My Experience in a Group Management Activity - Essay Example

Client inserts his/her name Name of tutor Name of institution Course title Date of submission Management Reflective Journal When I started taking my course, I felt like I could swap because during the first lecture, I already developed the negative attitude that it was a tough one as compared to the previous ones. I observed that it lacked the presentation of lectures, tests as well as the end of semester examinations that we were used to. The lecturer divided us to small groups and encouraged us to discuss questions that he had given us. We could then later conduct some life community project related to the discussions we had done in our groups. This was fundamentally meant to assess our management skills and whether we had the ability to make use of limited time to come up with something constructive at the end of the term (Duke & Appleton, 2000). I have always known that nursing is one of the professions that need endless advancements. It calls for an all-time learning which makes use of distinct understanding and skills. When I first went to practice, I had a negative attitude because I felt that the profession is too demanding especially in patient management. I thought it is that occupation which creates prolonged necessities and specialized training. There was the nagging thought of self-inefficiency, I felt like I did not have enough body of knowledge to handle the numerous responsibilities and roles that I was supposed to perform. The group activities were associated with long and tough tasks that could not be solved by individuals. In this regard, groups were necessary often bound to experience conflicts, challenges and interpersonal issues which are extremely necessary according to theorists. Through a high level of interaction, group norms are developed, values and attitudes that give the members group identity. Besides, challenges are there to make members strong such that they perform well. In some cases, these factors may become frustrating thus hindering group operations. It proved futile to manage a more diverse group of learners, especially the relationships. In my group, some students could not even talk openly. They answered only the questions that were directed to them by the group leader. There were no conflicts at that time and everything went smoothly within the group. I realized that the quiet nature of some group members put us at a risk of lacking ideas. The first two weeks were very fascinating and they influenced my earlier perception of the course. I felt the lecturer’s ability to empower us by allowing us to make decisions and take actions. The cooperation environment was created thus making life better in the institution. To me, his empowerment was successful because I was able to know other students, which helped me improve my expressive skills a great deal. I was glad and so much satisfied with the way the groups were formed. We were allowed to form groups according to our liking. I ended working with people whom I already had established a psychological bond with. We gathered as a group because of the special perception we had about one another. We immediately began our assignment by giving each other roles, setting objectives and timelines collectively. Despite personal differences in regards to talking and opening up freely, the group expressed high levels of interdependence through appropriate coordination of knowledge, resources and tasks. My talkative nature gave me an opportunity to selflessly share because other members thought I was energetic and creative. It was a fascinating to belong in a group like that with very limited conflicts (Maugham 2006). According to Wageman (1995), in order for a team to be managed well and operate effectively, it must have affirmed goals and objectives by all members. Being an active member of the group, I participated in the understanding of the task we had at hand as well as the comprehension of the role of a good management in completing the activity. We agreed to remain committed to the group goals and objectivities for the success of our assignment by setting timelines for meetings and what was to be done at what time. I was much contented with the way all members openly took part in designing these goals and objectives they considered relevant to them. In this regard, commitment came automatically and we actually spent much time in this area. Surprisingly, less time was spent in tackling the main activity due to proper prior planning. Much pleasure was derived from the limited time spent in conflict resolution and misunderstandings (Duke &Appleton, 2000). Through the group, I attained both my personal and social identity. I can proudly describe my individual qualities and attributes as a collective self-amidst others. Although it sounds selfish, we could make evaluations that are biased when comparing our team with another in the class. I consider this to be self-enhancing when emphasizing own positive qualities against others. I greatly benefited in regards to self-esteem and confidence which satisfies the need of belonging as presented by Maslow in his hierarchy of needs(Wahba & Bridwell, 1976). It made be a better manager of my time and work. In describing this situation, the optimal distinctiveness theory is in handy to clarify the concept. He describes it as the desire to be similar to others in the same situation and wanting to be unique at the same time, not just like anyone else. In this regard, loyalty in the group was maintained through the need to be similar to group members but different from those outside the group. No one tried to overshadow another and thus we maintained a strong team during the assignment. Gezeravci (2008) argues that the crucial intention of an efficient team is to do things uniquely and effectively, that is, better than an individual. This was our major concern as we intended to effectively make use of the resources at our disposal. Actually, it was each member’s duty to provide an environment conducive for individual participation and contribution towards the assignment. In our meetings, each group member had a nice opportunity to contribute his or her opinions which were heard and considered. However, the decision made finally did not satisfy me since the majority was always right in any idea that raised an argument. Nevertheless, it was the team’s responsibility to decide the final verdict on an issue without ridiculing or looking down upon any member. Personally, I could give ideas and support them with rational ideas that made me feel good and appreciated. At least, each member was well utilized apart from one who was quiet in nature although he could prepare excellently our meeting journals. I learnt that team work needs self-regulation and participation for it to bear fruits that are satisfactory. Being that the group was formed willingly and members connected, the urge to stick together throughout the activity was involuntary. Sometimes, there was this lazy member who avoided some group meetings. We could not bear this behavior and we threatened to throw him out of the group. He was one of us and thus we forgive him with thorough warnings in case of such behavior. I believe we were together basically because of performance. Despite a bit of conflict, solidarity reigned. I look back at these moments with nostalgia. It is evident that the team could influence individual behavior both negatively and positively as Salo (2006) argues. I was either not pleased with the way decisions could be arrived at by considering the majority, while I am convinced that the majority can be wrong. However, a sluggish individual was put back on track admirably and it is noteworthy to me how it was done. Togetherness towards achieving a common goal led us through the whole period of the activity. According to Salo (2006), it is obvious that disagreements are bound to occur wherever more than one person is gathered. I did not find this part difficult since we were close before and thus openly recognizing a conflict had no harm to anyone. We always sought to resolve through open reprimanding the wrong person and discussing the issue critically. Since there was no prior experience of working together, I thought that we could bond and work well together automatically. However, we had to deal with emotional problems and needs of the members. Sometimes, the interpersonal problems could arise and they had to be solved carefully for us to construct strong work relationships with an experience of openness and trust. My group did not have one autonomous leader. Each member had a responsibility and a duty to accomplish throughout the activity. The major group responsibilities were divided into two: task and maintenance functions. Task functions basically included; controlling discussions, defining issues, summarizing major points, seeking for information from the tutor and writing down journals for each meeting activities. On the other hand maintenance functions comprised of motivation for participation, expressing group feelings and assumptions, handling conflicts and reconciliatory processes and setting the group’s standards (Moonier et.al 2008). For cohesion purposes, each member had at least one of each leadership function categories. In my view, I feel that the good performance we achieved was a direct result of shared leadership roles among all team members. I admired the way we conducted the group assignment such that nobody could impose his or her decision on another person. Through team work, I learnt that a group has to work in harmony and interact effectively for good results to be attained (Nijdam, 1997). In regards to interpersonal communication strategies, I was not impressed with the way some members could communicate to others. They could not talk freely about issues in an honest manner even if they whatever that arises is affecting them directly. This lack of openness could jeopardize team development because these members could sometimes avoid participating in coming up with crucial decisions. My greatest achievement was the realization that effective interpersonal communication is valuable when team members lend each other a listening ear while at the same time establishing conclusions on one another’s input. It is also precise that if a member tries to outshine others, effective interpersonal communication may not be achieved. Self-regulation is a key personal aspect that should prevail as indicated by Wageman (1995). I like experimenting new ways of doing things but I missed the opportunity to do so in the group activity. No group member could agree with me over occasionally deviating from the normal structured procedures boundaries. I was really disappointed in this regard but I had to conform for the sake of the assignment that we were handling. Flexibility was I big issue and I felt really disadvantaged when it came to experimenting. I could say that my interest was overlooked over group needs. I found it so boring in deed doing the same thing each day without any new adventure. In future, I could prefer to work in a group with the spirit to move beyond the fixed structure to seek new experiences in reference to creativity (Kohl, 2000). I left the group having a feeling of mutual trust and respect. Challenges and conflicts exist everywhere and it is our responsibility to handle them with the understanding. Through team development, trust and team loyalty are achieved just as what happened in the group in which I participated. I felt that self-evaluation is a very important aspect of self-management that we ignored. This aspect of our team management strategies was not remembered by any group member. Personally, I came to think about it later after the activity is done. Maybe we could have performed better if occasionally we took time to examine the group processes in the task and maintenance perspectives just like what Nijdam (1997) asserts. We could have a routine where we could stop and look back on how well or bad things had been done within the group. There could be something that hindered our operations such as lack of flexibility but was never presented as an evaluation measure on time. I have since learnt that self-evaluation is necessary in any group activity for team development to take place. Either, the activity should be carried out as a team building forum such that most critical factors are discussed and restructured where necessary. I came along fellow nurses students who were taking care of patients who were severely ill. I admired the way they could reflect upon their roles and how best they handled the situation at hand. They always analyzed the various themes and also talked about their day to day experiences and how they value them. Since then, I have learnt to value time and the importance of relationships where caring is involved. When I reflect about my weak points and strong points, I discover that I need to work harder to improve my proficiency. I therefore gained further insight on the management support offered by nurses as they develop their skills to support patients (Fealy, 1999). I have learnt to understand the management teams through ardent listening, understanding of information and contributing to the problem solving strategies put in place to help handle patient needs in the best way. I acknowledged the fact that one has to set and utilize the tools at their disposal. It is prudent to note that as I reflect on my practice, I feel like I have the better skills that could expose me to more management tools and the opportunities available to be utilized. I have become aware of my own abilities and possibilities to use management tools. From my experience, I believe that people relate well when they have a proper communication system. In case a proper communication system is not in place, misunderstandings will occur leading to unnecessary hatred among workers. Take for instance, a manager who tells one member about a project and expects that person to tell others may elicit bias claims among workers. It is vital to pass information formally as well as initiate negotiations in a structural and systematic manner (Fealy, 1999). Nijdam (1997) states that an organization has a collection of various groups. These teams have to work towards a common goal. The success of the organization lies in the hands of the group’s ability to work in unity. Either, in reference to my experience, all workers should be given an opportunity to participate in decision making. Presently, the organizational systems are becoming more and more complex; leaders need to establish cohesive and effective relationships between teams. Gezeravci (2008) asserts that the major factor for organization team effectiveness lies in the procedural process of problem solving and decision making. Firstly, it is critical to identify the problem and set it apart from its symptoms. As a team, develop a suitable criterion for problem solving and then get as much information that is relevant to the problem in question. The team should choose solutions and various courses of action and evaluate them keenly based on the set objectives. After proper scrutiny and consideration of all the member’s ideas, a decision can be made and it is bound to be implemented and bear success. In my point of view, regardless of the approach to problem solving, the decision arrived at must be shared and agreed upon by all the team members. To sum it all, reflective practice is very important for all professionals who intend to handle people when performing their duties and responsibilities. I have learnt that it enables nurses to manage their personal feelings and emotions when addressing the patient’s health and wellbeing. This line of duty needs constant reflection, actually on daily basis. The most hectic days need a lot of patience and application of the skills and expertise as we did in our group. With more time to reflect, time may be created to look up for new materials and information required to enhance our practice as students. As students, it could me enhance my patient care a great deal. I think it is up to us as student nurses to educate others who are associated with health care and the elderly to reflect in this manner and not carry out tasks which are abusive or not in the best interests of their patients. There are alternatives to putting organizational needs before the needs of patients. In my reflective essay, I presented my experience in a group managemnet activity in regards to the group’s team effectiveness and interpersonal relationships. My feelings, perceptions and lessons learnt during the activity have been outlined. Besides, I considered how organizations can enhance good interpersonal relationships and effective teams. In both arguments, it is precise that teams produce better results when well managed and establishes in terms of relationships and team effectiveness. Collective decision making and sharing responsibilities towards a common goal is the key to success. References Duke, S., Appleton, J., 2000. The use of reflection in a palliative care program: a quantitative Study of the development of reflective skills over an academic year. Journal of Advanced Nursing, 32 (6), 1557–1568. Fealy, G.M., 1999. The theory–practice relationship in nursing: the practitioner’s Perspective. Journal of Advanced Nursing, 30 (1), 74–82. Gezeravci, Alper. 2008. Analyzing Individual Decision Making Versus Group Decision Making for Alternative Selection. Air Force Institute of Technology, Wright-Patterson Air Force Base, Dayton, OH, June 2008. Kohl L. 2000. Practice based teaching and nurse education. Nursing Standard, 23, 38-42. Maughan, Bryan D. 2006. "Mentoring Among Scientists: Implications of Interpersonal Relationships within a Formal Mentoring Program", in: Winter Meeting and Nuclear Technology Expo, Albuquerque, NM, Nov. 12-16 Moonier, James E., Spencer L. Baker, and Mark L. Greene. 2008. Trust, Mistrust, and Organizational design: Understanding the Effects of Social Configurations. Naval Postgraduate School, Monterey, CA, Dec. 2008. Nijdam, J. 1997. The Functioning of Work Teams. Unpublished Master’s Thesis: University if Amsterdam. Salo, Mikael. 2006. The Relation between Group-Level Characteristics and Group Cohesion. National Defence College, Helsinki, Finland, Nov. 2006. Wageman, R. 1995. "Interdependence and Group Effectiveness". Administrative Science Quarterly 40 (1): 145–180 Wahba, A. & Bridwell, L., 1976. 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