Addressed Cognitive Level and Theory:
Understanding: Comprehends, explains, gives an example    

Analyzing: Troubleshooting, gathering information and selecting appropriate responses 

Applying: Applying knowledge to solve problems; demonstrates, solves, and uses 

Evaluating: Selecting most effective solution

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Ber R, Alroy G (2001) Twenty years of experience using trigger films as a teaching tool.  Academic Medicine, 76(6): 656-8.

Merriam SB (2001) Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory, New Directions for Adult and Continuing Education, 2001(8): 3-14 

In my previous role as a new anatomy demonstrator I worked very closely with a small team within the anatomy department.  Everyone just seemed to click and there was a dynamic energy about the group. When I think back to that time one of the key things that stood out was that I felt incredibly supported. Everyone seemed to have a positive ‘can-do’ approach and there were great role-models. Everyone had a common goal which was to deliver excellence in teaching and to create an environment to enhance the student learning experience. I had a particularly good working relationship with two members of the group, and during these few years together we managed to undertake and deliver some quite substantial projects. Everyone seemed to know what each others’ strengths (and perhaps, weaknesses) were, and so we were able to play to those strengths.  

A functional group is one which promotes equity among its members, identifies common goals and fosters a supportive, enjoyable working ethos.

Dysfunctional group

In my mind, the definition of a dysfunctional group is one which lacks social or professional cohesion and common goals.

I don't think I've ever worked in a totally dysfunctional group such that differences or difficulties were impossible to overcome. A recent tutor group of mine showed some quite obvious tensions in working approaches in directed learning tasks. One particular mature student (Student A) struggled during the first year, particularly with terminology (second language difficulties) and also with grasping some of the course material.  A second mature student (Student B) in the group had already completed a PhD prior to vet school and took a much more relaxed approach to group work.  Student A became quite stressed by apparent relaxed stance that Student B (possibly) was promoting among all other group members.  To resolve this we had to discuss and work through the different approaches to learning and to reinstate the common ground rules that they were supposed to have agreed at the beginning of the year. It think the fact that they all approached the problem with maturity helped to advance the group through this difficult patch, although I don't think the group ever really gelled completely.

Task
Coordinating – in the early days this group held plenty of storming sessions which likely helped to seal ground rules and establish a group working ethos.
Developing procedures – by regularly scheduling regrouping

The fact that a lot of “storming” took place over the first year implies that many of Task elements were likely to have been covered in these meetings. For example,  to establish group direction, there needs to have been an element of Opinion Seeking.

Maintenance
Compromising – Rebecca shows a sense of compromise in her statement “…makes me feel fulfilled even when I’m frustrated with any one of them…situation”.  Also, the fact that this group has a great ability to modify their relationships suggests an ability to compromise.
Listening – storming sessions were regularly held to reassess direction.  This cannot be done successfully without listening.
Encouraging – The team members sound like they are very encouraging of one another.
Following – This group recognises one another’s strengths and weaknesses, therefore it follows that they are able to accept and appreciate one another’s ideas.

It seems that there was a distinct lack of almost all Task and Maintenance roles, particularly Facilitating communication. 

Establishing ground rules of the group (e.g., defining communication rules) and then sticking to them would have been a clear first step towards turning this group into a functional one. Establishing roles would have helped Rebecca feel part this group and then some commitment to monitoring progress would have been useful.