Group Roles Assignment Project Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
INTRODUCTION
There are many roles that members can take on during a group process. Some are roles that get the job done, others keep the team together, while some block the process. Its time to try and match the names and the descriptions.Roles that keep the team together
These are roles that people play when working in a group that help keep the team positive, getting along and collaborative: Encourager, Standardizer, Evaluator, Follower, and Comic Relief. Look at the descriptions below and match one of those bolded names to each in the right-hand column.
Looks at the big picture of the project and gets everyone on the same page by summarizing what the group is thinking or feeling. Add name here
Goes along with the decisions of the group, serves as an interested audience, and accepts the ideas of others. Add name here
Sees the humour in a situation, looks at problems in a lighter way and suggests compromises. Add name here
Keeps the group posted on how they are meeting goals, checks project guidelines and assess what might be blocking progress. Add name here
Listens carefully, accepts the ideas of others, supports contributions by smiling/nodding, promotes others to contribute. Add name hereRoles that get the job done
These are roles that people fulfill when collaborating that make things happen: Initiator, Clarifier, and Contributor. Match one of those bolded names to each description below.Makes suggestions, gives opinions and shares, ideas and information Add name here
Asks for additional information or ideas, requests that others make ideas more clear, raises questions and asks for definitions Add name here
Organizes the group, suggests new ways of looking at things, introduces new ideas, questions and discussions Add name hereRoles that block the group process
These are roles that people play in a group setting that interfere with the success of the group: Competitor, Blocker, Sympathizer, Clown, and Withdrawer. Look at the descriptions below and match one of those bolded names to each in the right-hand column.Makes fun of others, disrespects the work of the group and tells jokes/stories that get the group off topic. Add name here
Does not listen to or respect the views of others, puts down the suggestions of others. Add name here
Thinks their ideas are best, bullies, puts down, or patronizes or others, claims ownership of the work. Add name here
Does not contribute to group work, daydreams, does other work or sits alone, makes disrespectful comments. Add name here
Puts themselves down by looking for consolation, draws attention away from the task and onto themselves. Add name here
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PART 2
________________________________________INTRODUCTION
Now that you have learned about different things people do when working in a group, its time to think about your own tendencies when you are collaborating and set some goals for yourself. Think about your own ability to collaborate and answer the following three questions.1 Which group role do you often play?
Respond here.
2 Describe a time when you experienced a group role that blocks progress first hand?Respond here.
3 Which role do you want to try and play more often? Why?Respond here.
PART 3
________________________________________INTRODUCTION
As you listen to the groups presenting in class, fill out the chart below. For each job note whether it gets the job done, keeps the team together or blocks the groups progress. Also note a creative comparison. This can be the comparison shared in class or one you think of on your own.Group Role Description Type of Role Creative Comparison
Initiator This person organizes the group, introduces new ideas and questions, begins discussion, suggests new ways of looking at things. Gets the job done! Sparkplug
Blocker This person does not listen to or respect others views and puts down others suggestions.
Withdrawer This person does not contribute to group work, daydreams, does other work or sits alone, makes disrespectful comments.
Standardizer Looks at the big picture of the project and gets everyone on the same page by summarizing what the group is thinking or feeling.
Comic Relief This person sees the humour in a situation, looks at problems in a lighter way and suggests compromises.
Competitor This person thinks their ideas are the best, puts down, patronizes or bullies others and claims ownership over much of the work.
Follower This person goes along with the decisions of the group, serves as an interested audience, and accepts the ideas of others.
Contributor This person eagerly makes suggestions, gives opinions and shares ideas and information with the group.
Clown This person makes fun of others, disrespects the work of the group and tells jokes/stories that get the group off topic.
Encourager This person listens carefully, accepts others ideas, promotes others to contribute, and supports contributions by smiling/nodding.
Sympathizer This person puts themselves down by looking for consolation, draws attention away from the task and onto themselves.
Evaluator Keeps the group posted on how they are meeting goals, checks project guidelines and assess what might be blocking progress.
Clarifier This person asks for more information or ideas, requests others to make ideas more clear, raises questions, asks for definitions.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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