TEAMWORK REFLECTIVE REPORT
TEAMWORK REFLECTIVE REPORT
TEAMWORK REFLECTIVE REPORT
Organizations are increasingly faced with various performance challenges that may hinder their performance. Problems may emerge from poor organizational structures and lack of team coordination and collaboration. However, putting in place teams and necessary structures can support a company to recover from the challenges that they face. Not all members of a group have the same level of knowledge, competence, and capabilities to deliver the tasks and duties that are expected of them. Therefore, developing a team that promotes open sharing of knowledge and support for others can be a significant step towards eliminating each of team embers’ weaknesses and promoting a spirit of collaboration and coordination. Leadership also plays a role in influencing followers to embrace the recommended courses of action. Our team demonstrated that putting in place diverse members and establishing an environment of trust goes a long way in creating and maintaining sustainable competitive advantage over other teams.
Establishing the Group
Group formation is one of the most important processes that are associated with the success of a collaborative problem-solving experience. The process of forming group began with the identification of problems that each team member faced, and which needed to be addressed. In addition, the necessity of the team was discussed by all members, who agreed on the urgency of a group as a necessary way of addressing common problems. As soon as the need for a group was agreed, all members engaged in a discussion on the need to develop a representative team composition. Members suggested that a richer experience can be realized if the group incorporates mode heterogeneous members. Therefore, the mechanisms for establishing the group included incorporated key issues such as diversity and needs assessment. Therefore, the team that was formed was more diverse and representative because it included factors such as gender, age, ethnicity, as well as cultural affiliation.
The next area of our concern after group formation was the need to identify team leaders before the group began its work. Leaders can be selected either explicitly when an individual is ordained the chairperson or implicitly when members realize that the individual is the group member who has the highest level of qualification and status in the organization. In our case, the team leader was selected through group consensus, consultation, and qualification. The process of leadership selection for our team was complex. During the first stage of leadership selection, no leader was appointed or selected for the team. Consequently, the team explored various options, which resulted in one person being designated as the leader at the outset based on level of qualification. The leader was also selected based on their ability to influence people, consult team members in the decision-making process, and manage conflicts.
The group selected the leader based on merit and level of qualification. As such, no one was involved in single-handedly handpicking the leader. When a team allows a leader to merely emerge, the individuals who are more suited to the task and group normally rises to the occasion. Emergent leaders are generally more effective than leaders who are hand-picked by a few groups of people (Conrad and Poole, 2012). Nonetheless, there is one potential challenge that comes with the utilization of the emergent option. For instance, merely giving room for one leader to emerge may result in no single leader stepping out to show readiness and willingness to lead. Furthermore, competing candidates may split the team. Thus, the cloture of collective selection of team leaders and encouraging all members to participate in the leadership selection process improves all members’ skills and devotion to the group.
The process of delegating roles and responsibilities was done in accordance with the principles of participative and consultative leadership. Under this arrangement, the team leader or manager engages in discussions with members to identify their specific capabilities and specialty areas. After considering the overall skills and capabilities of the team, the leadership identifies what tasks, duties, and functions can be delegated to which specific members of the team. For each area of work that is being delegated, the objectives are often selected and discussed. Discussions promote agreements between the leader and the delegate. Both parties should be clear on who is being delegated and what the individual assigned the duties to represent the leader is expected to meet their obligations. Moreover, the delegate is expected to deliver tasks assigned without unnecessary interference. Most significantly, the manager or team leader should manage the delegate in a way that has been agreed upon.
Team members communicated with the use of open communication model. Many organizations and groups often operate on a closed communication model that does not give room or feedback. As a result, the team leader issues directives that must be followed by members without giving them the opportunities to voice their concerns (Wojcieszak and Rojas, 2011). However, the team embraced an open two way communication strategy in which all team members are given equal opportunities to provide their views and feedback without being reprimanded or criticized. By embracing a two-way communication process, the team was able to understand potential problems that needed to be ironed out. Additionally, the team leaders were given the opportunity to gain insights in the attitudes, perceptions and feelings of members regarding the decisions that they made. Technology plays a critical role in improving the communication process. The main technologies that were used included social media applications, videoconferencing devices, telecommuting, emails, as well as telephones.
Group norms are shared beliefs about the expected behaviors that are aimed at making the groups function in the desired way. Norms are rules and procedures that can enable the group to realize its overall goals. Our group developed both implicit and explicit norms. Implicit norms were designed on the basis of the preconceived ideas about what should take place in the group. For instance, the team members assumed that there is honesty and trust across the entire group. On the other hand, explicit norms and standards of behavior that is common to many groups (Corey, Corey, and Corey, 2013). Examples of the team’s explicit norms included: prohibition of discrimination, promotion of team collaboration, as well as banning of interruptions when one is speaking.
Strengths and Challenges
There are various strengths that the team possessed, which enabled it to perform effectively. For instance, the team promoted a culture of open sharing of ideas. This system was critical in improving the overall creativity and innovation in the group. Ina addition, the team was culturally diverse, thereby providing different perspectives into problem-solving. However, the team had various weaknesses that derailed its progress. For instance, it over-relied on participative leadership, which would sometimes delay the process of decision-making.
There are various ways in which the team embraced the equal contribution policy. For instance, the team eliminated unnecessary hierarchies that deter the process of enabling all members to have equal tasks and responsibilities. Equal contribution was established by putting in place conditions that are necessary for division of labor. Furthermore, team members were encouraged to work together interdependently. Finally, the team established clear task structures, appropriate composition, and agreement on the core norms that regulate team member behaviors.
Teamwork is an important ingredient in promoting group performance and productivity. Our team did well in information and knowledge sharing, collaboration, and coordination. In so doing, the team was able to design necessary strategies and interventions for its problems. Therefore, creating a culture of trust, member participation and effective communication can improve team performance.
Conrad, C. and Poole, M.S., 2012. Strategic organizational communication: In a global
economy. New Jersey: John Wiley & Sons.
Corey, M.S., Corey, G. and Corey, C., 2013. Groups: Process and practice. Cengage Learning.
Wojcieszak, M. and Rojas, H., 2011. Hostile public effect: Communication diversity and the
projection of personal opinions onto others. Journal of Broadcasting & Electronic
Media, 55(4), pp.543-562.
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