Running head: CRITICAL ANALYSIS OF GROUP PROCESS

Critical Analysis of Group Process Tamara Putney Ferris State University

CRITICAL ANALYSIS OF GROUP PROCESS Critical Analysis of Group Process

The purpose of this paper is to critically analyze the group process utilized in Ferris State Universitys community nursing class, group four, community change project. Understanding fundamental theory of group formation, activity, and performance is critical for professional growth and for successful outcomes while working in groups. Examining the basic principles of Bertalanffys general systems theory, as discussed in Galanes & Adams (2009) and Tuckmans stages of group development, as explained by Kearney-Nunnery (2008) will allow the performance of this group to be examined. Learning from group performance defects and accepting constructive criticism will help future group performance and improve outcomes of group projects. Bertalanffys General Systems Theory When discussing the Bertalanffys general systems theory, a group qualifies as a system because it is made up of multiple people who have interdependent relationships (Galanes & Adams, 2009). It must be realized that this system is always changing and adapting to the surrounding environment (2009). Discussing the interdependent relationship of this system we see that each individual affects the other. Each person has a job to do that is dependent on the other doing his or hers. The performance of all these individuals directly affects the performance of the group itself (2009, p.55). If one member is absent, the group cannot effectively make decisions. On the other hand, when all members are present the group must be very organized and focused, or the product of the group is compromised. Input is a very important characteristic of group process and outcome. This is the information that comes in to the group, in any form. Each member will input unique information. It is not only is the expertise each group member brings, but their beliefs, attitudes,

CRITICAL ANALYSIS OF GROUP PROCESS and cultural (Galanes & Adams, 2009). These input values can really affect the groups final product. Throughput or the actual functioning of the system begins after the input is received and presented (Galanes & Adams, 2009, p.61.). The group dynamics are very evident with processing of the throughput. Each members response and opinion is unique because each member has different backgrounds, experience levels and goals in life. Output is what the system produces, or the group accomplishments. It could be something tangible or it could simply be changes in cohesiveness and attitude changes of the members (Galanes & Adams, 2009, p.63.). It is imperative for groups to remember that any change experienced in the cohesiveness and ability to communicate and understand each other can have a major impact on the output of the group. Another extremely crucial fundamental principle is the system property of nonsummativity (Galanes & Adams, 2009). This has to do with the synergy the group possesses. This principle basically says it is not only the sum of the parts of the group that make the whole (2009). The whole is actually affected by the synergy, or level of collaboration and energy that

the individuals of the group exhibit. We perform together, and represent a whole, but sometimes we perform excellent individually and make the whole stronger and more efficient. We cannot always assume that a group will be great because the individuals are talented. Tuckmans Stages of Group Development As Kearney-Nunnery (2008) explains, it is imperative to understand how to successfully progress through the stages of group development. Clear understanding of this process is very important to group work and nursing practice as a whole. Being a great leader means being adaptable and knowing what others need and how to motivate others to change and perform.

CRITICAL ANALYSIS OF GROUP PROCESS Tuckmans stages of group development include: forming, storming, norming, performing and termination or adjournment. Forming Kearney-Nunnery (2008) describes the group forming process as the initial development and creation stage of group development. This is the stage where team members come together

and get acquainted with each other and the purpose of the group (Kearney-Nunnery, 2008). It is this stage where the leader is identified, the group contract is started and goals are discussed (2008). According to Kearney-Nunnery (2008) the expected goal of this stage is for all members to develop a sense of trust (p.145). Storming In this phase of group development, group members get to know each other, develop roles, and better understand the content or purpose of the group formation; this stage is often challenging for the leader and can result in confrontation (Kearney-Nunnery, 2008). It is important to handle conflict early and rapidly in this stage to ensure group cohesion is promoted (2008). According to Kearney-Nunnery (2008) the expected goal of this stage is for all members to develop a sense of commitment (p.145). Norming In this phase of group development groups continue to bond (Kearney-Nunnery, 2008). Members become more comfortable with the purpose of the group, the members work on the details of the group contract and establish rules (2008). According to Kearney-Nunnery (2008) the expected goal of this stage is for all members to develop a sense of purpose (p.145).

CRITICAL ANALYSIS OF GROUP PROCESS Performing

According to Kearney-Nunnery (2008) the performing phase of group development is the actual work or output of the group. All discussion occurs and processes related to the intended purpose are completed in this phase. The leader is important in this phase, because they keep the members focused and on target for completion of the task or problem at hand (2008). According to Kearney-Nunnery (2008) the expected goal of this stage is for all members to develop a sense of hope (p.145). Termination or Adjournment This is the last phase of Tuckmans stages of group development (Kearney-Nunnery, 2008). This is the sense of accomplishment stage (p. 145). Group members have come to a conclusion, implementation or delivery of the output takes place and evaluation or debrief is done; group members then disperse (2008). Analysis When considering both the general systems theory and Tuckmans stages of group development it was found that this groups dynamics and performance followed the stages and theory relatively close. Conflict was never a major issue, nor was leadership challenge. With regard to Tuckmans phase one, forming, although groups were self-selected, many members of this group did not know each other prior to this class. Kim and I are colleagues at work so we opted to be in the same group. The purpose of the group was very clear and easily identifiable. Challenges to this group were distance and the skill level of computer users. No leader was ever formally identified but Kim and I took initiative and started prompting discussions on the board, and I drafted a group contract. Surprisingly, not one team member formally agreed to the contract. At this point we set very loose goals and got to know each other.

CRITICAL ANALYSIS OF GROUP PROCESS All members were adaptable and willing to rearrange home and work schedules to attend required group meetings. We operated as a democracy and since I had the most flexible schedule I usually adapted to the needs of those in the group with the more rigid schedules. In Tuckmans storming stage, we developed very specific goals for members based on self identified strengths, weaknesses and interests. At this point all members were responding

sparsely to the discussion board; we were still researching the project and scoping the work to be done. We started to develop a shallow sense of commitment to the project and to each other, and realized if we did not pull our weight, the project would fail. At this point Amy and Rebecca were slow to trust the group and the direction, and were also slow to fully engage. No leadership challenge occurred and I emerged as the main facilitator for the meetings and set the agenda and goals for future meetings. In this phase we utilized mid semester evaluations to identify strengths and weaknesses to build upon and improve our group process. Interestingly, the actions of one person truly affects the ability of others to take action on assigned tasks as suggested by Bertalanffys theory. When we started researching our topic it became apparent that the Kent County initial data extraction Kim and I did would be imperative, not only to help decide on a topic, but to drive the direction of other team member assignments and tasks. Once we decided on a topic, teen pregnancy, Kim and I rapidly mined for data that could support our hypotheses for why Kent County had such a continuing problem compared to the rest of the United States. We had to get this information done and presented to the group before we could proceed with the rest of the rubric items. Had Kim and I not completed our tasks on time, the group timeline would have been compromised. Since our first two phases were likely longer than they should have been, Tuckmans stage three, or norming, took shape rapidly. We really started to work together, established a

CRITICAL ANALYSIS OF GROUP PROCESS timeline and very specific goals for each person. We developed a deep sense of purpose and realized the gravity of the work. To accomplish the amount of work within the amount of time allotted we needed to divide into subgroups and reconvene frequently. We utilized the Internet, email, the discussion boards, texting and telephone calls to touch base several times a week. Interestingly, it was in this phase we developed a sense of trust. This was evident by the degree

of questions, and the expanded interest in the project information. We never cut corners; instead, we tried to find a way to say more about our project in the most efficient way possible. Once the group processed all the data and answered most of the questions on the rubric, we were able to begin to design our project presentation. It should be noted that our group was very productive because all members were always present, on time to meetings, and delivered what was promised in quality fashion. It was the performing stage where this group came together at 100% and accomplished all the tasks at hand. Not one person was lacking or not giving a full effort. Amy and Rebecca were quiet in the first two phases of our group development, but in the end really came through and fully contributed. The performance of this group was very cohesive, trusting and many times entertaining; it was a great learning experience. We learned a lot about our topic and Kent County and even expressed how great it would be to have a yearlong project to actually implement some of the great interventions to promote community health. The topic of teen pregnancy and prevention has many very controversial facets. Abortion, religious views, contraception practices and abstinence education were passionate topics of discussion in the first few meetings. It was an asset to have group members from different specialties with different backgrounds and religious views. Absolutely every member of the group respectfully gave

CRITICAL ANALYSIS OF GROUP PROCESS individual opinions and input on the direction our project should take. We had many nights of great conversation. The most difficult part of our project was coming up with interventions that would best

address all the very sensitive issues we found regarding teen pregnancy and prevention. We had one minor disagreement during the intervention decision-making process. A few members thought we should just use social media as an intervention while others thought it was too broad of an intervention to be feasible. Ultimately, through trusting and honest conversation, we resolved our differences and decided to combine our intervention ideas. I have to commend Kim, she was very frustrated at this point in the decision making process. She never veered from maintaining nothing less than a professional, courteous and understanding point of view in making her opinions known. It was Kim who came up with the great idea to harness social media (Facebook) and it was Sandra and Amy who came up with a great way to address the privacy issues that may exist for such an intervention, they did a great job. It was at this stage where we started to plan for the end. Overall, in accordance with typical system theory, our group operated very smooth after the first few meetings. Our group had amazing synergy, was organized and competent. Our dynamics and individual personalities ended up complimenting each other. We had a great sense of hope and were determined to finish our project on time and with great pride. It was in this performing stage where we started to assign terminal tasks such as PowerPoint layout, narration, and electronically submitting the project. In the end, the very last day, it took four of us to submit the assignment due to difficulties with the Ferris Connect computer system. Luckily, we were able to work through our problems and support each other.

CRITICAL ANALYSIS OF GROUP PROCESS After submitting the project, we entered the termination phase. We completed our final evaluations and shared information, as well as copies of the project. We thanked each other and will keep the lines of communication open for future projects. My biggest take away from this group experience is to be patient and respect group process. My mind tends to process and organize faster than most and I do not tolerate procrastination well. I also may have more time than many group members because I do not have children in my life. I have learned to be a better leader by identifying the strengths and weaknesses of others and leveraging those characteristics to motivate. Leaders are rarely respected if they are harsh dictators but rather democratic organized teammates. Based on this experience, I will continue to offer to form a group contract, because I think it is very important to set early expectations of groups. That said, in the future, I would request that everyone read and agree to the contract. Also, I will expand my thinking and critical analysis in future groups,

and in my practice, to continue to grow and work outside my comfort zone, as much as possible, to develop my skills. Up to this point in my continuing education pursuit, I have never relinquished the control of submitting the project and being the designer of the PowerPoint. Although it was very nerve wracking, everything turned out great. I will however, continue to push for earlier group member involvement and work the group process to produce a more thorough final product, I felt we were slightly rushed in the end. Everything I have learned this semester while working as part of this group can be directly applied to my professional nursing practice. Continuing to enhance my leadership and nursing performance and abilities will promote my professional goals, benefit my peers and promote better patient and community health outcomes.

CRITICAL ANALYSIS OF GROUP PROCESS References Galanes, G. & Adams, K. (2009). Effective group discussion: Theory and practice. (13th ed.). New York, NY: McGraw-Hill.

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Kearney-Nunnery, R. (2008). Advancing your career: Concepts of professional nursing.(4th ed.). Philadelphia: F.A. Davis Company.

CRITICAL ANALYSIS OF GROUP PROCESS Midterm Evaluations

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Collaborative Work Skills: Community Assessment Group Work Peer Evaluation

Evaluator Kim Weigel CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Provides work of the highest quality.

Person being evaluated Tami Putney

For each behavior provide specific examples of behavior.
Active participation in group project. Posting ideas and suggestions for project, meetings, and follow up meetings. Facilitated first group meeting. Drafted contact information, agenda, and meeting notes. Active participation in conference call. Offered suggestions for group project. Exceptional group effort. Leading discussions and initiating group meetings. On time for group meetings. Conference call meeting with a joinme.com link provided for first meeting. Additional face to face meetings. Frequent posts to the discussion board keeping group members abreast of progress.

Quality of Work

Time-management

Problem-solving

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Actively looks for and suggests solutions to problems. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Consistently stays focused on the task and what needs to be done. Very self-directed. Brings needed materials to meetings and is always ready to work. Work reflects this student's best efforts. Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Attitude

Suggested and negotiated topic for group work. Suggested and facilitated a joinme.com group meeting. Created a table to idetifiy necessary research data appropriate for project. Pleasant and appropriate during group meeting. Offered support and suggestions promoting group progress. Focused and attentive to group ideas and guiding group discussion. Provides summaries of contact information, meeting notes and research information. Prepared and looking ahead to plan group progress. Makes suggestion for meetings and follows up to facilitate meetings. yes

Focus on the task

Preparedness Pride Monitors Group Effectiveness

Frequent posts and comments via the discussion board

Working with Others

Very effective and offers insight and promotes conversation on board and in meetings.

CRITICAL ANALYSIS OF GROUP PROCESS Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group? Effective communicator and leader for our group project. Pleasant and professional communication and acknowledges work buy the group while offering support and guidance to complete the project. A pleasure to work with. Very supportive and offering assistance and structure to our group.

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Collaborative Work Skills: Community Assessment Group Work Peer Evaluation

Evaluator Amy Herrington CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Provides work of the highest quality.

Person being evaluated Tamara Putney

For each behavior provide specific examples of behavior.
Tamara has definitely taken on the role as the leader in this group, initiating the meetings and setting up the first meeting. Tamara has provided great ideas and helps keep the group moving. Tamara has provided wonderful information so far.

Quality of Work

Time-management

Problem-solving

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Actively looks for and suggests solutions to problems. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Consistently stays focused on the task and what needs to be done. Very self-directed. Brings needed materials to meetings and is always ready to work. Work reflects this student's best efforts.

Tamara has met all deadlines and appears to manage time very effectively, as aforementioned she helps keep the whole group on track.

When trying to decide on a topic, Tamara suggested different ideas to find a solution we could all agree on. Very pleasant and not publicly critical.

Attitude

Focus on the task

As previously stated, Tamara is clearly very self driven, knows what needs to be done and works to achieve it. Tamara was beyond prepared for our meeting, had researched and had the resources at hand. The work provided by Tamara has shown she has put in great effort.

Preparedness Pride

CRITICAL ANALYSIS OF GROUP PROCESS

Monitors Group Effectiveness
Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

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Tamara is updating often on our board and helping to keep the group working effectively.

Working with Others

Tamara does a great job of listening, as well as vocalizing.

Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group? Clearly you are a natural leader. You have taken this by the horns and have helped keep us on track. This is appreciated, just be sure not to take on too much responsibility. Thanks for all you have done!

Collaborative Work Skills: Community Assessment Group Work Peer Evaluation

Evaluator Rebecca Joostens CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Provides work of the highest quality.

Person being evaluated Tamara Putney

For each behavior provide specific examples of behavior.
Routinely provides input and aids in useful discussions on the discussion board.

Quality of Work

Work is complete and accurate and shows good thought process.

Time-management

Problem-solving

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Actively looks for and suggests solutions to problems. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Consistently stays focused on the task and what needs to be done. Very self-directed.

Have taken responsibilities and completed work in a timely manner.

Great discussion during our meetings that solved many group decisions. Appropriate, positive attitude that supports a good working environment.

Attitude

Focus on the task

All conversation and discussion have been well focused on the task at hand.

CRITICAL ANALYSIS OF GROUP PROCESS

Preparedness Pride Monitors Group Effectiveness
Brings needed materials to meetings and is always ready to work. Work reflects this student's best efforts. Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Timeliness for all work at meetings

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Timely and accurate work

Fully participates and is effective in working towards group goals

Working with Others

Work well with the team.

Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group?

Collaborative Work Skills: Community Assessment Group Work Peer Evaluation

Evaluator Sandra Gilman CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Provides work of the highest quality.

Person being evaluated Tamara Putney

For each behavior provide specific examples of behavior.
This is very true of Tamara, she set up a join me account for us to be able to utilize for meetings on a needs basis. In addition she takes initiative to communicate with the members and make sure everyone is on task Tamaras work is always well done, very accurate. She puts a lot of effort into it

Quality of Work

Time-management

Problem-solving

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Actively looks for and suggests solutions to problems. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Tamara has initiated group meetings and group tasks, her work is always timely

As mentioned she set up the join me account

Attitude

As a very positive attitude, is very helpful

CRITICAL ANALYSIS OF GROUP PROCESS

Focus on the task
Consistently stays focused on the task and what needs to be done. Very self-directed. Brings needed materials to meetings and is always ready to work. Work reflects this student's best efforts. Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. She is always on task. We all agreed upon a task at the last meeting and her work was timely and she posts regularly

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Preparedness Pride Monitors Group Effectiveness

She is always prepared, and initiates the meetings we have had Puts forth hard efforts to produce quality

She posts regularly, and replies to posts often

Working with Others

Very open minded and easy to work with

Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group? Tamara, does a great job, she works very hard and takes initiative to keep the whole group on task.

Mid Term Self Evaluation

Collaborative Work Skills: Community Assessment Group Work Peer Evaluation-MID TERM SELF EVAL

Evaluator Tamara Putney CATEGORY Contributions Description

Person being evaluated Tamara Putney

For each behavior provide specific examples of behavior.
Stimulated most conversation on discussion board. Initiated, and completed group contract, organized all meetings up to this point.

Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Provides work of the highest quality.

Quality of Work

Posted high quality of work and submitted more work than planned.

Time-management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Manages time well with all discussion board posts on time and initiates all meetings for group members.

CRITICAL ANALYSIS OF GROUP PROCESS

Problem-solving
Actively looks for and suggests solutions to problems. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Consistently stays focused on the task and what needs to be done. Very self-directed. Brings needed materials to meetings and is always ready to work. Work reflects this student's best efforts. Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

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Demonstrates problems solving skills as evidenced by the difficult time the group had making a decision on the topic for community change. Always has a positive attitude and wants others to do well.

Attitude

Focus on the task

Always focused on task and very independent

Preparedness Pride Monitors Group Effectiveness

Always prepared and assists others to be prepared.

Takes immense pride in all work, and is open to all ideas. Continuously initiates group conversation and takes initiative to get the project moving.

Working with Others

Attempts to work well with others. Is very open to new ideas and welcomes any constructive criticism.

Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group? During this mid term, the project is only about a quarter done. It is slightly frustrating, but understandable. I would like to see and will encourage more group participation in and collaboration moving forward. Kim is a very strong member, as is Sandra. Rebecca seems very busy, and Amy is very quiet and has yet to make major contributions. We will all work together to explore the strengths of members to bring the project together.

Final Evaluations Collaborative Work Skills: Community Assessment Group Work Peer Evaluation
Evaluator Kim Weigel CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort.

Person being evaluated Tami Putney

For each behavior provide specific examples of behavior.
Tami is a motivated and active participant in the group process. Posting ideas and suggestions for the project, meetings, and follow up meetings. Frequent posts to the discussion board. Tami facilitated the first group meeting and coordinated all subsequent group meetings with joinme.com and

CRITICAL ANALYSIS OF GROUP PROCESS

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conference calls. She drafted contact information, agendas, and meeting notes. Tami provided the original template for the slide show and offered critical input on research and creation of the slide presentation. Exceptional group participating in all group meetings, leading discussions, and initiating group meetings. Tamis attention to detail was valuable throughout the project and for the final edits of the project. Tami advanced on her own to draft the reference page and format all references into APA format. Excellent time management skill, attending all meetings prepared with an agenda and assigned task completed. Research and pertinent data was posted to the DB for all group members to comment. Tami made herself available for the last two days of the project to ensure that the editing was complete and appropriate. Going above and beyond and joining the DB from a family function to offer comments and provide final approval for the project. Suggested and negotiated the topic for group work and intervention. Suggested and facilitated joinme.com group meetings and supported them with conference calls. Created a table to identify necessary research data appropriate for the project. Supported and advised the group on the power point. Tami was always pleasant and appropriate when interacting with the group. Working in a small group, we were able to collaborate on research, trouble shoot pertinent research, and compile appropriate data. Tami lead the way creating slides, inputing information onto slides, and providing suggestions for narration that was appropriate. Tami offered ideas that guided the group to a final product that we could all be proud of. Focused and attentive to group ideas and guiding group discussion. Tami was the first to post to the DB addressing essential components of the group project: communication list, agendas, task assignments, and detailed lists of notes explaining ideas and suggestions. Prepared and looking ahead to plan group progress and schedule meetings Tami made herself available for last minute issues and edits. Tami further promoted the group experience by communicating via text message and phone calls. Collaborating with Tami was a pleasure, as she was always prepared with ideas and suggestions. Pride in her work was evident by the attention to detail and quality of the material she presented. As evidenced by her detail to the final edit of the slides. Frequent posts and comments via the discussion board. Following the DB and reaching out via email and phone to maintain lines of communication as the project reached completion.

Quality of Work

Provides work of the highest quality.

Time-management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Problem-solving

Actively looks for and suggests solutions to problems.

Attitude

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Preparedness

Brings needed materials to meetings and is always ready to work.

Pride Monitors Group Effectiveness

Work reflects this student's best efforts. Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.

CRITICAL ANALYSIS OF GROUP PROCESS

Working with Others
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Very effective and offers insight and promotes conversation on the board and in meetings. Tamis computer skills were evident as we prepared the powerpoint and she was effective in sharing her knowledge with others. Small meetings were effective to share the workload and complete the project.

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Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group? I would be proud to work with Tami on future projects. Her attention to detail and critical thinking was essential for developing this community-nursing project. She actively participated in brainstorming while offering support for individual ideas and facilitating forward momentum of the group process. Tamis computer and technology skills enabled our group to have effective communication and present a quality powerpoint project that met all of the criteria of the rubric. Tamis commitment to the group processed never waivered, as she was available from the formation of the group thru the final edit and submission of the project. One suggestion for future group projects would be to schedule meetings for the final edits and for final approval by the group.

Collaborative Work Skills: Community Assessment Group Work Peer Evaluation

Evaluator Amy Herrington CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Provides work of the highest quality.

Person being evaluated Tamara Putney

For each behavior provide specific examples of behavior.
Tamara has definitely taken on the role as the leader in this group, initiating the meetings and setting up the first meeting. Tamara has provided great ideas and helps keep the group moving. Tamara continued to facilitate meetings and keep the meetings on track. Tamara provided quality work and it was evident that she put a lot of time and effort into all work submitted. Tamara has met all deadlines and appears to manage time very effectively, as aforementioned she helps keep the whole group on track. Tamara would initiate meetings when needed and remind us all of deadlines.

Quality of Work

Time-management

Problem-solving

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Actively looks for and suggests solutions to problems.

Tamara provided a lot of solutions especially in regards to changes needed in the powerpoint.

CRITICAL ANALYSIS OF GROUP PROCESS

Attitude
Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Consistently stays focused on the task and what needs to be done. Very self-directed. Brings needed materials to meetings and is always ready to work. Work reflects this student's best efforts. Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Very pleasant and not publicly critical. Tamara always exhibited a positive attitude.

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Focus on the task

Preparedness Pride Monitors Group Effectiveness

As previously stated, Tamara is clearly very selfdriven, knows what needs to be done and works to achieve it. Tamara also submitted her work prior to deadlines and was always thinking ahead. Tamara was beyond prepared for our meetings, had researched and had the resources at hand. Tamaras work always reflected great effort, it was evident that Tamara takes great pride in all that she does. Tamara makes many suggestions and is often finding ways to make the group more effective.

Working with Others

Tamara does a great job of listening, as well as vocalizing. Tamara is supportive of others ideas and willing to compromise to include others ideas.

Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group? All of your natural leading abilities was very helpful, especially the facilitation of the group meetings. You were also willing to drive a great distance to meet up with other group members.

Collaborative Work Skills: Community Assessment Group Work Peer Evaluation

Evaluator Rebecca Joostens CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Provides work of the highest quality.

Person being evaluation Tamara Putney

For each behavior provide specific examples of behavior.
I am so impressed that you , and our whole group was always present at planned meetings and willing to work with and around everybodys varied schedule. You provided relevant ideas and contributed well to our discussions. Thank you for getting us organized early on in the project! Tami always completed assignments in a timely manner. All work was complete and thorough. Thank you so much for all the work you did with the power point; excellent job!

Quality of Work

CRITICAL ANALYSIS OF GROUP PROCESS

Time-management
Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Actively looks for and suggests solutions to problems. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Consistently stays focused on the task and what needs to be done. Very self-directed. Brings needed materials to meetings and is always ready to work. Work reflects this student's best efforts. Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

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Tami met all deadlines. Tami contributed to keeping our group on schedule and helped us to work ahead of schedule.

Problem-solving

Tami provided good insight to our project. She was a key player in identifying our project topic and initial research. Always willing to work well with the group.

Attitude

Focus on the task

All work and conversation were appropriately targeted at completion of the project.

Preparedness Pride Monitors Group Effectiveness

As with all group members, all materials were completed at our deadlines. You were always prepared for our meetings and ready to discuss. It appears that you take pride in your work and did an excellent job with your portion of the project. You actively participated and made suggestions when needing ideas to move forward.

Working with Others

Tami listened well and was willing and able to share her thoughts. She was supportive of all other members of the group.

Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group?

Collaborative Work Skills: Community Assessment Group Work Peer Evaluation

Evaluator Sandra Gilman CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort.

Person being evaluated Tamara Putney

For each behavior provide specific examples of behavior.
Tami worked collaboratively with Kim to do extensive research which was used through our entire project. Tami exhibited excellent leadership by setting up meetings on Join Me which was a very helpful due to the distance between each of us. Tami and Kim worked very hard to present several power point slides,

CRITICAL ANALYSIS OF GROUP PROCESS

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provided graphs which were created by them. Tami was definitely instrumental through this entire group project.

Quality of Work

Provides work of the highest quality.

Time-management

Problem-solving

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Actively looks for and suggests solutions to problems.

Tami has high standards for the work she does. It was evident in each of her contributions. She initiated several meetings throughout the group process to brainstorm ideas and proof read and re view completed projects. Tami checked the discussion board regularly; she posted and responded in a very timely manner. Tami facilitated all of our group meetings on Join Me which were always timely. All of the work she provided was done before the deadlines determined by the group.

Attitude

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Consistently stays focused on the task and what needs to be done. Very self-directed.

Tami took the initiative to find solutions to barriers experienced by the group. For each meeting she set up the conference calls, and once the rough draft was complete she used brainstorming to troubleshoot formatting of the power point as needed. Tami was always positive about the group work provided. Offered feedback in a positive manner. She was always respectful to each group member. Tami remained focus on the task throughout the semester. She initiated many conversations and challenged others to remain engaged with the project. Tami led each of our meetings; she kept the group on task with the subject at hand and was very respectful in doing so. Tami was always prepared for every meeting we had. Did research prior to meetings and had a good understanding of the content to be reviewed. Tami took the initiative to review drafts of the project to produce a quality proposal. Tami also took the initiative to create an impromptu meeting to run through the final draft to ensure consistency throughout the entire presentation. Tami took initiative to initiate a group meeting in early June, to get the group started early. When group members posted various research and suggestions Tami, reviewed and offered suggestions in a respectful manner. Tami is very flexible, worked around each group members schedules to the best of her abilities. Very open to new ideas. She responded well to feedback and delivered feedback to others in a constructive respectful manner. Tamis collaborative partnership was instrumental in creating our quality power point proposal.

Focus on the task

Preparedness Pride

Brings needed materials to meetings and is always ready to work. Work reflects this student's best efforts.

Monitors Group Effectiveness

Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Working with Others

Provide a brief narrative evaluative statement of each group members group behaviorswhat would you like him/her to know if you were to work in another group together. What was useful, what could change to help the group?

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Tami was a pleasure to work with. She was a clear leader on the project, and initiated much of the conversation in the beginning to get the project started. She always provided great quality, informative information to include in the project. The Join Me meetings were so helpful when discussing topics and especially when reviewing the power point content for potential grammatical errors. This group would not have been as successful without Tami, thank you for all your hard work!!! We worked very well together as a group, I would do a group project with you any day!!!

Final Self Evaluation

Collaborative Work Skills: Community Assessment Group Work Peer Evaluation-FINAL SELF EVAL Evaluator Tamara Putney CATEGORY Contributions Description
Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Provides work of the highest quality.

Person being evaluated Tamara Putney

For each behavior provide specific examples of behavior.
Stimulated much of the conversation on discussion board. Helped keep the group on task. Initiated, and completed group contract, organized many meetings and participated in finalized content and submission of project. Posted high quality of work and submitted more work than planned.

Quality of Work

Time-management

Problem-solving

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Actively looks for and suggests solutions to problems. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Consistently stays focused on the task and what needs to be done. Very self-directed. Brings needed materials to meetings and is always ready to work.

Managed time well, responded timely on message board, via email and phone. Was able to make time during work so others didnt have to miss work.

Attitude

Demonstrated problem-solving skills by suggesting creative solutions for the barriers we encountered with schedules for meetings, meeting types, and PowerPoint design and submission issues. Always has a positive attitude and wants others to do well.

Focus on the task

Always focused on task and very independent.

Preparedness

Always prepared and assists others to be prepared. Provided others with tools, direction and even computers to accomplish their tasks as well.

CRITICAL ANALYSIS OF GROUP PROCESS

Pride Monitors Group Effectiveness
Work reflects this student's best efforts. Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Takes immense pride in all work, and is open to all ideas.

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Made efforts to continually engage group, make the best use of group meetings and phone calls and made subgroups to compete certain areas of project when all group members were unable to be present. Attempts to work well with others. Is very open to new ideas and welcomes any constructive criticism.

Working with Others

Group experience went well, participation was equal and project turned out great. Each group member stepped up and did their part according to what the felt most comfortable with or wanted to get better at. It was nice, although frustrating at times, to give other group members the opportunity to learn new skills. An example was when Rebecca had never timed a PowerPoint. We knew it would be a learning curve, but she was willing to take the challenge. We helped her and she did a great job, right on time. This was a strong group and easy to work with, but I still have a lot to learn about leading groups.

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Student Name: Tamara Putney Grading Rubric for Critical Analysis of Group Process Paper Grade Criteria A,A Writer clearly and succinctly describes the evolution of the group over time. 92-100 Writer insightfully analyzes the groups interactions. Exceeds Writer identifies and effectively uses group theory concepts to analyze the Expectations groups process. Examples and references add clarity. 100 Writer identifies and effectively uses group theory concepts to analyze own Excellent analysis behaviors and role in the group. Examples and references add clarity. and well written. Effective use of own and others summative evaluations in analysis. Not all groups References scholarly and support analysis. work out well. Author makes no errors in grammar, usage, spelling or APA that distract the reader Sounds like this from the content. May have rare minor error. Well written, clear, uses scholarly was a great writing conventions, i.e. introduction, transitions, conclusion.

learning experience for you.

B+,B,B80-91 Meets Expectations

Description is fairly clear, may be overly wordy or incomplete. Group changes over time are apparent. Writer analyzes some of groups interactions, but analysis doesn't provide new insights. Writer provides some details to support conclusions Writer discusses process and theory but doesnt make a strong connection. Lacks insight and/or support Writer describes own behaviors but analysis and insight lacks depth. Examples and references present but not always relevant. Uses evaluations in somewhat of an analytic way (may be more as narrative). References a mix of scholarly and general sources and/or not effectively supports analysis. Author makes 1-2 errors in grammar, spelling or APA that may distract the reader from the content. May have few minor errors. Mostly well written, clear, uses most scholarly writing conventions, i.e. introduction, transitions, conclusion. Description is clear in most areas, lacks precision in some descriptions or evolution concepts may be unclear. Writer is very general about interactions, details, progression. Conclusions are very general and evidence slim regarding own role within the group. Uses some of evaluations, may be some missing, incomplete or may not have submitted all to peers. References are primarily not scholarly and may not be used to support analysis. Author makes 3-4 errors in grammar, spelling or APA that distract the reader from the content. Contains multiple minor errors. Still needs editing, somewhat conversational or unduly informal in tone. Lacks some of scholarly writing conventions, i.e. introduction, transitions, conclusion.

C+,C,C72-81 Approaches Expectations

CRITICAL ANALYSIS OF GROUP PROCESS

D+,D,D62-71 Needs Improvement

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Writer is unclear on group evolution. May describe events or incidents rather than frame within group theory. Writer is inaccurate or provides no support. Writer doesn't relate theory to group process or evolution Writer shows lack of awareness of own role in group. Does not use own or peers formative or summative evaluations. Did not provide evaluations to peers. Little to no analysis. References absent or inappropriate. Author makes more than 4 errors in grammar, spelling or APA that distract the reader from the content. Contains additional significant errors. Poorly written with multiple writing errors, word misuse, lacks scholarly writing conventions. Missing, plagiarized, or does not address the assignment criteria.

F <71