Benne and Sheats argue that member roles receive very little attention in groups because most of the limelight goes to so-called leaders. Please
- characterize the function/purpose of the true/false section of the Functional Group Roles exam and
- summarize what you’ve learned from the experiential methodology of our class/group to date.
Be sure to include a link to your detailed “If statement” expansions on the True/False questions that you’ve written in your own Weblog!
Thursday May 1, 2008 at 12:30 pm
The function and purpose of the true false section although I was not in the last class when this was discussed is important because it lets other group members observe how they view themselves among the group. I stated in the true/false exam that I thought I was a leader the majority of the time, to other group members this might be completely false. It is imperative that to understand other group members and work together cooperatively that people understand the roles that they funtion as inside of the group. A group wont funticiton well if all 5 group members identify themseleves as leaders will it? Much like on the first day of class when nearly the entire class got up and said they were leaders and went to the downstairs classroom. As class has progressed I have seen many of those so called “leaders” do nothing in their sub groups nor in the larger group. They rarely participate and even show up. What kind of leader do they think they are? A silent one?
I have learned from the experimental methodology of our class that confusion among a group actually brings out the roles of different group members. I never knew all the different roles that actively contribute to the success of a group. I never considered myself and energizer until Steph coined me as that, and once I read the description I agree that it does a pretty good job of identifying my role among the group!
CHECK OUT MY ANSWERS!
http://samesies20.wordpress.com/2008/05/01/harsh-group-leader-or-friendly-and-understanding-ohh-the-choices/
Thursday May 1, 2008 at 1:21 pm
The function and purpose of the true/false section was to make us think critically about our different roles within the class. These questions were sometimes complicated because the roles that we are playing during class can change very often. I think that the true/false section made us more aware of how we personally view ourselves in regards to different roles. It’s sometimes easier to label someone else as a certain role than it is to label yourself as a certain role.
So far from the methodology I’ve learned that a group operates and is shaped through its experiences. If the methodology in this class was “normal” then many times the roles that are required for a group to deal with adversity and confusion would not be as salient. I think that the more a group undergoes together the more of a cohesive unit it becomes. By employing this methodology on our group it gives the group a way to bond together to deal with a certain goal, and problem (confusion, ambiguity, etc) together.
Here’s my answers:
http://ap1115.wordpress.com/2008/05/01/true-or-false-this-is-a-cool-relevant-title/
Saturday May 3, 2008 at 2:57 pm
For me, the main function and purpose on the true false section of the functional group roles exam served as a sort of reading comprehension. The reading was interesting and helpful but there were many things that I understood even better because we had to actually give reasons for our answers with our part B assignment. This helped me not only to comprehend the material, but to really look closely at my own, and other members imperative roles within the group. The quiz also provided much insight to you (and to us now that we have posted the answers to the quiz) about each individual, weather one thinks the quality of group production is dependent on them or not says a lot about their interest and commitment to the group.
Ive learned so much from the experiential methodology of our class. I never realized the importance of a group dynamic, and the fact the dynamic of a group is able to be morphed in order to obtain optimum success. Before this class, I understood the qualities and expectations of a leader, but not the importance of every other aspect and member of the group. It has been beneficial that in this class we have been learning through experience, not through previously written textbooks, or a descriptive syllabus, or multiple choice exams. I have realized that in previous group work in other classes my frame has prevented me from being the most successful member of a group that I could be. Because we have continuously been put in uncomfortable or new situations within the class, each individuals frame has broadened and now were able to really prosper in this group!
http://summer22.wordpress.com/2008/05/03/alycoordinatorrecorderinitiator/
Saturday May 3, 2008 at 4:48 pm
The purpose of the true/false section of the exam was to evaluate our own contribution to the group. This further part we had to complete with explaining our answers, has encouraged us to really explain what we mean by our contributions. Instead of just reading about roles within a group, we are able to actually fit a role onto ourselves, or rather see how we fit into different roles. Reading on a subject and then actually applying it to ourselves is the type of experiential methodology of learning that I think Steph intended for our class. It has been an interesting experience in this class being our own case study. I am part of the group that is observed, but I also get to observe other groups interacting as well. So this is a different type of methodology. Its not just me as the observed, but I also get to be an observer, while also learning how other observe as well. I think it has been effective, and I enjoy “hands on” learning much more than a typical classroom setting. It has been a positive experience.
We are so ready!
http://freshkicks6.wordpress.com/2008/05/03/we-are-so-ready/
Saturday May 3, 2008 at 9:35 pm
I think that the true/false section was to establish in both Steph’s and our own minds what we have learned about ourselves and working in groups. There is a lot more to group dynamics then I thought. This class has taught me a lot about roles within groups and decision making and even the communication that is portrayed without even speaking! Here is some of what I learned and my experiences within this class!
http://aligirl22.wordpress.com/2008/05/04/portion-b/
Saturday May 3, 2008 at 9:56 pm
I think that the true/false section made us relate our activities and experiences with groups in this class with the Benne and Sheats ideas to see if they were compatible with us. For the most part, I was right in line with what Benne and Sheats were saying. Some of the ideas were not exactly what I had thought of when I see a group. One point that I disagree on is the self related or non group related thoughts. The article explains that people who are involved with group-irrelevant thoughts and ideas are always negative towards the group. I know of at least one instance when this is false. On a baseball team for example, a batter should be only worried about winning the games. They should do whatever it takes to win the game. They shouldn’t be self centered with their batting average, stats, or salary that will come with personal stats. Sometimes making an out works against stats, but better for the team (example: sacrifice bunting). I just think that even though some of these players or group members worry about them selves. That could also be a driving factor for them to help the group in order to help themselves as individuals. Same could be said about our group in class. Some people care about the wiki project. Some people just care about a grade. Either way, self centered or group centered, they are both motivated to do a good job. This helps the group create a good wiki project either way.
I have learned that different roles will be taken on in groups by people if they are thrown outside of the normal college classroom. The experimental methodology taught me that there are different ways to act as a group. The members of a group function different tasks but one is not more important than another. I always thought that someone who is playing a role by second guessing a group’s decision is negative for the group’s progress. In this class I have seen many different ideas be reformed to make better ones and people performing different roles in order to make that happen. These roles are communicated by our group and discussed more at:
http://akademakid.wordpress.com/
Saturday May 3, 2008 at 11:00 pm
The purpose of the true/ false exam is to further question where we are individually and as a group in terms of dynamics and the different stages. It is a way to step back and think of this experience as a whole instead of in little fragments.
I’ve learned a few unexpected things in this class. I never really stepped outside of the box and looked at how groups function before. I’ve also learned that being confused or having vagueness constantly only forces us to do more. We don’t need a teacher or boss telling us what to do, we actually have the skills to take the initiative ourselves. We might be able to actually accomplish something that up until 3 weeks ago we never thought we could!
http://moses84.wordpress.com/2008/05/03/functional-roles-will-be-the-death-of-me-in-the-last-2-weeks/
Saturday May 3, 2008 at 11:22 pm
The purpose of the true/false section of the functional group roles exam is to let us understand and recognize which functional roles we have in groups. It tests our understanding on the functional roles of group members reading by Benne and Sheats. It is not just how we identify ourselves with the labels in the reading but to understand how our roles help/work in the group. I’ve learned that membership roles are as important as leadership roles and in terms of decision-making, it is far more complicate than we thought we knew.
http://abccccc.wordpress.com/2008/05/03/test-online-portion-b/
Sunday May 4, 2008 at 11:56 am
As some of the replies above me have already stated, the T/F exam forced individuals to critically think about how they function in a group based on the experience in the class thus far. The critical thinking was two-fold. First we provided our initial reactions to the statements, then we reacted to Steph’s challenges to our thoughts.
I’ve learned that given very, very little guidance, and a group of people forced to be in the same place at the same time (and some motivation for a good grade), something will get done. As that group of people get to know each other, roles begin to develop and tasking becomes much easier. I’ve also learned things about myself that a conventional class could not have provided. The things we’ve learned will sink in and reach further in scope because we have learned them through experience and not memorization. I don’t like reading any of the materials passed out in class because they’re boring. I’d rather learn the concepts on my own through experience.
http://ehanft.wordpress.com/2008/05/04/cool-relevant/
Sunday May 4, 2008 at 2:02 pm
After completing the true and false questioned posed, I really am getting the sense of the class on the whole spectrum now. I am finally out of my confusion that I have been in for so long! I really see the class coming together finally.
The true and false questions present us with ways of looking at not only ourselves, but others within our group. It makes us not only look at leaders, but other group members as well. A group is not simply made up of followers, but a system of intricate group members that serve various purposes.
I have really learned that the line between leader and follower is not so fine, and there is a broad spectrum of variations. This class has really opened my eyes to a different style of teaching, and learning for that matter. I’ve learned that whether you are a leader, follower or somewhere in between, your role can be just as important as the next.
http://funinsun.wordpress.com/2008/05/04/a-member-finally-out-of-confusion/
Sunday May 4, 2008 at 2:39 pm
The true and false portion definitely allowed me to take a look at myself and analyze my own role in our group’s progress and success. By analyzing myself, I will be better able to understand why my peers have analyzed me the way they have when we receive our feedback this week. Whatever they may say about me will not come as much of a surprise due to my self-analyzation. I did not really learn anything new about myself through the True/False answers, but it was a reminder of the qualities I possess that help the group move along in a positive manner.
http://getoutakingshous.wordpress.com/
Sunday May 4, 2008 at 10:24 pm
The purpose of this exam thing was to make us think about what we have done over the course of this semester. It forced us to think of what we have actually brought to the table and reflect upon it. At times I noticed that we all can play certain roles for certain groups to make something succesful.
http://bradytomoss.wordpress.com/2008/05/05/answers-to-questions/
Sunday May 4, 2008 at 10:27 pm
It seems like the test had a few main functions. First and most obviously, to check that we’ve at least glanced through the article. Or if we haven’t done so yet, to ensure that we do. Secondly, to me the test seemed rhetorical. That is, in a lot of places it was listing the things we should have learned at this point in the semester. At times it asked you to think about your role as a member of the group. This forced you to reflect upon the semester.
What I’ve learned is that it is very difficult to function in a moderately large group without any clear direction. It takes a lot of time and discussion to get anything done.
Sunday May 4, 2008 at 10:28 pm
oh yea
Surprise finals are very relevant to my life – not cool
Sunday May 4, 2008 at 10:43 pm
As usual I had no idea what we were doing with the true false work. I sent myself a text saying which ones I said true and which ones I said false to and of course it somehow got deleted. Had to go with my gut instinct on my responses…but pretty sure I came close to my answers in class.
http://princess3.wordpress.com/?p=12
Sunday May 4, 2008 at 10:52 pm
I feel that the true false portion was to make us be self reflective, and also to force us to back up our claims. (If we say we are capable of adapting to roles, it makes sense to prove or explain that.) The true false portion of the exam provided a way to asess yourself in a way, in terms of how successful one was at becoming role oriented, a task I was not completely consious of chasing.
I would say I have learned a fair amount from the expirimental methodology used in this class, and more so in the group as a whole. The methods that we use in this class all seem foreign to me as I have never been involved in anything similar to this before. I have learned about the inner workings of a group that otherwise i would probably have never noticed. I have observed how things and dynamics change as the group becomes more close and how affective this makes the group in terms of working to complete a task.
http://mmfood.wordpress.com/2008/05/05/cierto-o-falso/
Sunday May 4, 2008 at 10:55 pm
The purpose of the true/false section of the Functional Group Roles exam was to make us think about the roles that we have taken as a group member. It made us think critically with examples about our particular roles. It allowed us to take notice to the progress we have made and hopefully help us in the future with designating ourselves with vital roles as a group member.
I definitely agree with Samsies20 that the confusion our class has had for the entire semester in terms of work due and roles assigned has actually forced us to take on particular roles that we may not have if it was a set curriculum or designated roles given. I still think that the design of this course could have been a little more clear and perhaps our functional roles could have been a little more functional. But as for now I think our class as a whole did a great job working through it!
Check out my personal feelings on My Functional Roles as a Group Member and see what you think =)
http://buckets34.wordpress.com/
Sunday May 4, 2008 at 11:04 pm
1. I believe Steph’s purpose/reasoning behind giving out for the the true/false section of the Functional Group Roles Exam was to bring attention to our own response-ability (responsibility). The Benne & Sheats article points out the importance of every group member in the final product of a group instead of placing the burden on the ‘leaders’. By giving us a deceiving impression, that our exam performance would reflect our ability to memorize what was in the hand out, Steph shook us up and got our attention to study and learn about the concepts. Then when we were all settled down and in ‘ready for serious test ass-kicking’ mode we were instead given a turn around and made to reflect on our own level of contribution to the group’s progress. I felt it really drove the point home that I/we are all collectively responsible for what we have/haven’t accomplished and that we could have and can exercise greater individual action in this project.
2. I learned that I am shaken up by uncertainty aka irritable, annoyed, confused, flustered, and demoralized. Also how much structure and frames are built within a typical class, how this has probably been the result of evolving approaches, that at some point a group was probably in a similar situation as we were at fist but through times systems, frames and approaches were built to create more efficiency. I also realized how our typical, pre-thought-out, structured and thus efficient class setup also undermines our confidence in our ability to create structure from a chaotic situation. Looking back now I feel like we were a bit handicapped (not that we aren’t still , much love guys) by our previous conditioning. We have this expectation of having everything planned out for us. It takes away a frame that says ‘hey I can use my imagination and creativity to actively solve a problem as soon as it pops up’. We’re used to having that responsibility put in someone else’s hands. I notice my uncle has this resourceful, inventive approach to life when I worked with him during past summers. Having taken this class I realize that perhaps this is where his ‘street smarts’ comes from. He stopped going to school when he was young, maybe by staying out of the school system resulted in him having a different frame, approach or way of seeing situations. I think I’m going in loops at this point but basically we don’t learn to be creative because no one’s ever told us we could. I stole that quote/paraphrase from someone. I think they’re dead and were around way before copyrights existed so I think I’m cool.
http://sedona1.wordpress.com/2008/05/04/never-have-i-ever/
Sunday May 4, 2008 at 11:33 pm
I think the purpose of the true false section of the test was for Steph to get a sense of where we stand on matters of (functional) group roles.
maybe I’m just too tired (or frustrated by my infuriatingly erratic internet tonight) to understand exactly what is meant by “experiential methodology.” Does this mean the method used in the course in which we studied through experiencing? Or something else? Sorry…
http://vertebralsilence.wordpress.com/2008/05/05/truefalse-reflections/
Monday May 5, 2008 at 3:16 am
I was also confused by this vert. Perhaps because I was not there last class? Or maybe it is because it is after 3 in the morning…
I think that the purpose of the true/false section was mainly to get a sense of what we, as a class, have learned so far. I think that it was also a way for us students to evaluate and review what we have learned ourselves. Prior to completing that portion of the exam, I really had not realized what I have learned thus far, or what my own personal roles have been.
As for the “experiemental methodology,” I certainly have learned how important it is for people, in general, to have structure. This is especially true for students in a classroom environment. Without the normal class structure that we have become accustomed to, we all seemed to share feelings of confusion and frustration. I, along with Sedona, also learned how “shaken up” I become with lack of certainty. All in all I feel that this experimental approach to class has taught me a lot about myself.
…does this mean I can go to bed now?
http://ch0c0latemilk.wordpress.com/2008/05/05/am-i-alive-right-now/
Monday May 5, 2008 at 3:21 am
hmmmm did my comment post?
Monday May 5, 2008 at 1:30 pm
Well….
I think the purpose of this was to demonstrate our learning of the subject matter regarding group roles, and to identify them in actual group workings.
The methodology of this class has been far different from any other, and certainly not easy. As soon as the frame of the educational environment changed, everything was back to square one. It makes me wonder how people studying in countries foreign to themselves learn how to adjust…
http://churchofgoogle.wordpress.com/2008/05/05/online-portion-b-what-in-hell-have-i-actually-been-doing/
Monday May 12, 2008 at 5:42 am
[...] Sunday May 11, 2008 situated for success Posted by Stephanie Jo Kent under Creating a Conversation, Small Group Communication, citizenship, learning, teaching We will end next week (finals) but today is officially the last day of class. You could enter the wikicreation of our class through the homepage, or you can come in through the lens of any number of individual characters who composed the group. All I can tell you is that our group is full of “functional people“! “…being confused or having vagueness constantly only forces us to do more. We don’t need a teacher or boss telling us what to do, we actually have the skills to take the initiative ourselves.” (moses84) [...]