qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnm

SWIP Report
20-3-2012
Kaho leung |

Swip Report

Author: Kaho Leung

Place: Flushing

Date: 20/03/2012

Institution: HZ University of applied Sciences

Inhoud

Introduction 2

Lesson 1 Forming (part 1) 3

Lesson 2 Forming (part 2) 5

Lesson 3 Storming (part 1) 11

Lesson 4 Storming (part 2) 13

Lesson 5 Norming 15

Lesson 6 Performing 19

Conclusion 25

Sources 26

Introduction

For this course it was the aim to focus ‘’to be aware of the collaboration in a group’’. By doing assignments in class and homework with the included theory, we were capable of seeing the relationship in a group from forming stage to adjourning stage.

This report is meant for myself and the course teacher of Swip to reflect on what I have learned during this course and to show that to the teacher.

I would like to thank Mrs…. For giving the theory and being more aware of my position in the group and how to implement solutions for that.

Lesson 1 Forming (part 1)

Class assignment
I want you to think back to the very first time, here at the HZ, when you had to participate in a group. You were probably in your first, second or third week. Try to remember that very first meeting as a newly formed group. Where were you? Somewhere down one of the hallways? In a classroom? With whom were you acquainted? Who were complete strangers to you? Try to remember what you saw, how you felt, how you experienced this very first meeting. Write down your impressions in short sentences or words only.

We were in a class room and the teacher explained us the project we were going to make. We knew each other for 3 weeks so we had quite good impression of our class mates. Furthermore from my point of view you cannot say that you really know the persons. However I did not have a clear view how every team member deals with group assignment so it was just wait and see. I felt a bit nervous but also exiting because it was the first year and everything was new. You really have to start good was my view to succeed in the first year. The meeting was actually quite ok, we divided tasks and just worked on it.

Class assignment
I gave general characteristics of the forming stage and asked your: Does this sound familiar to you? Recognize the general atmosphere I just described?
Yes I recognize this atmosphere everybody has his own behavior and different opinions. You have quiet types of persons but also busy types of persons. Some examples what happens on a individual level. They want to be accepted, serious issues are not shown, avoiding controversy/ conflicts.

Class assignment
I described four ways of leadership. Then I asked: What kind of leadership is needed at this level?
Motivating/coaching is needed to get things done somebody has to take initiative for speeding up things.

Class assignment:
What can you do, at an individual level, to make sure you complete this forming stage successfully? How can you contribute to this? What were your ideas, suggestions?
Solutions which could contribute to a successful forming stage is that you be yourself. Moreover showing feelings about things so people know what your opinion is also very important. Organizing informal sessions to know each other better such as having a nice lunch, dinner or have a drink on a terrace. You always have to respect every person and be friendly for optimizing a positive atmosphere. During such a meeting it is best to be pro active so take initiative and feel responsible. Additionally contribute to discussions by talking & listening is also important. Not to forget, a big reason that you take part in this group work is to understand your learning opportunities, weaknesses and strengths for working in a group.

Lesson 2 Forming (part 2)

Class assignments:
Answer the next questions:

| Quotes | agree | disagree | 1 | I prefer to work alone | | x | 2 | I don’t easily accept advice from others. | | x | 3 | I like to show what I am capable of. | x | | 4 | I want to do things my way. | | x | 5 | In the end you have to do it yourself. | | x | 6 | Cooperation makes it easier to get things done. | x | | 7 | I have no problems with following the others. | x | | 8 | I hate competition. | | x | 9 | Cooperation is not as effective as working alone. | | x | 10 | I don’t like the idea that others have an influence on team results. | | x | 11 | I don’t like to be the first one doing things. | x | | 12 | I prefer to get a clear, well defined task. | x | | 13 | I am a natural leader. | | x | 14 | I like to have the last word. | | x | 15 | It is difficult to get agreement when you work in a group. | x | |

Which of the above answers will have a negative influence on your role in the team and which answers will have a positive influence on your role in the team?

Answers numbers: 11, 13, 15 have a negative influence on my role in the team.
Answers numbers: 1, 2, 3, 4, 5, 6, 7, 10, 12, 14 have a positive influence on my role in the team.

Write on a piece of paper three columns. The first column is “team tasks”. Here you write as many team tasks as you can think of. The second column is “prefer group/prefer alone”. For any task you have written in column 1 you indicate how you prefer to do that task: as a group or alone. The third column is “why”. Explain for every preference why you prefer to do it in the group or alone. Team tasks | Prefer group/prefer alone | Why? | | | | Divide roles | group | To clarify to members which role everybody has | Divide tasks | Group | So they all know what to do | Making decisions | Group | Everybody should participate for making decisions | Talking about problems | Group | If there is a problem, we should help each other | Making dead lines | Group | Everybody knows which dates suites best for them | Giving information/opinion | Group | Information is always useful and your opinion about it as well |

Discuss the following statements with your neighbor. Do you agree or disagree? What arguments do you have? 1. In a team, the individual is of no importance. 2. It is imperative you become friends with your teammates. 3. A team can only perform well if everybody say everything to each other. 4. A decision should be made by the whole team. 5. With more than four persons in a team you need a leader.

1) disagree, it is important because everybody should have opinions about the subjects which can lead to ideas and improvements. Moreover to keep members motivated it is nice to have influence in the group.
2) I must agree because from my point of view optimal collaboration is when you are friends.
3) agree only if you mean which has content about the team to let members know more information, personal matters is not relevant.
4) agree, if it depends on a small group of course then everybody has approximately the same amount of input and thus everybody can influence important decisions. However if you interpreted that for example a big multinational is also a team of course the CEO will make the decision.
5) Agree 4 people is the maximum for having an oversight about the situations during meetings. With more than 4 it becomes a bit un clear about tasks, roles, deadlines etc than you have to need a leader who has guidelines for succeeding in group work.
Make a list of 10 do’s for a team and a list of 10 don’ts concerning group behavior. 10 do’s concerning group behavior | 10 don’ts concerning group behavior | | | Everybody should carry the task which been given | Not doing your tasks which been given | Show respect for your team members | Be disrespectful towards team members | Motivate each other for a good end result | Don’t be selfish and only think of your own work | Come in time for meetings | Show up to late at meetings | Pro active attitude | Assertive attitude | Listen to each other without criticizing | Criticize immediately, or not listening | Feel responsible for the team work | Be passive concerning the team work | Get to know each other better | Be strangers for each other | Help each other when needed | Be selfish concerning helping each other | Problems in the team should be solved by members | Don’t have lack on problems, it has consequences |
Class assignment:
How do we know as a team that we have completed this first stage of forming successfully? What kind of criteria should be met? 1. People should be made aware of this stage and its characteristics. People should know of the ways ton how to contribute to its main goal at the team level: it is all about getting to know each other and create an as positive atmosphere as possible. 2. Have a good attitude towards the teamwork by being proactive, take initiative, responsible, motivate yourself, not blame others, do the right, reactive, discipline, independent. 3. Contribution to discussions by talking & listening. 4. Show preferences, your learning opportunities, weaknesses, strengths concerning teamwork. 5. Home assignment:
Individual assignments:
Let’s consider the ways you can contribute to the Forming stage: 1. Be pro-active: take initiative and be responsible, motivate yourself! 2. Contribution to discussions by telling and listening 3. Showing your preferences, learning opportunities, weaknesses and strengths concerning teamwork.

Ad 1: Be pro-active
In what ways/situations/roles do you consider yourself to be pro-active? And in what ways/etc reactive? What triggers reactive behavior in you? If you had describe yourself on a scale of proactive-reactive: for how much percentage are you in general proactive and how much reactive? Can you describe three situations in which you behaved proactive? Can you describe three situations in which you behaved reactive? What kind of advice would you give yourself to reverse your reactive behavior into more proactive behavior? Use these questions to write a small essay on your proactive and reactive behavior and draw specific conclusions.

I am pro active in situations where we need to brainstorm about creative ideas. Moreover feeling responsible for deadlines is important for me in a group. If several group members do not deliver their work what should be done, I tell them to speed up things. Furthermore if nobody wants to be the leader in the group mostly I will take the responsibility and divide the tasks that has to be done.
However I have also some reactive behavior. Sometimes I do not want to follow class and just agreed with everything, even if I do not agreed this is a bad habit of me. Furthermore sometimes I come too late for meetings which frustrates the other group members, then I think it is just a few minutes but frustrating for them because they have to explain things again.
Reactive behavior comes from patterns which you are using all the time. Patterns where you are not aware of because it feels like a warm bath. It feels you are not responsible for things and actually you are responsible. It triggers me sometimes because sometimes I do not feel that energetic and motivated to have an proactive approach which leads to reactive behavior in my case.

I would say for 70% pro active and 30% reactive.

Situation 1 proactive: for brainstorming in the student company, I really thought about products which could sell good to students. Our home works was to search for ideas and the next meeting only I had ideas so they picked mine idea!
Situation 2 proactive: for the open day nobody wanted to come in the morning so I took the responsibility because I felt responsible for the student company no matter what!
Situation 3 proactive: I took arguments against my team members because they wanted to donate to a charity but I said shareholders are not interested in donations and could even take more time. Instead I said we can also use symbols for the products which they all found a good idea.

Situation 1 reactive: come several times to late.
Situation 2 reactive: expect sometimes somebody else would do the task.
Situation 3 reactive: is sometimes still sleepy in the morning and totally not focused what has been said.

Ad 2: Contribution to discussions by telling and listening.
Search on the internet for a communication skills test and make the test. Describe or copy the results. Reflect on them and draw conclusions: what do you consider strong points and what skills need more attention? How will you improve the latter?

Snapshot Report Insightfulness 68 Your results indicate that you are fairly adept at interpreting other people’s words and actions and seeing things from their perspective - although the rare misunderstanding may occur. Overall however, you seem to realize that empathy is an essential part of good interpersonal skills and therefore, will do your best to place yourself in other people’s shoes in order to better understand them. For the most part, you can sense what others are thinking and will likely adjust your behavior accordingly if a person you’re conversing with seems confused or perhaps uncomfortable. There may be the occasional time when you pay more attention to the message you’re sending rather than how it’s received. With some time and experience, you’ll likely be able to improve your insight even more.
My strong points are empathy for others and understanding of people. Moreover feeling what others feeling and adjust to the circumstances. My weak points are the messages I sent sometimes, I try to be as honest as possible and it sometimes comes out a little bit unfriendly. Improvement of not taking it to personal would be my aim and just see it as objective so do not judge about peoples comments to much.
Ad 3: Showing your preferences, learning opportunities, weaknesses and strengths concerning teamwork. Make a SWOT analyses of yourself as a team member. What conclusions can you make?

Opportunities Put more alarm clocks, thus on timeStick to your idea if you are convinced and see it from others perspective.Change of mind setting and try to get a good grade where everybody could be proud of. | Threats Fall into old habits.Get even more to late if nobody cares about it. | Strengths Empathy for othersPro active attitudeTake responsibility for the team | Weaknesses Sometimes too late in meetingGive up to easily when most of the group is against itGo for the sufficient grade not the 10 mentality |

Lesson 3 Storming (part 1)

Class assignment: Think back at an experience of a group or team that fell apart/did not function. Write down in words what you saw, how people behaved, what people said.
I was in a group which had too many differences between group members. Two of them were perfectionists and I could already tell that there were going to come conflicts. The other 3 were very reactive and did not show any feelings about the project. Moreover they had a 5,5 mentality. Furthermore we understood each other completely for example: two members made their work and saw that the other two totally improved it, this was disappointing to the other two and from that point on they refused to do the work because they would improve it anyway.

Class assignment: Do The Thomas Kilmann test.

Class assignment:
Write down how you see yourself at handling conflicts. How do you react?
Well I try to see it from both sides and mostly try to give the best solution for the conflict or find a good compromise for the conflict. However if they do not agree with it than I tend to behave more passive than active.

Class assignment:
Let’s take a look at the test (Thomas Kilmann conflict mode instrument) results. Compare the results of the test with your own estimation. Do they match?
Again, it is not about the right answers, it is about getting insight in to your way of handle conflicts and become aware of your strategy. May be you can learn to expand your strategies.
The results of the Thomas Kilmann test were surprising for a part because I am not as ‘’avoiding’’ as the results says it is from my opinion. On the other hand it also says I am highly ‘’compromising’’ which I agree. In a group there has to be a solution in a conflict and compromising is a nice way to do it for the entire group.

Home assignment:
Individual assignments:
Look at the results of the Killmanntest. Reflect on the outcome. What are your strong points and which points need extra attention?
My weak points are the collaborating strategy because I do not always agree with points of other team members and sometimes can make me a bit upset. I should improve at this point to improve gaining commitment, open discussions and better brainstorming. My strong points are the compromising strategy which lead to temporary solutions and keeps the dialogue open. Furthermore the avoiding strategy is also a strong point to reduce tensions or buy time.

Study the paper on feedback. Reflect on it and decide what learning goals you have concerning giving and receiving feedback. Practice them at meetings or other situations.
My learning goals for giving feedback is asking people if I can give them feedback. If they say no, it is better to do this on a better time. Moreover I do not immediately discuss the incident which should be for better communication among the group. Also giving feedback face to face is better in private than in public which I do not do sometimes. For receiving feedback I could learn to let my defensive attitude go away. This is a bit hard because I sometimes take it personally which is probably not meant by the person. Moreover I should accept every input even if I do not agree at all, this will show respect for the person his perspective.

We have also discussed the difference between being personal and being functional. Reflect on that and draw conclusions: is the distinction useful for you? Do you consider yourself functional when being active on a group assignment at the HZ, or are you just your personal self? Do you criticize persons or behavior
Yes it is useful for me, I tend to behave more functional when I am working on a group assignment at the HZ. It triggers me to work efficiently without harming personal feelings of others. That is why I criticize people only on their behavior which is from my opinion the way it should be in a group. We are formed together to achieve something and then is functional more appropriate than personal self.

Lesson 4 Storming (part 2)

Class assignment:
Reflect for a moment on what kind of listener you are. Do you take time to listen? (That is a pro active choice to do or not to do, not something that is depending on the situation!) Does listening depend on who you with? Do you listen differently to your mother or your father, your brothers or sisters, the teacher or your best friend? When do you have trouble listening and ignore people? Do you listen to criticism or is that depending on who is saying what? When listening, are you trying to relate to your own experiences?
Of course I take time to listen to anyone. I am old enough to understand that everybody has something to say than you just have to listen what the person has to say without judging the person in question. However I have trouble with listening when we are talking in a busy room with a lot of noise. Although mostly I do not ignore people only if they are not able to talk on a gentle way, so if they are mad and I cannot talk with the person I just walk away till the person is more in peace with him/her self. Furthermore I see criticism as something what I can learn of and thus always listen to criticism.

Handout. seek first to understand, than to be understood (one of Coveys Habits)
Discuss with your neighbor: when working in a team: do you listen empathic? Can you give examples of that? When do you listen empathic? What is preventing you from listening empathic? What could you do to change that?
For example if someone has a rough time at home I try to talk to the person about it and listen very empathic to his/her story. Another example is when someone has not done his/her homework good enough. That triggers me to find out what the reason therefore is and listening empathic would give an emotional boost to work better next time. Sometimes I still listen attentive because I compare her/his situation with mine automatically which is wrong of course. To change this it would be better to always carry about what someone has to tell by understanding her/him emotionally, behaviorally, physically and intellectually. Moreover practice all the time with the 4 stages: mimic, rephrase, reflect, rephrase & reflect.

Individual assignment: Reread the four ways of responding. When working in teams: what is your typical response?
I figured out that most of the time advising is my respond.

Class discussion: how pro active are you in your communication?
If I must say I am quite pro active in communication. Listening to others empathetic and use the right non verbal communication leads mostly to what I want from the person.

Home assignment:
You received a handout on Coveys habit Seek first to understand, than to be understood. If you want more information on this habit, seek articles on the internet. What kind of listener are you? When you are in class? When you have a meeting with your team? When you are with your parents? When you are with your friends? When you are at work? Reflect on your listening skills in these circumstances and draw conclusions. Do the same for your way of responding.
If I must draw my conclusions I would say I use the pretending and selective style when I just wake up and nothing really interests me in the early morning. Than it does not really matter where I am, the starting up of the day I am very bad listener. However in the rest of the day the input is much higher and really try to concentrate to listen good to people and then it does not really matter where I am situated or with WHO I am.
For responding I use the probing and advising styles the most. In class asking questions, giving advice to teachers when they ask to reflect on them. In a team using both of them, with my friends and parents also but the interpreting style as well. Furthermore at work it does not count because I work alone.
Do you consider yourself to be pro active when it comes to communicating? Give examples of your reactive and proactive behavior when it comes to communicating.
An reactive example is when I am not listening at all if I am not interested in the subject.
Another example is interfering the person when he/she is talking is not as good.
A third example is looking uninterested or just say uh huh which is also not so good.

An proactive example is repeat what the person just said for good communication.
Another example is always try to see their point of view.
A third example is always try to respond on criticism with empathy so no defensive attitude.

Lesson 5 Norming

Find out what groupthink is and describe this, using examples from your own experience.
Groupthinks is on a psychological level in a group. Harmony is more important in the group than realistic ideas or alternatives. Therefore members wants to minimize any conflicts within the group without thinking of critical decisions.

For example: if somebody is ill, we sometimes ignore it because he/she is a good person but we still know that he/she lied about that.

For example: somebody did not do his/her homework, we sometimes say hand it in next time but we actually had to make some consequences for it.

For example: if some members want to postpone a meeting to next week but we really had to meet this week, we should have made priorities about that.

Watch at You Tube: “Nasa: Challenger Disaster LIVE”. Find out what the connection is between groupthink and this disaster.
From my point of view critical decision had to be made to prevent this accident but the harmony was more important. Everybody looked forward to this event and even the defect O ring & the high wind speed could not stop for happening this.

Are you an independent individual? Find out about the Millgram Experiment and reflect on it.
Sometimes dependent and sometimes independent, it just depends on the situation but mostly in a group I feel very responsible and act of course independent. Moreover the Millgram Experiment it is a well known physiology experiment where research was done about the obedience of the participant. They had to execute assignments of a high ranked person. The result were fascinating about the obedience in certain circumstances and was really interesting about the working of the unconscious mind!

Watch at You Tube: “How independent are you? The Street Times Singapore EP06.

Find an example of a You Tube film, a moviefilm, a novel, an article which is for you a very good and inspirational example of groupthinking or being independent. Write down the essence and name the resource.
A very good movie which really shows you the way of independence is from my point of view ‘’Into the Wild’’. He leaves his comfort zone to go for adventure in Alaska. He lives from the nature and does not have any contact with civilization. This is independent in the highest form I believe. It really made me think of just live your life and explore the world which really affected me with more awareness of the world. A must see movie from my point of view!!

Source: http://nl.wikipedia.org/wiki/Into_the_Wild_%28film%29

Write, based on the assignments above a small essay answering the question: How independent are you.
By making these assignments I figured out that I improved myself the last years of being a more independent human being who makes own decisions and opinions. By the outcome of the test I know some points for improving to be even more independent. Mostly you recognize it when you are conscious about the initiative or decisions you make. Furthermore it feels very good when you can do everything yourself and that you do not need somebody every time.

How Independent Thinking
Are You? by Dr. Beverly Potter
Copyright material. See notice at the bottom
The following quiz yields a quick assessment of your current level of independent thinking. The items provide an overview of what is involved in thinking for yourself.
Instructions: Think of how you make decisions and form opinions, then for each item, using a scale from 1 to 5, rate how often the statement is true of you. With '1' being 'rarely like you' and '5' being 'usually like you'. There are no right or wrong answers. Simply answer the way that best describes how you usually feel and act.
Openness
__1. I listen. 4
__2. I consider several points of view. 3
__3. I accept partial answers. 3
__4. I seek alternative explanations.3
Critical Thinking
__5. I define the core issues. 5
__6. I am alert for bias. 3
__7. I resist emotional appeals. 4
__8. I examine the evidence. 3
Independence
__9. I clarify my viewpoint. 3
__10. I rely on my own judgment. 3
__11. I trust my instincts. 4
__12. I weigh expert’s advice before accepting it. 3
Values
__13. I live by a personal moral code. 3
__14. I consider what really matters to me. 5
__15. I tell the truth. 5
__16. I do what I say I will do. 4

Responsibility
__17. I am constantly improving myself. 4
__18. I don’t make excuses when I act badly. 5
__19. I examine my motivation. 5
__20. I weigh consequences. 5

Assertiveness
__21. I say what I think. 5
__22. I question what I see and hear. 5
__23. I take divergent positions. 5
__24. I speak up when someone is inappropriate. 3
Religious Openness
__25. I respect others’ religious beliefs. 5
__26. I interpret religious edicts for myself. 3
__27. I explore religious views different from mine. 1
__28. I question the views of my religion. 5
Questioning Authority
__29. I follow my conscience. 4
__30. I speak up when people in authority do wrong. 4
__31. I do what makes sense, not just obey laws. 3
__32. I am skeptical of what people in authority say. 3

Scoring:114

32—64: Others Think for You
You give into other’s pressures because you don’t know what you want. When you sort out what matters most to you, you will be stronger. Take time to explore what really matters to you and how you see things.
65—96: Potential Independent Thinker
You have considerable potential to think independently. Exercise your mental muscles by deciding your opinion on issues. Begin by gathering diverse information then weight the pros and cons.
97—128: Promising Independent Thinker
Your critical thinking skills are good. You avoid stereotypes and question experts and authorities. It’s important to remind yourself to use your analytical skills. Look for opportunities to practice—everyday.
129—160: Outstanding Independent Thinker
Your ability to think for yourself is outstanding. You are good at seeing bamboozles and avoidng them. Be careful not to become complacent by being alert to your unquestioned assumptions.

Copyright 2001: Beverly Potter. This Survey may be copied for individual use. Any other use requires written permission from Beverly Potter. Beverly@docpotter.com Box 3008, Oakland, CA. 94609 fax 510/420-3672. All Rights Reserved.

Lesson 6 Performing

What does the performing stage for the individual level:
It is all about knowing your own talents, your strong points, your personal strenghts, and know when to use them.

Assignment 1:
So getting insight in your strenghts is important. There are two ways you can do this: 1. By taking the Strength Finder test. Buy the book “Finding your strenghts” by Clifton and Buckingham for approximately 15 euro. Inside you will find a code, that give you acces to a renowned institution Gallup, for an extensive questionnaire. 2. By taking teh Myers-Briggs Type Indicator (MBTI). For finding out what this test is, please look at http://www.youtube.com/watch?v=CvobEgSs3l4 . Normally it will cost you around 100 euro to take this test. But I have found some sites where you can take this test for free http://digitalcitizen.ca/2011/02/20/free-myers-briggs-test/ http://www.developandgrow.com/lifecoach/blog/free-on-line-myers-briggs-personality-tests/ One of these (or both) must be done as personal/home assignment.

Your Type is
ENFJ |

Extraverted | Intuitive | Feeling | Judging | Strength of the preferences % | 56 | 62 | 50 | 11 |

You are: * moderately expressed extravert * distinctively expressed intuitive personality * moderately expressed feeling personality * slightly expressed judging personality

Assignment 2:
Read and understand the overview with the most important characteristics of the stages:

| Forming | Storming | Norming | Performing | Team leadership style | More directive approach, outlining how the process will develop and laying down a clear structure. | Leader needs to be supportive, actively listening to team members, and managing the conflict, generating ideas, and explaining decisions. | Leader acts as a team member, as leadership is starting to be shared. Leader helps to develop consensus. | Leader takes overview, but within the day to day running, the group is sharing leadership between members. | Reaction to leadership | Team members take a tentative, wait and see approach. Leader will be allowed to lead, but that doesn't guarantee support. | Leader is under pressure from more vociferous team members. | General support for the leadership within the team. Mutual respect underpins this. | Personal relationships have developed which underpin the leadership relationship. | Team process | Process is driven by the leader. Some people are reluctant to contribute openly. | Process likely to break down until conflict is resolved. | The core process should operate smoothly, although there is a danger of focusing on smaller process issues rather than core team work. | Process functions well, and is adjusted as necessary. Leadership is shared and tasks delegated | Trust within the team | Individuals are not clear about their contribution. "Getting to know you" phase. Trust may start to be built. | Trust is focused into smaller groups as sub-groups and alliances form. | As roles are accepted and clarified, trust and relationships start to develop to a greater degree. | Team starts to operate on higher levels of trust as loyalty and relationships develop. | How decisions are made | Nominated leader is expected to make decisions. Some more vocal members may dominate. | Decisions are hard to make. Members are unwilling to give way. Compromise is a frequent outcome. | Group is able to come to common decisions. Win-win is more likely than compromise. | Decision making is easier - some decisions are delegated to sub-groups or individuals. |

Bron: http://www.teal.org.uk/et/teampro.htm

Assignment 3: Make the quiz about teamdevelopment on: http://www.proprofs.com/quiz-school/story.php?title=Section-32aQuiz-Stages-Team-Development Your Score Score » | 90 out of 100 points ( 90% ) | Answered Correctly » | 9 Questions | Answered Incorrectly » | 1 Question | Minimum Success % » | 70 % |

|
Your Report Correct | | | Q.1) | Which of the following is not a question that individuals may ask during the forming stage of team development? | | | | A. | “Why am I on this team, and how will I fit in?” | | B. | “How will I benefit from working on this team?” | | C. | “How can we best measure progress towards our goals?” (Your Answer) | | D. | “Are the team’s goals the same as mine?” | Correct | | | Q.2) | Which of the following questions would be asked during the performing stage of team development? | | | | A. | “What is the ideal way for our group to function most effectively?” (Your Answer) | | B. | “How fast can we bring new team members up to speed?” | | C. | “Can I trust the other team members?” | | D. | “Who has the most power to influence people on this team?” | Correct | | | Q.3) | Which of the following group development stages finds members being more tolerant of each other and accepting of the diverse perspectives and personalities that each member brings to the group? | | | | A. | forming | | B. | storming | | C. | norming (Your Answer) | | D. | performing | Correct | | | Q.4) | During this stage of team development, members may find that their initial expectations of the team are far different than the realities of trying to accomplish something together. | | | | A. | forming | | B. | storming (Your Answer) | | C. | norming | | D. | transforming | Correct | | | Q.5) | During which group development stage would a recap meeting be held? | | | | A. | forming | | B. | storming | | C. | performing | | D. | transforming (Your Answer) | Correct | | | Q.6) | Forming | | | | A. | Team members learn to cooperate and support one another while establishing patterns of communication and behavior. | | B. | Individuals become members of a group, are anxious about their roles and responsibilities, and are hesitant to participate in discussions. (Your Answer) | | C. | The group is preparing to disband or is facing major changes in its mission, membership, or environment. Members often regress to unproductive team behaviors. | | D. | The team functions at its highest level of productivity and the focus of each member shifts from individual to group concerns. | | E. | Marked by conflict within the group as team members push boundaries and challenge authority in attempt to clarify the team’s goals, values, and norms. | Correct | | | Q.7) | Storming | | | | A. | Team members learn to cooperate and support one another while establishing patterns of communication and behavior. | | B. | Individuals become members of a group, are anxious about their roles and responsibilities, and are hesitant to participate in discussions. | | C. | The group is preparing to disband or is facing major changes in its mission, membership, or environment. Members often regress to unproductive team behaviors. | | D. | The team functions at its highest level of productivity and the focus of each member shifts from individual to group concerns. | | E. | Marked by conflict within the group as team members push boundaries and challenge authority in attempt to clarify the team’s goals, values, and norms. (Your Answer) | Correct | | | Q.8) | Norming | | | | A. | Team members learn to cooperate and support one another while establishing patterns of communication and behavior. (Your Answer) | | B. | Individuals become members of a group, are anxious about their roles and responsibilities, and are hesitant to participate in discussions. | | C. | The group is preparing to disband or is facing major changes in its mission, membership, or environment. Members often regress to unproductive team behaviors. | | D. | The team functions at its highest level of productivity and the focus of each member shifts from individual to group concerns. | | E. | Marked by conflict within the group as team members push boundaries and challenge authority in attempt to clarify the team’s goals, values, and norms. | Correct | | | Q.9) | Performing | | | | A. | Team members learn to cooperate and support one another while establishing patterns of communication and behavior. | | B. | Individuals become members of a group, are anxious about their roles and responsibilities, and are hesitant to participate in discussions. | | C. | The group is preparing to disband or is facing major changes in its mission, membership, or environment. Members often regress to unproductive team behaviors. | | D. | The team functions at its highest level of productivity and the focus of each member shifts from individual to group concerns. (Your Answer) | | E. | Marked by conflict within the group as team members push boundaries and challenge authority in attempt to clarify the team’s goals, values, and norms. | Incorrect | | | Q.10) | Transforming | | | | A. | Team members learn to cooperate and support one another while establishing patterns of communication and behavior. | | B. | Individuals become members of a group, are anxious about their roles and responsibilities, and are hesitant to participate in discussions. | | C. | The group is preparing to disband or is facing major changes in its mission, membership, or environment. Members often regress to unproductive team behaviors. (Correct Answer) | | D. | The team functions at its highest level of productivity and the focus of each member shifts from individual to group concerns. | | E. | Marked by conflict within the group as team members push boundaries and challenge authority in attempt to clarify the team’s goals, values, and norms. (Your Answer) | |

Assignment 4:
A fifth stage is adjourning. Find out what this stage is all about.
The fifth stage is all about the end of the team work. There is a distinguish between 2 variants. On the on hand you have a planned ending where the team did the tasks which had to be done and on the other hand you have the spontaneous dissolution. This has to do when the team members are not capable to fix conflicts. Team members do not grow successfully when they leave and can give a lot of stress. You can improve skills of closure and this is actually a vital part of the process within every team.

Conclusion

It was very useful to follow this course and I learned a lot of the different stages. It was funny to see that the theory is exactly right about this topic and it really motivated me to fully focus on the course. At first we are indeed just a group of individuals and everyone acts different within a team. With several solutions you could motivate the teambuilding. Most important in a group is a proactive attitude, empathic listener, showing feelings, feel responsible for the team, giving structural feedback. Based on several tests I found out more self insight and how I could handle in certain situations and what my attitude is.

Sources