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My group was effective in conducting an adequate investigation concerning cultural expression and making the presentation. The group was well-formed and performed successfully since it was formed through the reference to the theory, Tuckman’s stages of group process. Our group development began through the formation stage. At this stage, the participants of the group, Cameron, Yat, Dustin and Jerry, came together with the focus of conducting our team’s task. After knowing each other, the four of us decided to make a presentation about cultural expression,” which is one of the topics offered for the presentations. Although we all had our differences, we agreed on how we would conduct our research and come up with complete information (Seck & Helton, 2014). I was the leader of this team, therefore, I had to ensure that every member understands their role.
During the second meeting, we were supposed to present the work that every member was assigned (Forsyth, 2018). All members conveyed the information based on the designated parts of the presentation. However, there was some disagreement, as it was the storming stage, concerning how to compile a typical performance. The team members were confused how each would go about putting together all the findings of the group. After asking others to agree to compile the document for a presentation willingly, no one was willing to play that task.
To solve this issue, I allowed every team member a chance to give their opinion about how we would compile a standard document for the presentation. Then, I dedicated myself to composing the final presentation (Raes, Kyndt, Decuyper, Van den Bossche & Dochy, 2015). During the third meeting, I brought the final copy of the presentation having put together all the findings of the other team members. I requested one of the team members to make the presentation to the group so that others would point out some errors and correct them as a team. All the individuals in the group were willing to present. Therefore, I have just selected one from the group. By ensuring that the document was ready, the team members consulted each other regarding the areas that we would improve, which ones we would change, and how we would make the design of the document look presentable for effective presentation. Indeed, the entire group was committed to accomplishing the team's goal.
During the performance, whereby we were needed to present the findings related to our chosen topic, as a leader, I delegated the responsibility to two of the members, who willingly made the presentation to the class (Betts & Healy, 2015). The two team members presented the topic to the class as they shared the parts of the presentation. Indeed, my team was effective in presenting the chosen topic to our class. As a team, we also managed to ask the class questions at the end of the presentation and collaborated in answering other teams’ questions while they were making their presentations.
After the team's performance, we all went on our ways. This was the final stage, and since we did not have another task to play as a team, we stopped meeting (Haines, 2014). Nonetheless, we managed to accomplish the team’s mission of making a successful presentation concerning the topic. Indeed, we retained our friendship despite the end of the task, although we remained as casual friends and would only share greetings. Indeed, no close relationship remained after the presentation.
Betts, S., & Healy, W. (2015). Having a ball catching on to teamwork: An experiential learning approach to teaching the phases of group development. Academy of Educational Leadership Journal, 19(2), 1-9.
Forsyth, D. R. (2018). Group dynamics. New York, NY: Cengage Learning.
Haines, R. (2014). Group development in virtual teams: An experimental reexamination. Computers in Human Behavior, 39, 213-222.
Raes, E., Kyndt, E., Decuyper, S., Van den Bossche, P., & Dochy, F. (2015). An exploratory study of group development and team learning. Human Resource Development Quarterly, 26(1), 5-30.
Seck, M. M., & Helton, L. (2014). Faculty development of a joint MSW program utilizing Tuckman's model of stages of group development. Social Work with Groups, 37(2), 158-168.
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