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Quiz 7 :

Transition Stage of a Group

Quiz 7 :

Transition Stage of a Group

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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. I do not give in to group pressure by doing or saying things that do not seem right to me.
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Any organization cannot be successful if the groups and teams working together do not make unified efforts to achieve organizational objectives. Group members have to work in conundrum and coordination with each other to achieve wholesome benefits for the organization.
Now to perform rating, I would rate myself:
Rating: 5=this is almost always true of me.
I am a kind of person who cannot work under pressures and obligations. I want a workplace or a group where I get a fair chance to speak up for myself. I want considerations for my good decisions and opinion from other group members. Thus, I do not take decisions under pressure.

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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. I disclose personal and meaningful material.
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Any organization cannot be successful if the groups and teams working together do not make unified efforts to achieve organizational objectives. Group members have to work in conundrum and coordination with each other to achieve wholesome benefits for the organization.
Now to perform rating, I would rate myself:
Rating: 4=this is frequently true of me.
I am very open person and I share a lot of things about my personal life in a group. Thus I could say that I share almost everything in my group.

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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. I am willing to formulate specific goals and contracts.
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Any organization cannot be successful if the groups and teams working together do not make unified efforts to achieve organizational objectives. Group members have to work in conundrum and coordination with each other to achieve wholesome benefits for the organization.
Now to perform rating, I would rate myself:
Rating: 5=this is almost always true of me.
I am very clear about my goals and targets in life. This is why I try to design specific goals and targets in my group. Thus, I always try to formulate policies and goals in a group.

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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. I am generally an active participant as opposed to an observer.
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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. Others tend to trust me in a group situation.
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Moving Beyond Playing It Safe. Imagine that you are leading a group that does not seem to want to get beyond the stage of "playing it safe." Members' disclosures are superficial, their risk-taking is minimal, and they display a variety of problem behaviors. What might you do in such a situation? How do you imagine you would feel if you were leading such a group?
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Intervening With a Silent Member. Betty is a group member who rarely speaks, even if encouraged to do so. What are your reactions to the following leader interventions? • Ignore her. • Ask others in the group how they react to her silence. • Remind her of her contract detailing her responsibility to participate. • Ask her what is keeping her from contributing. • Frequently attempt to draw her out. What interventions would you be likely to make?
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Redirecting a Questioner. Larry has a style of asking many questions of fellow group members. You notice that his questioning has the effect of distracting members and interfering with their expression of feelings. What are some things you might say to him?
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Addressing Hostility of Group Members. Imagine that you have been meeting with a group of middle school children whose parents are incarcerated. The members have begun to develop strong connections to you and to one another. Several of the members have opened up about some painful memories they have endured. One member of the group begins to lash out and "pick fights" with other members. He also uses racial slurs and makes homophobic comments when certain members speak up. Another member remarks, "This is stupid, I'm not coming to group anymore." Form small groups to consider these questions: • What are some of the dynamics you see occurring in the group? • What motivations might be behind these problem behaviors? • How would you respond to the racial slurs and homophobic comments made by one member, and what strategies would you use with the member who doesn't want to return? • How would you go about processing all of this within the group?
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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. I am willing to openly express my feelings about and reactions to what is occurring within a group.
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Confronting Conflicts. Assume that there is a good deal of conflict in a group you are leading. When you point this discord out to members and encourage them to deal with it, most of them tell you that they do not see any point in talking about the conflicts because "things won't change." What might be your response? How would you deal with a group that seemed to want to avoid facing and working with conflicts?
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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. I am readily able to trust others in a group.
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Working With Members' Fears. Assume that various members make these statements: • "I'm afraid of looking like a fool in the group." • "My greatest fear is that the other members will reject me." • "I'm afraid to look at myself because, if I do, I might discover that I'm empty." • "I'm reluctant to let others know who I really am because I've never done it before." With each of these statements, what might you say or do? Can you think of ways to work with members who express these fears?
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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. I prepare myself for a given group by thinking of what I want from that experience and what I am willing to do to achieve my goals.
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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. I am able to give direct and honest feedback to others, and I am open to receiving feedback about my behavior from others.
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Identifying Countertransference. From what you know of yourself, in what areas are you most likely to experience countertransference? If you found your objectivity seriously hampered in a group because of your own personal issues, what might you do?
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Challenging the Leader. In a group you are coleading, several members challenge your competence. In essence, they give you the message that you are inept and that they favor the other leader. How do you imagine you would feel in such a situation? What do you think you would do or say?
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Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader. Confronting a Member Who Is Storytelling. Jessica has a habit of going into great detail in telling stories when she speaks. She typically focuses on details about others in her life, saying little about how she is affected by them. Eventually, another member says to her, "I'm really having trouble staying with you. I get bored and impatient with you when you go into such detail about others. I want to hear more about you and less about others." Jessica responds, "That really upsets me. I feel I've been risking a lot by telling you about problems in my life. Now I feel like not saying any more!" What interventions would you make at this point?
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Select one or more of these questions for exploration in a small group in the classroom: • How do you understand the concept of resistance? What alternative concepts can you think of to explain what is often viewed as resistance? • What member behavior would you find most difficult or challenging to deal with as a leader? Why? How do you think this member?s behavior is likely to affect the way you lead the group? • How would you intervene if a member remained silent? What factors might explain the lack of participation by a group member? • What would you say or do if a group member reminds you of someone in your life? How would you deal with this potential countertransference? • How can you challenge members in a caring way without increasing their defensiveness? • What cultural dimensions will you need to consider before confronting a member?
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This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group. After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings. Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes: 5 = This is almost always true of me. 4 = This is frequently true of me. 3 = This is sometimes true of me. 2 = This is rarely true of me. 1 = This is never true of me. 7. I listen attentively to what others are saying, and I am able to discern more than the mere content of what is said.
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