Introduction
In our student group that addressed the issue of homelessness, we encountered moments of conflict and cohesion. Despite the circumstances, we embraced different strategies that enhanced our interpersonal relationships, supported members’ social-emotional needs, and effectively accomplished the group’s tasks. In this essay, I will share various stages the group underwent by discussing challenges encountered and strategies to solve them. In addition, I will discuss the leadership theory I used and highlight my role play as a facilitator in the crucial norming stage.
Dynamics and Development of the Homeless Student Group
The group members acknowledged that homelessness affects individuals from various walks of life, each with unique circumstances and struggles. Recognising and respecting this diversity was critical in creating a supportive and inclusive environment (Roberson & Perry, 2021). This aligns with Toseland and Rivas’s (2017) source, which highlights that providing a safe environment for homeless individuals to share their experiences and feel supported is essential.
Planning stage
We began by conducting thorough research on the issue of homelessness to understand its causes, its impacts on individuals and some possible solutions before we officially initiated our group. Toseland & Rivas (2017) highlight that, during the planning stage, group members should ensure that they familiarise themselves with ethical issues in discussion and be able to protect the rights and dignity of individuals involved in the social issue. This newfound knowledge prepared us to effectively strategise how to help homeless individuals with empathy and understanding (Toseland & Rivas, 2017).
Leadership dynamics and group stages
In our group, leadership dynamics were more flexible and less hierarchical than in traditional settings characterised by specific positions. Instead, leadership within the group was shaped by personal qualities, as some members demonstrated natural leadership traits. On the other hand, some members assumed leadership roles out of necessity by reflecting on their experiences and life on the streets. This aligns with the concept of emergent leadership, where leadership arises based on the needs and dynamics of the group rather than being appointed from outside (Hanna et al., 2020).
Group Stages
The initial stage, forming, according to Tuckman’s model of group development, was more challenging as members needed clarification on how to facilitate the process effectively (Toseland & Rivas (2017). Members also needed more confidence in establishing trust and familiarising themselves with each other. However, we understood how this stage was crucial in establishing norms and expectations within the group, and through open communication, members could know each other and understand the group’s task. Toseland and Rivas (2017) underscore that encouraging open communication enables members to interact with one another and effectively handle the task freely.
In the next stage, storming, the complex nature of the issue of homelessness and members’ diverse perspectives resulted in conflicts. For example, there were divergent viewpoints on what exactly causes homelessness, available resources, and solutions. Nonetheless, through dialogue and active listening, we resolved these conflicts by respecting the viewpoints of each member (Toseland & Rivas, 2017).
The group proceeded to the norming stage, which marked a turning point in the group’s development; unity began to emerge. Members became more comfortable expressing themselves and collaborating towards shared goals. As the facilitator, I was to reinforce positive behaviours and facilitate consensus-building processes. Toseland and Rivas (2017) highlight group facilitators’ roles as teaching members on the impact of group dynamics and to assist them in analysing and altering their own behaviours. Acknowledging and validating each member’s contributions helped develop a sense of inclusivity and empowerment within the group.
As the group progressed into the performing stage, through leveraging individual strengths and talents, we were able to generate innovative solutions to tackle the issue of homelessness. Our collaborative action and shared commitment enable us to implement various initiatives aimed at addressing the root causes of homelessness, including advocacy, outreach, and community engagement, which studies have found to be effective (O’Regan et al., 2021).
The final stage, the adjourning, marked the finalisation of the group’s activities and closure. This stage presented mixed reactions. On the one hand, we celebrated our achievements, acknowledged individual contributions, and expressed gratitude for the opportunity to collaborate towards a common goal (Toseland & Rivas, 2017). On the other hand, the members felt sad as we had to part ways, and each of us took a different way (Toseland & Rivas, 2017).
Leading style
I adopted a transformational leadership approach to empower and encourage group members to look beyond the present situation of homelessness and imagine a better future using a transformational leadership method. According to a study by Salanova et al. (2020), transformational leaders cultivate close relationships with their team members, creating trust, transparent communication, and empathy. These leaders inspire through their actions and words, influencing followers’ beliefs in their capabilities. By setting high expectations and encouraging innovative problem-solving, transformational leaders instil confidence and self-belief in their team members Salanova et al. (2020). This approach was crucial in handling the homeless issue as I could boost individual effectiveness and contribute to finding solutions, enhancing overall team performance and well-being.
Role as a Facilitator of the Norming Stage
The principle of participatory leadership guided my strategy, whereby I served as a guide rather than a directive authority figure. This enabled me to actively involve all members in the decision-making process actively, aiming to enhance cohesion and collective problem-solving (Wang et al., 2022). Rather than making one-sided decisions, I strived for input from each member, fostering a sense of ownership and commitment to the group’s goals (Peng et al., 2021). For example, during group norms and expectations discussions, I encouraged everyone to share their perspectives and preferences, ensuring that decisions reflected the collective agreement (Toseland & Rivas, 2017). By promoting open dialogue and valuing diverse viewpoints, I empowered individuals to contribute meaningfully to the group’s development.
I also approached my role with humility and intentionality as I recognised this stage’s significance in fostering group cohesion and identity. I aimed to cultivate a supportive and inclusive environment where every member felt empowered to contribute. Studies show that humility in leadership is important as it establishes trust and openness within the group dynamics (Yang et al., 2019). Besides, I approached my role intentionally, recognising the need for structured facilitation to ensure all voices were heard and the group progressed towards its objectives. Toseland and Rivas (2017) support this, arguing that active listening and clear communication create a sense of shared ownership and responsibility among the group members, ultimately leading to a more cohesive and effective team.
Challenges and conflict resolution
Establishing norms for respectful communication was one of the challenges I experienced. For example, there were conflicting ideas on prioritising our initiatives to address homelessness. Some members advocated for direct action, such as organising food drives, while others emphasised the importance of advocacy and policy reform. As the facilitator, I encouraged open discussion where each member could voice their perspective and concerns (Schonlau et al., 2019). Again, some group members were quiet or shy about sharing their ideas. As a facilitator, I chose topics relevant to their interests, motivating them to engage in discussions (Toseland & Rivas, 2017).
Strengths and areas of development
One strength lies in my proactive approach to conflict resolution, where I consistently addressed conflicts and disruptive behaviours in a timely manner. A good example the joker members during the role play. Although I acknowledged how their humour lightened up the group, on the same note I understood the impact of excess jokes on the group like lack of focus from members. Therefore, I challenged them to think where humour could be effectively included on the issue of homelessness but in sensitive manner (Toseland and Rivas, 2017). Nevertheless, I look forward to sharpen my conflict resolution skills involves honing techniques for mediating disputes and fostering constructive dialogue (Dolce et al., 2019). This will enable me to explore challenges more effectively, creating a positive group dynamic and facilitating collaboration toward shared goals.
Conclusion
Facilitators play an important role in ensuring that there is cohesion among group members and achievement of the set goal. Using the scenario of our task group to handle homelessness, it is evident that, diverse view points of members make it hard for effective communication. Some of the strategies to enhance collaboration is encouraging open communication, active listening acknowledging contributions of each member. On top of that, approaches like a transformational leadership theory are important in empowering members on how to approach issues. Therefore, it is important for all group members to actively participate and share their views so that there is making of informed solution that incorporates diverse viewpoints. This will encourage members to participate even in future groups as they feel acknowledged and respected.
References
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