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Critical Analysis of Group ProcessDana L. RaymerFerris State UniversityCritical Analysis of Group ProcessThe purpose of this paper is to provide an analysis of our group process for our community health intervention project this semester. With this paper, I will explain how our group moved through the stages of group development. I will also discuss the impact that I had on the group and also the impact that the group had on me and the effects it had on my future interactions as a group leader and group member.Initial FormingIn this first step of group development, group members are beginning to make introductions, define parameters and goals, and begin building a sense of trust and cohesiveness (Kearney-Nunnery, 2008). As soon as the group discussion board was opened, we began the forming stage of our group. Dulcebelle Pearson took the lead in this area and encouraged group members to exchange contact information and discuss the best times and ways to contact them. This allowed us to begin getting to know each other a little bit. It was during this stage that we divided up the work for the group contract and worked on development of our group contract. This contract helped us define the purpose of our group, which was to work together to complete our community intervention project, expected behaviors and how conflict or poor quality would be addressed. Furthermore, it was during this time that we stated our goal, which was to complete the project before the deadline and receive a good grade. Division of labor and establishment of leaders also began to occur during this stage. At this point, I have to admit that I did not take a leadership role. I responded to requests for information and took responsibility for my portion of the group contract, but it was Trevor who stepped forward to offer to be group leader, and he is the one who coordinated efforts and established timelines for submission of the group contract.Conflict/StormingThe next stage of group development is conflict or storming. Kearney-Nunnery (2008) states that it is during this stage that interactions continue and group members develop their roles. If conflict arises, the group learns how to handle the issues and sets limits so that all group members interact appropriately. There was no evident conflict in our group throughout the entire project, but members continued to develop their roles. For example, Cristyn Keathley had attempted to take this class before, so she took on the role of information giver. She gave us an outline of how the project should progress and some of the expectations regarding length and quality of work. Also, at this stage, it became evident that Trevor was an information seeker and an opinion giver/seeker. Trevor actually called me on the phone, and it was the first time in many online groups that I actually spoke to a group member on the phone, not only via email or discussion boards. Trevor was seeking information regarding how I viewed the project and my opinions regarding various topics and ways to work toward our goal. He also communicated information that he received from other group members on the same topics. There was a small bit of conflict during this time, because group members had all focused on different issues in the community, and some felt more strongly than others that their topics should be chosen. Group interactions were professional and courteous, and discussions regarding this selection were conducted via the discussion board so that all group members could offer opinions. We were able to select our topic and age group, and at this point I began to step forward as more of an energizer. As LeeAnn Disbrow stated in her evaluation of me, “She kept the group on task and often started discussions on the board to help the group pull together their thoughts and ideas for the assignment” (para. 1). For example, once we had completed our community assessment portion of the project, I initiated posts so that we could move forward toward the next portion of the project. During the final portion of the project, the presentation, I took over as group leader when we decided to narrate the powerpoint presentation, because I had the technical skills to complete this task, and I also became a summarizer, as I tried to keep all group members up to date on where we were as far as work already submitted and other deadlines. Although I have never really viewed myself as a leader, my group members obviously did, as evidenced by their evaluations of me. For example, Trevor Mattarella stated in my evaluation, “Dana is undoubtedly a leader that contributed to great group discussions. Her effort kept our group working together, ultimately leading to an A on the project” (para. 1). Melissa Hayes also stated “Dana is a definite leader who was instrumental in the success of the group” (para. 1). As stated before, there were really no true conflicts throughout the course of the entire project. All members participated in discussion postings and all group members submitted quality work within specified deadlines.NormingAccording to Kearney-Nunnery (2008), the next stage of group development is norming, where group members develop a sense of purpose and continue to have a greater sense of group and camaraderie. I believe our group passed through this stage quickly, because of the fact that there was little conflict and group members were all willing to divide up the project and get to work. I think that because we were able to successfully complete portions of the overall project, we began to become more comfortable and trusting of each other, knowing that the other members would complete their portion and we didn’t need to worry about it. In hindsight, although we were all upset that the presentation portion was due right after spring break, meaning all group members had to work on the project during our break, it actually helped us become a more cohesive group, because we all felt united in our feelings regarding this. Working/PerformingIn the working or performing stage of group development, group members worked on identifying themes or processes, discussed issues and refocused each other as needed (Kearney-Nunnery, 2008). At this point, the work had been divided and timelines established, so group members really focused on their individual portions of work. Group members would post questions regarding issues they were having with their portion on the discussion board, and other group members would offer suggestions on how they could solve their problem. Discussions also occurred regarding group members’ availability and estimated submission times, so that the group leader knew when to expect each group member’s contribution. Cohesiveness was still apparent as group members frequently offered to help each other out. During the time I took over as group leader for the presentation portion, all of my group members offered support and help, if needed. It was apparent at that point we were truly working as a group that was united toward one goal, finishing a quality presentation. Terminating/AdjourningDuring this stage, there is a sense of accomplishment as goals are reached and the group membership draws to an end (Kearney-Nunnery, 2008). After the submission of the final presentation, group members posted messages on the discussion board that congratulated the other group members and stated how nice it was to work with such a productive and professional group. We received a great grade on each part of the project, and at the termination stage of our group, we all celebrated our accomplishment. ConclusionIt was somewhat difficult to discuss the exact stages of development, because this project consisted of a few smaller projects, and the leadership changed after and during some of the portions. For example, we would get to the working/performing stage and then go back to storming and norming, because we were then faced with another section to focus on and divide up. I think overall, the biggest effect that this group had on me is the fact that I never viewed myself as a leader while my group members clearly did. In the future, I will be more likely to take on a leadership role while working with groups, because I can now see how I have led certain discussions and activities without formally being designated the leader of the project. Because working in a group can be satisfying when it functions well, I also have learned how important it is to address issues, such as attendance or performance, before it begins to affect group moral and ultimately group performance. Although we did not experience these issues in our group for this project, I have seen the positive effects of a group that functions well and know that it is much more productive when group members are happy.ReferencesDisbrow, L. (2012, March 28). Peer evaluation. Retrieved from , M. (2012, March 23). Peer evaluation. Retrieved from , R. (2008). Advancing your career: Concepts of professional nursing. (4th ed.). Philadelphia, PA: FA Davis Company.Mattarella, T. (2012, March 27). Peer evaluation revised. 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