Allyn & Bacon.
  • Fisher, B. A., & Ellis, D. G. (1994). Small Group Decision Making: Communication and the Group Process. McGraw-Hill.
  • Roehampton University. (2022). Harvard Referencing Guide. Retrieved from https://www.roehampton.ac.uk/media/roehampton/documents/library/harvard-reference-guide.pdf
  • Bean, J. C., & Johnson, S. M. (2014). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (2nd ed.). Jossey-Bass.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2007). The State of Cooperative Learning in Postsecondary and Professional Settings. Educational Psychology Review, 19(1), 15-29.
  • Guffey, M. E., & Loewy, D. (2012). Business Communication: Process and Product (8th ed.). South-Western Cengage Learning.
  • Fielding, N. G. (2012). Observational Research. In N. G. Fielding, R. M. Lee, & G. Blank (Eds.), The SAGE Handbook of Online Research Methods (pp. 265-281). SAGE Publications Ltd.

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Group Dynamics Reflection with Rolfe et al.’s Model Essay

Introduction, reference list.

Group dynamics are different behaviors, reactions, and relationships within a group of individuals. It influences how people work together, make decisions and solve problems. The latter can be rather effective in helping the target audience understand how small changes in a group’s processes—such as leadership or conflict resolution—can produce tremendous results. As individuals and as groups, we are influenced by social relationships. With the aid of such interactions, one can create either synergy or obstacles in accomplishing tasks. The following sections will provide an overview of the dynamics of groups and will assist in effectively performing as a team member and understanding team roles (Forsyth, 2018). This paper explores the nature of groups, events, and perceptions that affect group dynamics, the skills and styles involved in leading and managing groups, and the importance of group dynamics by using the Rolfe Reflective Model.

Group dynamics could be the fundamental aspect of any group. It portrays a clear view of which group members interact and how those connections can either enhance or limit the achievements of a group and its members (Bion, 2018). The exchange between the group members can be positive or negative, but whichever kind they are, they can affect the outcome of the group work. Healthcare professionals are required to engage in reflective practice. In order to maintain their professional development and expand their professional knowledge, physicians and other clinicians must do reflection. As a result, self-reflection abilities are crucial in today’s healthcare and are receiving more and more attention. To be successful and effective, groups need to manage their dynamics. This can help the group members to stay focused on their goals, reach decisions more quickly and effectively, reduce conflict, and improve their performance.

The dynamics of our group were determined by both the events and their interpretations. For example, the healthcare crisis of 2020 affected the mental health of our group members and it influenced the group dynamics by having some communication issues. A group situation can be affected by events and perceptions either positively or negatively, and with the case of the pandemic, it had a negative impact. The emotional dynamics of groups are a matter of considerable theoretical interest. Still, there has been little systematic investigation into how feelings and events affect the emotional tone of groups (Garcia and Kao-Kniffin, 2018). We were able to address this issue by reporting a series of experiments that manipulated negative or positive events within small groups. Findings indicate that negative social events intensify group members’ existing moods and thus impact group members’ moods more than positive social events.

The application of group dynamics to the planning and implementing of goals, strategies, and methods helps handle conflicts within and between individuals, teams, organizations, and communities. It is crucial to examine how various factors such as culture, personality types, group norms, and group size influence behavior (Gençer, 2019). Moreover, it allows professionals to look at their personal preferences in negotiating with others and developing mutually satisfying partnerships within work teams or projects. The implementation of the concept of group dynamics can provide a better perspective on the work environment of healthcare professionals. Keeping the group dynamics is critical in the time of the pandemic.

Group dynamics helped to define the behavior and process of grouping during the healthcare crisis. Group dynamics allows an organization to achieve its goals by appropriately matching people’s strengths and weaknesses to the task’s requirements (Vosburg, 2017). During the pandemic, it was crucial to match people according to their skills, as some professionals were more sensitive than others. It was also seen that a group could have a positive or negative goal orientation, depending on whether it focuses on satisfying internal needs or external requirements. In a stressful time, some people wanted to satisfy the needs of caregivers while other healthcare workers were dealing with the patients directly. The degree of specification of a goal determines how well a group will be able to achieve its objectives, and this aspect of group dynamics helped our group to maintain its work.

In group dynamics, some processes happen in a group of people as they interact, influence each other, and make decisions together. These processes are considered in two ways: first, how groups develop over time; second, how groups make decisions (Covington et al ., 2019). The most important thing to remember about group dynamics is that they are unique to every group; in other words, there is no one right way to work with some specific team or conduct meetings. Understanding the group’s dynamics will help one make better decisions about managing its members.

The importance of teamwork and clear guidelines for practice are crucial for ensuring that evidence-based care is being delivered. In addition, there are various settings in which nurses are involved in the prevention, diagnosis, and treatment of common health conditions. For example, community nurses work within the community to promote good health, provide immunizations, and offer advice about health issues (Wakefield et al ., 2019). Teamwork and clear guidelines for practice are crucial to ensure care delivery. In the time of COVID-19, it is extremely important for nurses to be team player and maintain communication with other professionals to provide better care.

This section clearly emphasizes teamwork and recognizes it as essential in ensuring quality care and effective patient outcomes. Nurses depend on other allied health professionals and their managers to provide optimum patient care. Working as a team is now more critical than ever in modern healthcare since it motivates nurses to provide optimum care (Levi and Askay, 2020). It can be safe to say that quality care depends on successful teamwork, whether from nurses, doctors, or hospital staff. Nurses should be encouraged to work collaboratively as effective teamwork is crucial to delivering quality care.

It is necessary to ensure that all adult nurses are involved in decision-making. The team members must understand the importance of teamwork, communication, and collaboration. They should be given ample information to support them in their practice, enabling them to make decisions based on their knowledge and experience (Theobald et al ., 2017). Our experience shows that teamwork promotes understanding others’ perspectives and allows individuals to seek help when struggling with a task or situation (Hodge, Beauchamp and Fletcher, 2018). It also promotes shared knowledge among nursing staff, ensuring that everyone is aware of the latest policy or procedure changes and changes regarding patients as they progress through their care pathway.

To conclude, group dynamics are different behaviors, reactions, and relationships within a group of people. The significance of teamwork and clear instructions for practice are crucial for ensuring that high-quality, evidence-based care is being delivered. There is a reputation for team-building in practice in adult nursing. Group dynamics is vital since it helps group members interact and relate to each other. Some processes happen in a clutch of people as they interact and make decisions together in group dynamics. The processes involved in group dynamics help the group members create awareness, work as a team, and conduct meetings. The team members must understand the importance of teamwork, communication, and collaboration.

Bion, W. R. (2018) Group dynamics: a review. In New Directions in Psycho-Analysis (pp. 440-477). Routledge.

Covington, K. R. et al . (2019) ‘Effect of group dynamics–based exercise versus personal training in breast cancer survivors’, Oncology Nursing Forum, 46(2), 185-198.

Forsyth, D. R. (2018) Group dynamics , Cengage Learning.

Garcia, J. and Kao-Kniffin, J. (2018) ‘Microbial group dynamics in plant rhizospheres and their implications on nutrient cycling’, Frontiers in Microbiology , 9, 1516.

Gençer, H. (2019) ‘Group dynamics and behavior’, Universal Journal of Educational Research .

Hodge, K,, Beauchamp, M. and Fletcher, D. (2018) Group and team dynamics. In Sport, Exercise and Performance Psychology (pp. 341-363). Routledge.

Levi, D. and Askay, D. A. (2020) Group dynamics for teams . Sage Publications.

Theobald, E. J., et al . (2017) ‘Student perception of group dynamics predict individual performance: comfort and equity matter’, PloS One , 12(7), e0181336.

Vosburg, D. (2017) ‘The effects of group dynamics on language learning and use in an MMOG’, Calico Journal , 34(1), 58-74.

Wakefield, J. R. et al . (2019) ‘When groups help and when groups harm: origins, developments, and future directions of the “Social Cure” perspective of group dynamics’, Social and Personality Psychology Compass , 13(3), e12440.

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Bourner, T., 2003, “Assessing reflective learning”, Education & Training , 45(5), pp.267-72. Cameron, E., & Green, M., 2012. Making Sense of Change Management: A Complete Guide to the Models Tools and Techniques of Organizational Change, 3 rd ed. Kogan Page Publishers. Caproni, P., 2012, Management Skills for Everyday Life, (3rd International Ed.) Upper Saddle River, New Jersey: Pearson. Franz, T.,M., 2012, Group Dynamics and Team Interventions: Understanding and Improving Team Performance, John Wiley & Sons. Fulk, H.K., Bell, R.L., and Bodie, N., 2011, Team Management by Objectives: Enhancing Developing Teams’ Performance, Journal of Management Policy and Practice , 12(3), pp. 17-26. Johnson, J., 2009, Health Organizations: Theory, Behavior, and Development, Jones & Bartlett Learning. Luoma, J.B., Hayes, S.C., & Walser, R.D., 2007., Learning Act: An Acceptance & Commitment Therapy Skills-Training Manual for Therapist,. New Harbinger Publications. Megginson, D., & Whitaker, V., 2007, Continuing Professional Development, (2nd Edition) London: CIPD. Moon, J.A., 1999, Reflection in Learning and Professional Development , Kogan Page. Piepenburg, K., 2011, Critical Analysis of Hofstede’s Model of Cultural Dimensions: To what Extent are His Findings Reliable, Valid and Applicable to Organisations in the 21st Century?, Germany: GRIN Verlag. Stanne, M., Johnson, D.W., & Johnson, R.T., 1999, Social Interdependence and motor performance: A meta analysis, Psychological Bulletin , 125, pp. 133-154. Tjosvold, D., Johnson, D. W., Johnson, R. T., & Sun, H. 2003, Can interpersonal competition be constructive within organizations? Journal of Psychology , 137, pp. 63–84. Winstanely, D., 2007, Personal Effectiveness , London: CIPD Wunderle, W.D., 2006, Through the Lens of Cultural Awareness: A Primer for US Armed Forces Deploying to Arab and Middle Eastern Countries , Government Printing Office.

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Essay: Reflective essay : group assignment

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Reflective Essay Tasks within the academical setting are increasingly focused on groups, as groups’ importance, in the professional setting, increases. Benefits of student-group work include:

  • Chance to work on a project that is too difficult or complex for an individual (Lavy, 2017)
  • Improvement of employability skills and a chance to practice those (Smith and Yates, 2011)

We got assigned into groups to design a 30 minutes training activity and a 10 minutes theory-based presentation. The purpose of this essay is to reflect on my experiences during this group assignment. In the following, I will discuss my experience following Tuckman’s (1977) stages of group development, because I think, that our group is a great example of the stages. Not because we mastered all of them, but because we experienced most stages stereotypically. 1. Forming A group is defined as two or more individuals, who temporarily share tasks and goals and interact with each other (Susskind and Borchgrevink, 1999). Thus, during our forming stage, we focused on a common understanding of the challenges ahead of us and our goals. We allocated the topics according to previous experiences, with me focusing on the black box, because of my experience with it, during my psychology studies. In hindsight, this approach was not the best fit, as we would have benefitted from first getting to know each other and our natural team roles. Using Belbin’s (2004) team roles we could have understood each other’s personality characteristics better and, thereby, could have improved our group performance. Moreover, we didn’t see the importance to set ground rules, as two of us had worked together previously and knew each other’s working style. This and that we acted independently due to the allocation of our tasks caused conflicts. We had disagreements about the importance of preparation and group meetings, which we didn’t address at first. However, after several no-shows, we sat down together, seeking out the conflict and thereby reaching the next stage (Tuckman, 1965). 2. Storming After the disagreement of our working commitments to each other, a conflict appeared. Due to us being conflict-assertive, the conflict was quickly settled but not resolved. The fast settlement was useful, as we were quickly able to focus on the task again. However, the conflict should be fully resolved as teams may re-enter that phase if new challenges arise (Tuckman, 1965). In hindsight, our cultural difference might be the reasons why we did not fully resolve the conflict. I, coming from a low context culture, was mainly focused on the task itself, but I should have considered the context and the relationship part more. Team members from a high-context cultural background might have needed this to open up within the group and to show their full potential (Hall, 1959). Nevertheless, we managed to keep things respectful and polite, while discussing our differences. This is highly important as showing respect is crucial for teamwork (Dubrin, 2011). This enabled us to successfully emerge to the third stage. 3. Norming During this stage, we established ground rules, to create clarity about the means to achieve our goals. After we settled our disagreement, everyone showed an increased commitment to the group and decisions were made collectively and based on all members’ input. Hereby, our established open communication and the constant sharing of information (e.g. via WhatsApp and shared documents) was helpful. It gave us the opportunity to gain a better understanding of ourselves and others, which can improve group performance (Smith and Yates, 2011). Additionally, I, from now on, will establish ground rules in the forming stage, as they can manage diversity within a team by creating a strong team spirit (Klarsfeld, 2014). From here on, we met more regularly, with everyone showing up and being prepared, which enabled us to develop to the “performing” stage. 4. Performing The performing stage mainly entails our 30 minutes activity and a 10 minutes presentation, which we previously developed. The session went generally well and as previously revised. However, our timing was not very good. One of our main issues was, that we only focused on not having enough time and not also on having spare time. To think of both scenarios was one of my greatest learnings. In our case, that would have given the participants more time to reflect on the last exercise, making our training more impactful (Kolb, 2014). Not adding the reflective part at the end, after seeing, that we have spare time, also ties in with my role in the activity. I facilitated my part as previously revised. However, even though I was aware of the time, I was not confident enough in myself to add the reflective part. Firstly, I didn’t want to do something without the agreement of my team members. Secondly, I wasn’t sure enough about my own skills to do so. Therefore, I am very glad, that I had the opportunity to practice training facilitation in the academic setting, before having to do it in my professional life. 5. Adjourning Reflection on practical situations can improve performance and is a crucial part of the final stage, the group’s “death” (Tuckman and Jensen, 1977; Moon, 2013). Therefore, we used Kolb’s (2014) learning cycle in our training, which emphasises on this, but we didn’t use it for ourselves. Additionally, Gibbs’ (1988) reflective cycle stresses the importance of reflecting on one’s feelings. Something we didn’t pay any attention to, but it can increase self-reflection, which is a critical skill within the educational and professional setting (Smith and Yates, 2011). In the future, I would like to emphasise more on reflecting individually and within the group, to maximise my learnings and to improve my performance. My learnings My main takeaways are:

  • To set ground rules in the forming stage and allocate responsibilities according to group roles
  • To think about various scenarios that might occur during the training

Overall, I found that the experience of group work was very useful to learn a lot about facilitating trainings as well as reflecting on myself and my role within an unfamiliar group. It showed me, that I have to work on my confidence and ability as a facilitator. Being a strong extrovert, I often take on roles that a stereotypically associated with being confident. However, this group work showed me, that while I enjoy taking charge, it doesn’t necessarily mean I feel confident in all those situations. I hope to increase my own confidence and thereby to become a better facilitator. This will help me in my future work as an HR professional, as I will often facilitate workshops.

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