Learning Experience-Based TeamWork - Coursework Example

Learning Experience-based Teamwork Name Date Course Learning Experience-based Teamwork Introduction The group was set up for the purposes of establishing an international business plan. The work was carried out by the group with each member taking an active role. The group had a leader who was responsible for ensuring that the group was able to achieve its aims and objectives. The international business plan was completed by the group as required. However, the group was faced with some challenges and dilemmas. According to the theory of group dynamics, any group has to face challenges (DeChurch & Mesmer-Magnus, 2010). This is due to various factors including the level of knowledge and skills of the individual team member. Misunderstandings are also common in a group and this may be due to diverse ideas. However, the group was able to deal with the dilemmas faced and hence its success. Various lessons were also learnt by the group during the project. The paper is thus a reflection of the project that was a carried out as a group. Reflection Dilemmas and challenged encountered The team was faced with a dilemma during the formation process. We had difficulties on the deciding the right team for the task. During the initial stages of the formation we were only four members however, after two weeks we added to more members to make a total of six group members. This is after discovering the bulky nature of the work that need to be done. The team formation process is usually complex as the members may not know each other (Crawford & LePine, 2012,). Initially, the team was also faced with challenges in terms of understanding each other. There was a little understanding as the members had never worked before as a team. The level of motivation was affected by the failure of the team members to understand each other. This led to varying levels of motivation in the group. The challenges with motivation also contributed to the difficulties in the team cohesion during the initial stages of the team. The planning was also not effective as it did not address all the issues that the team was supposed to be carrying out. On the other hand, it was difficult to make the plans during the initial stages as the group members were not free with each other. Most of the groups usually face challenges during the initial stages of the group (Erhardt, 2010). This can be attributed to the lack of familiarity among the group members. This is also considering that the group members do not understand the strengths or weaknesses of each member during the initial stages of the group formation. At some point, the group was also faced with challenges in the allocation of sub-tasks to the group members. Some of the tasks were complicated and the group members did not have the knowledge and experience of handling such complex tasks. However, the tasks had to be completed and therefore the need for allocating it to the group members. Some of the group members were not comfortable with the tasks that they were allocated with and hence presenting a challenge to the group. Some of the group members had difficulties when dealing with difficulties with regards to the tasks that were allocated to them. This impacted negatively on the ability of the group members to participate in the group activities. The group members usually react differently to different situations that they are facing. Unexpected discoveries were also encountered during the process and hence pausing challenges to the group. The group found out that the some allocated for certain tasks was not enough due to their complex nature. The unexpected discoveries also contributed to the delays. This affected the plan that had been put in place by the group. Delays are usually common in groups and it may impact negatively on its progress (Hu & Liden, 2014). Integrating the sub-tasks into one coherent project is also one of the challenges that were faced. This is because of the complicated nature of the sub-tasks that the members had to deal with. In some instances, the work was too bulky and it required a lot of time to integrate the work into a coherent project. The group was also faced with challenges in some instances with regards to meeting the project timelines. This required the adjustments of the efforts of the team members in order to ensure that the timeline was met. Challenging feedbacks were also among the challenges that were faced by the group. This is because the feedbacks were at times negative and the members had difficulties in coping. On the other hand, some of the group members had emotional difficulties when it came to the management of the challenging feedbacks. The challenges in terms of managing emotions have a negative impact on the ability of the team to make progress (Chiocchio, et al, 2011). Group members may also be discouraged by the negative feedbacks and hence impacting negatively on the progress of the group. The group was also faced with challenges with regards to the team communication. The mode of communication that was initially used was not effective. This led to delays and failures of some members to attend to emergency meetings on time. It is also important to note that the communication between the members is the most important aspect that contributes to the success of a group (Clerke & Hopwood, 2014). Diverse opinions were also common during the group discussion. The diverse opinions were one of the major sources of disagreements among the group members. Disagreements among the group members can lead to serious challenges which may impact negatively on the progress of the group. According to the groupwork theories, disagreements may have negative effects depending on how it is handled by the group. Strategies to overcome the dilemmas and challenges The group had to put in place intervention measures for the purposes of ensuring that the dilemmas and challenges are solved. Frequent consultations among the group members were one of the intervention strategies. This played an essential role in enabling the group to solve the challenges faced during the formation of the group. The group leader also ensured that the group members were informed of the progress of the team. Each of the team members was also allocated the tasks that they were able to perform. This was for the purposes of ensuring that the group is able to deal with the challenges that were encountered in terms of sub-tasks. Frequent interaction among the team members was also important in ensuring that each member understand the other. The frequent interaction was useful in promoting cohesion among the group members (West, 2012). On the other hand, the members felt free to carry out their discussion with the presence of free interaction. Frequent interaction among the group members is useful in terms of ensuring that the members develop a good relationship with each other. The leader of the group was also inspirational and had good leadership skills. This was useful in ensuring that the team was united and motivated at all times. All the details of the tasks and subtasks were discussed in details before being handed over to the group members. This ensured that the group members fully understood the tasks and activities that they were supposed to perform. The group also allocated extra time to the activities and discussion. The extra time was useful for dealing with emergencies or any unexpected discoveries. Each of the group members was also required to be fully committed to the team. House rules were also established for the purpose of ensuring that the team members performed their tasks and hence avoiding the incidences of delays and failing to meet the datelines. The group also ensured that each of the opinion of the group members is respected. Every contribution by the team member was analyzed and discussed regardless of whether it was right or wrong. This was useful in solving the problems with disagreements among the group members. On the other hand, the group members were encouraged to voice any concern that they had. Text messages as well as emails were used during the communication process as a strategy to solve the challenges of communication. Motivational strategies were also used by the group for handling the emotions caused by negative responses. The team members were encouraged to assist one another to deal with any emotional issues. The group leader was always ready to provide any assistance to the members. Since the members had to present their work on Fridays, it had to be edited with the support of the group leader. A Strategy was also put in place to ensure that the group members supported each other in every aspect of the group. The strategy that is put in place by a group determines its effectiveness in dealing with the challenges encountered (Fu, 2013). Learning gained A lot of lessons were learnt as a result of the groupwork. I learnt that constant communication is important in determining the success of the group. Each of the group members has to be aware of the progress being made by the group in order for the group to be successful. On the other hand, it is important to ensure that the opinion of each group member is respected. Disagreements within a group are common due to the diverse opinions. However, the group members should be free to express their opinions regardless of how diverse it is. Interaction among the group members is also important in enabling the group members to know each other better. Knowing each other better creates an environment that enables the members to be free with each other. A group can be successful only when the members can freely interact with each other (Lafond, et al, 2011). Motivation is also an important tool that can be used to ensure that the group is successful. Motivation encourages the group members to deal with the different challenges that they may be faced with. Proper planning is also important in a group and it determines its success. It is also important for a group to expect challenges and intervention strategies should be put in place to deal with the challenges. Leadership is also important within a group and the group leader should be in a position provide guidance to the group. The group leader should also have the ability to influence all the group leaders in order to ensure that the aims and objectives of the group have been met. New learning goals Improving the interpersonal skills is one of the major goals as it will be useful in carrying out interviews and also communicating with the group members. The interaction skills will also requires improvements so as to be an active member of a group. The communication skills are important in ensuring that individuals are able to express themselves clearly within a group. The improvement in communication and interpersonal skills will require frequent consultations as well as attending seminars. Improvements will also be required in coping with disagreements. This is considering that disagreements may be difficult to cope with when in a group. Working with a diverse group is also an important area that will need improvements. A group is always composed of diverse groups and each of the group has a different way of dealing with issues (Koh, et al, 2014). An understanding of the diverse group will be useful in working with a group. On the other hand, it will also be useful to learn how to deal with disappointments or emotions when working with a group. This is considering that the emotions impact negatively on the decision making process. Conclusion In conclusion, it is evident that the team was faced with a lot of challenges that had the potential of affecting the team. The intervention strategies that were put in place played an essential role in dealing with the dilemmas and challenges that were faced. Important lessons were also learnt after completing the project. Effective communication is one of the important aspects of teamwork that determines the success of the team. On a personal level, it is evident that a lot of improvements will also be required. List of References DeChurch, L, & Mesmer-Magnus, J, 2010, The cognitive underpinnings of effective teamwork: a meta-analysis, Journal of Applied Psychology, 95(1), 32. Crawford, E, & LePine, J, 2012, A configural theory of team processes: Accounting for the structure of taskwork and teamwork, Academy of Management Review, amr-2011. Hu, J, & Liden, R, 2014, Making a Difference in the Teamwork: Linking Team Prosocial Motivation to Team Processes and Effectiveness, Academy of Management Journal, amj-2012. Clerke, T, & Hopwood, N, 2014, Teamwork Processes, In Doing Ethnography in Teams, pp. 39-67, Springer International Publishing. West, M, 2012, Effective teamwork: Practical lessons from organizational research, John Wiley & Sons. Fu, X, 2013, Toward a modeling of human-centered, rule-based cooperative teamwork, In Computer Supported Cooperative Work in Design (CSCWD), 2013 IEEE 17th International Conference on (pp. 471-476). Lafond, D, et al, 2011, Evidence of structure-specific teamwork requirements and implications for team design, Small Group Research, 42(5), 507-535. Koh, E, et al, 2014, An Analytic Frame and Multi-method Approach to Measure Teamwork Competency. In Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on (pp. 264-266). IEEE. Chiocchio, F, et al, 2011, Teamwork in integrated design projects: Understanding the effects of trust, conflict, and collaboration on performance, Project Management Journal, 42(6), 78-91. Erhardt, N, 2010, Is it all about teamwork? Understanding processes in team-based knowledge work, Management Learning, 1350507610382490. Read More