Alev Kocak - 3895037|
12 March 2013|
The team selection process was conducted through a variety of steps including separation through levels of team roles. These team roles were leader, thinker, achiever, carer and doer. The 30 students were then asked to form groups containing each role and also had to have gender differences. Once the teams were formed, each time was then asked to make a team name and broadly speak about their expectations from one another about group work.
During the selection and the formation of the groups there was a lot of misuse of time due to the group members getting to know each other. As the set duration was fading, the teams had to pick up their pace in order to get the required elements completed. ‘As a member of a team, you will learn and practice collective decision making and collaboration.’ (Fogler 2008, p25)
Individually I gained knowledge through time passing and once the class had been completed as I was able to reflect. The team I am involved with showed a lot of cooperation and showed positive outcomes through the small activities. This made me feel much more relieved knowing that the variety of personalities will be very beneficial for the group assignments.
This plan was processed in a decent way which improvised a positive outcome. All of the groups perceived a pleased atmosphere proving that this selection was very suitable for our class and would be for other team environments.
H. Scott Fogler, 2008, Strategies for Creative Problem Solving, 2nd edn, Pearson Education, U.S