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Process Report Structure

The document outlines the structure and contents of a process report for an EiT group project. It includes: an introduction on group work theory; short bios of group members and their backgrounds; the development of the project over 3 weeks, including forming the group, developing the topic and questionnaire, and executing the project; and final reflections on learning outcomes and whether members' roles in the group changed. Each section of the report is to provide context, group reflections on situations, references to literature, and plans for moving forward.

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Saïd Ben Abdallah
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91 views

Process Report Structure

The document outlines the structure and contents of a process report for an EiT group project. It includes: an introduction on group work theory; short bios of group members and their backgrounds; the development of the project over 3 weeks, including forming the group, developing the topic and questionnaire, and executing the project; and final reflections on learning outcomes and whether members' roles in the group changed. Each section of the report is to provide context, group reflections on situations, references to literature, and plans for moving forward.

Uploaded by

Saïd Ben Abdallah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PROCESS REPORT STRUCTURE

No man is an island, entire of itself. John Donne.

1. Table of content
2. Introduction. What is EiT, and what is the goals of EiT? A little theory on
what a group is, what group/team work in general is, some advantages of
team work, and also difficulties that can occur. Johnson & Johnson (2006) can
be used as literature here, as they describe the importance of group
constellations, and what a group is, plus the dynamics of a group.

3. Short presentation of members of the group and what each brings to the
table in terms of academic background. Also with a short self-diagnosis
from each member, according to Johnson & Johnson. (2006). Joining together.
Group theory and group skills. Pearson. This is so we are more able to show
what prerequisites each member had both for the academic topic of work and
also group/team work. This will make the conflicts and misunderstandings in
the group situation easier to understand while reading the process report.
a. Berit
b. Fridah
c. Tadiwos (self-diagnosis)
d. Furqan
e. Christina
f. Tina (the following is an example, and also shows how much
information we can get into a short paragraph): Tina is 24 years old
and is doing a masters in Scandinavian language and literature. She has
an academic background in cultural studies, as well as in language and
communication plus literature. She felt that from her academic
competence she could especially bring the cultural understanding, and
her knowledge about communication and writing into the
group/project. With this she would be able to understand different
people, to do written assignments (as for example the questionnaire in
Norwegian) and to apply her knowledge in communication both to
communicating with the informants and to write good reports. In
accordance to Johnson & Johnsons (2006) criteria for self-diagnosis in
group dynamics, she felt that she was always behaving like a leader,
and rarely facing conflicts with other group members.

4. Development. Each of the points in this part of the report will include
content from our (daily) group reflections, describing specific situations, the
reflections about them with theory and finally action.
a. Forming the group (week 1)
i. Structuring the group, making norms (contract) and setting
roles (Johnson & Johnson, p. 7).
ii. The competence triangle
b. Developing the project (week 2)
i. Choosing the topic
ii. Making the questionnaire

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c. Executing the project (week 3)
i. Final stages of the project. Yet to come.

5. Final remarks/reflection. This section will describe which learning outcome


all group members had of the team work, and conclusions on how our actions
developed (did they lead to a better group cooperation or not?). Also: Do the
group members give themselves the same self-diagnosis in team work after
the three weeks of EiT, or have we changed to the better (or worse)?

References

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