Lim, Danina Mabel M.

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MIDTERM EXAM
Group Behavior Model

Part 1: Individual Work

Complex

Well-learned

Independent
Complementary
Abilities

Inductive Reasoning

Battery of Tests Conscientious and

from the Journalism Extraverted High
Interacting group
Organization Performance
High
Positive synergy Satisfaction
Decentralized
Authority Role Identity

Performance
Norm

Large Group

The Journalism Organization in my previous high school always participates and

competes in different Journalism competitions. One of the triumphs we had was during the

Division Secondary Schools Press Conference (DSSPC) in 2018.

Our Journalism advisor was selecting the Editorial Staff from our Journalism

organization who would produce a quality publication for each writing, photo, and collaborative

desktop publishing categories and compete for the upcoming Division wide Secondary Schools

Press Conference in Quezon City. Each student in the Journalism organization undergone a

series of battery of tests prepared by our advisor to assess who best qualifies for each category.
 Lim, Danina Mabel M.
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The whole Editorial Staff would undergo extensive meetings and discussions in preparation for

the competition.

Since each student acquires different sets of writing skills and areas of forte, the Editorial

Staff has complementary abilities – great communication skills, attention to detail that leads to

an authentic report, digital literacy for creating a newspaper, research skills, and a lot more.

These complementary abilities were used together in creating various outputs for each category.

Our advisor let us decide on what technique works the best when we are doing our task that we

think would make us win in the competition, thus, this decentralized authority in our

organization led us into having a performance norm in which we were able to know how we

should work and how to get our task done.

Moreover, the whole Editorial Staff was very conscientious with the task given to us in

which in fact, everyone was always organized with the specific facts, reports, and data that we

gather, which activated our inductive reasoning in drawing a specific to general conclusion to a

certain topic we do. Also, we were extraverted in terms of socializing with different kinds of

people whenever a meeting is being held and we get to express our ideas freely. Each editorial

staff member was well-aware of how the specific category works. For instance, the News writer

clearly understands the structure of a news article, starting from writing the most important facts

down to the least. On the other hand, the Photojournalist understands what is expected in

photojournalism, hence, knows how to capture a picture that tells a story. Therefore, this made us

have a role identity. Our organization is large in size since we were comprised of almost 33

editorial staff for both English and Filipino categories. Considering that we were in a large group

with different assigned tasks to work on depending on our category, the cooperation of every
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editorial staff was needed. This led us into utilizing the interacting group technique by

conducting face-to-face meetings and discussions every day. Since 33 staff members were a lot,

subgroups were created based on categories, then we would discuss a list of other possible and

even almost impossible topics the judges might give, and then share within the whole group what

we talked about, gaining new insights and learnings from each subgroup in the end. Due to the

editorial staff’s complementary abilities, inductive reasoning, conscientiousness, extraversion,

performance norm, and had a role identity, these resulted a positive synergy, allowing us to

discuss and come up with a conclusion to the topics we had and each making sure that everyone

was doing their individual task and make them as one during the contest proper.

The task was complex, on the other hand, because we had to conceptualize each topic and

also come up with possible alternative conclusions. The whole staff became more aware on how

to attack our paper in order to create a quality output. Consequently, it was well-learned because

in every Secondary Schools Press Conference held every year, our school always hauled awards

both in individual and group categories, putting the school on the first spot among the schools in

Quezon City for three consecutive years, which was already well trained and practiced on this

task. The tasks varied depending on the category which had worked on independently by the

editorial staff in each subgroup. All the task characteristics necessitated that the organization’s

editorial staff had an interacting group process. Hence, the editorial staff’s positive synergy was

well exemplified during the actual competition because the topics given for each category were

very unusual and uncommon, yet everyone was able to come up with great outputs since we had

discussed even the almost impossible topics during our meetings. In the end, our school was

hailed champion again and the whole editorial staff were extremely satisfied with the successful

result and very happy with how we got our task done.