Group Project Evaluation and Reflection

This assignment focuses on the evaluation and reflection of group work experiences. The author discusses three specific projects – Spotlight Project, GOATS, and ChIPS – highlighting their impact and lessons learned. A key focus is on addressing challenges encountered within the ChIPS program, particularly the lack of emotional support for participants and team conflict arising from inadequate understanding of their roles. The author emphasizes strategies for fostering group identity, loyalty, and effective teamwork through clear communication and purpose definition.

Running head: EVALUATION AND REFLECTION
Evaluation and reflection
Name of the Student:
Name of the University:
Author’s Note:

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EVALUATION AND REFLECTION
One of the important group projects that I have been able to be a part of was the Spotlight
Project. It was basically a group work o where we wanted to build a tin dog as an entrance
statement for the town (Willgerodt et al., 2015). We actively participated to in the task and we
wanted the passerby’s to stop on the highway and visit our community to see our village.
Another important group work that I have been a part of is that of the GOATS, where I saw
about 40 bands coming and performing live on the stage in an environment that is free from all
kinds of illegal activities like taking of drugs and alcohols (Willgerodt et al., 2015). Another
important group work that has been very much helpful and memorable for me is that of the
ChIPS (Morgan & Stewart 2017). This is a very good endeavor that is made by the society in
order to help the young generation of the country aging between 12-25 years of age who are
suffering from some or the other kind of sicknesses. This program generally aims at helping
them to fight with their disabilities, by giving them the moral and emotional support, and also by
helping them to regain their lost confidence. However, there was one problem that existed in this
particular group work that is the ChIPS.
Usually there are many different levels or stages involved in the formation of any and
every group. These stages are forming, storming, norming, performing and adjourning. A group
is usually a cluster f many different people. I have seen that there are often many disputes that
take place between the group members. This is because all are having a different thought process
and a different kind of mindset. Often there are clashes among the opinions and objectives of all
the group members (Owen et al., 2014).
One of the problems that I encountered was in the ChIPs. There were health
professionals that often visited the group in order to see the progress and according to them, that

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EVALUATION AND REFLECTION
though the patients were receiving the treatment of their symptoms, but they were not really
getting the emotional support which was most important.
As I was in charge of the entire group, I saw that there was a major problem right at the
root levels. In other words there was some loophole in the forming of the group. I saw some of
the group members actively participating in all the activities. Some of them were also
undertaking some of the leadership rules like taking charge of arranging a group picnic for the
sick and weak people, or arranging for some games and educational seminars for them. While
the problem with other group members was that right during the formation of the team, they
were not properly informed about the kind of people that they will have to deal with. As a result
of which they were often losing their temperament while dealing with the young people that
came there for help. The first thin g that I explained to those team members was that they must
stop addressing those people as patients. The very word patient will de motivates those people.
Our motif must be to motivate them and help them grow in life, regain their lost confidence
rather than discouraging them (Azar et al., 2017). They must be treated as normal people like us.
They are to be taken care of because they are people who are sick and are suffering from some
kind of illness. One of the major reasons that were hindering the team from progressing was the
lack of proper cooperation among and zeal.
In order to overcome this, I wanted to establish the group identity and the group loyalty
among the group members. I made sure to explain the purpose of the group very clearly and also
explained my team members the ways in which they must prepare themselves to prpoppagate on
the work and make the team effort a geeat success.

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EVALUATION AND REFLECTION
References
Azar, J. M., Johnson, C. S., Frame, A. M., Perkins, S. M., Cottingham, A. H., & Litzelman, D.
K. (2017). Evaluation of interprofessional relational coordination and patients’ perception
of care in outpatient oncology teams. Journal of interprofessional care, 31(2), 273-276.
Morgan, S. D., & Stewart, A. C. (2017). Continuous Improvement of Team Assignments: Using
a Web‐Based Tool and the Plan‐Do‐Check‐Act Cycle in Design and Redesign. Decision
Sciences Journal of Innovative Education, 15(3), 303-324.
Owen, J. A., Brashers, V. L., Littlewood, K. E., Wright, E., Childress, R. M., & Thomas, S.
(2014). Designing and evaluating an effective theory-based continuing interprofessional
education program to improve sepsis care by enhancing healthcare team
collaboration. Journal of interprofessional care, 28(3), 212-217.
Willgerodt, M. A., Abu-Rish Blakeney, E., Brock, D. M., Liner, D., Murphy, N., & Zierler, B.
(2015). Interprofessional education and practice guide no. 4: Developing and sustaining
interprofessional education at an academic health center. Journal of interprofessional
care, 29(5), 421-425.