Delivery in day(s): 4
HWSS2112 Social Work Paper Editing Service
Experience on Group Participation
A voluntary group sponsored by the ministry of social work was formed to address health issues of food safety and hygiene as well as environmental issues in a community setting. The goal of the group was to empower the local community and raise awareness of the problems. The group was to engage the local community in assessment to find out their comprehension on environmental matters, food marketing safety and hygiene and educate them on their impacts. This paper presents my experience of participating in this task group discussing the processes and stages the group underwent to achieve its aims and the role that others and I played while the group was performing. It also describes the conflict that occurred in the group and how it was mediated.
Processes of the Group
Group work entails working with others through collaboration and learning together to achieve a specific goal (Hides, 2011). I joined the group as a volunteer with the task of assessing the health status 20 households as well as educating them on food safety and hygiene. The group comprised of 14 members with one group coordinator. The groups' volunteers were recruited by the group coordinator who had the responsibility of training them and giving guidelines. I remember feeling excited when I was recruited because it was an opportunity to enhance my skills and knowledge in the field of social work. The training took place within the community setting comprising about 300 households.
Typically, the ministry provides the facilities required for training the volunteers and educating the community (Hassanien, 2006). Volunteers were matched with 20-25 households where they were supposed to carry out the assessment and inform the community on ways to maintain food safety and hygiene as well identify their environmental concerns. After the training, the volunteers were supposed to visit the allocated households one by one to assess their current state, on every single day educate them afterwards. During the assessment, data was also collected by providing questionnaires to the participant households to gauge their level of comprehension of the assessed factors.
Stages of the Group
The group commenced with the recruitment of the group members by the group coordinator who trained and evaluated each member. The group coordinator who also discussed the expected outcomes made clarification of the purpose of the group as supported by Hawkins, Shapiro & Fagan (2010). Each group member was matched with the specific number of households. I was able to receive my assessment pan with dates of each stage and all that was expected. I was expected to present evidence of my assessment which was supposed to be documented.
Field assessment began to group all the members had met together. To facilitate more understanding of our evaluation and knowledge, we utilised mixed methodologies. We ensured that each household had its questionnaires which were equally distributed. I can recall how I felt on my first day of the assessment. I was afraid and thought that I was no fit to complete my tasks, but with time everything began to be normal. Each of us was expected to visit three households in a single day where we were supposed to inform the coordinator by the end of the day about our progress. We used to interact with all members of the group after two days to highlight any challenges that any of us had experienced. I had some few difficulties at the beginning of my task which was explicitly personal interaction with people.
During my volunteering tasks, group members experienced various challenges. The coordinator was always there to ensure the smooth running of our activities by helping each member to overcome the obstacles and stay focused. This allows members to improve their performance management, solve their problems and improve their communication skills group (Barker & Quennerstedt, 2016).
The termination of the group occurred because it was determined at the outset. The group underwent the steps discussed by Tuckman’s forming storming norming performing model from the beginning to the end. The group coordinator had already set the length of time that the group was to run and end after the completion of the task. The completion of the assignment was determined by the achievement of our objectives and goals. During our termination, the coordinator conducted an exit interview randomly on each group member’s allocated households. However, the assessment and education of the community were to continue elsewhere in the country as the ministry was set to reach as many people as possible.
My Role and other Group Members
The coordinator had the responsibility of managing and understanding the interactions of the group to keep the atmosphere positive. He encouraged the contributions of members by observing our group process to check if anyone was left behind. He also provided the materials, information and other resources that we needed. The leadership style utilised by the coordinator was autocratic where everyone was allowed to contribute his or her ideas (Yasir, Imran, Irshad, Mohamad & Khan, 2016). While working in the group, I felt that my contribution was appreciated as the task was done collaboratively.
As a group member, I was expected to work individually and separately to complete my tasks. As a member of the group, I participated in a series of research and significant contributions towards the task. Decisions are essential for the proper functioning of the group (Hassanien, 2006).
Conflict and Mediation
When I was working in the group, we experienced few challenges of conflict though we were able to mediate them. I experienced member’s reluctance or domination where some members took more share in the discussions at the termination point of the group. Differences in status also influence the performance of the group and team quality (Hammar Chiriac, 2014). This led to a conflict in our group where some members imposed their decisions, opinions and ideas on members of low status.
We discouraged the habit of dominating people by using humour. I remember engaging quiet members outside group discussions, which contributed to their participation in the group. I realised that my role in the group was to address such challenges. It was facilitated by the coordinators’ leadership style of democratic as argued by Asrar-ul-Haq & Kuchinke (2016), where everyone’s role and the idea is acknowledged. I feel that teamwork was one of the essential aspects of the success of our group. I managed to gain more knowledge and skills via the group outcome, which has dramatically improved my competencies.
1. Asrar-ul-Haq, M., & Kuchinke, K. (2016). Impact of leadership styles on employees’ attitude towards their leader and performance: Empirical evidence from Pakistani banks. Future Business Journal, 2(1), 54-64.
2. Barker, D., & Quennerstedt, M. (2016). Power and group work in physical education. European Physical Education Review, 23(3), 339-353.
3. Hammar Chiriac, E. (2014). Group work as an incentive for learning a student’s experiences of group work. Frontiers in Psychology, 5. doi: 10.3389/fpsyg.2014.00558
4. Hassanien, A. (2006). Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism, 6(1), 17-39.
5. Hawkins, J., Shapiro, V., & Fagan, A. (2010). Disseminating Effective Community Service Prevention Practices: Opportunities for Social Work Education. Research on Social Work Practice, 20(5), 518-527.
6. Hides, E. (2011). Group Work Practice: An Integration of Experience, Theory and Practice. Social Work Education, 30(1), 113-114.
7. Rishel, C. (2014). Teaching Note—Integrating Prevention Content into Clinical Social Work Practice Courses. Journal of Social Work Education, 50(4), 752-762.
8. Yasir, M., Imran, R., Irshad, M., Mohamad, N., & Khan, M. (2016). Leadership Styles in Relation to Employees’ Trust and Organizational Change Capacity. SAGE Open, 6(4), 215824401667539.