2. Shared
Perspectives
Defined the
Issues
Identified the
Interest
Generate
Options
Developed
fair
Standards or
Objectives
Evaluated
the options
arrived at an
agreement
THE COLLABORATIVE PROCESS
As a group we :
 Prepared to compromise
 Focused on the well being of
the project.
 Communicated effectively
 Identified challenges
 Participated in team building
exercise ( Collaborative
Readiness Inventory)

3. Our collaborative experience was a memorable one as we reflect on how indecisive we
were at first in understanding and starting this assignment. However, being agents of
change and applying the change theory process, we planned collaboratively, allowed
individual expression and evaluated our plans. We chart our course by pooling our ideas
together as a team and decided what we want to achieve by setting clear goals.
The theory of change also surfaced when we planned strategically, by assigning
leadership roles and making ongoing joint decisions. We also created a common vision
and showed accountability by attending regular meetings. This task was made easier by
the creation of a Google document. There persons can enter and modify their contribution
at any time convenient to them and also speeding up the completion process of the task.
With this we ensured that professional change occurred, the task was completed on time
and professional stagnancy was prevented.
COLLABORATIVE EXPERIENCE

4. T
The challenges with this collaborative task,
though minimal, were inevitable. At first,
members of the group experienced
difficulties understanding the task which
seemed incomprehensible at that point.
Members had different perspectives and
interpretation.
Members of the team were all involved in the
completion of other courses and meeting
other deadlines. As a result, there were
times when attending meetings for this task
was difficult. We often had to reschedule to
another date or another time.
Additionally, members were constantly juggling
between other course meetings in order to
facilitate our group’s progress. Further to
this, individuals had various medical
challenges at times which required some time
out from sessions or from the computer.
However, all these aforementioned
challenges were overcome through mutual
support and collegiality.
Technology can create great disappointment at
times, especially when there are deadlines to
meet. In this regards, there were times that
internet failed and it stalled the group’s
progress. However, the group regained its
momentum as soon as the problem was
rectified.
COLLABORATIVE CHALLENGES

5. COLLABORATIVE OUTCOMES
skills and talents as we cooperated and shared
responsibility. Likewise members have become
better reflective practitioners as we record
minutes, review notes and mulled over our
decision-making and results. As we joggle
through different course activities, assignments
and presentations we were able to employ
efficient time management skills to reach our
project deadline. Another outcome of the task was
the appreciation, concern and care which was
demonstrated throughout the working period to
accomplish the task. We were also able to draw
upon difference human resources skills to compile
the groups’ presentation package.
The group collaborative task has
fostered various learning outcomes
among members. Firstly, it created an
intellectually stimulated and
collaborative atmosphere for each
member to brainstorm and share ideas
about the related task. Secondly, it
improved members critical and
analytical skills as each member had
to evaluated persons proposal and
submit oral and written remarks. In
addition, the task has assisted us to
develop and demonstrate many
competencies,

6. FINAL COLLABORATIVE REFLECTION
Experiences
And Feelings
•Sense of fulfillment
•Learned to apply different philosophies/theories of work
•Recognized need for change theory
•Motivated self while motivating others
•Gained better skills as transformational/transactional leader
•Established new ideas as task was completed
•Enhanced leadership competencies
Formulation
Of New Concepts
•Professional, social and personal change
•professional accountability
•Change agents
•Participatory leadership
•Transformational leadership
•Reflection in, during and after action
Learning for
The Future
•Becoming better problem solvers
•Becoming better strategic planners
•Becoming better reflective practitioners
•Become better assessors and communicators
•Becoming better managers of time

7. REFERENCES
Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard
University Press.
Slavin, R. E. (1989). Research on cooperative learning: An international
perspective. Scandinavian Journal of Educational Research, 33(4), 231-
243.
Webb, N. (1985). Student interaction and learning in small groups: A research
summary. Learning to Cooperate, Cooperating to Learn, 148-172.