Essay About Group Presentations

Essay About Group Presentations-17
At some point, during the collegiate career, students are likely to be required to make an academic presentation for different class projects.

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Arguably, these suggestions are the possible corrective actions and this approach would help to increase sharing of responsibility for the outcomes of the suggested solutions and enhance group unity. Further, the conflict-based discussions enabled the group members to create and capture the value of the message for the intended audience. Group Dynamics: Theory, Research and Practice, 12 (3), 210-222.

Additionally, the discussions enabled the team members to select the most possible amount of the supporting evidence that proved the reliability of our arguments. Retrieved from https://facultystaff.richmond.edu/~dforsyth/pubs/burnetteforsyth2008Cares, J., & Miskel, J.

I was responsible for the functions of the subordinate and my role behavior was to coordinate the conflicting discussions and the direction towards the possible resolving outcomes. A multi-level examination of supervisors’ and subordinates’ personality and role behavior: Implications for work group effectiveness. Retrieved from The writer tried to sound like a professor, but instead sounded like a mumbling student who was trying to find his or her way through a complicated subject.

Further, I had to select the provided by the group-members during the discussion and provide the draft of the generated ideas as the solutions to the problems in question. There were more missing words than missing children in the world, and the grammar was done by a hipster would smoked too much marijuana.

These aspects impeded our appropriate decision-making initiatives in terms of framing and tailoring of the presentation details.

Just like any other group-work, hierarchical-structured model was the basis of my experience in presentation development where the overall group performance concentrated with the leader’s positioning within the context of social structure of the group.The negative experience of the discussion of constructive feedback to the disclosed information and participants’ unwillingness or reluctance to engage in the discussions.According to the “Johari Window” context, conflict-based discussions have a tendency to provoke the development of “group-think” or “risky-cautions shift” when participants chose to fragment relevant information in order to avoid biases associated with the proposed solutions (Smith, 2005, n. Consequently, the team-members may experience “group conflict perceptual asymmetry” when there is different conflict perception among team-members in terms of individual level values and assumptions (Jehn et al., 2010, p. As a result, the negative towards conflicting discussions aimed at with adopting versions of risky choices by group-members when they withheld relevant information or became personally related to the content of conflicting discussions.Indeed, the workable alternatives helped us proactively Notably, applying consistence with the context of typical patterns of team conflict, the experience of our team was effective in terms of the emergence of positive discussion outcomes since the nature of simulation technique allowed us not to experience “routine” and “relationship conflict” on the individual interactive level (“The Two Sides of Conflict”, n.d.).level of detail and its support with the respective amount of evidence collected by the means of the conflict-escalating discussions that encouraged participants to prove the reliability of the suggested details.Consequently, the context of “the expectation states theoryof group-members’ traits that provided team support would surpass subordination to perform task-related obligations. Retrieved March 17, 2014 from Skll/Johari The Two Sides of Conflict. Retrieved March 17, 2014 from Van Scotter, L., Sillers, D. In such a situation, the subordinates’ role behavior creates positive social influence on the conflict-escalating nature of (Van Scotter et al., 2011, p. Essentially, I had the task of selecting domain framework and documenting conceptual data needed to frame the discussed ideas- used during the storyline preparation – and evolving my cognition around the controversial suggestions of group members. Tuckman – forming, storming, norming and performing in groups, the encyclopaedia of informal education. Retrieved March 17, 2014 from Johari Window: Using self-discovery and communication to build trust. In this respect, my role was to act in agreeable terms with both conflicting sides and trying to excerpt the relevant information from their disagreeing and provoking questions and statements. Given the knowledge of the performance-based cognitive processes involved in the conflicting discussions, I assisted the group process through discovering fundamental strategies needed to establish the logic between every link of the presentation. A conflict is constructive if the resolution adopted by the aggrieved results in the group making improved choices and creative resolutions.Additionally, conflict leads to a better understanding of people and issues in a group as well as creative ways of taking advantage of opportunities and solving problems (Van Scotter et al., 2011).

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