Proposal: Improving Group
Communication
Submitted by Connor Mecham
Salt Lake Community College
Communication 1010
1/11/2013
Table of Content
Overview……………………………………………………………………………………………………………………………………Page 3
Project Description………………………………………………………………………………………………………Page 4
Group Assets…………………………………………………………………………………………………………………………Page 5
Group Limitations……………………………………………………………………………………………………………Page 6
Recommendations…………………………………………………………………………………………………………………Page 7
Conclusion………………………………………………………………………………………………………………………………Page 8
Works Cited……………………………………………………………………………………………………………………………Page 9
Overview
We used the Reflective Thinking Process to help
underprivileged children still receive an education,
even if only by getting them school supplies we take
for granted. We have divided up the characteristics,
stakeholders, history, policies and politics, and
resources of the problem evenly throughout our group,
each member focusing on one particular aspect. We came
up with a solution to volunteer at the Humanitarian
Center. It was the best solution that was the most time
efficient, inexpensive, easy for all group members to
help, helpful to the largest amount of children, and
agreed with the laws and our own personal standards.
Project Description
We were assigned to use the Reflective Thinking
Process in order to make a well rounded decision. This
was done by first stating a problem as an open-ended
question. The question we came up with was how can we
help underprivileged children with their education?
Next we had to come up with possible solutions to this
question and criterions for each solution as a way of
finding the best one for our group. As a group we
decided the best way to help underprivileged children
still receives some type of education was to donate
time to the Humanitarian Center to help put together
schools kits that are sent to needy children around the
country and world.
Children are the future of this country. If they
are not receiving the type of education they need to
help our country become stronger economically,
culturally, and socially we won’t have a bright future
to look forward too. Our outcome was effective because
we were able to make four hundred and twenty school
kits that will now be sent to kids in need of supplies
to continue on in their education and help build a
better America in the future.
Group Assets
One of the strengths that my group showed was
effective communication. We were all able to send clear
messages to each other that we all understood. We were
all able to receive these messages and respond to them
either verbally or sometimes nonverbally. The message
that was sent was clear to everyone. There was a good
channel used whether that was face to face at our
meetings or over email or text for help outside of the
class.
We really wanted to focus on the utilitarian
approach as we came up with a solution. We wanted to do
the most good for the largest amount of people. That is
why we decided to visit time at the Humanitarian
Center. We were able to put together four hundred and
twenty school kits to help that many underprivileged
students get school supplies.
Group Limitations
One thing that we had a hard time with was trying
to find days and times to meet together. Most of our
meetings were right after school or the ones that we
had in class. We almost all have jobs that take up a
majority of our day. That or other extra curricular
activities we participate in. Being able to find a time
for five busy teenagers with homework was hard
especially because we had such a short time frame to
fit all of our meetings into.
Another weakness that our group had was our
inability to focus on the task at hand during our
meetings. Often times we would stray from topic and
talk about other unimportant irrelevant subjects. If
only two or three people had something to do at that
particular time the others would start talking and
eventually distract others trying to work because they
wanted to be part of the conversation as well.
Recommendations
If I was to do this project over again I would try
to improve our communication by first of all having
more time to work together so that we weren’t rushed in
getting our message to each other. We could have had a
better clearer message sent by the best channel, which
is face to face. Along with the longer time frame it
would have allowed us to space out our meetings more.
That way we would have been able to assign work outside
of our meetings that needed to be done by the next
meeting. Most of our meetings went back to back days
and we couldn’t really do much we just did it during
the meetings and that didn’t always give everyone
something to do.
In another class working with groups I would really
like to be the leader again. That feels the most
natural to me and comfortable position to be in. That
way I could implement these suggestions. I would want
to choice a boy this time to be in charge of keeping us
on track and focused the whole time we met.
Conclusion
We concluded that the best way we could help
underprivileged children with their education was
to go to the Humanitarian Center and put together
school kits for them. It was the best solution that
was the most time efficient, inexpensive, easy for
all group members to help, helpful to the largest
amount of children, and agreed with the laws and
our own personal standards. It met all of our
criteria and did it in the best possible way. We
were able to help a large group of children that
otherwise wouldn’t have had these school supplies.
We worked very well together over all as a group
with only a few little problems that we were able
to over come.
Works Cited
Jacob, Brian A., and Jens Ludwig. Improving
educational outcomes for poor children. Ed. Phillips
M. National Center for Education Statistics, Oct.
2009. Web. 20 Dec. 2012.
<http://www.irp.wisc.edu/publications/focus/pdfs/foc2
62j.pdf>.
Fauth, Rebecca C. Poverty and Education. Ed.
Christy Brady-Smith. N.p., Sept. 2001. Web. 17 Dec.
2012. <<a
href="http://education.stateuniversity.com/pages/2330
/Poverty-Education.html">Poverty and Education OVERVIEW, CHILDREN AND ADOLESCENTS</a>>.
Deborah, Bayle. Changing the Odds. Ed. Dr. Chun.
United Way, 12 Dec. 2012. Web. 27 Dec. 2012.
<http://www.ksl.com/?nid=148&sid=23359897>.
Harrison, Mette I., and Kristyn Crow. Writing for
Charity. Ed. Juliana Montgomery. N.p., 7 Nov. 2012.
Web. 2 Jan. 2012.
<http://writingforcharity.blogspot.com/>.
Forrest, Tiffany. Sponsor a Child. Ed. Will
Forrest. Childcare Worldwide, Apr. 2006. Web. 28 Dec.
2012.
<http://www.childcareworldwide.org/index.php?page=spo
nsor_a_child&subpage=sponsorship_gallery&gclid=CNXGj8
KozLQCFQVgMgod-WYAug>.
Reflection
I enjoyed the opportunity that I had to work in
groups for this project. It is always nice to be able
to see others points of view and how they look at
things. We get so use to doing our own individual
work is becomes a habit and we start to be
repetitive. I was very happy with the group I ended
up with. We all worked very hard and well together.
If there was ever a problem like say with meetings
needing to be changed we were able to easily work
them out with no conflict at all. We used good
communication skills that we learned and talked about
in this class. I am glad I had this opportunity to
learn so much about the importance of communication
especially nonverbal in the work place, school,
sports, with friends, and family. You can’t not
communicate.