I learnt that my group was undergoing the Tuckman's (1977) Stages of Development, which involves five stages: forming, storming, norming, performing and adjourning. The forming stage is a comfortable stage to be in but it is also a stage where not much things actually get done due to the fact that members want to avoid conflicts. After the forming stage, it reaches the storming stage, where minor confrontations and loss of patience occur, leading to members doubting if the group can achieve anything. However, after the storming stage, the situation will improve as there will be greater understanding, appreciation and support among members and they will see themselves as united and effective as they worked hard to reach this stage. This is known as the norming stage. The forth stage is performing and everyone works well together because of the presence of trust and appreciation. Lastly, it will be adjourning/mourning stage, where members are proud of what they achieved and are glad to be part of the group.

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I learnt that this theory applies to my group when we went through a roller-coaster ride during this service-learning project. In the beginning, it seems like my group was a great combination, with no conflicts happening and us being comfortable with one another (forming stage). However, as we spend more time discussing, the conflicts start to happen and a few members start to lose patience at the others (storming). For example, when we were deciding on what behavioral principles to use, we had a tough time deciding and a couple of us were arguing over which principle to use. Nothing was going on well that time and I was doubting if the combination of members in my group was a good one. Luckily, after we proceed to finish up our presentation slides, the situation of my group improved and the conflicts disappeared and everyone was supportive and appreciative of one another (norming). During the three sessions at the student care, we trusted each other to know what our roles are and who to explain what, allowing our sessions to go on very smoothly (performing). In the end, during the celebration party, my group members all were proud of what we managed to finish and achieve and said that our group combination is great (adjourning).

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This learning matters as it allows me to recognize the fact that groups do not start off fully-formed and operating and instead, we all grow through stages to become a cohesive group from a group of individuals. It also allows me to understand which stage my group was in and think of ways to get through the situation together with my group members. For example, when I know that my group is in the storming stage, I can help to resolve conflicts by suggesting alternatives to the issue or asking the group to take a short toilet break to calm down. 

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In light of this learning, in the future, I will not give up on any group project just because it may seem like we cannot achieve anything during the storming stage, which I almost did during this service-learning project. If needed, I may even suggest having a heart to heart talk among group members about the situation of our group to clear all uncertainty and unhappiness. 

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I learnt that the children in my group have different conflict management styles. According to Thomas and Kilmann's MODE instrument (n.d.), there are five modes to deal with conflicts and they are competing, collaborating, compromising, accommodating and avoidance (as cited in Sally, 2014). When someone has a competing conflict management style, he/she is confrontational and assertive, hence he/she must win the argument. On the other hand, when someone has a collaborating conflict management style, he/she sees the needs of both parties to be important and finds a solution that satisfies both parties. A compromising conflict management style means that that person is cooperative yet aggressive and will give in. An accommodating conflict management style means that that person is cooperative but at expense of personal goal. Lastly, avoidance is when someone is non-confrontational and ignores issues. 

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I learn about the different conflict management styles that exist in the children in my group when some minor conflicts happened during the sessions. One example was when the children were just discussing about Marvel movies and they started to argue which superhero is better. One of the guys was arguing with one of the girls on whether iron man or spider-man is a better superhero. The guy had a competing conflict management style as he kept on insisting that iron man is better than spider-man and refuses to give in to the girl. On the other hand, the girl was accommodating as even though she does not agree with the guy, she gave in after a short while. During the conflict before the girl gave in, another girl was trying to satisfy both parties by saying "All Marvel superheroes are the best." so that both of them will stop arguing. This shows that she has a collaborating conflict management style.

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This learning matters as it allows me to identify how each children deal with conflicts and ensures that the conflict does not get out of hand. Knowing the conflict management style of each child, it also makes it easier for our group to know how to split them into groups, when necessary. 

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In light of this learning, in the future, I will try to not group people of competing conflict management style together as they will not go along well together during conflicts and it will be hard for them to reach to an agreement.