Team Work

HECS 1 one hundred Learning in concert, Working unitedly Learning Set Assessment Task By Jodie Brown, Carole Fawcett, Debbie Fairhurst, Helena Judge, Helena Bon completelyie and Hannah Crowther Pick the date Learning Set bill sticker Assessment Task Within the Learning Together Working Together tutorials we were assigned to a assorting and given the task of designing an A4 pecker which communicated development to a specific target root. The project the base chose was an A4 poster on Recognising focussing in carers aimed at carers.The pigeonholing interpret the brief as non-paid carers having person dependent upon them such as a spawn caring for her baby or a new person caring for an elderly relative. The multitude sooner chose the project on respect towards older tidy sum aimed at 15-19 year olds however, following a group discussion unconquerable to change the project to recognising stress in carers. This was because the group felt that the carers topic was befo re long highlighted in the media and there was a immense book of literature available from a variety of sources.The group also felt that the respect towards elders project was quite an a broad topic which could be interpreted in m whatsoever different ways which may soak up been ch tout ensembleenging to convey on a poster. The group preferred a poster everyplace a leaflet as they felt it could grasp a wider audience when placed anywhere kinda than someone having to physically collect a leaflet. The group also thought a poster would be more than eye catching, easier to read and concise for emphasise busy carers who wouldnt want to read large volumes of text. 152 wordsInitially the group did not assign specific roles to individual atoms as the group was only in the Forming academic degree (Tuckman1965), therefore, all(prenominal) member carried out their own individual research, gaining more knowledge on carers and the impact of stress. The team thought that different research attackes would cover all areas and allow equal input and workload from all members. The Storming stage (Tuckman1965) became evident as the resources individuals had gathered were discussed and the al close relevant information was chosen.From this discussion the set indomitable upon the information, design and direction. This then lead into the Norming stage (Tuckman1965) where strengths and weaknesses became unmixed which enabled task allocation to be easier. For example, one member having had experience in mental health initiated an thought taken from Bramhams vulnerability bucket (date) and another(prenominal) member having good IT skills worked on putting the poster together based on other members inputs.These substantiating roles along with plant, shaper and other pos roles (138 words) Development of the group was very positive, the team progressed through Tuckmans (1965) Stages without any conflict or problems which the training set believed was an feat as wit hout this the poster would not have been produced as quickly and successfully. The main basis of the poster was decided early, giving the group plenty of time to emend and refine it with for each one see.Each member demonstrate an full-grown to adult relationship (Thompson 2006) with excellent communication skills throughout. As everyone became closer and felt more comfortable, it was easier to express views, confront opinions and be able to negotiate, ultimately meaning best(p) stems were created. Also the group was extremely open to several(a) individual ideas which, as a result, allowed the discussions of advantages and disadvantages to reach an agreement. 131 words) The most challenging aspect of the project was that the initial idea didnt work well on write up as it was too crowded so, it had to be adapted, without losing the concept. This took considerable time and effort however, spending this time meant that the final exam poster was of a higher quality. (52 words) Within the learning set respect was demonstrated throughout. This was initiated by a list of rules that were formulated at the original meeting that set the basis of how each member should act as towards one another.These were adhered to during the entire project. (Appendix 1) Acknowledgment of each members strengths and weaknesses was demonstrated the ensure that others thoughts, ideas and actions were encouraged and not dismissed. Every individuals perspectives were considered when devising a group decision for example, information was shared within the file exchange on the virtual(prenominal) leaning environment enabled the opportunity for viewpoints to be shared. 100 words) Upon reflection on follow up (Schon 1983, 1987), the group would furnish assigning roles to each member to see whether it was more effective. The roles could be rotated around so that each member had a go at each role. Another idea upon reflection was to formulate an Action Plan with deadlines so each p erson could have a step by step approach to formulate. The learning set believe these ideas wouldnt deepen the final product but could possibly improve the working style. (81 words). TOTAL WORD COUNT 802