Process Reflection of Life Consultancy Project - Research Paper Example

Reflective Individual Analysis Part Project Process Reflection The life consultancy project provided vast learning opportunities in terms of groupwork, teambuilding, and monitoring the group’s progress towards the achievement of an identified goal. In diverse facets of managing an organization, including functions that encompasses finance, marketing, operations, economics and even human behavior in organizations, the role of groups have been emphasized to be instrumental in the achievement of the organization’s mission, vision and goals. In this particular project, one recognized that groups exercise far stronger control over their members than any external factors. The collaborative effort between members significantly influence and determine the success of the groups’ progress towards achieving the consultancy goals. In this regard, the aim of the reflective individual analysis is to present an evaluation of the group’s efforts along the defined time line and to specifically address the following questions, to wit: (1) were you successful, as a group? (2) Did things work out as planned or anticipated? (3) Did you misjudge certain aspects of the job in hand? (4) Did you learn something from the process that could be useful in the future? The discourse would hereby focus on team dynamics including planning, time management, choice of strategies and one’s own contribution to group efforts and in the achievement of the consultancy goals. Team Dynamics From the Project Process Reflection, the group development and progress was detailed and comprehensively presented with appropriate headings such as the achievements made during particular dates; feelings expressed by group members and the group in general; what events, incidents or concerns were perceived to have gone badly; what lessons were learned; what tasks still lay ahead; what specific strategies were earmarked to direct the group towards achieving the tasks; and an assessment of the functioning of the team. In itself, the Progress Process Reflection provided all the crucial information and ingredients needed for the current reflection analysis. As revealed, each member realized through clearly noting the lessons learned that the first step to an effective teamwork is to become acquainted with the members of the team (Robbins & Judge, 2009). It was necessary to exchange contact details and be able to assess the members’ capabilities, skills, and knowledge to perform expected tasks. Likewise, the first negative comment was the lack of clarity in terms of what the project was about, what the consultancy objectives or goals were and the contents and scope of the entire project. At the onset, it was revealed that group goals are needed to provide the direction for members to design appropriate strategies to achieve what needs to be done (Locke & Lathan, 1990). Lack of information created a feeling of disappointment and ambiguity; confirming that a goal, a direction is needed to ensure that a particular project or endeavor would proceed, as needed. Otherwise, when these issues were effectively resolved, the development and progress during the last three weeks (8 to 10) would confirm that team dynamics and cohesiveness of the group enabled the team to complete all the defined tasks and come up with a successful group project (Robbins & Judge, 2009; Locke & Lathan, 1990; Martires & Fule, 2004). Time Management As each meeting progresses, the provision of accurate information enabled the group to proceed with the project. As early as the second meeting, there were clearly identified tasks to be achieved, such as the scheduled interview with Dr. Jihad ALshami, the psychologist at Manchester Mental Health and Social Care Hospital. The purpose of the interview was to clarify the project perspectives; where, as stated by Dr. Jihad ALshami, in order to determine effectiveness and efficiency of the product, it must be appropriated tested and that it should be licensed by the NHS. In addition, if it is approved by the NHS that is the only time that it would be deemed successful. During the meeting, the group likewise focused on doing the needed desk research from theoretical and internet sources (Kourteli, 2005); and to ensure that tasks were accomplished, as assigned (Locke & Lathan, 1990; Workforce Compensation and Performance Service, 1998). Through division and delegation of responsibilities, each of the five members adhered and complied with the expected delivery of results, as validated by the 5000-word report entitled “Driving a Successful Product launch For Stop-D”. The relevant lesson learned on time management is to engage in planning activities that would include prioritizing tasks and providing clear and defined time frames, deadlines and schedules (Locke & Lathan, 1990). Choice of Strategies When objectives are not clearly set, members lacked the capacity to design effective strategies, as needed (Locke & Lathan, 1990). The lesson learned is that explicitly defined goals and objectives must be set (in terms of tasks to be accomplished by each member) so that strategies could be developed to assist in the achievement of these tasks (Locke & Lathan, 1990). In addition, some setbacks and delays were eminent as caused by external factors beyond the control of the members (Oakland and Tanner, 2007). For example, the methodology chosen for the report (reliance on desk research and focusing on the use of theoretical and internet sources, as well as meeting with the marketing and communication consultant of CODE) was the most appropriate one given the time frame and access to resources. Again the choice of strategies took into consideration the objectives set, the time frame, the available resources, as well as the knowledge, abilities and skills of each member. Overall Assessment The endeavor was therefore successfully achieved as a group, as validated by the outcome – the completed project (Driving a Successful Product launch For Stop-D) which was made possible through collaborative group effort. Things did not work as usually as planned, but the lessons learned through various phases of the project enabled the team to realize and recognize valuable links between theories learned through current applications. The experience revealed that there were instances when members misjudged other members’ perceptions of expected results or capabilities to perform, as planned. Overall, the group learned valuable insights that would be useful in conducting future endeavors, as detailed below: One strongly believes that the success of any group endeavor should depend on the following: (1) clear identification of goals: (2) definition of tasks and responsibilities; (3) conformity to schedules; and (4) group cohesiveness where members shared positive feelings and goals, values are internalized and are therefore effective in achieving them (Robbins & Judge, 2009; Locke & Lathan, 1990; Martires & Fule, 2004) . In the group’s experience, one noted some weaknesses: (1) ineffective communication patterns that led to several instances of scheduling a meeting on a short notice (February 24 meeting); unclear agenda that led to confusion on what to be discussed against what standards or plans (March 1 meeting); (2) ineffective planning (March 1 meeting where it was disclosed that the team results were far from plans); and (3) lack of resources (access to computers to work on as revealed from the March 11 meeting). The weaknesses were immediately addressed. Group Recommendations The group realized that there is a need to establish open communication and clarity in agenda to enable the members to increase productivity and deliver results, as required (Martires & Fule, 2004). It was clearly noted at this point that better communication is needed, in conjunction with time management and clearly deliverable and attainable objectives: SMART objectives, as noted (Human Resources Service Center, 2010). The need to monitor the progress of the project through frequent feedback is crucial to address the weaknesses and to improve the group’s performance towards a successful result (Workforce Compensation and Performance Service, 1998). Part 2: Academic Reflection The academic reflection log, presented as Part 2 of the Appendix, was instrumental in evaluating the academic inputs, theoretical frameworks, consulting skills, strategies, resources that one has used to successfully achieve the output required of the consultancy project. As realized, the academic tools significantly provided the concepts and theories needed to perform various crucial tasks effectively. For instance, the theoretical background provided in course modules on goal setting (Locke & Lathan, 1990); work group behavior (Robbins & Judge, 2009); scanning external sources (Kourteli, 2005) were contributory to one’s personal identification of skills needed to plan, design strategies and achieve identified goals. As noted, most of the consulting skills needed during the initial phase focused on creativity, communication, vision skills; as well as flexibility and leadership skills (Consulting Skills for Managers, 2010). Usefulness of Previous and Current Studies It is one’s personal contention that effective communication is crucial to spur progress and to perform, as planned (Martires & Fule, 2004; Consulting Skills for Managers, 2010). Likewise, one was made more aware that previous and current studies have provided the theoretical direction to design strategies that address mismatched skills and to discern the most appropriate resources to be used in a variety of scenarios (Consulting Skills for Managers, 2010). For example, during the week 2 (January 13, 2012) group meeting, the theories on autonomy and mastery goals leading to enhanced performance (Locke & Lathan, 1990) were most useful in motivating the group to increase productivity as specific goals regarding the project were clearly and explicitly identified. Through this, strategies were designed by the group towards the achievement of tasks; using skills such as creativity, partnership, flexibility and both internal and external resources to gather the needed information for the project (Consulting Skills for Managers, 2010). In addition, when members were faced with conflicts and challenging situations, lessons on conflict negotiation and change theories were most useful (Academic Leadership Support, n.d.). By applying conflict resolution techniques (collaboration, compromise, third party mediation through the supervisor’s advice), the group was able to address problems that emerged during weeks 6 to 8 (February 24 to March 8). The skills on flexibility, partnership, accepting change and respect for each member’s opinions and suggestions enabled the group to surpass the challenges (Consulting Skills for Managers, 2010). One hereby recognized that the academic toolkit was most beneficial especially within the group setting where different individuals’ perspectives, values, preferences generally clash and contribute to problems in complying with plans, set deadlines, and conformity to delegated responsibilities. If one did not have any theoretical background on change management, conflict resolution, as well as problem-solving and decision-making (which were modules under Business Analysis, Business Management, Operations Management, and Human Behavior in Organizations), the ability to address the problems and conflict situations would not have been resolved as efficiently and effectively as experienced (Organizational Change, n.d.; Oakland and Tanner, 2007; Academic Leadership Support, n.d.; Kourteli, 2005; Business link, 2011; Martires & Fule, 2004). Other Academic Tools In identifying whether there might be academic tools that one did not have, but which would have been useful, it was actually challenging to note since most of the academic tools were already sufficient to address the problems that were met for the current project. However, one acknowledged that there is always room for improvement. One honestly believes that learning is a continuous process. Despite knowledge on the subjects and course modules identified, one still yearns to learn on future trends encompassing these modules, particularly in the field of international marketing and globalization, and also in the area of technology. Since the product falls under a technological health care application product, one strongly believes that due to the fast pace of technological advancement, especially in the area of medicine and health care, new health products, medical supplies, drugs and pharmaceutical products that constantly and regularly emerge and evolve. Therefore, constant updates on future trends within this field of endeavor would make practitioners and students more aware of new applications that affect demand and supply of these products on a global perspective. Thus, the background in Economics (to learn more on demand and supply parameters) and Enterprise and Innovation, as well as Marketing Concepts and the 4Ps (for product launching and development) are significant and knowledge should be continuing and regularly evolving (Evans & Berman, 1982; Ferrel & Hartline, 2011; Lumpkin & Katz, 2011). Overall Assessment The successful outcome of the life consultancy project was made possible with the academic tools, the skills honed during the academic pursuit, and one’s personal abilities to use appropriate internal and external resources, as needed (Kourteli, 2005; Consulting Skills for Managers, 2010). Previous and current course modules were all instrumental in providing the theoretical framework to be applied in one’s personal experience in contributing towards the achievement of the project goals. Within the given time frame, the members were able to tap the needed academic tools ranging from areas such as Finance, Enterprise and Innovation, Operations Management, Business Analysis, Business Management, Economics, Marketing Fundamentals, Marketing Management, and Business Accounting to consolidate and integrate the necessary elements for the consultancy project. Without these tools, the members would be incapable of sourcing essential information through research, interview and the use of multidimensional skills. The competencies developed through these previous course modules assisted in the honing of consultancy skills identified (creativity, respect for clients and stakeholders, partnership, communication, vision, leadership and flexibility (Consulting Skills for Managers, 2010)) and in using the most appropriate resources within the members’ grasp. The functions of planning, organizing, directing, and controlling, expected of managers in organizations were experienced, learned and applied during the group project (Locke & Lathan, 1990; Robbins & Judge, 2009; Martires & Fule, 2004). The need to scan the external environment for research information and to tap opportunities (Kourteli, 2005); address weaknesses and threats and to focus on using the group’s strengths and core competencies were all highlighted (Business link, 2011; Six & Kowalski, 2005). Through the collaborative effort, group cohesiveness that assisted in generating a high quality report (Martires & Fule, 2004); and in manifesting the group’s ability for exemplary performance (through admitting weaknesses, addressing conflicts, learning to accept the need to change, and focusing on strengths and opportunities) (Organizational Change, n.d.; Oakland and Tanner, 2007; Academic Leadership Support, n.d.), one was significantly accorded the privilege, not only for enhanced learning, but more so, for personal and professional growth. Read More