Group Collaboration Dynamics and Activities

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Table of Contents

Introduction
Organizational Activities
Learning Experience
Improving Group Collaboration Dynamics
Conclusion
References

Introduction

Group learning encompasses interaction among group members in the process of sharing knowledge. Group learning has its dynamics as each member is expected to contribute to the overall learning objective. Thus, this reflective paper provides an overview of group activities, learning experiences, and suggestions on how to improve group collaboration dynamics in undertaking the group online class assignment in the development of communication instruments in the tourism industry.

Organizational Activities

In the group assignment, I intend to address the concerns of communication in the organization since in encoding and decoding information, it is critical to balance the wanted and unwanted grapevine (Argyris and Schon 1996). Thus, in reviewing performance based on feedback received, I will be categorical in offering recommendations to organization human resource management teams to handle the voluntary information with care to boost trust and confidentiality that form the pinnacle of organizational behavior. Therefore, I will critically endeavor to balance the feedback with the goals of such organizations as a remedy towards inclusiveness and active participation which translates into desirable performance in the tourism industry.

Through training of then evaluation and performance reviewers, I will establish a clear line between informal and formal office grape vines which foster a unique culture among employees. Reflectively, I will introduce a complete 360 degree feedback process that will helpboost morale and maintaining desirable confidence levels (Garvin, Edmondson and Gino 2008). The process should be inclusive of structured evaluation and progress reporting tools. Among the key issues that I will address, there are motivation, empowerment, and training (Argyris and Schon 1996). Reflectively, these factors should be internalized in the human resource management system to foster a proactive attitude among the staff in the tourism industry (Garvin, Edmondson and Gino 2008). Among the motivation enhancing practices I will dwell on, there areincentives, promotions, rewards, and recognition in the online class group assignment.

I will also establish proactive cultural perspective learning based on the premise that organizational learning is done by key individuals in the organization whose actions then influence the organizational change. On the hand, cultural perspective is based on the foundation that organizations learn because they have the capabilities just like those that a human possesses, which allows him or her to learn. Therefore, cognitive perspective on organizational learning is viewed by Cook and Yanow (2005) as a compliment to the cultural perspective.

Learning Experience

I learnt that cognitive perspective influences contribution from each member of the group unequivocally for learning at the individual level while the cultural perspective on the other hand focuses on learning on a collective level. Furthermore, cultural perspective is closely linked to those epistemological approaches that support collective learningfor each member of the group was from a different culture (Assmann 1995). However, I learnt that the basic problem that arises from the application of group learning is the fact that it is not possible to see cognition occurring in a group of different individuals doing the same project.

The cognitive perspective of our group learning was based on the assumption that “all deliberate actions had a cognitive basis, that it reflected the norms, strategies and assumptions as models of the world which had claimed to general validity and that human action and learning could be placed in the larger context of knowing” (Argyris and Scan 1996, p. 10). Consequently, we assumed that cognition has been attained when members noticed changes in the feedback pattern of activities that result from actions of each member of the group (Cook and Yanow 2005). From cultural perspectives, I leant that group learning is not possible unless some learning first takes place in the course subculture.

In summary, I discovered that group learning is a learning process that focuses on the individual learning in a group context and a model for understanding some types of group activities that demand contribution from each member (Cook and Yanow 2005).

Improving Group Collaboration Dynamics

Reflectively, group assignment effectiveness should be the corner stone for modelling acceptable learning outcome between the tutor and class members (Garvin, Edmondson and Gino 2008). Specifically, I would recommend that the policies we adopted should be aligned to the basic building blocks of performance and scope of the assignment.

In addition, I would suggest that the group behavior should be aligned within four models of group collaboration dynamics. These models are the motivation to acquire, bond, comprehend, and defend (Garvin, Edmondson and Gino 2008). Therefore, a proactive behavior control system should function within a structured group learning system. When the system functions within accepted parameters, every group member will eventually develop a self consciousness to deliver quality response and defend the group’s outcome as part of a family unit (Carson 2006).

Conclusion

Group collaboration dynamics are influenced by several factors such as motivation, promotion, and structured feedback system that an assignment requires. However, objectives aimed at balancing performance and behaviorof the group should be alignedwith the aims of the assignment. Any cases of deviation from the goals of the assignment can easily be addressed through group cooperation and assistance as each member will endeavor to facilitate the learning experience.

References

Argyris, C., & Schon, D. (1996). Organizational Learning IIReadings. Alabama: Addison-Wesley.

Assmann, J. (1995). Collective Memory and Cultural Identity, New German Critique, 65:125-133.

Carson, M. (2006). Saying it like it isn’t: The pros and cons of 360-degree feedback. Business Horizons, 49: 395-402.

Cook, D., & Yanow, D. (2005). Culture and Organizational Learning. The Journal of Management Inquiry, 2(3): 54–83.

Garvin, D., Edmondson, A., & Gino, F. (2008). Is yours learning organization? Harvard Business Review, 86(3): 109-116.

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