Group Observation

This a group observation paper coming from the point of view of someone that has observed a BORDERLINE PERSONALITY DISORDER therapy group at a local mental health center for 3 sessions.

Remember the writer of this paper is just observing the group not leading the group.

I need a 4 page paper group observation paper on what took place during the group process. Tie your observation into the stages whenever possible (initial stage, transition stage and working stage), tell about the leader[s], any strategies, any evaluation of progress, how did the individuals behave, perform, were there any who did not participate, if pertinent how were they recruited etc.

The paper should be formatted as follows:

The group observation paper is a 4 page paper, 1-inch margins, times new roman, 12 point font.

It includes the following: name of group, type of group, goals of group (stated and unstated) and format of group.

Observations Papers will be evaluated on the following:

? Thoughtful discussion of leaders' and members' roles
? Critical analysis of problems that may have developed and how these were resolved
? Evidence that the student identified any ethical and cultural considerations that emerged
? Knowledge and identification of stage(s) of group development
? Identification of group goals and whether or not group goals were achieved and if not what impeded their progress.
? Analysis of how the student would have handled the group differently and how this would have impacted group relations and development
? Evidence that course material was read and applied to the group observation experience
? Evidence that the student can apply the course material to a real group
? Evidence of ability to think critically about the material

Group Project Proposal
Guidelines for Writing a Group Proposal

You may see this as just an academic exercise for this course, but it is more than that; it is an opportunity for you to develop a group or group idea in an area of life that is of interest or need for you. Some students will develop a group in an area of life that relates to them at the present, while others choose something that they may possibly do after completing their degree and may be working in a different field.

For example you may want to address a need in your family, or an area of need or interest in your community, church, agency, institution, or organization. A coach may want to research and develop ways of making his/her team more cohesive and productive; a person in a business, office, factory, or corporation may want to work on a group to accomplish various goals, training, or solving problems, etc. A person in the military may want to develop a therapeutic group or a team-building concept. A person in a school, church, agency, institution, or organization may want to develop a growth, problem-solving, counseling, therapeutic, educational, or training group. The possibilities are endless, and are only limited by your creativity.

It should have the following pieces or parts.

Cover Page: (In APA format the title page is page # 1.)

Abstract: (In APA format the abstract page is page 2, for information please see the APA writing guide. Then the body of your paper begins on page # 3.)

I. Introduction and Type of Group.

Provide a general overview of the area, concern, or problem to be addressed. Identify the specific population for whom the group will be formed. How will you identify this population and gain access to them, etc?

II. Rationale.

Describe the need or reasons for the group you are forming, meaning why do I want to develop this group, or why have I selected this particular group to develop? It could one or more of these: (a) personal knowledge, (b) the knowledge of the needs of the type of facility or organization for which you are conducting the group, (c) personal interest, (d) information from previously developed needs statements or research, (e) local needs or statistics.


III. Objectives and Outcomes

A. What will the group try to accomplish? What will members gain from participating in this group? What concepts, knowledge, or skills will be learned? Be specific. This answers the question ??" what are the major goals or objectives of this group?

B. What process, procedures, or actions will be necessary to accomplish the objectives? These deal with ??" what needs to be done in or with my group for most of its members to accomplish their goals or objectives.

C. How will the leader, group members, and the sponsoring organization know when the group has accomplished its stated objectives? This is usually determined by observable or measurable accomplishments or changes or knowledge or skills acquired, etc.

IV. Marketing or Recruiting. Describe how the group will be advertised or marketed to its intended audience or potential members. You may want to include samples in your appendix. This could be by personal invitation which is a very effective way, bulletin or mailing announcements, wall board advertisements, public service announcements in local media, local media advertising, and by networking or referral with other institutions, agencies, or professionals.

V. Screening and Selection of Group Members.

A. Describe the criteria for determining who should and should not be in the group. What type of people who should be in your group and could benefit from your services. What are the desired member traits?

B. How many members is the most desirable number to be in the group? Will new people be allowed to join the group once it has started? Will your group be open or closed, voluntary or involuntary?

C. What screening and selection procedures will be used in selecting group members? What specific questions will be asked of prospective group members? Will you utilize any type of pre-screening interview or test? What is your rationale for using these particular procedures? How will you convey the message to any who may be screened out of your group? Do you have alternatives in mind to meet the needs of any who may be screened out of your group? In many situations, but not all, this is very important.

VI. Selection of Group Leader(s).

A. What specific qualifications are needed to lead this group, including but not limited to training, expertise, skills, educational degrees, professional licenses, or credentials? Some of these, but not all may apply concerning leadership of your group.

B What personality and style of leadership is desired? This includes personality, style of leadership, theory and philosophy concerning groups, etc.

C. Do you prefer one leader which may or may not be you, or co-leadership?
If co-leadership is desired do you recommend male-female, husband-wife, talker-listener, supervisor-supervisee, etc?

Location, Time, and Duration

A. Where will the group meet?

B. How often will the group meet?

C. How long will each meeting last? Will you take breaks, serve Refreshments or provide Baby-sitting, if your group is for parents, etc?

VII. Structure and Ground Rules.

A. How will the members be prepared for the group experience?

B. What structure will your group have? Will the group be open or closed? Will tables be used? What will the seating arrangement be? Describe how issues such as confidentiality, feedback, interruption, attendance, homework, and so on will be handled.

C. To what degree will the ground rules and structuring be determined by group members, by an organization or institution, and to what degree by you?

IX. Group Sessions.

A. Outline, or explain the format and processes for your sessions. You will need to outline a meeting representative of each stage in the four stages of group process. Note: For example if your group has ten meetings you will need to state this, but you will only need to outline a meeting that is representative off each stage of group process as explained in chapters 5 ??" 8 in your textbook. Or if your group is an all-day marathon group being held on a Saturday, for example, you would only need to outline times representative of moving your group through the stages.

B. Start each session on a new page.

C. At a minimum, for each session include detailed discussions of:

1. Objective(s) e.g., concepts and skills to be learned.
2. Format for each group session, including interventions, presentations, and exercises, methods of introducing each session, ice-breaking techniques, and instructions for implementing.
3. Homework. (Not all groups or all sessions will have homework)

X. Follow Up


References (APA style Reference page)


Appendices (Not all proposals will have an appendix.)

Examples include: (a) marketing/recruiting materials (e.g., announcements, posters, and letters); (b) group exercises and icebreakers; (c) homework exercises; (d) contracts; and (e) informational handouts.

Length: 8 pages APA style, Because in APA format page 1 is the title page, page 2 is the abstract page, then the body of the text begins. And the last numbered page or pages are your Reference page, which is also called Bibliography in other writing styles.

Sources: Ten or more sources to be accessed, five of which should be cited in your project, either directly or by paraphrase, or by using a source(s) for Appendix material.

Chapter 8 Writing Assignment

From Chapter 8.
Text Book
Social Psychology (8E)
Saul Kassin, Steven Fein, Hazel Rose Marcus

Film Analysis

Watch the classic film 12 Angry Men (the black and white version starring Henry Fonda). Explain how various theories and research findings from various study of group processes are illustrated in this film. Define each course concept illustrated and explicitly describe how it is demonstrated in the film. Find at least three examples to discuss. As with all written assignments, your paper should be 2-3 pages and type written in 10 to 12 point font with 1 inch margins.

Dear Writer

Please perform written reflection of the group process ( 3 pages) .Please see Assignment Two from the Unit Guide and Topic on Group from the Study Guide

Due Date: Sat 21st May 2011 at 4 am AEST

Thank you

Melville Miranda
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The group should consist of the cargiver population in Miami, Fla.. The group consists of caregivers dealing with loved ones suffering from Alzheimer Disease. For every section listed please use subtitles for each subject !!!!!!!!!!!


623 ??" ADVANCED PRACTICE WITH GROUPS
ASSIGNMENT #1:
ANlALYZING GROUP PROCESS AND SKILL SELECTION
Introduction:
The purpose of this assignment is to help you to begin to carefully observe the many processes that occur during a group session. You will be expected to recognize basic group dynamics and how they impact on group process.
1. Briefly outline your intentions for the paper and describe the group that will be the focus of your observations. Provide a seating diagram for the group and describe the type of group being observed and discussed by you.


2. Discuss and evaluate the structural factors you think may have impacted the group and its work together. (For example, how do you think such factors as temporal factors, meeting space and furniture, member recruitment and selection efforts, member differentials and compositional balance, seating arrangement, leadership styles, etc. influenced the groups development? Did the groups homogeneity or heterogeneity enrich or constrain the group coming together? Also, how do you think experiences of oppression or privilege factor into the groups interactions?).


3.Using the guidelines presented in the class handout (Analyzing Group Process) as well as material presented in your textbooks and other assigned readings, present an evaluation of the groups actions, interactions, behaviors, and processes. The following list offers some suggestions to help you formulate your analysis discussion.
a. Norms and rituals (of behavior? of communication interactions?)

b.Expression of feelings/affect.

c.Membership dynamics (subgroups? insiders? outsiders?)

d. Participation (High/low participators? Which members talked to whom? Dominant members? Silent or non-participators? Did participation levels shift as the group continued?

e. Levels and styles of influence (Which members appear to have the most clout? Who was ignored or dismissed? Were there leadership struggles? What forms of influence or power were exhibited?)

f.How was conflict handled?

g.Member roles (monopolizers? scapegoats? isolates? cheerleaders? entertainers? intellectualizers?)

h.Developmental stages (inclusion-orientation, uncertainty-exploration, etc).

i.How did mutuality develop? (If it did not, what processes prevented it?).

4. Provide a brief discussion and evaluation of group leadership skills you observed the facilitator utilizing.

5. Imagine that the group will be meeting again next week, and when it does, you will be the facilitator. What do think might be the best next act on your part to help the groups development? Describe an activity or creative use of program that might help achieve this desired action. Identify a group practice model or approach with which this planned action might correspond.

Throughout your discussions in this assignment, integrate the group practice literature using the APA format that informed your understanding of group processes and your decisions about group practice skills that might be indicated. Your writing should richly demonstrate your engagement not only with assigned readings for this course, but with other salient practice literature.

Analyzing Group Process
(accompanies Assignment #1,)

All interpersonal interactions involve two primary components:

a) Content - deals with the overt subject matter, the words spoken, the observable actions taken, and the apparent task or intention upon which the interaction unit is engaged. For most interactions, the primary focus of our attention is usually on the content.

b) Process ??" concerns the affective, emotional, or relationship dynamics that are occurring between and to group members while the group is working. Sometimes, this is called the latent content.

In groups, a special kind of interactional process occurs which we call group process. Group process (or group dynamic) deals with such items as:

Group norms and rituals
Expression of feelings
Membership dynamics
Participation
Levels and styles of influence
Conflict management

Below are some guidelines meant to help you in your observations and analysis of group processes and the behaviors that indicate their existence.


A. Norms and Rituals

Standards or group rules may develop in groups that act to control the behavior of group members. Norms usually express the beliefs or desires of the majority of the group members as to which behaviors should or should not take place in the group. The norms may be clear to all members (explicit), known or sensed by only a few (implicit), or operate completely below the level of awareness of any group members (covert). Some norms facilitate group cohesion and progress; some norms hinder it. Rituals are examples of how norms are carried out within the group, and perhaps outside of the group.

Are certain topics or conversational areas avoided in the group (e.g. sex, religion, race, talk about feelings, discussion of the leaders behavior, etc.)? Who seems to reinforce this avoidance? How do they manage to reinforce this?

Are group members consistently nice or polite to each other? Are only positive feelings
expressed? Do members agree with each other too readily? What happens when members disagree?

Do you see norms and rituals in operation that impact the participation or the kinds of questions that are allowed? (e.g. If I talk, you must talk; If I tell my problems you have to tell your problems)? Do members feel free to probe each other about their feelings? Do questions tend to be restricted to intellectual topics or events outside of the group rather than feelings and processes happening in the group as they happen?


B. Expressions of Feelings

During group processes, feelings generated by the interaction between members are often observable. Feelings can be divided into mood which is what the client self-reports and affect which is the observed feeling state by the observer/ group members. However, these feelings however are usually not talked about. Those observing group processes may have to make guesses based on such things as tone of voice, facial expressions, gestures, body language, and any other signs or nonverbal cues.

? What observable behaviors might be signs or indications of the following feelings? (Anger, irritation, frustration, warmth, affection, excitement, boredom, fearfulness, defensiveness, competitiveness).

? Do you see any attempt by group members to block the expression of feelings, particularly
negative feelings? (This could be either blocking their own feelings or those of other
members?) How is this done? Does anyone in the group do this consistently? Is there
anyone whose emotional expressions are consistently blocked by others?

C. Membership Dynamics

A major concern for group members is the degree of acceptance or inclusion they may feel in the group. Different patterns of interaction may develop in the group which gives clues to the degree and kinds of membership.

? Are there sub-groups which have formed or that exist? For example, do two or three members consistently agree and support each other or consistently disagree and oppose one another?

? Do some people seem to be outside the group? Do some members seem to be part of an insider group? How are those who are viewed as outsiders treated?

D. Participation

A primary indication of overall involvement in the group is verbal participation. While it is not expected that everyone must participate equally, it is important to notice large differences in the degree to which members speak or participate.

? Who are the high participators? Who are the low participators? Did you see any shift in participation levels? (e.g., highs beome quiet; lows suddenly become talkative.) Did you see any possible reason for this change in the groups interaction?

? How are the silent members treated? How is their silence interpreted? Is this tolerance of silence consensual? Or is there some disagreement? Dose the silent member seem disinterested? Fearful? Belligerent?

? Who talks to whom? In other words, do some people only address their comments to certain people? Do some people avoid responding to or reacting to certain members? Do you see any reason for this in the groups interaction?

? Who keeps the ball rolling? Why? Do you see any reason for this in the groups interaction?


E. Influence

Influence and participation are not the same. Some people may speak very little, yet when they do, they capture the attention of the whole group. Others may talk a lot but are generally not listened to by other members. Influence can take many forms. It can be positive or negative, it can enlist the support or cooperation of others, or it can serve to alienate others. How a person attempts to influence may be the most crucial piece in determining how open or closed the other members will be toward being influenced.

? Which members have high levels of influence of others? (i.e., when they talk, others listen.)

? Which members are low in influence? (Others do not listen to, nor follow their conversational leads. Is there any shifting in influence? Who shifts? Why?

? Do you see any rivalry in the group? Is there a struggle for leadership? If so, what effect does this power struggle have on other group members?

Generally, there are four basic styles of influence that emerge in group processes: autocratic, peacemaker, laissez-faire, and democratic.

? Autocratic: Autocrats attempt to impose their will or values on other group members. They frequently engage in evaluating or passing judgment on other members. Do any members attempt to block action when it is not moving in the direction they desire? Does anyone attempt to exert their influence to get the group organized?

? Peacemaker: A peacemaker is often seen eagerly supporting other members decisions. Or, they consistently try to avoid conflict or prevent unpleasant feelings from being expressed by pouring oil on the troubled waters when conflict threatens. Can you observe any member acting especially deferential toward other group members ??" i.e., gives them power? Do any members appear to avoid giving negative feedback? (i.e., only have positive things to say?)

? Laissez faire: Members who prefer a laissez-faire style of influence often attempt to gain attention by exhibiting an apparent lack of involvement in the group. They may seem to be withdrawn and uninvolved, avoid initiating activity, participate mechanically, and only respond when someone directs a question or comment to them. Does any one seem to just passively go along with group decisions without seeming to commit one way or at he other?

? Democratic: Members who prefer more democratic processes or influence often tries to include everyone in the group decision or discussion. They often express their feelings and opinions openly and directly, and appear to do so without engaging in critical evaluation or judgment of others. They are usually open to feedback from others. And when feelings run high and tension mounts, they often attempt to deal with the conflict in a problem-solving way.

F. Group Atmosphere or Ambiance
Groups usually create an atmosphere or ambiance which is revealed as a general overall impression. People differ in the kind of atmosphere they prefer in a group. You can usually determine the overall atmosphere or ambiance of a group by figuring out which words are most likely to be used by most group members to describe the group, or which words or descriptions are blocked or contradicted.

? Who in the group seems to prefer a friendly congenial atmosphere? Is there any attempt to
suppress conflict or unpleasant feelings or descriptions of the group?

? Who seems to prefer an atmosphere of conflict and disagreement? Do any members seem to provoke or annoy others, intentionally or unintentionally?

? How is conflict resolved when it occurs? Does it principally occur between particular members (or member roles) on a regular basis? Is the facilitator involved in the conflict? Discuss.

G. Member Roles

Typically, members of groups play roles in groups that relate to transference issues in their personal lives. Members can be unaware of the roles they are enacting even though the facilitator and other members are keenly aware of the behaviors that can distract from the work of the group. Members can monopolize, remain completely quiet, serve as a scapegoat, internally lead, etc. If and when their roles are brought to members attention, they will vary on the degree that they can exit this role. Please see the Member Role sheet distributed in class for more information as you identify the roles.




H. Developmental Stages

All groups evolve through stages. The particular stages that groups reside in are based on multiple factors including: the members agreement on the group purpose, the voluntary/mandated status of members, the degree of group cohesion, the facilitators style, the groups management of conflict, and the degree to which a comforting and trusting atmosphere exists. Northen and Kurland discuss four stages of group involvement: inclusion-orientation, uncertainty-exploration, mutuality and goal achievement, separation-termination. Use these stages to assess the group that you are facilitating.

I. How Did Mutuality Develop?

Mutuality can be described as the degree that mutual aid exists. Mutual aid is the series of dynamics in which members interact with each other to further the work of the group. Both the facilitator and members help create and maintain mutual aid. Northen and Kurland discuss mutuality and mutual aid. Describe the extent that mutuality/ mutual aid exists and if it does not exist, state what processes prevented it.

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Instructions
PAPER INSTRUCTIONS:

Compare and contrast two theoretical approaches on goals, leadership style, technique, curative factors. Utilization of at least one current research study for each approach is required.. You can compare Bion and Yalom.

this paper must have critical overview of the principles, theories and practical applications of two techniques in group psychotherapy as well as issues in group process, including: stages in group formation and development, cohesiveness, transference, counter transference, cross cultural dynamics, strategies and specific interventions:

PAPER MUST COVER THE 4 THINGS LISTED BELOW.

a. comprehensive grasp of the theoretical approaches.

b. the ability to distinguish the strengths and limitations of each approach.

c. the ability to delineate the curative factors related to each approach.

d. the ability to describe the leadership style coincident with each approach and the type of interventions employed by the leader.

READINGS:

Bion, Wilfred, 1961. Experience in Groups, Tavistock/Roulege, London

Keyton, J. Beck, S 2009. The influential role of relational messages in group interaction. Group Dynamics: Theory and Practice, 13, 14-30.

Markin, R. Kavlighan, D. 2008. Central relationship themes in group psychotherapy A social relations model analysis of transference. Group Dynamics Theory and practice, 12, 290-306

Kosters, M. Burlingame G. Nachtigall, C. Strauss B. Meta-analytic review of the effectiveness of inpatient group psychotherapy. Group dynamics. Theory and practice 10. 143-162

Yalom, Irvin 1975. The theory and practice of group psychotherapy, Basic books, inc. publishers, NY chapters 1-10.


Topic
group therapy dynamics

You are to write a persuasive final paper (6 pages not including cover and references) that links the following questions and underlying theories as they relate to your understanding and personal practice in groups. Students should use the text and outside research to review the material for this final paper.

Focus of the Final Paper

The paper should answer the following questions:

Why is it important to understand group dynamics in the business world? How does positive interdependence help to achieve mutual goals? Why is it said that research about groups is NOT always valid and relevant?
Are groups OR individuals more effective in work environments?
What is group cohesiveness? Is group cohesiveness important? How do group cohesive forces affect group processes? What can you do to increase cohesiveness in your group?
How does social influence/interaction affect decision-making? How can you encourage/promote and discourage member's acceptance of proposals in the workplace?
Are leaders an important aspect of groups? Can leaders emerge from groups? How? What is the importance of group members' perceptions about leadership and why is this phenomenon important as it pertains to group outcomes?
Why are teams more effective than work groups in certain situations? Identify these situations where teams are more effective than work group and provide examples.

i will send a word document with 4 discussion questions. each answer 75-100 words. Just like you have done in the past. I am having to combine the final paper and discussions because there is a 2 page minimum sorry for any trouble.
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Customer is requesting that (bolavens) completes this order.

PLEASE NOTE THAT I ONLY WANT TO GO AHEAD WITH THIS ORDER IF IT IS ASSIGNED TO WRITER ID # writingptb. I HAVE ALREADY SUBMITTED THIS ORDER WHICH WAS COMPLETED BY ANOTHER WRITER AND IT WAS A COMPLETE DISASTER. IF YOU DON'T THINK YOU'RE ABLE TO MEET THE REQUIRED FOR THE ASSIGNMENT PLEASE DO NOT GO FORWARD. I'LL BE ATTACHING THE SYLLABUS, THE RUBRIC AND THE SPECIFIC GROUP I WOULD LIKE YOU TO WRITE THIS PAPER ON.

This paper should be 8 pages, doubled spaced, standard 12 point font size, with correct APA (sixth edition) format. Process material should be incorporated into the text.
? This paper should contain at least seven data sources. Two of these data sources should not be from the syllabus.
Note: Integrate theory from readings and class discussions throughout your discussion. You can organize your paper in anyway that you wish, as long as you address the required content areas. You may also draw from literature and data sources from other classes or discover through a literature source.
Critical Incident Analysis
7
???????7
The purpose of this assignment is to give you a chance to dissect your thought processes and clinical interventions. It will allow you to break down a significant clinical moment from a group session and scrutinize it to further your self- awareness and learning from two perspectives. This assignment allows you to deepen and broaden your practice wisdom through self-reflection and application of concepts from theory and practice.
An intervention is defined as a statement or action made by a group worker or a group member that impacts group process and catalyzes changes in group dynamics. It is important to remember that interventions in group work that are made by group members are just as relevant as those made by practitioners.
You will be required to extrapolate from the literature and class discussions, and integrate theoretical concepts with your evolving understanding of your role as a facilitator, and your growing awareness of and appreciation for group latent and manifest content.
You may use a group from your current or past field placement, or the in-class experiential group.
Please include all of the following information:
1. A description of the group: that includes the following elements:
? community and setting in which the group functions,
? the purpose of the group,
? a brief description of the members of the group (gender, age, ethnicity, culture,
presenting problems),
? structure of the group-as-a-whole (norms, roles, how members communicate with
each other, etc.),
2. Include five excerpts of process to illustrate the chosen topic. Please present the
five excerpts in script form and underline them in order to make them easily identifiable. This process vignette can illustrate a moment where the group members made a demand for work, the worker made a demand for work, or some combination of the two, that impacted group dynamics.
3. Take each intervention and discuss the following:
? what do you think was going on in the group before the intervention or event
occurred;
? the group?s response,
? what sense you made of the group?s response;
? what you were thinking and feeling during this exchange, and how you
responded to the group?s stimuli.
? If you were not the worker, please include how you made sense of the worker?s
choices, and include some discussion of what you might have done differently if
you were the worker during that moment.
? Please integrate relevant literature to support your discussion.
4. Explore one ethical dilemma that has arisen or could arise in this group. Define the
ethical concern using the NASW Code of Ethics and the AASWG Standards for
Social Group Work Practice (www.aaswg.org).
5. What have you learned from this group experience with regard to group process and yourself as a social group worker?

You are to write a persuasive final paper (7 to 9 pages not including cover and references) that links the following questions and underlying theories as they relate to your understanding and personal practice in groups. Students should use the text and outside research to review the material for this final paper.

Focus of the Final Paper

The paper should answer the following questions:

1. Why is it important to understand group dynamics in the business world? How does positive interdependence help to achieve mutual goals? Why is it said that research about groups is NOT always valid and relevant?

2. Are groups OR individuals more effective in work environments?

3. What is group cohesiveness? Is group cohesiveness important? How do group cohesive forces affect group processes? What can you do to increase cohesiveness in your group?

4. How does social influence/interaction affect decision-making? How can you encourage/promote and discourage member's acceptance of proposals in the workplace?

5. Are leaders an important aspect of groups? Can leaders emerge from groups? How? What is the importance of group members' perceptions about leadership and why is this phenomenon important as it pertains to group outcomes?

6. Why are teams more effective than work groups in certain situations? Identify these situations where teams are more effective than work groups and provide examples.

This paper must include an introductory paragraph with a succinct thesis statement. Must address the topic of the paper with critical thought. Must conclude with a restatement of the thesis and a conclusion paragraph.

1-You are required to write an argumentative essay discussing the communication that takes place in the group namely(My family group), focusing on the two group processes/factors namely(Group cohesion and maintenance roles). Therefore, your aim is to critically reflect on your groups communication using group processes to explain how/why this communication occurs the way it does.
2-You might like to begin by making some notes ? how did your group form? Who is in it? What is the groups goal? Why do you like this group (or maybe you dont why not)? How often do you meet (if at all)? What happens at meetings? (if it meets) . This will give you the background information you need to get started. Next, put some thought into the communication that occurs in this group who says what? What patterns exist? What nonverbal communication occurs? When (if at all) has the communication been poor? Are you satisfied with the groups communication? What could make it better? Once youve done this, think about the group processes/factors that youve chosen how do these processes have an impact on your groups communication (the purpose of the assignment)?
3- The actual task for the written project is to write a critical analysis of how your chosen group processes impact on your groups communication (positively or negatively), using support from scholarly journal articles and examples of real?life behaviour from your group. You should begin your essay with a typical essay introduction and include a brief introduction of your group. Let the reader know what group you are writing about and briefly describe it (there needs to be some indication of what type of group youre writing about and how it was formed). You should also introduce the group processes you have chosen, but leave detailed discussion for the body of your essay. You can then begin the body of your essay where you address your chosen group processes in more detail including the role those processes play in driving group behaviour in general and group communication in particular. Be sure to include references and real?life examples of behaviour to support
your points. Dont forget to finish with a well?rounded conclusion that summarises the arguments you have made.
4- You may choose to write your essay in first person, but you should remember to use a formal structure for your
essay, even though you are writing about something that has happened to you. This means you will need to organise your
writing so as to include an introduction, body, and conclusion. The best assignments will be those that clearly address the task by showing an understanding of the processes/factors selected; applying these directly to explain the communication in the chosen group; and appropriately using reference material to support the argument.
5- You are expected to include relevant scholarly literature that helps you to illustrate and support the points you make in your essay.
6- you will be expected to reference/cite at least 2 journal articles for each group process you have chosen i.e(two journal articles for group cohesion and two journal articles for maintenance roles).
7- You will be expected to use in?text citations when writing this essay and you will need to include a reference list (APA style).
8- You are allowed to use only one direct quotation.
8- All your references must be new(not more than 9 years old).

Assignment #4
? This paper should be 8-10 pages, doubled spaced, standard 12 point font size, with correct APA (sixth edition) format. Process material should be incorporated into the text.
? This paper should contain at least seven data sources. Two of these data sources should not be from the syllabus.
Note: Integrate theory from readings and class discussions throughout your discussion. You can organize your paper in anyway that you wish, as long as you address the required content areas. You may also draw from literature
The purpose of this assignment is to give you a chance to dissect your thought processes and clinical interventions. It will allow you to break down a significant clinical moment from a group session and scrutinize it to further your self- awareness and learning from two perspectives. This assignment allows you to deepen and broaden your practice wisdom through self-reflection and application of concepts from theory and practice.
An intervention is defined as a statement or action made by a group worker or a group member that impacts group process and catalyzes changes in group dynamics. It is important to remember that interventions in group work that are made by group members are just as relevant as those made by practitioners.
You will be required to extrapolate from the literature and class discussions, and integrate theoretical concepts with your evolving understanding of your role as a facilitator, and your growing awareness of and appreciation for group latent and manifest content.
You may use a group from your current or past field placement, or the in-class experiential group.
Please include all of the following information:
1. A description of the group: that includes the following elements:
? community and setting in which the group functions,
? the purpose of the group,
? a brief description of the members of the group (gender, age, ethnicity, culture, presenting problems),
? structure of the group-as-a-whole (norms, roles, how members communicate with each other, etc.),
2. Include five excerpts of process to illustrate the chosen topic. Please present the five excerpts in script form and underline them in order to make them easily identifiable. This process vignette can illustrate a moment where the group members made a demand for work, the worker made a demand for work, or some combination of the two, that impacted group dynamics.
3. Take each intervention and discuss the following:
? what do you think was going on in the group before the intervention or event occurred;
? the group?s response,
? what sense you made of the group?s response;
? what you were thinking and feeling during this exchange, and how you responded to the group?s stimuli.
? If you were not the worker, please include how you made sense of the worker?s choices, and include some discussion of what you might have done differently if you were the worker during that moment.
? Please integrate relevant literature to support your discussion.
4. Explore one ethical dilemma that has arisen or could arise in this group. Define the ethical concern using the NASW Code of Ethics and the AASWG Standards for Social Group Work Practice (www.aaswg.org).
5. What have you learned from this group experience with regard to group process and yourself as a social group worker?

Articulate the usage of several group decision-making methods, and determine the best decision-making method for a particular situation.

Please address the following bulleted items within the essay.

Explain the utilization of problem-solving methodology in-group problem-solving situations.

Identify and explain cooperative and competitive conflict resolution approaches in small group settings.

Describe group issues in creative problem solving.

Analyze specific behavior within a personal small group setting experience to determine what small group processes do and dont need improvement

Write a reflective paper - prepare a report identifying the way in which the group went about its work: how the group divided work among members, how the group communicated throughout the process, how effective the group process was, and how you would assess each of the group members' contribution.
There are faxes for this order.

I am requesting for a specific WRITER to write the paper, so therefore, I am requesting "ISAK" to write the paper. The name of the course is BSHS-481 Working With Groups. When writing the paper, please provide a INTRODUCTION and a ENDING. Paper must be APA format. The paper should include the following:Write a 3 page paper addressing the following elements:

1, Introduction
2. Think of a time you have been part of a group process and it has gone well.
3. What were the key elements that led to the group?s success?
4. Contrast that with a group experience that went poorly and identify those key elements.
5. Integrate materials from this week?s readings. Please cite two sections from the reading (See attachment for specific book, author, and chapters).
6. Conclusion
I am requesting "ISAK" to write the paper. For #5, please see attachment.
Need 1 more additional reference besides the one in the attachment.

DEAL Group Process Analysis: You will be divided into groups in class for an exercise.

Group 1
Lisa
Jenna
Anjelita
Mary Louise
Christopher

S503 Human Behavior in the Social Environment I: Individuals
?DEAL Group PROCESS?

Following the Sandy Hook Case, it is your responsibility as a team to assist with rebuilding the community. It is understood Adam Lanza is deceased but for this assignment, he survived after recovering from gunshot wounds. His sentence is outpatient treatment, semi-house arrest and he must where an ankle bracelet as a result to his Psychological and Mental Health concerns. His dad is relocating back to the area to provide him with assistance and support. Create a plan of action for the following:

1. What areas are in need of being addressed and what services will you provide to Adam Lanza to integrate him back into the community?

2. What areas are in need of being addressed and what services will you provide to Peter Lanza to integrate him back into the community?

3. What areas are in need of being addressed and what services will you provide for the first responders (police, paramedics and fire department) as Peter and Adam are integrated back into the community?

4. What steps will you take to rebuild the community?



Complete an analysis of the group process.
Describe in detail (who, what, where and when of the group as objectively as possible) the experience, the activity, the reading, etc.

The Examine section will include an examination of the following: differentiation between process and product, goal/purpose, membership, leadership/decision making, role/norms, deviance, stage, diversity issues, and overall effectiveness of your group.

The Articulate Learning section is to address: What did I learn? How did I learn it? Why does it matter? What will I do in the future in light of it? Please use sub-headings throughout your paper to differentiate the different sections.

There should be evidence of critical thinking throughout the paper. The assignment is to be no more than 5-7, double-spaced pages and you must use APA, 6th Ed. format. (Worth 10 points)



*Schriver, J. (2011). Human behavior and the social environment, 6th Ed. Boston: Allyn and Bacon.
*Payne, M. (2005). Modern social work theory, 3rd Ed. London: Lyceum Books.

I work in a rehab that is supposedly in a budget crisis, but arent they all? During the summer, I took 9 days vacation and when I got back to work I found out I only received 30 hours vacation pay, yes I work 10 hour shifts three days but usually work 18 hours on Saturdays making it 38 hours a week. Well, that was only 8 hours difference but it is the principle of it that bothered me. Two weeks earlier we had a nurse who hurt her back and a couple call in sick so I picked up extra time and worked about 74 hours that week. The following week which was also in the same pay period I was sick and missed a 10 hour shift. I put it in the exception book and was told that I had worked more than full time hours and they dont give you sick time on top of that!!! We use PTO and I have 190 hours of accrued time, but my nurse manager has decided that I was paid "enough."
And when my fellow coworkers heard of the situation they were outrageous.
1. Describe this nurse manager in her professional role?
2. Based on the previous scenario describe the situation.
3. Define her leadership style in application to the situation.
4. Describe the type of power she utilizes in the situation.
5. Describe the receptiveness of staff/group to manager=s leadership style in the situation.
6. Give your personal critique of how the situation was accepted/rejected by the group. What strategies style would you employed to improve the change/outcome.

format
5 pages
APA format
Use the journal article that was faxed or refer to the one follow.
Thank you

1st Article:
143 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
MANY AUTHORS HAVE examined
the pervasive phenomenon
in the practice
of nursing that is widely
known as nurses eating their
young. The literature reports that
a staggering number of registered
nurses are leaving professional
nursing practice due to feelings of
stress, inadequacy, anxiety, oppression,
and disempowerment, often a
result of horizontal violence
(Baltimore, 2006; Boswell, Lowry,
& Wilhoit, 2004; Duchscher, 2001).
This theme in nursing is characterized
by such dysfunctional behaviors
as gossiping, criticism, innuendo,
scapegoating, undermining,
intimidation, passive aggression,
withholding information, insubordination,
bullying, and verbal and
physical aggression (Baltimore,
2006, p. 30). Other trends in todays
acute care hospital settings such as
low morale, a general apathy regarding
professional collegial support,
heavier workloads, reduced
resources, and higher patient acuity
can contribute to job dissatisfaction,
poor work performance, and
may be putting positive patient
health outcomes at risk.
It is imperative that these
issues be resolved in order to retain
nursing staff, and to reinstate effective
health care in todays acute
care environments. Short-term initiatives
such as those that focus on
recruitment and retention issues
The Role of Nursing Leadership
In Creating a Mentoring Culture
In Acute Care Environments
JILL M. G. BALLY, MN, BScN, BA, RN,
College of Nursing, University of
Saskatchewan, Saskatoon, SK, Canada.
NOTE: The author reported no actual or
potential conflict of interest in relation to
this continuing nursing education article.
ACKNOWLEDGMENT: The author thanks
Dr. J. Gajadharsingh and C. Peternelj-Taylor
for their support.
Executive Summary
 High rates of retirement among
older nurses and horizontal
violence among younger
nurses heighten the importance
of mentoring in the context
of overall organizational
stability and performance.
 Viewing the essentials of mentoring
in the context of organizational
culture and leadership
as a long-term commitment
and solution rather than a
short-term task will lead to
improved staff retention, satisfaction,
and, ultimately, patient
outcomes.
 Using Basss four leadership
initiatives, a culture for mentoring
can be achieved through
inspirational motivation, individualized
consideration, idealized
influence, and intellectual
stimulation.
 Alignment of organizational
and mentoring goals is essential
to a successful approach
given that the qualities associated
with leadership and
mentorship are closely aligned.
 Mentoring cultures also depend
upon elements of a stable
infrastructure such as
managerial and executive
support, scheduling flexibility,
incentives, and recognition.
 Transformational leadership
practices are key to achieving
the sustainable effects of
mentoring programs that are
rooted deeply in organizational
culture.
may not be sufficient tools if utilized
on their own. Long-term, evidence-
based solutions such as
those strategies aimed at fostering
collegial relationships, enhancing
nurses sense of self, promoting
professional development, and encouraging
feelings of professional
worth are required. The Canadian
Nurses Association (CNA, 2004)
states that mentoring programs are
exciting avenues for stimulating
professional growth, career development,
staff morale, and quality
within nursing workplaces (p. 53).
To address these issues, mentoring
can be utilized as an effective strategy
and can be implemented
through positive nursing leadership.
Leadership must be seen as a
collective venture, and a professional
responsibility. It is one that
is shared by nursing administration,
and by RNs working together
and on their own. Indeed, all RNs,
regardless of their position, are
leaders, and they have the ability to
remedy this current and challeng-
Jill M. G. Bally
CNE Objectives and Evaluation Form appear on page 149.
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NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 144
ing trend in health care. However,
to establish an appropriate environment
in which effective mentoring
can be achieved, RNs must
acquaint themselves with an organizational
culture that fosters mentoring
within the acute care environment,
and understand how to
promote mentoring through transformational
leadership.
The information presented in
this article will demonstrate the
importance of the interrelationships
among the concepts of mentoring,
organizational culture, and
nursing leadership. In addition,
RNs in acute care settings can utilize
this knowledge to implement
Basss (1994) four leadership initiatives:
inspirational motivation,
individualized consideration, idealized
influence, and intellectual
stimulation in developing a culture
within this setting. These initiatives
can enhance mentoring,
and as a result, improve professional
nurses level of confidence
as well as their feelings of selfworth,
and ultimately promote
professional nursing practice.
Successful Mentoring: The
Essential Dimensions
Mentoring. Nursing administration
within the acute care hospital
environment must support fundamental
solutions that are geared
toward the current and increasingly
worsening decline in nursing
staff collegiality, morale, and support.
The resulting detrimental
effects are seen in poor staff performance,
and in unsatisfactory patient
care outcomes. In addition,
the changing demographics within
the acute care hospital setting, and
the rapidly changing health care
environment, demand that efforts
be made to support and encourage
new and senior nurses in order to
retain competent nursing staff.
Recent literature addressing this
area of nursing supports the idea
that mentoring is one important
strategy that can be utilized in this
endeavor (Carroll, 2004; Hurst &
Koplin-Baucum, 2003; Verdejo,
2002).
be transitioning to a new area
(Marquis & Huston, 2006). The
relationship between the mentor
and the mentee seems to be one of
the determining factors of the success
of mentoring, and it is dependent
on the effective fulfillment of
the roles and responsibilities
within the relationship. Snelson et
al. (2002) and Hurst and Koplin-
Baucum (2003) maintain that
essential mentoring responsibilities
include teaching, counseling,
confirmation, accepting, friendship,
protection, coaching, and
sponsorship. The relationship that
is developed based on these characteristics
is one that is intended
to achieve safe and competent
nursing practice through influencing
the form, quality, and outcome
of the career path of both the
mentee and the mentor (Greene &
Puetzer, 2002).
In addressing the mentoring
relationship between the mentor
and the mentee, and by understanding
the roles that the mentor
must fulfill within this relationship,
it seems that leadership and
mentorship are not mutually exclusive.
The mentoring responsibilities
outlined previously are
clearly consistent with leadership
behaviors. It is, therefore, essential
that staff nurses and nursing management
support mentoring within
the professional practice of
nursing. To support mentoring,
staff nurses must assist in creating
and maintaining a culture that
will both promote and sustain
mentoring.
Organizational Culture
Organizational culture includes
the norms, values, and rituals that
characterize an organization, and
serves as a social control mechanism
that sets expectations about
appropriate attitudes and behaviours
of group members, thus guiding
and constraining their behaviours
(Sleutal, 2000, p. 55).
Factors that are influential to a
healthy organizational culture
include (a) providing opportunities
for autonomous clinical practice
Defining mentoring has been
difficult, and it is further compounded
by the use of interchanging
terms such as coach, preceptor,
and teacher (Butterworth,
Faugier, & Burnard, 1998; Milton,
2004). Some writers maintain that
mentorship is a research-based
intervention that addresses the
improvement of nurses confidence,
promotes professional development,
and encourages lifelong
learning (Jakubik et al.,
2004). The CNA (2004) states,
Mentoring involves a voluntary,
mutually beneficial and usually
long-term professional relationship.
In this relationship, one person
is an experienced and knowledgeable
leader (mentor) who
supports the maturation of a lessexperienced
person with leadership
potential (mentee) (p. 24). In
addition, mentoring can be
viewed as an informal or formal
process. Informal mentoring is
characterized by a shared agreement
between the mentor and the
mentee to establish a relationship
in an unstructured manner, and is
based on the realization of career
goals for the mentee. Formal mentoring,
however, involves structure,
both in terms of defining
purposes and in the longevity of
the relationship (Tourigny &
Pulich, 2005).
If one were to include organizational
culture as an integral
aspect of mentoring, the mentor,
then, can be defined as an experienced
individual who guides a
novice members transition to a
new culture and the expectations
of a new role (Snelson et al.,
2002). Greene and Puetzer (2002)
state that the mentor may introduce
the new staff nurse to the
philosophies, goals, policies, procedures,
and professional developmental
challenges within a new
work environment. Conversely,
the mentee is one who has unique
developmental and socialization
needs such as new nurses, international
nurses, student nurses,
and nurses who are undergoing
role status changes, and who may
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
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145 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
and participative decision making;
(b) being valued as a practicing professional
registered nurse throughout
the organization; (c) continued
learning; and (d) supportive relationships
with their peers, physicians,
and management. These factors
are seen as influential to job
satisfaction, and if they are present
within an organization, a healthy
organizational culture may exist
(Apker, Ford, & Fox, 2003;
Neuhauser, 2002; Newhouse &
Mills, 2002; Wooten & Crane,
2003). Angelini (1995) found that
expectations, rewards, value conflicts,
recognition opportunities,
and support within the acute care
hospital setting were all factors that
enhanced or hindered mentoring
interactions. Although there is very
little evidence in the literature that
specifically addresses the impact
that organizational culture may
have on mentoring, it is possible
that mentoring can be influenced
by the organizational culture within
which it exists.
Nursing leadership. Formal
nursing management must understand
the connections between
mentoring and organizational culture,
and emphasize the importance
of mentoring in their work
environments. Mentoring can then
be established, and RNs, as frontline
workers, will be in an excellent
position to embrace and foster
positive leadership to support a
culture that will enhance mentoring.
Through collective leadership
such as this, the oppression of
nurses by other nurses through
criticism, gossip, devaluing one
another, intimidation, etc., can be
eradicated. Staff nurses can initiate
this change by utilizing mentoring
to strengthen nurse-tonurse
relationships, empower one
another, and develop support systems
for those who are vulnerable.
To create a culture which is supportive
of mentoring, staff nurses
need to adopt a visionary leadership
style that will engender
inspiration, motivation, trust,
empowerment, and collaboration.
The qualities and practices adaptmore
probable that intervention
will take hold and have significant
impact on the organization (p.
26). In addition, RNs can assist
with incorporating mentoring into
various aspects of organizational
life. For example, developing a
mission statement for the work
environment that will incorporate
and guide mentoring activities
should make mentoring language
commonplace. Learning and evaluation
committees, which focus on
and are highly committed to mentoring,
must be established.
Meetings should take place regularly,
and should include all parties
who are involved in mentorship.
Once this perspective is
understood and implemented, professional
nurses can utilize Basss
(1994) four leadership initiatives
to enhance mentoring in the organizational
culture within which it
exists. The four dimensions of
transformational leadership proposed
by Bass (1994) are inspirational
motivation, individualized
consideration, idealized influence,
and intellectual stimulation.
Inspirational Motivation
This initiative places strong
emphasis on inspiring all nurses in
the work environment to understand
and utilize mentoring. By
using this initiative, nurse managers
together with staff nurses,
will articulate and communicate an
understanding of the values and
goals that are associated with mentoring,
and share these with colleagues.
Providing a clearly articulated
vision of what mentoring can
achieve will not only provide guidance,
but may inspire other nurses,
encourage a sense of purpose, and
foster the attachment of that purpose
to their work. However, vision
development is not a solitary leadership
effort. As Callahan and
Ruchlin (2003) state, The broader
the buy-in, the greater the chances
for success. Successful alignment
requires effective communication
that encompasses ongoing rather
than one-time efforts (p. 296).
Communication for this purpose
ed from transformational leadership
provide an appropriate framework
for implementing a culture
that positively supports mentorship.
Basss (1994) approach is
particularly relevant as it focuses
on aligning internal structures to
reinforce values, morals, and
ethics specific to the organizations
culture.
Leadership Initiatives for
Developing a Mentoring Culture
To implement Basss (1994)
leadership style effectively, the
nursing leadership must first
understand the whole picture by
recognizing the close interrelationships
among leadership, mentorship,
and organizational culture. It
is important to consider the
premise that the organizational
culture in the acute care hospital
environment is the center of the
organization. Sleutel (2000) states
organizational cultures can be
conceptualized as a normative
glue, preserving and strengthening
the group, adhesing its component
parts, and maintaining its equilibrium
(p. 55). Although, organizational
cultures may differ within
each hospital setting, they do
explain how people relate to one
another in a particular setting, and
assist in understanding what the
groups values are, and how the
members aspire to achieve goals.
The effectiveness of implementing
a leadership practice will not work
if there is no understanding of the
organizational culture specific to
each hospital, or unit setting, and if
it does not fit with the organizational
culture within which it is to
be implemented and maintained.
As leaders in the acute care setting,
professional nurses should
ensure that mentoring is embedded
in the culture within which it
is to exist, such that mentoring
goals and values are aligned with
the organizational values. As stated
by Schneider (2000), the more
an intervention or practice adapts
to the epistemology, or central way
of knowing and understanding,
appropriate to the core culture, the
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
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NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 146
entails informing and enlisting
interested, motivated, and valuedriven
individuals whose cooperation
is essential in achieving the
vision. It involves building collaborative
partnerships that are necessary
to implement the vision.
Motivation and inspiration are the
aids for overcoming barriers to successful
implementation of mentoring,
and for gaining employee
commitment (Geijsel, Sleegers,
Leithwood, & Jantzi, 2003).
The dissemination of research,
based on positive outcomes of
mentoring, mentoring activities,
characteristics of mentoring, and
informing staff about ways to get
involved, will assist in making
mentoring visible and will create
excitement about mentoring. Focusing
on positive staff outcomes
of mentoring, such as individual
growth, collaboration, staff retention,
and satisfaction, and ultimately
enhanced patient care, are
surely goals with which all RNs
can identify and strive to attain.
Values and goals can be reinforced
through training and socialization.
Wooten and Crane (2003) believe
that the most critical stage of
socialization is the first year of
employment. The first year is the
staff nurses best opportunity to
mold the newcomer into a team
player and help that individual
adapt to the organizations culture
(p. 277). The organizations
goals and values, such as patient
safety and valuing nursing staff,
can be related to newcomers
through the telling of stories,
nurse-of-the-month awards, coffee
parties that highlight staff achievements,
and staff meetings that
reinforce important values and
communicate cultural assumptions.
It is essential that seasoned
nurses be brought into this practice
as they are the ones who have
the wisdom, the knowledge, and
the experience that can be shared
with other nurses. By communicating
and passing on cultural values
and goals, new and current
nursing staff will appreciate the
means and methods for achieving
needs, abilities, and variables that
are conducive to staff satisfaction
(Kerfoot, 1997, p. 644). This information
will be helpful in formulating
methods for implementing successful
mentoring objectives within
the hospital setting. Consequently,
this information will aid
in developing a structured information
system for assisting potential
mentees and mentors with appropriate
matches between the mentor
and the mentee, and will therefore
enhance the mentoring relationship
and its success. Nurses can
then develop methods for simply
relating information regarding
potential matches to qualified mentors
and potential mentees, as voluntary
participation can contribute
to mentoring success.
Taking the time to identify
each nurse as important and integral
to the process of mentoring
gives the nurse manager the
opportunity to demonstrate that
individual staff members are vital
and important to the health care
setting in which they are employed.
Talking to each member of
the mentoring community on an
ongoing basis is a function of the
successful creation of an organizational
culture that respects and
cares about the staff. It provides an
opportunity to share learning experiences,
honor achievement,
reinforce the cultural values of the
organization, and expand knowledge
about mentoring. This can
also be achieved through the display
of banners and posters, a
mentoring showcase, or via email.
Another strategy that can be
utilized is verbalizing thankfulness
and gratitude for individual contributions,
suggestions, and input.
Feedback and reward systems are
key components of a successful
motivational program (Newhouse
& Mills, 2002). Celebrating big and
small milestones and recognizing
achievements can foster feelings
of acceptance, value, and pride.
Utilizing this leadership initiative
allows nursing management, as
well as RNs, to develop a sense of
belonging and involvement among
those goals. This will serve as a
foundation for mentoring, and in
the future, the memories and stories
of success will provide for a
historical and meaningful support
system for mentoring.
Lastly, a transformational organizational
culture is one that visualizes
all group members as being
responsible for its success (Wooten
& Crane, 2003). Therefore, as a
collective obligation, nurse managers
and RNs must ensure that all
nurses are empowered by utilizing
participative decision-making
processes. Owens (2004) states
that in participative decision
making, all organizational members
have a right to be heard, to
have their views considered, to
express feelings, and to offer
knowledge and information (p.
309). When nursing staff are
empowered by taking part in decision-
making processes, they do so
by enhancing their knowledge
base, and therefore, they experience
growth in both personal and
professional dimensions. Feelings
of empowerment, and of inclusion
in decision-making processes,
result in staff members who are
energized and committed to put
forth their best efforts and skills.
Moreover, empowerment generates
support for organizational
goals and momentum for change,
initiatives for autonomy, and for
the encouragement of staff member
involvement in ways that promote
learning and professional
development. The end results are
staff nurses who are more knowledgeable,
and who are committed
to mentoring.
Individualized Consideration
The nurse leader should also
utilize techniques that can be
adapted from Basss (1994) concept
of individualized consideration. It
is essential that each RN in a real or
prospective mentor dyad be treated
in a unique manner to determine
her/his issues, needs, and interests.
By establishing a program of
cultural listening, the leader can
obtain a good perspective about the
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
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147 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
all registered nurses. The consideration
of each individual ensures
that everyone has a voice, and this
creates feelings of trust and caring.
The individuals who are involved
will feel that their contributions are
acknowledged and valued. Ultimately,
it is hoped that this will
maximize staff participation, contribution,
and interest in mentoring.
Idealized Influence
Wooten and Crane (2003) state
a leader exemplifies the vision and
values of the organization since
they are role models for the other
members (p. 277). To enable the
nursing staff to achieve the organizations
goals regarding mentoring,
all RNs should commit to role modeling
these goals and values in all
endeavors so that they can share
experiences, best practices, and
encourage mentoring excellence.
However, for role modelling to be
effective, registered nurses must
establish credibility within the
work setting, and develop trust
among staff members. Studies of
culture within successful organizations
indicate that an environment
where staff are helpful and supportive
of one anther, trust each other,
and have friendly, open relationships,
emphasize credibility and
attentiveness. Being authentic and
treating people with respect and
dignity are all characteristics that
nurses can demonstrate to achieve a
sense of trust (Dixon, 1999;
Newhouse & Mills, 2002). Trust
relates to open communication
channels, which in turn enhances
feedback at all levels. Requesting,
receiving, and providing feedback
are integral to the success of mentoring,
and essential for providing
adequate support and a challenging
environment, and for maintaining
the organizations vision.
This initiative promotes the
utilization of interpersonal communication
skills and active listening.
By utilizing these leadership
skills, RNs can create an organizational
culture that is seen as safe;
one that will enhance the feedback
cycle and the evaluation of the
tiality and to foster positive analysis.
Of particular importance is the
understanding that to be effective,
mentoring training and education
must be available in different
forms, in different venues, and on
an ongoing basis. Making recent
literature about mentoring available
on the nursing unit, organizing
mentoring workshops, scheduling
meetings or information sessions
at convenient times suitable
for the nursing staff, and presenting
mentorship successes at staff
meetings, are all activities that can
be utilized in this endeavor.
Intellectual stimulation also
provides an initiative for professional
nurses to promote a better
understanding of mentoring, such
as the roles of the mentor and
mentee, the relationships that
need to be formed, the matching
strategies, and the processes involved
in mentoring. Hopefully,
this will enhance interest, commitment,
and participation, and it
will increase personal and professional
growth and development.
Thus, it seems possible that by
utilizing the practices and qualities
adopted from the transformational
leadership approach, nurse
managers together with staff nurses
can enhance the organizational
culture within the acute care hospital
setting to create and maintain
mentorship practices. However,
without the support from middle
management and organizational
administration, it is very difficult
to implement or sustain such a
venture. The literature indicates
that administrative support is
demonstrated through financial
incentives, staffing and scheduling
flexibility, and title and leadership
recognition (Greene & Peutzer,
2002). Therefore, an organizational
infrastructure that supports
mentoring must be in place.
Although this is not necessarily a
responsibility of the staff nurse,
identifying whether or not such a
structure is present, and recommending
and assisting with creating
such an investment, is certainly
achievable. The CNA (2004)
mentoring relationship and
process; and one that will create a
collaborative environment which
will sustain mentoring, staff satisfaction,
and retention (Neuhauser,
2002; Newhouse & Mills, 2002;
Wooten & Crane, 2003).
Intellectual Stimulation
Intellectual stimulation requires
collective leadership between formal
nursing management and staff
nurses to support the professional
growth and development of each
member in the organization. To
achieve this goal, continuous mentoring
education and training
opportunities should be integrated
into the work environment to
increase the general awareness of
mentorship in that setting. This collective
leadership can provide
valid, relevant, and up-to-date
mentoring information for staff
nurses that is in tune with the values
and goals of the organization.
The organizational culture should
be resilient and emphasize creativity
and goal achievement. Specific
educational strategies could focus
on exploring the role of relationship-
building; reviewing positive
and negative experiences of staff
nurses relative to the environment;
and upgrading the awareness level
of career transitioning and the facilitation
of the career process for staff
nurses (Angelini, 1995, p. 95).
Registered nurses can also
assist in creating and maintaining
support groups and mentoring
task forces which provide skills
training, foster the exchange of
best practices, and promote peer
learning. This can also provide a
forum for feedback, evaluation,
and problem solving in order to
foster creative input and generate
new ideas. In addition, it is also an
opportunity to reflect on what has
been tried and tested, and what is,
and is not true. Continual learning
and development gained from
identifying mistakes is essential to
implementing new and improved
initiatives and ideas. During meetings
such as these, it is important
to maintain appropriate confiden-
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3 148
suggests that the sponsoring organization
shall provide an administrative
structure and the resources
for effective development (p. 32).
Tasks such as recruitment and
retention programs that value
mentoring and provide appropriate
learning resources including
funding are essential. Together,
these can assist in building the
organizational scaffolding that
will support mentoring ventures.
Conclusion
An essential task for nursing
leaders today is to create a sustainable
nursing workforce in a health
care system that is currently undergoing
significant changes including
the loss of experienced nurses to
retirement, and new graduates to
horizontal violence. Mentoring is
one method that can enhance staff
satisfaction, and therefore, can
reduce the feeling among nurses that
they are being devalued, discriminated
against, and disempowered by
their own peers. In utilizing mentoring
to enhance staff development, to
assist nurses to adapt to new and different
roles, and to increase staff satisfaction,
nursing leadership must
understand that mentoring is influenced
by the organizational culture
within which it exists. That is, staff
nurses and nurse managers alike
must recognize and understand the
interrelationships among mentoring,
organizational culture, and leadership
for the optimal development of
effective mentoring. As a means of
achieving success in this endeavor,
professional nurses must align the
organizational culture with appropriate
leadership and mentoring
strategies. By utilizing principles
and qualities adapted from transformational
leadership, specifically
Basss (1994) four leadership initiatives,
registered nurses can assist in
creating an empowering, innovative,
and dynamic culture within which
successful mentoring can be developed
and sustained. Consequently,
this will lead to increased job satisfaction,
more effective nursing care,
and the promotion of quality health
care outcomes.$
Kerfoot, K.M. (1997). The people side of transformations.
Pediatric Nursing, 23(6),
643-644.
Marquis, B.L., & Huston, C.J. (2006). Leadership
roles and management functions in
nursing theory and application.
Philadelphia: Lippincott Williams &
Wilkins.
Milton, C.L. (2004). The ethics of personal
integrity in leadership and mentorship:
A nursing theoretical perspective.
Nursing Science Quarterly, 17(2), 116-
120.
Neuhauser, P.C. (2002). Building a high-retention
culture in healthcare: Fifteen ways
to get good people to stay. The Journal of
Nursing Administration, 32(9), 470-478.
Newhouse, R.P., & Mills, M.E. (2002).
Enhancing a professional environment
in the organized delivery system:
Lessons in building trust for the nurse
administrator. Nursing Administration
Quarterly, 26(3), 67-75.
Owens, R.G. (2004). Organizational behaviour
in education: Adaptive leadership
and school reform. Boston, MA: Pearson
Education, Inc.
Schneider, W.E. (2000). Why good management
ideas fail: The neglected power of
organizational culture. Strategy and
Leadership, 28(1), 24-29.
Sleutel, M.R. (2000). Climate, culture, context,
or work environment? Organizational
factors that influence nursing
pratice. The Journal of Nursing
Administration, 30(2), 53-58.
Snelson, C.M., Martsolf, D.S., Dieckman, B.C.,
Anaya, E.R., Cartechine, K.A., Miller, B.,
et al. (2002). Caring as a theoretical perspective
for a nursing faculty mentoring
program. Nurse Education Today, 22,
654-660.
Tourigny, L., & Pulich, M. (2005). A critical
examination of formal and informal
mentoring among nurses. The Health
Care Manager, 24(1), 68-76.
Verdejo, T. (2002). Mentoring: A model
method. Nursing Management, 33(8),
15-16.
Wooten, L.P., & Crane, P. (2003). Nurses as
implemented of organizational culture.
Nursing Economic$, 21(6), 275-279.
ADDITIONAL READINGS
Bassi, S., & Polifroni, E.C. (2005). Learning
communities: The link to recruitment
and retention. Journal for Nurses in Staff
Development, 21(3), 103-109.
Faut-Callahan, M. (2001). Mentoring: A call to
professional responsibility. AANA
Journal, 69(4), 248-251.
Hensinger, B., Minerath, S., Parry, J., &
Robertson, K. (2004). Asset protection:
Maintaining and retaining your workforce.
The Journal of Nursing Administration,
34(6), 268-272.
Shaffer, B., Tallarica, B., & Walsh, J. (2000).
Win-win mentoring. Nursing Management,
31(1), 32-34.
REFERENCES
Angelini, D.J. (1995). Mentoring in the career
development of hospital staff nurses:
Models and strategies. Journal of
Professional Nursing, 11(2), 89-97.
Apker, J., Ford, W.S., & Fox, D.H. (2003).
Predicting nurses organizational and
professional identification: The effect of
nursing roles, professional autonomy,
and supportive communication.
Nursing Economic$, 21(5), 226-232.
Baltimore, J.J. (2006). Nurse collegiality: Fact
or fiction? Nursing Management, 37(5),
28-36.
Bass, B.M. (1994). Improving organizational
effectiveness through transformational
leadership. Thousand Oaks, CA: Sage
Publications.
Boswell, S., Lowry, L.W. & Wilhoit, K. (2004).
New nurses perceptions of nursing
practice and quality patient care.
Journal of Nursing Care Quality, 19(1),
76-81.
Butterworth, T., Faugier, J., & Burnard, P.
(1998). Clinical supervision and mentorship
in nursing. Cheltenham, UK:
Stanley Thornes Ltd.
Callahan, M.A., & Ruchlin, H. (2003). The
role of nursing leadership in establishing
a safety culture. Nursing Economic$,
21(6), 296.
Canadian Nurses Association (CNA). (2004).
Achieving excellence in professional
practice a guide to preceptorship and
mentoring. Ottawa, Ontario: Author.
Carroll, K. (2004). Mentoring: A human becoming
perspective. Nursing Science
Quarterly, 17(4), 318-322.
Dixon, D.L. (1999). Achieving results through
transformational leadership. The
Journal of Nursing Administration,
29(12), 17-21.
Duchscher, J.E.B. (2001). Out in the real
world: Newly graduated nurses in acutecare
speak out. The Journal of Nursing
Administration 31(9), 426-439.
Geijsel, F., Sleegers, P., Leithwood, K., &
Jantzi, D. (2003). Transformational leadership
effects on teachers commitment
and effort toward school reform. Journal
of Education Administration, 41(3),
228-256.
Greene, M.T., & Puetzer, M. (2002). The value
of mentoring: A strategic approach to
retention and recruitment. Journal of
Nursing Care Quality, 17(1), 63-70.
Hurst, S., & Koplin-Baucum, S. (2003). Role
acquisition, socialization, and retention:
Unique aspects of a mentoring program.
Journal for Nurses in Staff Development,
19(4), 176-180.
Jakubik, L.D., Grossman, M.B., Daly-Parker,
M.O., Gaffney, L.M., Strauss, K.A., &
Mars, P.A. (2004). Clinical and professional
role development among experienced
pediatric nurses: The pediatric
medical nursing certificate program.
Journal for Specialists in Pediatric
Nursing, 9(4), 113-122.
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
149 NURSING ECONOMIC$/May-June 2007/Vol. 25/No. 3
The Role of Nursing Leadership in Creating a Mentoring Culture in Acute Care Environments
SERIES
Answer/Evaluation Form:
The Role of Nursing Leadership in Creating a Mentoring
Culture in Acute Care Environments
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Evaluation disagree agree
2. By completing this activity, I was able to meet the following objectives:
a. Discuss the essential dimensions of 1 2 3 4 5
successful mentoring.
b. List characteristics of organizational culture. 1 2 3 4 5
c. Describe leadership initiatives for developing 1 2 3 4 5
a mentoring culture.
3. The content was current and relevant. 1 2 3 4 5
4. The objectives could be achieved using 1 2 3 4 5
the content provided.
5. This was an effective method 1 2 3 4 5
to learn this content.
6. I am more confident in my abilities 1 2 3 4 5
since completing this material.
7. The material was (check one) ___new ___review for me
8. Time required to complete the reading assignment: _____minutes
I verify that I have completed this activity: _____________________________
Comments______________________________________________________________
_______________________________________________________________________
This test may be copied for use by others.
NEC J0705
Answer Form:
1. If you applied what you have learned from this activity into your practice,
what would be different?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
CNE Instructions
1. To receive continuing nursing education
credit for individual study after
reading the article, complete the
answer/evaluation form to the left.
2. Photocopy and send the answer/evaluation
form along with a check or
credit card order payable to Anthony J.
Jannetti, Inc. to Nursing Economic$,
CNE Series, East Holly Avenue Box 56,
Pitman, NJ 080710056; or visit
www.nursingeconomics.net
3. Test returns must be postmarked by
June 30, 2009. Upon completion of the
answer/evaluation form, a certificate
for 1.4 contact hour(s) will be awarded
and sent to you.
This independent study activity is provided
by Anthony J. Jannetti, Inc. (AJJ).
AJJ is accredited as a provider of continuing
nursing education by the American Nurses
Credentialing Center's Commission on
Accreditation (ANCC-COA).
Anthony J. Jannetti, Inc. is a provider
approved by the California Board of
Registered Nursing, Provider Number, CEP
5387.
This article was reviewed and formatted for
contact hour credit by Connie R. Curran,
EdD, RN, FAAN, Nursing Economic$
Editor; Alison P. Smith, BSN, RN, Nursing
Economic$ Assistant Editor; and Sally S.
Russell, MN, RN, CMSRN, Anthony J.
Jannetti, Inc., Education Director.
Objectives
This continuing nursing educational
(CNE) activity is designed for nurses
leaders and other health care professionals
who are interested in understanding
the role of nursing leadership in creating
a mentoring culture. For those wishing to
obtain CNE credit, an evaluation follows.
After studying the information presented
in this article, the nurse leader will be
able to:
1. Discuss the essential dimensions of
successful mentoring.
2. List characteristics of organizational
culture.
3. Describe leadership initiatives for
developing a mentoring culture.

2nd article
Making a Difference with Combined Community Assessment
and Change Projects
Roberta Mansfield, MSN, ARNP; and Cleda L. Meyer, PhD, RN
AbstrAct
Nursing students value projects
that enable them to make a difference
in the lives of others. Two major group
projets, assessment of an identified
community and completion of a leadership
change project, required during
their last semester were combined
to provide a meaningful experience
for students. In addition to discussing
ways to combine these projects, this
article shares methods to build team
cohesiveness.
Todays nursing students value
the ability to make a difference,
particularly in their communities.
Involvement in volunteer
activities during high school stimulates
increased interest in service activities
during higher education (Des
Marais, Yang, & Farzanehkia, 2000;
Engle, 2004). Baccalaureate students
at Baker University School of Nursing
concurrently take courses in community
health and in leadership and
management during their final semester.
To meet outcomes for community
health, students complete a comprehensive
community assessment
to identify health needs of a selected
population. Students work in teams
to collect data, analyze community
capacities, and derive community-level
nursing diagnoses, but no means
existed for student teams to make a
difference by actually addressing the
problems identified.
As a requirement for the leadership
and management course,
student teams complete a focused
assessment of a community or organization
to conduct a change project.
The emphasis of this assignment is
application of continuous quality improvement
(CQI) to guide the planning,
implementation, and evaluation
of change. With two major projects in
separate courses involving a considerable
amount of group work, students
felt overwhelmed. They had difficulty
recognizing the role of nursing process
in addressing community and organizational
concerns. Combining the
assignments to create a single population-
focused change project now allows
students to conduct an intervention
based on needs identified during
the community assessment and to
render a service to the community.
The purpose of this article is to share
information with others interested in
trying a similar approach.
Nurses as Part of the
community
Desired outcomes for baccalaureate
nursing graduates include the
ability to practice professional nursing,
incorporating the roles of care
provider, manager, and member of a
profession in acute and community
settings (American Association of Colleges
of Nursing, 1998). To increase
awareness of the nurses role in the
community, students participate
in various local community-based
clinical opportunities. For example,
students help with blood pressure
screening clinics, nurse-run centers
providing basic care to individuals of
lower socioeconomic status, adolescent
pregnancy programs, and health
fairs. During the senior semester, students
also provide case management
services to an individual or family
in the community. Although student
feedback demonstrates their understanding
of the community health
nurses role in providing care to specific
individuals and families outside
of the hospital setting, students fail
to grasp that a single nursing unit
or a child care center is a community
with possible needs for change. As a
result, students often fail to recognize
opportunities to improve the health of
populations and provide service to the
community at large.
Nurses as change Agents
The purpose of requiring students
to complete a change project is to
demonstrate the ability of nurses to
make a difference in various settings
and to experience the leadership role
in this process. Although individual
students put leadership and management
into practice by delegating and
coordinating clinical care, they often
have limited effects on health care
practices and procedures that could
be changed or improved. The change
project allows students to incorporate
CQI principles in developing worthwhile
projects while improving their
Received: December 10, 2004
Accepted: August 29, 2005
Ms. Mansfield is Assistant Professor and
Dr. Meyer is Associate Professor, Baker University
School of Nursing, Topeka, Kansas.
Address correspondence to Roberta Mansfield,
MSN, ARNP, Assistant Professor, Baker
University School of Nursing, Stormont-Vail
Healthcare, Pozez Education Center, 1500
SW 10th Street, Topeka, KS 66604; e-mail:
[email protected].
E D U C A T I o N A l I N N o v A T I o N
132 Journal of Nursing Education
EDUCATIoNAl INNovATIoN
effectiveness as team members. Continuous
quality improvement requires
careful collection and assessment of
data to identify the underlying process
of an actual or potential problem
(Briscoe & Arthur, 1998; Schroeder,
1994). A review of the literature or
benchmarking with other institutions
guides team members in developing
a plan to address the identified problem.
once implemented, the plan is
evaluated and modified, if necessary,
to achieve a long-term solution to the
problem.
Guidelines for combining the
Projects
Although both the community assessment
and change projects are
considered important in preparing
nurses to become leaders in their
communities, faculty became aware of
potential overlap in the assignments.
Both assignments require assessment
and identification of community-level
problems of concern to nurses. Consequently,
faculty made modifications
to combine the projects, giving
students the opportunity to apply the
nursing process by serving as population-
based change agents.
To combine these projects, students
were directed to select one population
with which to work for both courses.
Students used the definition of a population
as a group of people occupying
an area or sharing one or more
characteristics (Allender & Spradley,
2005). Recognizing that populations
become communities when meaningful
interactions occur, students were
advised to carefully define the population
or community they selected.
This allowed students to choose from
a variety of settings affecting health,
including hospitals, outpatient or
surgical settings, community clinics,
schools, child care centers, retirement
communities, and other organizations.
They could also choose a geographical
community to assess, such
as a rural community.
The combined project begins with
a comprehensive assessment of the
selected population or community,
using a modified tool (Hitchcock,
Schubert, & Thomas, 2002) to generate
and organize data related to the
people, place, health care systems,
and other social systems. Students
work in teams of four to six members
throughout the project and make at
least one site visit during the assessment.
Student teams access existing
information about the population or
community and often conduct surveys
or interviews to gather primary data.
Assessment data are analyzed to identify
the strengths, areas of concern,
and health problems of the population
or community. Each team formulates
five community-level nursing diagnoses
and selects a priority diagnosis
that forms the basis for the change
project. They meet with key leaders
and members of the selected community
throughout the assessment,
planning, and implementation of the
change. This allows those affected by
the change to become involved in the
change process.
As students clarify the priority
problem, they are challenged to use
CQI principles to view the problem
from a multidisciplinary perspective.
A review of the literature enables
them to select evidence-based interventions
to accomplish the change.
Working with people both within and
outside of the nursing profession,
students learn to apply leadership
principles as partners in improving
the health of the community (Cox &
Miranda, 2003). Emphasis on developing
the vision of transformational
leaders helps students motivate those
affected by the change (Johns, 2004).
Traditional CQI projects may take
12 to 18 months to complete, so some
student projects serve primarily as pilot
projects in an organization. As the
value of the project is demonstrated,
unit directors or other key community
members are empowered to develop a
final project based on the student
work.
strategies for success
one of the first strategies that
help students succeed is providing
clear expectations and outcomes for
the combined project. This includes
guidelines for how to systematically
collect data and arrive at nursing diagnoses
for the selected community.
For the change project, the focus is on
choosing a problem from the community
assessment that can be undertaken
during the semester. Students
are given examples of tools, such as
problem-solving charts from The
Team Handbook (Scholtes, 1996), to
further identify the underlying problem.
Given the challenges inherent in
team or group work, several strategies
help students build successful teams.
Classroom discussion and scenarios
address effective and ineffective team
roles and provide conflict resolution
methods. Students are asked to select
a team logo, name, and mission statement.
For example, a team working
to address safety concerns at the
Boys and Girls Club chose the name
Nurses 911 and developed the following
mission statement: To improve
the safety of all individuals within
the Boys and Girls Club, focusing on
fire, tornado, and first aid preventive
measures. Their team rules included
Be open and communicate with each
other, Have individual assignments
done on time, and Have fun, to promote
cohesiveness.
Students share responsibility for
team work by dividing tasks based
on each members expertise. Developing
a timeline and keeping minutes
of team meetings enable students to
track their progress. Some members
of the Nurses 911 team wrote letters,
sent e-mails, and made telephone
calls to obtain donations of smoke
alarms and first-aid supplies from
area merchants. other team members
contacted the fire department to
present information about fire safety
and arranged for a meteorologist to
discuss tornado tracking. Throughout
the project, the Nurses 911 team
worked closely with the director of the
organization.
sharing success
At the end of the semester, students
share their results with their
fellow students through a formal
presentation that highlights the community
assessment findings and the
needs identified. They invite academic
and health care colleagues to
March 2007, Vol. 46, No. 3 133
EDUCATIoNAl INNovATIoN
attend a poster presentation that describes
the change project and how it
relates to the community assessment.
Some student teams incorporate creative
techniques, such as skits, songs,
or videos, to add interest to their presentation.
Students also share their
notebook containing team minutes,
team rules, data from the community
assessment, articles supporting the
change project, and strategies used
for stress relief. As a requirement
for the leadership and management
course, each team submits a written
paper summarizing key components
of the community assessment and selected
change project.
Some team members express reluctance
to engage in team projects due
to difficulties in managing conflicting
schedules and obligations, as well as
concerns that work may not be completed
equally by members. Methods
for overcoming team problems include
giving individual members the
opportunity to rate the performance
of their own team members and requiring
students to write a brief individual
paper evaluating the potential
effects of group process on their future
nursing careers. Faculty review team
meeting minutes and other evidence
of team participation to support individual
team ratings.
Outcomes: successful change
Projects
During the five semesters since implementation
of the combined project
format, student teams have completed
several worthwhile projects. Student
accomplishments include setting
up a pharmacy assistance program
for clients at a clinic for underserved
individuals, increasing nursing clinic
hours at a center for homeless individuals,
and translating assessment
questions into Spanish for staff admitting
families to a hospital birthing
center. The Nurses 911 team was able
to mobilize community partners to
provide safety programs for the local
Boys and Girls Club. They arranged
for the fire department to bring their
mobile classroom to simulate fire hazards
and evacuation procedures, and
as part of the educational segment
conducted by the meteorologist, the
student team conducted a tornado
drill. Through these combined community-
level change projects, nursing
students were given an opportunity
to provide real service to a population
at risk for health problems related
to safety. The students established a
helping relationship with the organization
and the larger community
to meet the needs of a specific population.
Although some projects may
serve only as pilot projects, many lay
the foundation for ongoing change.
For example, the director of the Boys
and Girls Club is eager to have students
return to further implement
programs enhancing the health and
safety of youth. The student team has
many ideas for how other students can
provide service to this population.
The combined assessment and
change projects have increased student
awareness of problems at the
organizational and community levels
for which they can make a difference.
Students assessing a Native American
child care facility found that 99%
of the childrens parents were above
the recommended body mass index.
The team recognized the importance
of family nutrition to the child care
center population and the need to address
the problem at the community
level. With this awareness, students
participated in a tribal health fair to
educate the families about nutrition,
using reduced-fat traditional recipes.
Students were excited to be an important
part of a community-level intervention
and to make a difference in
the larger population. Because of the
positive response from the families
attending the community event, students
were invited to participate in
future tribal health fairs.
The appreciation expressed by
the community confirms the value of
these learning experiences. Students
complete their final semester and enter
the nursing profession with confi-
dence that they can assume leadership
roles and promote positive change in
the health of not only individuals but
also populations, organizations, and
entire communities.
references
Allender, J.A., & Spradley, B.W. (2005).
Community health nursing: Promoting
and protecting the publics health.
Philadelphia: lippincott, Williams &
Wilkins.
American Association of Colleges of Nursing.
(1998). The essentials of baccalaureate
education for professional nursing
practice. Washington, DC: Author.
Briscoe, G., & Arthur, G. (1998). CQI
teamwork: Reevaluate, restructure,
renew. Nursing Management, 29(10),
73-78, 80.
Cox, l.S., & Miranda, D. (2003). Enhancing
student leadership development in
community settings. Nurse Educator,
28, 127-131.
Des Marais, J., Yang, Y., & Farzanehkia,
F. (2000). Service-learning leadership
development for youths. Phi Delta Kappan,
81, 678-680.
Engle, S. (2004). Political interest on the
rebound among the nations freshmen,
UCLA survey reveals. Retrieved May
26, 2004, from the Graduate School of
Education and Information Studies,
UClA, Web site: http://www.gseis.ucla.
edu/heri/03_press_release.pdf
Hitchcock, J.E., Schubert, P.E., & Thomas,
S.A. (2002). Community health nursing:
Caring in action (2nd ed.). Albany,
NY: Delmar.
Johns, C. (2004). Becoming a transformational
leader through reflection. Reflections
on Nursing Leadership, 30(2),
24-26, 38.
Scholtes, P.R. (1996). The team handbook
(2nd ed.). Madison, WI: Joiner Associates,
Inc.
Schroeder, P.S. (Ed.). (1994). Improving
quality and performance: Concepts,
programs, and techniques. St. louis:
Mosby-Year Book.
134 Journal of Nursing Education


There are faxes for this order.

This paper would be from a woman's sexual addiction recovery group or spouse (wife) of addict's recovery group perspective/immersion/reflection.1. Group Immersion Experience with Reflection Journal (K4): You will attend (online or via telephone) 5 12-step recovery group meetings in your area (Freedom Group, SA, SAA, http://slaawomensgroup.org/index.html, etc.) and provide a written summary of the following items:
a) the role of the facilitator in the meetings and the leadership skills demonstrated in
facilitating the group process;
b) common themes among group members, either behaviorally, emotionally, cognitively,
relationally, familially, etc;
c) the 12-step process as it informs the overall direction and process of the recovery
group;
d) which of the curative factors are most prevalent in the group and how do they manifest
in the group process;
This paper is to be 3-4 pages in length, double-spaced, 12-point Times New Roman with
1-inch margins.

K4. Knows the models of treatment, recovery, relapse prevention, and continuing care for
sexually addictive behavior and related problems.

Group Immersion Experience with Reflection Journal

Paper addresses: Developing Adequate Strong


Define the role of the facilitator
in the meetings and the
leadership skills
demonstrated in facilitating
the group process, citing
examples from the meeting you
attended.
/10

Identify common themes among
group members, either
behaviorally, emotionally,
cognitively, relationally, familially, etc.

/10
Explain the 12-step process as
it informs the overall direction
and process of the recovery
group.
/10
Discuss which of the curative
factors are most prevalent in the
group and how do they manifest
in the group process.

/10
APA style and format

/10


Total /50
Customer is requesting that (writingptb) completes this order.

Please write a 2 two page Discussion paper on the topic given. Please use the APA format, remember to use HEADINGS and separate sections of main posts. Also remember to include a reference page.


Groups
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups??"whether you perceive them as positive, negative, or neutral??"can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
Review the information in this weeks Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.11 on page 444 of the course text.
Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was stuck?
Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
Post on or before Day 3 a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.

You are to write a persuasive final paper (7 to 9 pages not including cover and references) that links the following questions and underlying theories as they relate to your understanding and personal practice in groups. Students should use the text and outside research to review the material for this final paper.

Focus of the Final Paper

The paper should answer the following questions:

Why is it important to understand group dynamics in the business world? How does positive interdependence help to achieve mutual goals? Why is it said that research about groups is NOT always valid and relevant?
Are groups OR individuals more effective in work environments?
What is group cohesiveness? Is group cohesiveness important? How do group cohesive forces affect group processes? What can you do to increase cohesiveness in your group?
How does social influence/interaction affect decision-making? How can you encourage/promote and discourage member's acceptance of proposals in the workplace?
Are leaders an important aspect of groups? Can leaders emerge from groups? How? What is the importance of group members' perceptions about leadership and why is this phenomenon important as it pertains to group outcomes?
Why are teams more effective than work groups in certain situations? Identify these situations where teams are more effective than work group and provide examples.

Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must use APA style as outlined in your approved style guide to document all sources.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in your approved style guide.

I will be faxing the materials, but i would like writer: gkwylie to do this assignment.

Journal Paper (5 pages): Your Journal Paper for Term 2 should discuss both of the following: (1) Summarize your personal insights and ideas about the implementation of your project. Reflect on your own experience. Evaluate your own performance. What are you learning about your community and the community change effort? How are you feeling about your project? How well have you been functioning in the group process? (2) Progress Report: What has been your progress toward your personal goals! What did you plan to accomplish? What have you actually accomplished? What have been obstacles, challenges, dilemmas do you face as you move on to the final term? How do you plan to overcome them?
There are faxes for this order.

SUPPORT GROUP REPORT INSTRUCTIONS I attended Alcoholics Anonymous
You will identify and attend 4 open support group meetings of Alcoholics Anonymous, Narcotics Anonymous, or Al-Anon*. Although open support groups are accustomed to visitors, remember to be respectful since you are a guest. Try to introduce yourself to some of the members, explaining that you are a student in the Liberty University Counseling program. Keep in mind that you are a representative of Liberty University, of counselors, and of the Christian faith. Once the group begins, just sit back and observe how the group process takes shape.

After attending the group sessions, you will write a report on your experience. This is to be a 3??"4-page paper describing the group dynamics you observed while attending the support group. Your greatest challenge will be to provide sufficient details that serve as evidence of your attendance without disclosing confidential information about the group members. Be sure to incorporate the following elements:

How do your observations of the group reflect the readings and the Corey DVD?
Discuss the stage you believe the group is currently in and support your claim.
In all groups, there is a natural leader that arises??"discuss the dynamics of this natural leadership in the group you attended and whether it was productive for the group. What leadership style was working in the group?
What were some challenges you observed occurring within the group?

Although you can use first person in this paper, remember it must be in current APA format. This is a graduate-level paper that requires adequate empirical knowledge and proper citation use. The paper must be 3??"4 pages, double-spaced, and with 12-point Times New Roman font. If the instructor is not satisfied, you may be asked to correct and resubmit.

Write a paper on group interaction within a learning team. Use the "assessing group interaction" table that is included. In the paper, you should discuss the following:
1. Identify Terry's strengths and weaknesses in working with the learning team.
2. Conflict management techniques that could have been or are the most effective for a learning team or those techniques that you believe would work best with a team.
3. Effective group decision-making skills and problem-solving techniques used by a team.
Must be in APA format and use at least 3 scholarly references (Please do not use Wikipedia)
If a team is not at its most efficient, discuss how performance could be improved in each of these areas.

Here is the assessment group exercise and a summary of each individual strengths (weaknesses) within a learning team:

Team Member Role Responsibility Communication Style:
Patti Bradshaw:
-Designated Leader- Facilitate and co-ordinate the Learning Team Project Assertive communicator. Posted plan and asked for input, ideas and suggestions.
-Implementer- Implement ideas into action.
Clarify by posting my understanding of what is expected.
-Team Worker- Listen and do work assigned
Post work as stated by the leader and respond with questions of if there is anything else I should do.
-Completer-Finisher Searches out errors; makes sure project delivered on time. Communicate with team on what is needed to be corrected and changed.

Christian Clavell:
-Team Worker- Takes equal responsibility of the designated work and helps the team in any way necessary. Communicates frequently and with a positive attitude and asks for direction when confused.

Vaughan Hamblen:
-Team Member- Work with others to establish a collaborative effort for the final assignment.
Try to remain positive and include everyone and I do not like conflict and want everyone to get along.
He appreciates a team collaborative decision even if I personally do not agree. I make decisions all day at work so I really like to take a back seat in teams and will lead if asked to in classroom teams.

Terry Parker:
-Team Worker- Takes on designated portion of work and completes in a timely manner and helps other team members that need it. Communicates issues and ideas. Asks questions when clarification is needed.

Joe Walker Evaluator:
Critic
-Assess ideas, arguments, and suggestions. Evaluate product and proposed product against requirements. Communicates assertively but with tact to point out areas of deficiency. Good comprehensive listening skills for understanding other members concepts.
Opinion Seeker Ask for group members opinions on different approaches in an attempt to gain consensus. Communicate through questions and probing, good analytical listening skills to comprehend multiple approaches.
Compromiser Offer suggestions to help minimize differences, search for resolutions to conflict. Communicates assertively but not aggressively, comforting members. Uses empathetic and appreciative listening skills to help relax members.


What is the relationship between task roles and communication styles?
Task roles within a group focus on behavior that helps the members in the completion of a given task or objectives. These roles can include an initiator who provides ideas and suggestions to get the group started; an opinion seeker who asks for members opinions to discover how the group feels about given subjects; or an evaluator-critic who assesses ideas, arguments and suggestions to ensure alignment with group goals. There are also additional task based roles such as an information seeker, opinion giver, clarifier-summarizer, energizer, procedural technician, and recorder-secretary, but all of these roles are associated with accomplishing the objectives and to do this effectively, it requires attention to communication styles.
Since task roles are related to the completion of work, the appropriate communication style for these roles includes assertiveness and clarity to ensure understanding of the message being conveyed. A member fulfilling a task role is required to assist in driving the task to completion through group exchanges and communications that are clear and concise, removing the possibility of ambiguous transmissions. These roles require emphasis on detail and methods to attain proper results. These roles may use additional questioning and restatement of ideas and concepts to improve group clarification. When listening, members fulfilling task based roles are more likely to use either comprehensive or analytical listening styles. Comprehensive listening refers to the accurate understanding of both non-verbal and verbal communications within the group. Comprehensive listening requires the ability to understand what has been said, identify the main ideas and arguments used to support what was said, and confirm what is known or believed. Analytical listening requires the member to evaluate and form opinions about message content. It makes use of critical thinking and analysis skills that allows the member to determine different aspects of what is being communicated including validity or agreement. Both of these listening styles are essential to the members assuming task roles in directing the group toward clear communication of purpose and lucid solutions.

What are each individuals strengths in the group process?
Each individuals strengths in the group process are unique and combine to enhance the overall function and effectiveness of the group. These strengths exist across both the task and maintenance roles associated with groups. The group needs members that serve across both the task and maintenance functions to both drive completion of the task while ensuring cohesiveness of the group through maintaining relational needs. Each individual learns to adapt their skills and talents to the needs of the group based on the initial formation and storming phases. It is in these phases that members attempt to promote and/or assume roles that will best serve the group process.
Within our group we have members that serve their work organizations in managerial positions; this experience allows the team to be lead in an efficient and professional manner. Other members have talents associated with the role of evaluator or critic. The fulfillment of the role of evaluator or critic allows our group products to be assessed objectively prior to final release. Still other members serve in the role of opinion seeker. Members that serve in this role are always working to extract different viewpoints from members of the team. They do this to make sure that everyone is included and gets a chance to contribute. It is through the culmination of these multiple strengths that the team achieves synergy and higher level of productivity that could not be realized through individual efforts.
How are participation, leadership, and motivation skills demonstrated within the group process?
Participation is a fundamental process within a group, because many of the other processes depend upon participation of the various members. Levels and degrees of participation vary. Some members are active participants while others are more withdrawn or very busy with other things. Participation means involvement, concern for the task, and direct or indirect contribution to the group goal. If members do not participate, the group ceases to exist.
Leadership involves focusing the efforts of the members towards a common goal and to enable them to work together as one. We designated one individual as leader for each week of class. This person provides leadership with respect to achieving the goal. Other members may provide different roles which could change over time. Team Leaders role is to make sure that everyone is contributing.
If group goals are set by one individual then group members may not be impressed or inspired. If a group is involved in developing a goal, the motivation of members to work for the achievement of that goal is heightened. enneth Thomas describes four categories of intrinsic motivators needed to energize and reinforce our work (Engleberg & Wynn, 2003, pg 269) a sense of meaningfulness; a sense of choice; a sense of competence; and a sense of progress. A sense of meaningfulness is the feeling that you are pursuing a worthy task. A sense of choice is the feeling that you have the power and ability to make judgments about doing the task. A sense of competence is the feeling that you are doing good, high-quality work on the task. A sense of progress is the feeling that you are accomplishing something. Leaders may assign specific tasks to group members to stimulate interaction and motivation (Engleberg & Wynn, 2003 pg 273).
A group is able to share experiences, to provide feedback, to pool ideas, to generate insights, and provide a field for analysis of experiences. A group provides a measure of support and reassurance. Group discussions are an effective learning method and are successful when participation, leadership and motivation is demonstrated within the group process.

List five ways that group interaction enhances the individual skills of the learning team members.
Group interaction is as important to self growth as to team collaboration. While interacting with a group, a person can experience growth in communication, conflict resolution, decision making and leadership. These are five skills that can benefit an individual skill as well as team interaction.
Communication is a skill that an individual should practice that will be necessary in every aspect of a persons life. A group can help build communication skills through interaction of listening, questioning and understanding. A group is an ongoing practice arena for personal communication. The more people interact in a group the more people learn how to communicate in other settings. One on one communication requires the same basic communication skills as in a group (Engleberg & Wynn, 2003). Communication group skills are listen effectively, understand ones role within the group, actively contribute to group problem solving, ask clear questions to obtain information, establish a professional rapport with other members, communicate effectively with members from different cultures, use language effectively, nonverbally convey a professional image, resolve group conflict, demonstrate leadership. Most of these skills will be beneficial even for one to one communication.
Conflict resolution is an important skill to improve upon. An individual will come across several conflict situations. Groups tend to pose a series of conflict whether individuals have different ideas or different agendas. Groups allow an individual become more aware of difficult situations and how to overcome conflict. The need to argue for conflict resolution is a skill within the need to address conflict resolution. Understanding that argument is necessary at times and how to constructively argue will help an individual become more successful with life and work related issues.
Leadership and the decision making are skills that an individual can build during group interactions. While groups are engaged in the decision making process, there are leadership skills that one will acquire. While decisions are being made, the leadership role allows the team to become effective through cohesiveness. A team member will acquire leadership and decision making skills whether they are the leader or not. Just being a part of the team when the decision making process becomes successful is building leadership skills. Even non designated leaders will require leadership skills in or out of a group.

Recommend two ways that verbal communication can be used effectively during group interaction, and give a rationale for each recommendation.
One method for improving verbal communications within a group is by reducing the use of abstract words and moving toward the use of clear precise verbiage. Abstract words are those words that may have different meanings to different people, this is not just a word with multiple meanings, it may be a word or term that conjures different perceptions in the mind of the receiver (Engleberg & Wynn, 2003). As an example, the leader of a group says we need to have that report soon. The word soon could mean within a few minutes, within the week, within the month, or some other time span. If a speaker wants to convey a message and have it understood, they must use language that is definitive so that the meaning is not misconstrued based on an individual members perception. Using the previous example, if the leader of the group said We need to have that report by close of business tomorrow the message is concise and all members understand when the report is due. In effect, using ambiguous communications can result in work slowdown or complete breakdown (McKenzie & Qazi, 1983). Clarifying communications through the use of more accurate and less abstract words and terms can help ensure against incorrect assumptions and misinterpretation.
Our ability to use language helps determine the extent to which one successfully expresses ideas and influences the actions of group members or work team. (Engleberg, Wynn, pg.98) When a work team examines how they will communicate with one another, they can create a process in which a way one communicates with the other. Verbal communication can be effectively during team interaction when we use pronouns such as we, us, and our, to be inclusive of everyone and the group that everyone is doing as well as equality among all of the members. When things need to get done and we have timelines to meet, express shared needs and not individual needs. Again, that will give more of a team project rather an individual project. The use of pronouns not only will make sure it includes everyone on the team, it will make everyone feel like their role is important to the success of the project. Without their input and work, the project will be completed. Also the use of pronouns acknowledges shared needs, brings forth opinions, and shows the need for compliance and cooperation. Language is the most critical tool we have to shape the future and success of a group. (Engleberg, Wynn, pg.102)

Recommend two ways that nonverbal communication can be used effectively during group interaction, and give a rationale for each recommendation.
Communication within a group deals with the spoken and the unspoken, the verbal and the nonverbal, the explicit and the implied messages that are conveyed and exchanged relating to information and ideas, and feelings. Communication is often not so much what we write or say but how we write and often what we do not say (Gajadhar & Green, 2003). To successfully send a message, we need to blend the verbal (what we say) with the nonverbal (how we say it or what we dont say). The use of textual symbols can provide nonverbal communication elements in online group building. The use of nonverbal elements in text-based virtual interactions found in our learning teams, provides participants with some of the richness of real-time, face-to-face interactions. Nonverbal communication adds tone or richness of meaning that cannot be communicated by verbal elements alone. There are many types of nonverbal expressions used in virtual groups such as the use of multiple !!!, which could be used to reflect enthusiasm. Mmmmmmm, is a spoken pause that could show thinking, uncertainty, or agreement. Emotions can also be reflected in virtual groups by using to denote a friendly person or to encourage friendly conversation. LOL (laughing out loud) can be used in much the same way. When members of a virtual team enter into cyberspace, they do not leave behind their gregariousness or their inventiveness (Gajadhar & Green, 2003), but are able to communicate in a way that reflects the users feelings or thoughts. Encouragement and use of nonverbal support in the direction and development phases of group building can aid in building rapport in groups.
Use the appropriate dress for you audience or group. Your dress is a non-verbal form of communication. How you dress will be the first impression given in a meeting. If you dress professionally, people are more likely to take your input more seriously. People also will also change how they communicate to you simply based on your dress. While wearing a suit to give a speech is always recommended, your attire selected can have adverse affects on how people view you. If you overdress when speaking to a humble audience, you may alienate yourself from your audience, (Steele, 2007). You can overdress so be sure to understand your audience and dress accordingly.

References
Engleberg, I., Wynn, D. (2003). Working in groups: communication principles and strategies. (3rd ed.). Boston: Houghton Mifflin Company.
Gajadhar, J., & Green, J. (2003). An analysis of nonverbal communication in an online chat group. The Open Polytechnic of New
Zealand, Working Paper. Retrieved December 20, 2007, from www.topnz.ac.nz/
McKenzie, C., & Qazi, C. (1983, March). Communications Barriers in the Workplace. Business Horizons, 26(2), 70. Retrieved December 22,
2007, from Business Source Complete database.
Steele Jonathan, (2007). Rapport. Speechmastery.com. Retrieved December 21, 2007, from http://www.speechmastery.com/rapport.html

Review the information on the mining group gold method for facilitating meetings. After reviewing this information answer the following quetions:

-Describe and explain the five basic steps of mining group gold for its team meeting management process.
-What are the steps for dealing with emotions during a session or meeting?
-Describe and explain how you believe the mining group process will improve teamwork, empowerment and effective communication.

Mining Group Gold

Today, more than ever, organizations are built around people working collaboratively with one another in teams. The continued impetus is for the establishment of synergies between team members that can accomplish tasks that are in keeping with an organizations strategic initiatives and vision. How are talented people working in groups (some, for the very first time with a new group of people) formed into high-performance teams? Along with this question is the issue of the ad-hoc work groups that are placed together to accomplish very specific tasks in a short amount of time.
Additionally, there are the required departmental level meetings that are called on some regular basis, either weekly, every two-weeks, or monthly. The expectation is that such meetings are necessary and therefore required. And yet, some people consider such teams to be a waste of time, money, and resources.

The Mining Group Gold process is a team process and meeting management process whose sole purpose is to leverage the combined wisdom, experience, and ideas of everyone on the team in order to cash in on this wisdom to improve the overall meeting process and to improve the decisions of the organizational unit.

Kayser (1995) developed and perfected a method for teams or groups of individuals to maximize and capitalize on their collective effort in a decision meeting venue. Kaysers steps to Mining Group Gold are to (a) establish a purpose for the meeting; (b) set the outcomes that the group wishes to achieve from the meeting; (c) assign the roles of facilitator, scribe, and timekeeper; (d) set an agenda for the meeting; and (e) perform periodic time checks during the session to keep the group on track and on task. The connection between the Bikhchandani et al. model of observational learning and Kaysers Mining Group Gold process is that significant behavioral observation and reflection are taking place. The focus is more on the process dynamics that a group uses to reach a consensus rather than on the outcomes directly (Kayser, 1995).

Brandt (2001) reported that teamwork assists with understanding in an organizational unit. The author suggests that by fostering an environment of collaboration, managers will be able to positively impact the outcomes of the groups. The appreciation, or understanding, of conflict in a group setting can be made to work for the process rather than against it. Brandt further states that teamwork is imperative with regards to enhancing decision-making and improving communication (Brandt, 2001, p. 32). Brandt additionally posits that it is important to examine the behaviors of the members of the team. The author suggests breaking down the process into the elements of antecedent conditions, perceived conflicts, felt conflict, and manifest behavior (Brandt, 2001, p. 34). Kayser (1995) suggests in Mining Group Gold a methodology for dealing with feelings in a group setting. Brandt states that effective problem solving is only possible when feelings are kept under control. Brandt concludes her article by suggesting five ways to handle conflict in a group setting. They are collaboration, accommodation, avoidance, competition, and compromise (Brandt, 2001, p. 35).

The following summarizes the key points of the Mining Group Gold meeting process.

Mining Group Gold

The five basic steps for Mining Group Gold

1. Determine the purpose of the session or meeting.

2. Determine the desired outcomes of the session or meeting.

3. Assign the roles of facilitator, scribe, and timekeeper.

4. Set the agenda.

5. Establish the time allocation for each item on the agenda.

*Remember: Mining Group Gold is a process. It is effective for all types of sessions or meetings.

Other ideas and concepts to consider:

1. The roles of primary and secondary facilitator

2. The idea of switching hats when you are the facilitator

3. The agenda check

*To create an open and collaborative climate or environment, team leaders or facilitators should be objective. Everyone should practice safe-guarding and gate-opening.

*When dealing with emotions, use the sub-process of feelings-facts-solutions. It is also suggested that all members of the group take a moment of silence to relax. During this time, everyone writes down their feelings in order to express them later. Then, the primary facilitator asks everyone in the group to read what they wrote. From this information, additional and pertinent information is mined, and then a path forward to solve the problem can be determined and implemented.
Customer is requesting that (bolavens) completes this order.

Writer?s
Written Assignment:

Enlist the aid of a group of coworkers, friends, or members of your family to participate in a 20- to 30-minute discussion in which they have to solve a problem or make a decision; for example, deciding where to go for vacation (as in the case of a family), how to deal with a problem of morale at work or what to do with a troublesome colleague (as in the case of a work group), or determining how often and at what time a group, such as a bridge club, should meet (as in the case of friends). It may be helpful to you if you can secure permission to record the discussion, but recording it is not necessary. Your role in this assignment will be that of observer, not participant. During the discussion, you should keep track of what is going on, who seems to be having the most and least influence, as well as why, how well the group moves through its task, any breakdowns in communication, and the like. Using either your notes or the recording of the discussion, and drawing on pertinent material in Chapter 12 of your textbook, write an analysis in which you:

1. describe what the group was trying to accomplish,
2. indicate how well the members performed the task,
3. identify aspects of communication that both contributed to and detracted from successful completion of the task.
4. discuss what appeared to be the most significant sources of influence on how the group performed, and, finally,
5. indicate what you learned from the discussion and your observation of it that you would try to avoid and what you might also try to do in decision-making or problem-solving discussions in which you are a participant.

Note: Please do not submit any recordings for this assignment, and be sure that you omit or change the names of the people you?re discussing. Do not try to use all of the instruments and suggestions presented in the chapter 12. Rather, read it with a view toward understanding the complexity of group process and the many different sorts of factors that affect the way in which it unfolds.

The Organizational Behavior course for the semester appeared to promise the opportunity to learn, enjoy, and practice some of the theories and principles in the textbook and class discussions. Christine Spencer was a devoted, hard-working student who had been maintaining an A??"average to date. Although the skills and knowledge she had acquired through her courses were important, she was also very concerned about her grades. She felt that grades were paramount in giving her a competitive edge when looking for a job and, as a third-year student, she realized that shed soon be doing just that.

Sunday afternoon. Two oclock. Christine was working on an accounting assignment but didnt seem to be able to concentrate. Her courses were working out very well this semester, all but the OB. Much of the mark in that course was to be based on the quality of groupwork, and so she felt somewhat out of control. She recollected the events of the past five weeks. Professor Sandra Thiel had divided the class into groups of five people and had given them a major group assignment worth 30 percent of the final grade. The task was to analyze a seven-page case and to come up with a written analysis. In addition, Sandra had asked the groups to present the case in class, with the idea that the rest of the class members would be members of the board of directors of the company who would be listening to how the manager and her team dealt with the problem at hand.

Christine was elected Team Coordinator at the first group meeting. The other members of the group were Diane, Janet, Steve, and Mike. Diane was quiet and never volunteered suggestions, but when directly asked, she would come up with high-quality ideas. Mike was the clown. Christine remembered that she had suggested that the group should get together before every class to discuss the days case. Mike had balked, saying No way!! This is an 8:30 class, and I barely make it on time anyway! Besides, Ill miss my Happy Harry show on television! The group couldnt help but laugh at his indignation. Steve was the businesslike individual, always wanting to ensure that group meetings were guided by an agenda and noting the tangible results achieved or not achieved at the end of every meeting. Janet was the reliable one who would always have more for the group than was expected of her. Christine saw herself as meticulous and organized and as a person who tried to give her best in whatever she did.

It was now week 5 into the semester, and Christine was deep in thought about the OB assignment. She had called everyone to arrange a meeting for a time that would suit them all, but she seemed to be running into a roadblock. Mike couldnt make it, saying that he was working that night as a member of the campus security force. In fact, he seemed to miss most meetings and would send in brief notes to Christine, which she was supposed to discuss for him at the group meetings. She wondered how to deal with this. She also remembered the incident last week. Just before class started, Diane, Janet, Steve, and she were joking with one another before class. They were laughing and enjoying themselves before Sandra came in. No one noticed that Mike had slipped in very quietly and had unobtrusively taken his seat.

She recalled the cafeteria incident. Two weeks ago, she had gone to the cafeteria to grab something to eat. She had rushed to her accounting class and had skipped breakfast. When she got her club sandwich and headed to the tables, she saw her OB group and joined them. The discussion was light and enjoyable as it always was when they met informally. Mike had come in. Hed approached their table. You guys didnt say you were having a group meeting, he blurted. Christine was taken aback.

We just happened to run into each other. Why not join us?

Mike looked at them, with a noncommittal glance. Yeah right, he muttered, and walked away.

Sandra Thiel had frequently told them that if there were problems in the group, the members should make an effort to deal with them first. If the problems could not be resolved, she had said that they should come to her. Mike seemed so distant, despite the apparent camaraderie of the first meeting.

An hour had passed, bringing the time to 3 p.m., and Christine found herself biting the tip of her pencil. The written case analysis was due next week. All the others had done their designated sections, but Mike had just handed in some rough handwritten notes. He had called Christine the week before, telling her that in addition to his course and his job, he was having problems with his girlfriend. Christine empathized with him. Yet, this was a group project! Besides, the final mark would be peer evaluated. This meant that whatever mark Sandra gave them could be lowered or raised, depending on the groups opinion about the value of the contribution of each member. She was definitely worried. She knew that Mike had creative ideas that could help to raise the overall mark. She was also concerned for him. As she listened to the music in the background, she wondered what she should do.





Analyze the case study and submit a 2??"3 page paper addressing the key questions identified below. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpretation of the information and there is not one right answer. However, you must explain and defend any assumptions you made and\or conclusions resulting from your analysis with citations from the text or from the case itself. There is no need to research outside sources for this paper.

Your paper MUST include the following labeled sections:

Part I: Group Development

Identify and summarize the stages of group development.Reflecting on the case and textbook material, what stage is the group at now? How could an understanding of the stages of group development have assisted Christine in her leadership role with this team?Support your conclusion with evidence from the case and our text.


Part II: Problem Identification

Identify key problems.Identify primary and secondary problems the group and/or Christine are facing. Identify what Christine should have understood about individual membership in teams in order to have built group processes that were supportive of her workgroups performance. Do not necessarily limit yourself to only team theory here. Plumb any concepts we have covered to date in class if you feel they are relevant.

Part III: Retrospective Evaluation

Given that there is no one perfect solution for this situation, identify, describe, and defend two possible solutions to the primary problem(s). Clearly identify and defend both courses of action. Identity and discuss specific steps needed to implement your selections. Support your selections with evidence from the case, the text, and/or weekly discussion.

Remember that deciding on a course of action entails envisioning and planning the steps to success. Be sure to identify implementation steps for both possible solutions.

Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative and rationally identify pros and cons of each.

Presenting pros and cons for the identified alternative solutions in a table format within the paper is acceptable.

Part IV: Reflection 15 Discuss whether Christine was an effective group leader in this case. Why or Why not?




Customer is requesting that (infoceo) completes this order.