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This reflection is a community initiative intended to achieve an analysis goal in schools. Several people participating in the community collaborated on the project’s shared goal. To achieve this leadership it had a definite purpose to ensure that the priorities were achieved and the main ideas important for the group work were carried out efficiently. In addition, they do not understand what it was about, without a such climate participants would not be encouraged to participate. Leadership
The group’s leader was tasked to make known the common objective of the group and make sure each and every member understood what was going on. Based on the fact that the group was made of new individuals who had previously not known each other an introduction had to be done. This introduction is important as it makes individuals feel at home within the group, through this, they are able to share freely within the group and also gain insight from the input of various members of the group. To achieve this the leader conducted ice-breaking activities so as to ensure each member participated by engaging their social skills to achieve the goal at hand (Nixon, Phil, Harrington, & Parker, 2012). This was achieved through a game of sticks that required members to run with a stick between them or make a bridge using sticks. For our group, this created a rise of mixed emotions within the group members, as most of the individuals exchanged roles they were tasked to play.

The leader did not encourage the participation of different individuals in the group. This is important as based on the variety of group members some lack the confidence of engaging in social skills. This will then on transfer to the group projects inhibiting their participation in the discussions. The group leader further encouraged this deviance by stating that members should only participate in roles they were good at so as to save time. This icebreaking activity was not conducted effectively.

Nevertheless, the leader achieved perfect contribution from each member of the group during the discussion as there was cooperation between the different students involves and also the lecture. Cooperation enabled each member to play their role effectively without a rise in conflicts between group members. Conflicts that occurred were negligible and those that took place were in relation to conflicting ideas, the group leader handled the conflicts well, by providing a neutral atmosphere where each member could state their opinions without fear of victimization. Afterwards, a collective decision was achieved through further discussion with group members. This saved a lot of time and increased cohesion amongst group members.

However, the leader also had a few failures, the leader was tasked to outline and communicate the objectives of the group that was a guideline of thought and participation to all the group members. In a group setting where individuals come from different backgrounds, each individual has a set of different goals in respect to why they chose to be in the group. These goals have to be refined in accordance with the group’s objective so as to limit personal influences or directives within the group that will limit effective brainstorming and the brewing of ideas within the group. The leader failed at this as his communication techniques were not clear to all group members in either speech or text, other group members failed to realize the group’s objective or agenda (Tsay, Mina, & Brady, 2012). This was a potential threat to achieving the group’s objective since some members will not be productive, based on failure to understand the group’s objective, they will not be in a position to contribute effectively. Alternatively, they will also not concentrate on the group’s activities as they feel out of place since their concerns have not been met.


Members of the group participated effectively by articulating their views and ideas that were cohesive to achieving the group’s main agenda. Collaboration between different group members and lectures was also quite efficient, as they were able to discuss and brainstorm on the different issues at hand. The members were also efficient in the contribution of matters related to the group’s budget, this was a collective agreement amongst members and very few members let their personal goals leap forward before the group’s agendas. This was quite a positive attribute, as it minimized any chances of conflicts or victimization of members of the group by belittling their opinions.

However, some few members of the group did not act in a productive manner towards the group’s objectives as they interfered with the group’s activities pursuant to their goal. This was noticed with one individual who always caused interruptions by making noise or interference when a member was making their point verbally within the group discussions. This really hindered the group discussions as we had to wait for the member to be addressed or to calm down by themselves. This really limited discussion times as a lot of time was wasted through the interrupts, a member had to repeat the point they were in the process of making (Tsay, Mina, & Brady, 2012). This interrupts affected the group’s productivity, nevertheless, the group leader was also inefficient in addressing the interruptions caused by the group member, as most of the time he was just left ignored (Nixon, Phil, Harrington, & Parker, 2012). This somehow encouraged them to be in pursuant of their interruptive behaviour

In conclusion, the group was quite effective in meeting its objectives despite the matters that were encountered in opposition to the group’s agenda. The group leadership tried to achieve collectiveness and cohesion amongst group members but also failed to address some few areas. This could be improved to increase group’s efficiency in meeting its objectives.


Nixon, Phil, Harrington, M., & Parker, D. (2012). Leadership performance is significant to project success or failure: a critical analysis. International Journal of productivity and performance management , 204-216.

Tsay, Mina, & Brady, M. (2012). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning , 78-89.

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