Reflective Writing Task 3 TBS963 Dr Ruth Walker [email protected] in TBS963 1.  Report: literature review, your own good practice standards, discussion (2000w) 2.  Report: case study analysis with appropriate responses, existing options, your referral process & personal reflection (1500w) 3.  Report: self-assessment of your own coaching practice, comparison with feedback, critical reflection & plan (1500w) 4.  Exams: long and short answer essays•  review referencing strategies •  preparation for the next assignments: •  self-assessment report •  exams – essays and short answers •  language strategies for critical reflection Any other questions about academic and critical writing? agendareview of referencing Keep checking the UOW Harvard author/date website for referencing conventions both in-text and in a reference list. Some more tips: If you suggest you have read more than one article, e.g., “Studies demonstrate ….” have more than one reference in-text and in the reference list. Large blocks of quotations are counterproductive if there is no analysis/connection to your point. Do not assume the marker will know what you are trying to say. Provide all relevant information.quote found in another source Imagine you’ve found a good quote on page 200 of Abdullah, Boyle and Joham’s article (2011). How could you use it yourself?result Geert Hofstede (cited in Abdullah et al 2011 p200) argued that “culture is not a characteristic of individuals; it encompasses a number of people who were conditioned by the same education and life experience”.sample paragraph A: whose ideas are they? Training and development activities have been identified as crucial to organizational growth and survival in today’s competitive world (Dee Saa-Davis, 2006). Training programs increase employee skills, which has a direct impact on employee productivity (Huselid, 1995). In addition, training is an effective way to overcome the factors that decrease employee job performance and satisfaction (Xiao, 1996). Like job security, training and development requires a certain degree of reciprocity: a company that continuously trains and develops its employees is actually increasing the market value of its employees, which affects employees’ productivity, commitment and may decrease the motivation to quit the company (Vlachos, 2008).oops…. all other peoples’ ideas Training and development activities have been identified as crucial to organizational growth and survival in today’s competitive world (Dee Saa-Davis, 2006). Training programs increase employee skills, which has a direct impact on employee productivity (Huselid, 1995). In addition, training is an effective way to overcome the factors that decrease employee job performance and satisfaction (Xiao, 1996). Like job security, training and development requires a certain degree of reciprocity: a company that continuously trains and develops its employees is actually increasing the market value of its employees, which affects employees’ productivity, commitment and may decrease the motivation to quit the company (Vlachos, 2008). This makes it seem like a patchwork of research sources – where is the analysis? The student’s voice?sample B: does this work better? how? Globalization has accelerated the transfer of not only product and services, but also corporate management practices. The transfer of HRM practices occurs mostly from developed countries to developing ones (Aycan, 2005). MNCs operating in many countries with different socio-economic and cultural orientations face serious challenges in implementing Western HRM practices in the developing countries (Jaeger & Kanungo, 1990). Effective implementation of HRM practices is largely dependant on the extent to which the practices are perceived to be appropriate by managers and their subordinates (Eveg & Eqile, 1993). Therefore, a thorough understanding of the cultural and other contextual elements where HRM practices are being implemented is required in order to maximize the outcome.topic sentence & concluding sentence Globalization has accelerated the transfer of not only product and services, but also corporate management practices. The transfer of HRM practices occurs mostly from developed countries to developing ones (Aycan, 2005). MNCs operating in many countries with different socio-economic and cultural orientations face serious challenges in implementing Western HRM practices in the developing countries (Jaeger & Kanungo, 1990). Effective implementation of HRM practices is largely dependant on the extent to which the practices are perceived to be appropriate by managers and their subordinates (Eveg & Eqile, 1993). Therefore, a thorough understanding of the cultural and other contextual elements where HRM practices are being implemented is required in order to maximize the outcome.sample c: reviewing the literature A number of studies have been conducted exploring this relationship between employees‟ cultural orientations and organizational HRM practices (Aycan, 2005; Wilson, 2008; Liu, 2011). Sparrow and Wu (1998) used the cultural orientation framework to predict HRM preferences of Taiwanese employees. Nyambegara et al. (2000) used the cultural orientation framework to explore the impact of cultural orientations on individual HRM preferences in the Kenyan context. Both studies concluded that a significant relationship exists between employees‟ cultural orientations and their preference for particular HRM practices. The study presented here, in particular, will explore the relationship between Bangladesh employees’ cultural orientations and organizational HRM practices.TBS963 assignment 3 Activity: Each student will demonstrate active listening and questioning skills to a coachee (a fellow student) Coaching feedback: 1. The coachee will give you their feedback on their experience 2. An observer (a fellow student) will give you feedback on your use of active listening and questioning skills during the session. 3. You will complete a self-assessment of your own performance (using the standards you developed in Assignment 1).writing it up You will submit a 1500 word report: 1.  an assessment of your skills against the standards of good practice in listening and questioning that you identified in Assignment 1 2.  a comparison of your self-assessment with the feedback obtained from your fellow students (i.e. the coachee & observer) 3.  a reflection on what you have learned from the research you have conducted during TBS 963, the coaching skills feedback you received, and what you have learned from observing others coach 4.  a plan for developing your coaching skillswhat is reflective practice? Reflective practice is the process of examining what has happened to encourage professional and/or personal growth and is typically used in professions where field experience and academic study are closely aligned.what is critical reflection? “Critical reflection is taken to mean a deliberate process when the candidate takes time, within the course of their work, to focus on their performance and think carefully about the thinking that led to particular actions, what happened and what they are learning from the experience, in order to inform what they might do in the future.” (QCA quoted in King 2006, p2)Bloom’s six levels of learningStages of learning How students learn Transformative learning Meaningful, reflective, restructured by learner – idiosyncratic or creative Working with meaning Meaningful, reflective, well structured Making meaning Meaningful, well integrated, ideas linked Making sense Reproduction of ideas, ideas not well linked Noticing Memorise representationDescriptive writing reports events. Its main purpose is to provide a support or a starting point for the framework. You can move into descriptive reflection, where you attempt to provide reasons based upon personal judgment Critical writing and reflection involves giving reasons for decisions or events, which takes into account the broader contexts, whether they be social, cultural or discipline specific. You would attempt to link theory to practice. from descriptive to critical & reflectivereflective writing Reflective writing gives you an opportunity to explore situations from a personal perspective, but generally within the context of learning from specific experiences. The questions to be asked while critically reflecting should be: -  what did you do and why? -  what did your peer understand from this, and how did they respond/give feedback -  what are the implications for your future work?Some writers become confused between self-reflection and self-criticism. You need to go beyond simply admitting a weakness or mistake or failure – what is important is not only what you did, but how you felt, what you have learnt from that experience, and how it will inform your behaviour in the future. Try not to confine your writing to the event and your feelings. If possible, use it to raise new questions or to speculate about possible causes and solutions. Remember where possible to link your reflections to theoretical aspects of your course. ! self-criticism and self-reflectionthe reflective process 1.  awareness of a situation * may be a positive or negative event 2. critical reflection * integrate the event, theory & your reaction * hypothesis testing 3. new perspective * understanding of the event at a deeper level (Scanlon & Chernomas, 1997)so what do you write about? The components of your reflections could include: •  event description •  your reaction •  discussion & analysis •  outcome •  future directionshow do I write it? Reflective writing is more personal and so won’t necessarily have the same qualities as more academic writing. However, keep in mind that you will need to convert this to an academic style essay, and both styles should include: •  clear written communication skills •  a range of evidence •  links to the your assignment 1 good practicesome writing tips Academic writing generally avoids: •  contractions •  colloquialisms/slang •  rhetorical questions •  everyday vocabulary •  active voicelanguage traps in reflective writing Colloquial language •  “I was outside my comfort zone”. Capitalisation •  “The Client spoke to the coach”. Complete sentences •  In English, sentences need a subject (doer) and a verb (something done)Avoid emotive/judgemental language •  “I found a wonderful article”. Correct punctuation •  “The clients notes..” •  “In it’s place…” Contractions •  “I didn’t manage the activity very well.”avoid generalisations •  “I need to improve my communications skills” (how?) •  “I must be aware of appropriate behaviour” (what is that?) •  “The activity was a rewarding experience” (how?)Avoid writing too informally: just because your reflective critique is based on your experience or interpretation does not mean you can ignore academic style writing style In my opinion, if there are too many 'buts' in my choosing to practice in a rural area then I must not be ready for it, so it's better for me to stay put in the city. The reservations I currently feel about practicing in a rural setting suggest that I am not yet ready for such a move. So at this stage I plan to work in the city on graduation.avoid being judgemental I was shocked when the doctor showed me the patient's file without seeking consent. His disregard for the rules regarding patient consent caused me to lose respect for him and to question his ethical standards. I was surprised when the doctor showed me the patient's file without seeking consent. It made me realise that discrepancies can exist between what is taught on course and the way in which medicine is practised in reality. From my own perspective, as a future doctor I would seek to maintain high ethical standards, and to encourage that among staff under my supervision.models of reflective writing The following slides & handout have some examples of poor/good reflective writing. They have been sourced from reflective journals written by medical students in the GSM program and from a management subject at SBS.Despite being taught how to break bad news, when I went to tell a grandson that his granddad had died in the A&E room, I found the conversation went disastrously. As I entered the room I was bombarded with questions. Without hesitating I proceeded to describe the events of the cardiac arrest resuscitation attempt. I felt that the grandson had understood what he had been told. However, when I finally asked, “Do you have any questions you would like to ask?” Straight away the grandson replied, “Yeah, how is he now?” I was extremely annoyed. I had spent the last 10 minutes going into detail about our efforts and the grandson had clearly not been listening to my explanation. Either that, or he just wanted to make a point that it was our fault. Working in a hospital is an extremely difficult job and I just don’t think the public understand the pressure that we are under. I work as hard as I can and don’t appreciate when people blame us for everything that goes wrong. Its not my fault the old guy died, I did everything that I could. Why don’t they understand that it is extremely difficult on us when we lose a patient? Yet the family members are just concerned about themselves. Just once I would like someone to pat me on the back and tell me I did a good job. Just once! So in the end, I just told the grandson that his grandfather had passed away. I could tell by the look in his eye that he blamed me for what went wrong. I walked away knowing that we aren’t really appreciated as doctors. What’s the point? We just get blamed when things go wrong and never get congratulated when we do something right. The system is unfair. example 1Despite being taught how to break bad news, when I went to tell a grandson that his granddad had died in the A&E room, I found the conversation went disastrously. As I entered the room I was bombarded with questions. Without hesitating I proceeded to describe the events of the cardiac arrest resuscitation attempt. I felt that the grandson had understood what he had been told. However, when I finally asked, “Do you have any questions you would like to ask?” Straight away the grandson replied, “Yeah, how is he now?” I was extremely annoyed. I had spent the last 10 minutes going into detail about our efforts and the grandson had clearly not been listening to my explanation. Either that, or he just wanted to make a point that it was our fault. Working in a hospital is an extremely difficult job and I just don’t think the public understand the pressure that we are under. I work as hard as I can and don’t appreciate when people blame us for everything that goes wrong. Its not my fault the old guy died, I did everything that I could. Why don’t they understand that it is extremely difficult on us when we lose a patient? Yet the family members are just concerned about themselves. Just once I would like someone to pat me on the back and tell me I did a good job. Just once! So in the end, I just told the grandson that his grandfather had passed away. I could tell by the look in his eye that he blamed me for what went wrong. I walked away knowing that we aren’t really appreciated as doctors. What’s the point? We just get blamed when things go wrong and never get congratulated when we do something right. The system is unfair. no context overall reaction event description reaction extended reaction event reactionDuring my weekly mentoring sessions I developed a goal to take on more responsibility in the hospital. I have been working in the emergency department for 1 year, but have tended to leave the more difficult aspects of my job to more senior colleagues. With this goal in mind, following the death of an elderly patient in the A&E room, I decided to break the news to the patients’ grandson; however, I found that the conversation to not go as I had planned. As I entered the room I was quickly asked what happened. Without hesitating I proceeded to describe the events of the cardiac arrest resuscitation attempt. I felt that the grandson had understood what he had been told. When I finally asked, “Do you have any questions you would like to ask?”, and straight away the grandson replied, “Yeah, how is he now?”, I was taken aback. Whilst I interpreted the grandsons’ solemn mood and nodding of his head to indicate that he understood my message, he clearly had not understood my explanation. I then had to state that his grandfather “had died” and leave, knowing that I had not handled the situation as well as I would have like and concerned that I may have made the situation worse for the grandson. context event description Immediate reaction event and reactionThe next few slides conform to the reflection structure and the there is more of a focus on what happened. The reflective process is aided by literature and mentors and there is a connection between what happened, future practice and how the process is used as a learning tool. The language conforms to academic writing protocols better than the first example.Following my shift I found that I kept thinking about how I handled the situation less well than I would have liked. A range of articles that discussed breaking bad news and reflected on factors that may influence how well family members or patients receive the message was useful (Girgis & Sanson-Fisher 1995; Ptacek & Eberhardt 1996). They suggested that family members may be feeling overwhelmed, not ready to hear a great deal of detail and not fully able to comprehend the situation. I am sure if I were in a similar situation I would also find it extremely difficult to take in information. It is likely that the stress involved in bringing his grandfather into hospital influenced the grandsons’ ability to comprehend my message. Whilst I was intending to talk to the grandson in a caring and compassionate way, I used language that did not easily express the message I was trying to convey. Rather than initially stating that his grandfather had “died”, I indicated that our attempts had “not been successful”. On reflection, this statement could have easily been misinterpreted, especially by a stressed and overwhelmed family member. reflectionFollowing my shift I found that I kept thinking about how I handled the situation less well than I would have liked. A range of articles that discussed breaking bad news and reflected on factors that may influence how well family members or patients receive the message was useful (Girgis & Sanson-Fisher 1995; Ptacek & Eberhardt 1996). They suggested that family members may be feeling overwhelmed, not ready to hear a great deal of detail and not fully able to comprehend the situation. I am sure if I were in a similar situation I would also find it extremely difficult to take in information. It is likely that the stress involved in bringing his grandfather into hospital influenced the grandsons’ ability to comprehend my message. Whilst I was intending to talk to the grandson in a caring and compassionate way, I used language that did not easily express the message I was trying to convey. Rather than initially stating that his grandfather had “died”, I indicated that our attempts had “not been successful”. On reflection, this statement could have easily been misinterpreted, especially by a stressed and overwhelmed family member. Topic sentence structure of reflectionFollowing my shift I found that I kept thinking about how I handled the situation less well than I would have liked. A range of articles that discussed breaking bad news and reflected on factors that may influence how well family members or patients receive the message was useful (Girgis & Sanson-Fisher 1995; Ptacek & Eberhardt 1996). They suggested that family members may be feeling overwhelmed, not ready to hear a great deal of detail and not fully able to comprehend the situation. I am sure if I were in a similar situation I would also find it extremely difficult to take in information. It is likely that the stress involved in bringing his grandfather into hospital influenced the grandsons’ ability to comprehend my message. Whilst I was intending to talk to the grandson in a caring and compassionate way, I used language that did not easily express the message I was trying to convey. Rather than initially stating that his grandfather had “died”, I indicated that our attempts had “not been successful”. On reflection, this statement could have easily been misinterpreted, especially by a stressed and overwhelmed family member. Topic sentence evidence sentences that explain the evidence or elaborate on the topic sentencecritical feedback When critically analysing an event or text you are not looking for information only, you should look for ways of thinking. The questions to be asked while reading critically include: •  how is it argued? •  how is the evidence used and interpreted? •  how does the text reach its conclusion? But what kind of questions should you be asking when peer-reviewing another student?suggested first draft notes Description Describe what happened in the peer feedback session - set the scene Feelings What were your feelings and reactions? Evaluation What was good and bad about the experience? Analysis What sense can you make of the experience and your reactions? Conclusions (general) What can be concluded, in a general sense, from the peer feedback experience and the analyses you have undertaken? Conclusions (specific) What can be concluded about your own specific, unique, personal approach or ways of working? Personal action plan What are you going to do differently in this type of situation next time? What steps are you going to take on the basis of what you have learned?introduction Make sure that you set up your report to be a critical reflection, and that you orient the reader to your focus and line of argumentintroduction example A A group is defined as “two or more interacting and independent individuals who come together to achieve particular goals”. My management group consisted of five members. Our group is an informal group as we were established naturally in the class. We were given the objective of completing the first two assessments in this group. Over the nine weeks that my group worked together, we moved through the stages of group development quite quickly. We reached the stage of adjourning by week nine. Throughout the period all members were actively involved in the process of managerial communication, planning, leadership, motivation and decision-making, to the best of our ability except one. The topic we chose to research was xxx. I recorded my experiences throughout the period in a journal.introduction example B After two months of working with a team of four people, a practical approach to management has been experienced. This essay will provide a critical evaluation of my perception of the group’s performance and discussion of areas in need of improvement. For the purpose of this task, such reflection and analysis will concentrate on the areas of ‘managing groups and communication’, ‘leadership’ and ‘planning’, whereby the practical experience will be compared and contrasted to the theory. The first discussion challenges the typical understanding of sequenced stages of group development and analyses the management of conflict whilst evaluating communication channels. The second section on leadership analyses the struggle for control and concentrates on the emergence of the eventual leaders through an analysis of leadership styles and group dynamics. The last discussion outlines the group tendency to engage in informal planning, when participative formal project plan could have established clearer goals, group roles and expectations. It will be argued that whilst our ‘organisation’ was effective in that we achieved completion of the task with high group satisfaction, a variety of improvements could have been made to increase efficiency.orientation to topic After two months of working with a team of four people, a practical approach to management has been experienced. This essay will provide a critical evaluation of my perception of the group’s performance and discussion of areas in need of improvement. For the purpose of this task, such reflection and analysis will concentrate on the areas of ‘managing groups and communication’, ‘leadership’ and ‘planning’, whereby the practical experience will be compared and contrasted to the theory. The first discussion challenges the typical understanding of sequenced stages of group development and analyses the management of conflict whilst evaluating communication channels. The second section on leadership analyses the struggle for control and concentrates on the emergence of the eventual leaders through an analysis of leadership styles and group dynamics. The last discussion outlines the group tendency to engage in informal planning, when participative formal project plan could have established clearer goals, group roles and expectations. It will be argued that whilst our ‘organisation’ was effective in that we achieved completion of the task with high group satisfaction, a variety of improvements could have been made to increase efficiency.clearly states the purpose After two months of working with a team of four people, a practical approach to management has been experienced. This essay will provide a critical evaluation of my perception of the group’s performance and discussion of areas in need of improvement. For the purpose of this task, such reflection and analysis will concentrate on the areas of ‘managing groups and communication’, ‘leadership’ and ‘planning’, whereby the practical experience will be compared and contrasted to the theory. The first discussion challenges the typical understanding of sequenced stages of group development and analyses the management of conflict whilst evaluating communication channels. The second section on leadership analyses the struggle for control and concentrates on the emergence of the eventual leaders through an analysis of leadership styles and group dynamics. The last discussion outlines the group tendency to engage in informal planning, when participative formal project plan could have established clearer goals, group roles and expectations. It will be argued that whilst our ‘organisation’ was effective in that we achieved completion of the task with high group satisfaction, a variety of improvements could have been made to increase efficiency.identifies the selected topics After two months of working with a team of four people, a practical approach to management has been experienced. This essay will provide a critical evaluation of my perception of the group’s performance and discussion of areas in need of improvement. For the purpose of this task, such reflection and analysis will concentrate on the areas of ‘managing groups and communication’, ‘leadership’ and ‘planning’, whereby the practical experience will be compared and contrasted to the theory. The first discussion challenges the typical understanding of sequenced stages of group development and analyses the management of conflict whilst evaluating communication channels. The second section on leadership analyses the struggle for control and concentrates on the emergence of the eventual leaders through an analysis of leadership styles and group dynamics. The last discussion outlines the group tendency to engage in informal planning, when participative formal project plan could have established clearer goals, group roles and expectations. It will be argued that whilst our ‘organisation’ was effective in that we achieved completion of the task with high group satisfaction, a variety of improvements could have been made to increase efficiency.outlines first topic analysis After two months of working with a team of four people, a practical approach to management has been experienced. This essay will provide a critical evaluation of my perception of the group’s performance and discussion of areas in need of improvement. For the purpose of this task, such reflection and analysis will concentrate on the areas of ‘managing groups and communication’, ‘leadership’ and ‘planning’, whereby the practical experience will be compared and contrasted to the theory. The first discussion challenges the typical understanding of sequenced stages of group development and analyses the management of conflict whilst evaluating communication channels. The second section on leadership analyses the struggle for control and concentrates on the emergence of the eventual leaders through an analysis of leadership styles and group dynamics. The last discussion outlines the group tendency to engage in informal planning, when participative formal project plan could have established clearer goals, group roles and expectations. It will be argued that whilst our ‘organisation’ was effective in that we achieved completion of the task with high group satisfaction, a variety of improvements could have been made to increase efficiency.outlines second topic analysis After two months of working with a team of four people, a practical approach to management has been experienced. This essay will provide a critical evaluation of my perception of the group’s performance and discussion of areas in need of improvement. For the purpose of this task, such reflection and analysis will concentrate on the areas of ‘managing groups and communication’, ‘leadership’ and ‘planning’, whereby the practical experience will be compared and contrasted to the theory. The first discussion challenges the typical understanding of sequenced stages of group development and analyses the management of conflict whilst evaluating communication channels. The second section on leadership analyses the struggle for control and concentrates on the emergence of the eventual leaders through an analysis of leadership styles and group dynamics. The last discussion outlines the group tendency to engage in informal planning, when participative formal project plan could have established clearer goals, group roles and expectations. It will be argued that whilst our ‘organisation’ was effective in that we achieved completion of the task with high group satisfaction, a variety of improvements could have been made to increase efficiency.outlines third topic analysis After two months of working with a team of four people, a practical approach to management has been experienced. This essay will provide a critical evaluation of my perception of the group’s performance and discussion of areas in need of improvement. For the purpose of this task, such reflection and analysis will concentrate on the areas of ‘managing groups and communication’, ‘leadership’ and ‘planning’, whereby the practical experience will be compared and contrasted to the theory. The first discussion challenges the typical understanding of sequenced stages of group development and analyses the management of conflict whilst evaluating communication channels. The second section on leadership analyses the struggle for control and concentrates on the emergence of the eventual leaders through an analysis of leadership styles and group dynamics. The last discussion outlines the group tendency to engage in informal planning, when participative formal project plan could have established clearer goals, group roles and expectations. It will be argued that whilst our ‘organisation’ was effective in that we achieved completion of the task with high group satisfaction, a variety of improvements could have been made to increase efficiency.concludes with recommendations After two months of working with a team of four people, a practical approach to management has been experienced. This essay will provide a critical evaluation of my perception of the group’s performance and discussion of areas in need of improvement. For the purpose of this task, such reflection and analysis will concentrate on the areas of ‘managing groups and communication’, ‘leadership’ and ‘planning’, whereby the practical experience will be compared and contrasted to the theory. The first discussion challenges the typical understanding of sequenced stages of group development and analyses the management of conflict whilst evaluating communication channels. The second section on leadership analyses the struggle for control and concentrates on the emergence of the eventual leaders through an analysis of leadership styles and group dynamics. The last discussion outlines the group tendency to engage in informal planning, when participative formal project plan could have established clearer goals, group roles and expectations. It will be argued that whilst our ‘organisation’ was effective in that we achieved completion of the task with high group satisfaction, a variety of improvements could have been made to increase efficiency.the body of your report You have been given 4 sections to include in the body of this report. In each section, pay attention to your paragraphs, which should: •  be logically ordered •  introduce and elaborate on one particular idea •  draw on evidence from the peer feedback experience •  not merely summarise or add theory without direct application to aspects of the experience.make it work! Students can get carried away with describing all the theory they have learnt this session, rather than developing an integrated argument that directly addresses the concept or issue. Beware that you are not ‘filling’ your essay with a whole range of irrelevant material.example body paragraph 1 Group decision-making is a process orientation that is defined by the characteristics of group work. Because of the complexities of group work and the development of internal structures that support the capacity of a group to determine particular group focus, it can be asserted that the quelling of individual dissonance is directly related to the progression of components within the group, including elements like leadership. The development of groupthink is based on the capacity of the group and of the leader to support basic constructs that relate to group action and base decisions not merely on generalised agreement, but on the determinations made in correlation with existing leadership. Group dynamics then progress as an extension of leadership and other definable characteristics of a group (Gray et al. 1989, p592).a better example 1.  The traditional concept of stages of group development assumes there is a general pattern to group evolvement, where a group passes through sequenced phases (Robbins et al. 2006, p488). Whilst we began at the forming stage (Journal p.3), the characteristics of creating structure and clear leadership never appeared in the initial phase. The role of leadership was often taken on by up to three members (Journal p82). Furthermore, the group lapsed back into the norming stage during midsession when it seemed performing was just beginning (Journal p32, 17, 19-20). In practice, I felt that the stages of group development were not sequenced, but rather a fluid process was experienced, or as Gerick described, “a pattern of punctuated equilibrium with alternating inertia” (1988, p9). This understanding is also supported by Kakabadse et al (1988, p360) who believes that groups frequently fluctuate between phases.summarises relevant theory The traditional concept of stages of group development assumes there is a general pattern to group evolvement, where a group passes through sequenced phases (Robbins et al. 2006, p488). Whilst we began at the forming stage (Journal p.3), the characteristics of creating structure and clear leadership never appeared in the initial phase. The role of leadership was often taken on by up to three members (Journal p82). Furthermore, the group lapsed back into the norming stage during mid-session when it seemed performing was just beginning (Journal p32, 17, 19-20). In practice, I felt that the stages of group development were not sequenced, but rather a fluid process was experienced, or as Gerick described, “a pattern of punctuated equilibrium with alternating inertia” (1988, p9). This understanding is also supported by Kakabadse et al (1988, p360) who believes that groups frequently fluctuate between phases.relates to the experience The traditional concept of stages of group development assumes there is a general pattern to group evolvement, where a group passes through sequenced phases (Robbins et al. 2006, p488). Whilst we began at the forming stage (Journal p.3), the characteristics of creating structure and clear leadership never appeared in the initial phase. The role of leadership was often taken on by up to three members (Journal p82). Furthermore, the group lapsed back into the norming stage during mid-session when it seemed performing was just beginning (Journal p32, 17, 19-20). In practice, I felt that the stages of group development were not sequenced, but rather a fluid process was experienced, or as Gerick described, “a pattern of punctuated equilibrium with alternating inertia” (1988, p9). This understanding is also supported by Kakabadse et al (1988, p360) who believes that groups frequently fluctuate between phases.interprets discrepancy The traditional concept of stages of group development assumes there is a general pattern to group evolvement, where a group passes through sequenced phases (Robbins et al. 2006, p488). Whilst we began at the forming stage (Journal p.3), the characteristics of creating structure and clear leadership never appeared in the initial phase. The role of leadership was often taken on by up to three members (Journal p82). Furthermore, the group lapsed back into the norming stage during mid-session when it seemed performing was just beginning (Journal p32, 17, 19-20). In practice, I felt that the stages of group development were not sequenced, but rather a fluid process was experienced, or as Gerick described, “a pattern of punctuated equilibrium with alternating inertia” (1988, p9). This understanding is also supported by Kakabadse et al (1988, p360) who believes that groups frequently fluctuate between phases.reinforces with evidence The traditional concept of stages of group development assumes there is a general pattern to group evolvement, where a group passes through sequenced phases (Robbins et al. 2006, p488). Whilst we began at the forming stage (Journal p3), the characteristics of creating structure and clear leadership never appeared in the initial phase. The role of leadership was often taken on by up to three members (Journal p82). Furthermore, the group lapsed back into the norming stage during mid-session when it seemed performing was just beginning (Journal p32, 17, 19-20). In practice, I felt that the stages of group development were not sequenced, but rather a fluid process was experienced, or as Gerick described, “a pattern of punctuated equilibrium with alternating inertia” (1988, p9). This understanding is also supported by Kakabadse et al (1988, p360) who believes that groups frequently fluctuate between phases.final exam tips For TBS963 you have short essays and long essays for the exam: •  plan ahead – organise your notes •  on the day, make sure you answer the question and don’t just discuss the topic!notes on section X of the subject Course outline ! Chapter! from ! textbook! Lecture ! tutorial notes! TOPIC A! TOPIC A! Quizzes! Assignments! readings! Course outline!! Chapter from! ! textbook ! Lecture/! tutorial! notes! Quizzes/! assignments/! readings! TOPIC B! TOPIC B! SECTION X! CONDENSED FOR EACH MAIN TOPIC! SUMMARY SHEET FOR EACH MAIN TOPIC! MASTER SUMMARY SHEET FOR SECTION x OF THE COURSE!writing long essays in exams •  decide which questions to answer •  allocate time evenly to each question •  look carefully at instructional words •  draft a rough essay outline before beginning to write •  answer the question explicitly in the first sentence •  finish questions on time – but use bullet points if necessary to complete the answer quicklythe essay-writing process •  Carefully and thoroughly analyse the essay question: – determine the key concepts (the topic/s) in the question – determine what the question is asking you to do (i.e. the purpose/s of the question)sample exam essay 1 Identify the unique problems faced in trying to motivate minimum-wage employees. Discuss, with examples, two theories that can be implemented to motivate these types of employees. - What is the question about? (topic) - How do you need to answer it? (purpose)sample exam essay 2 ‘Referencing is the single most important skill a business student needs to learn.’ Critically analyse this statement, reflecting on your own experience at university and examples of possibly relevant scenarios in business coaching. Write a quick sample introduction