Posted: August 1st, 2023

Crim 265 Group Reflection

Crim 265 Group Reflection
Name
Institution

Crim 265 Group Reflection
The Assignment on the Canadian Border Agent and a citizen required teamwork, mainly because the question was broad and needed various legal concepts. I, Harshur and Thomas took into consideration taking different responsibilities as one of the most effective learning methods. Also, I used concepts drawn from Thomas Kilmann’s conflict model instrument that provide different types of conflict management styles when encountered with an issue. (Stenlund, Jönsson, and Jonsson, 2017). Some of the significant concepts included avoidance, accommodation, collaboration, and compromise, and competition. These concepts assisted in managing the behavior of the members.
Besides, the Thomas Kilmann’s conflict model, I, Thomas, and Harshul applied the Myers-Briggs personality dimensions, which provides the effectiveness of the group work. All the information gathered from each of us promoted interdependence through division of work, communication, understanding, and behavior tolerance. I, Thomas, and Harshul chose scriptwriting as a better option due to the COVID-19 requirements. I divided the roles to Harshul, and Thomas using the self-component concept (Stenlund, Jönsson, and Jonsson, 2017). For instance, I took the role of writing the script because of my scriptwriter experience. Thomas conducted the research, and Harshul explained the script concept, and developed answers concerning the assignment. Holdong a group discussion during the pandemic, was a new experience for all of us, where the process encountered various issues such as conflicts, andlack of organization.
My main goal was to ensure that the script was successfully written by applying skills and experiences fromHarshul, and Thomas. Holding the discussion and communicating through iMessage was very challenging because some of the information could not be sent (Phillips, et, al., 2016). We developed a group chat to primarily assist us in understanding what to do. Moreover, we created a Facebook messager account since the iMessage was not significant. Holding discussion online and balancing between classwork and the project was the most challenging part, especially in preparation for exams. Besides, we had not learned the Myers- Briggs concept of learning, which involves applying time, space, and tool concepts (Stenlund, Jönsson, and Jonsson, 2017).
We could not make a video mainly due to the current COVID 19 rules and the need to maintain social distance. It was challenging to decide what area was suitable for the team members. Also, I, Harshur, and Thomas had not mastered collaboration and communication skills when beginning the project, leading to challenges in making decisions and coming up with new ideas for group development (Phillips, et, al., 2016). We faced various issues coming up with a schedule on how to research without the interference of COVID-19.
Regardless of the obstacles we faced in understanding the concept and writing, the research was eventually successfully written. We successfully took different roles, where Harshul and I decided to collaborate. Before then, it was complicated for us to select different research areas; the team members eventually decided what areas to discuss (Stenlund, Jönsson, and Jonsson, 2017). Additionally, we applied the Myers-Briggs concept of the importance of different personalities in group work. The teams intuitively made a decision based on their area of expertise and creativity. Our decision to create an iMessage chatbox was an achievement mainly because it responded to the difficulties involved in holding meetings due to social distancing rules.
On the other hand, Facebook’s helped us communicate and update each other on how to go about the project and specialization areas. We utilized the available time to work on the remaining part of the project through a conference call. The team applied the collaborative concept from Myer as an essential aspect of group work (Phillips, et, al., 2016). Harshur and Thomas came together, assisted each other with different uncertainty areas, and corrected minor mistakes. Collaboration assists in the development of supportive skills and in boosting interactive skills.
Nevertheless, we could develop ideas and everything to write about in the final stage through assertiveness and cooperation. Notably, we applied Myers and Thomas Killman’s concept of understanding each other’s interpersonal skills and conflict management skills, which enabled us to reach an agreement on how to plan the remaining work according to the timeline (Stenlund, Jönsson, and Jonsson, 2017). Our success resulted from proper planning and scheduling and understanding each other’s weaknesses and strengths, and collaborating and focusing on the project’s final goal. In case of a disagreement or area of uncertainty, we applied the five conflict management processes.
I, Harshur, and Thomas applied Thomas Kilmann and Myers Briggs’s concept to solve the issues encountered when beginning the Group work. We all applied our strengths and experiences to collaborate and cooperate. On the other hand, we used various interpersonal communication skills. Interpersonal communication skills to enhance communication effectively. Also, the interpersonal communication skills reduced our stress level and pressure of hitting the deadline (Mikkelsen, and Clegg, 2019). I divided the Assignment equitably and effortlessly because Harshur and Thomas understood their capabilities.
Assignment help – Discussing COVID-19 rules was a new experience that required additional skills and knowledge. I Harshur, and Thomas concluded that the group was a game-changer, where we learned various concepts about effective communication. We understood the need for and importance of interpersonal skills as an essential key in group discussions. As members, we learned about our strengths and weaknesses, which are vital for future research work and real-life applications (Phillips, et, al., 2016). Applying interpersonal communication skills, organization, and critical thinking helped us have a deep insight into the subject as an essential tool in dealing with real-life issues and the career profession. Lastly, as members, we learned how to work and communicate effectively during the pandemic, which is a big challenge. Notably, we learned how various social media platforms are useful for communicating with colleagues.
Overall, I learned a lot from the crim 265 group assignment that would assist in future group work settings; first, I learned that teamwork is essential in coming up with solutions to problems. For a successful research project, teamwork is key and a vital remedy. Also, I learned about Thomas’s five conflict management skills and Myers’s interpersonal skills in group work. The two concepts, as applied by the writer, are practical and deliverable (Stenlund, Jönsson, and Jonsson, 2017). Our ability to plan, organize, and take responsibility is everything for sufficient group work. Understating one’s strengths and weakness is a basis for being authentic among each other and promoting confidence and participation. In the future, I would use the skills learned from our experience to guide others on how to develop a good project as a team.

References.
Mikkelsen, E. N., & Clegg, S. (2019). Conceptions of conflict in organizational conflict research: Toward critical reflexivity. Journal of Management Inquiry, 28(2), 166-179.
Phillips, W. J., Fletcher, J. M., Marks, A. D., & Hine, D. W. (2016). Thinking styles and decision making: A meta-analysis. Psychological Bulletin, 142(3), 260.
Stenlund, T., Jönsson, F. U., & Jonsson, B. (2017). Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics. Educational Psychology, 37(2), 145-156.

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