Effective Team & Performance Management - Assignment Example

?Running Head: Effective Team & Performance Management Effective Team & Performance Management [Institute’s Table of Contents Table of Contents 2 Introduction 3 Reflection 4 Reflection upon Seminar Activities 4 Reflection upon own Group Experiences from the Viewpoint of a Fellow Group Member 7 Alternative Courses of Action 8 Conclusion 10 References 12 Introduction Effective team management and team working is one of the most significant aspects in every facet of life in the contemporary times of today. However, effective team management is not at all a simple and easy task. Whenever a group of individuals with different approaches and mindsets work in collaboration towards common and shared goals, effective team management is the consequence (Cokins, 2010, pp. 81). In relation to the effective team and performance management, this thesis report intends to surface the key issues, experiences, and effective solutions to the problems encountered during the group tasks performed in the seminar activities. This is imperative to comprehend because the models and experiences would enable the development of the wisdom of how the learning experiences from participating in group-activities facilitates in developing personal reflection. Seminar is one of the methods that brings together numerous people under one roof to perform various activities and tasks that can bring forth the hidden skills and abilities of an individual. Several theories and models come under application that reflects the effective team and performance management during the seminar activities. However, the theoretical frameworks that have been used in light to this report to reflect on the seminar activities take account of Belbin (Team Roles), Tuckman (Team Development Model), and Goleman (Emotional Intelligence, Decision Making). The Belbin team roles bring out the key strengths that can come under utilization as the advantages and how to manage weaknesses of the individuals (Watson & Gallagher, 2005, pp.136-137). The forming stage of the Tuckman Development Model reflects the initiation phase of the project, where the team members become familiar to each other and develop a common understanding (Clayton & Clayton, 2009, pp.31). The third model refers to the Goleman Emotional Intelligence, which is a behavioral model that helps understand the learned abilities including self-awareness, self-management, social awareness, and relationship management (Salovey, Brackett & Mayer, 2004, pp. 90). Reflection Reflection upon Seminar Activities Seminar activities involve a number of people who work in amalgamation as a team that can lead to successful completion of the group activities and tasks. In any tasks, the group members come across quite a few issues and discrepancies due to having different approach, mindsets, perceptions, attitudes, behaviors, personalities, mental ability, motivation, and prior experiences. However, the effective team and performance management comes as a result when all the members resolve the issues and internal inconsistencies (Cecil & Rothwell, 2006, pp. 375-376). While taking into account the first seminar tasks, it was about 'lost on the moon', where my team members and me were supposed to rank few items with reference to their significance for survival. According to this assignment, our spaceship had a crash-landing on the moon and it destroyed all equipments on board except for the few items due to which the scheduling of the meeting with the mother ship could not happen. The saved items included matchbox, food concentrate, nylon rope, parachute silk, portable heating unit, pistols, dehydrated milk, oxygen tanks, stellar map, life raft, magnetic compass, water, first-aid kit, and FM receiver transmitter. We had to select the most critical items that can help save the crew until the mother ship reaches us. While looking at the model of the Belbin team roles, the way in which an individual behaves and intermingles with other members of the team that lead to the effective movement of the team on overall basis is the team role. Belbin proposes and highlights that activity comes under division into six main categories: identifying need, finding ideas, formulating plans, making ideas, establishing team organization and plan following (Hender, 2003, pp. 24-26). While considering the team roles, team member 1 acted as sharper that looked upon all the possibilities comprehensively and challenged all of us to move ahead and used the best techniques for problem solving. I played the role of the coordinator and team worker who not only guided the members as the team leader in prioritizing their needs for survival but also supported them to ensure that everybody is working for a shared goal (Hender, 2003, pp. 24-26). For example, oxygen is the fundamental need in order to survive on moon, FM receiver transmitter is the next priority that can connect to others for help, and food concentrate is the subsequent item in the priority list and so on. Brainstorming was the process used for prioritizing, which led to few conflicts due to diverse attitudes and behaviors. However, the sharper (team member 1) resolved the conflict by telling them to provide justifications for their replies and coordinator was the final person to make the decision. Since I was the coordinator, I convinced each member on the same decision (Hender, 2003, pp. 24-26). Team member 2 who made sure that the plan comes under well execution and on time played completer-finisher role (Hender, 2003, pp. 24-26). The survival of all the members is pivotal; therefore, the mother spaceship must reach us in the least possible time by making use of the items based on their priorities. This situation is quite similar to the circumstances at workplace as we have to prioritize the list of jobs (smaller tasks of the activities) in order to have effective execution of complete assignment. Taking into account the second task of the seminar activities, we had the responsibility to elect a chairperson and scribe. In addition, the group came under distribution in accordance to the defined animal group for the duration of the exercise. This assignment had the most appropriate relevance to the formation stage of the Tuckman Team Development Model. According to this stage, the team members gathered in order to perform the task in relation to the other stages of the model for effective execution (Richards & Clark, 2006, pp. 68-69). Initially, the team members performed on individual basis, as they were not well acquainted with each other. Therefore, they spent the time in planning, collecting, and bonding. The chairperson came under election after teammates gained familiarity with each other. The chairperson (team member X) created a good atmosphere that made us all feel safe in taking risks and provided us with confidence that we would be able to accomplish the task with an effective approach. Another theory that is Goleman emotional intelligence also helped the team members including myself in determining our chairperson from the aspect of relationship management of this theory (Salovey, Brackett & Mayer, 2004, pp. 90). With mutual understanding, we all decided to allocate our self to elephant. Although initially with different perceptions and attitudes, there were conflicts amongst the group members. However, the chairperson elucidated the Goleman emotional intelligence theory and made us develop the feeling of empathy and self-awareness. He also played the role of the coordinator (Belbin Team Roles) and influenced our perceptions to conclude to a single decision (Watson & Gallagher, 2005, pp.136-137). The overall experience from several seminar group activities revealed the fact that I learnt how to behave and interact with other members of the group, the skills, and abilities that must reflect and lead to effective attainment of the group activities. Furthermore, I also developed an understanding about various theories used in such group activities and how to resolve the conflicts (if any) and support that must be provided to each member at all times during the activity. Reflection upon own Group Experiences from the Viewpoint of a Fellow Group Member A variety of seminar group assignments and tasks have not only enhanced my skills that I have used in order to accomplish the assignments effectively, but benefited other team members as well. This section includes the reflection upon my own group experiences but from the viewpoint of my fellow member envisioning their experiences from my work. In the group assignment one, where I played the role of coordinator and team worker (from the Belbin Team Roles), the other group members' were quite pleased with what I performed as it led to effective establishment of the items on precedence basis (Watson & Gallagher, 2005, pp.136-137). This is because I exhibited active participation throughout the assignments, which my fellow members admired. They not only praised my work but also were encouraged to perform actively throughout the assignments. Their support persuaded me to perform more effectively and put my best effort in the assignments. As an outcome of it, I provided quality work in several of the group assignments and the quantity of my work elevated. Another experience that promoted the group on overall basis was my skill of social awareness or empathy (from the Goleman emotional intelligence theory), which means that I was able to recognize emotions of other team members of the group. This was favorable and valuable for the entire group as I played the intense and dedicated role in conflict resolution (Salovey, Brackett & Mayer, 2004, pp. 90). With the conflict resolution, the team members were in a position to think towards a universal goal and objective, which was fundamental in order to get assignments completed effectively and efficiently. Therefore, I was encouraged on performing the role of empathy where I was able to put myself in others' conditions and resolved issues considering their point of views. One of the primary advantages that my team members had by having me in the group was that since I played the role of coordinator, I treated each member with equal importance to the group and made each member speak and participate on equal basis. This is because I believed that each member must be given equal chance to speak and present their ideas, as the brainstorming leads to best possible options in order to have effective outcomes from the group assignments. However, this became a vital source of encouragement that all the members of the team have equal importance. In addition, all the other team members equally valued everybody's outlook and visions. This equal distribution within the group came under a symbol of appreciation by all teammates, which helped me improve my performance significantly during the group assignments. Alternative Courses of Action Where there is more than one person involved to accomplish a task, problems are likely to occur as general rule of human nature. This is because every individual comes from and belongs to different culture, values, families, and lifestyle that develop their personality with which one tends to react in a certain situation. Every problem has a solution to it, which can prevent the issues from occurring in the future circumstances. However, with reference to the seminar group activities, the team experienced its highs and lows over a number of activities and a few problems that occurred perhaps could have been averted (Strasser & Randolph, 2004, pp. 3-4). One of the significant concerns that can come under counting as a recurring problem is the conflict between team members due to the diverse and dissimilar nature, attitude, perception, and behavior. The conflict of ideas amongst the group members can come under prevention by making all the members realize that the group is respecting their ideas. Additionally, conflicts can come to resolution by making the team members understand that negotiation and compromise are a part of the group activities and no one should feel offended by any compromise (Lussier, 2011, pp. 310-313). Another grave issue that has come to vision from the group activities is the demonstration of domineering personalities by few of the members of the group. This leads to disagreements and variances in group-discussions; nevertheless, it can come to forestall by ensuring that all the members get equal chance to present their ideas and views without any interruption. Moreover, the group leader ought to make clear to all the other members that they must listen and respect all the opinions presented by other members (Lussier, 2011, pp. 310-313). Lack of ability to focus on the group activity or task is also a leading cause that is probable to cause quarrel and inconsistency amongst the group members. Nonetheless, the group leader can overcome this problem by breaking up the bigger assignment into smaller chunks and pieces and promote or encourage the members to complete each task within a defined period of instance. Additionally, having a small convention where the group members share their list of completed tasks and activities, which would motivate others to complete their set of tasks effectively and in time. This would make certain that the group members refrain from moving away their concentration from the tasks (Jeong, 2009, pp. 24-30). When all the members of the team are clear that their personality and their viewpoints would come under value by others, the level of enthusiasm escalates amongst the group members. Besides, if all the above aspects of conflicts would come under proper handling and management, then all the team members and I would have effective performance during the accomplishment of the assignment and it would come under well execution by all in the upcoming projects and activities. The current situations frequently provide an individual with a deep understanding about how to make improvements and how to avoid situations that can lead to conflict management. From the current group activities, I have learned various components that I would not repeat next time in the group activities. Indeed, I would also take care of all the concerns discussed above that would help me prevent any issues from the beginning in order to accomplish my tasks in an effective manner (Jeong, 2009, pp. 24-30). Conclusion The various learning, team building, and management theories have provided a comprehensive and extensive understanding about how to work effectively in seminar group activities. The diverse roles that the team members play within the group in the form of their behavioral pattern has come under consideration as the most powerful and influential element that determine the performance of the team in comparison to other factors that also have persuasive nature in determining the team's performance. While taking into consideration the Goleman Emotional Intelligence theory, from several assignments I was able to develop the four domains of the theory. The team experiences helped me raise my self-awareness and self-management, which means that I was able to identify and recognize my own emotions during the tasks and manage the emotions at the time of disputes and conflicts. This means that I was able to think clearly about how I feel at the time of getting into the problem and how I could resolve the issue in the best possible manner. I was also able to develop the feeling of empathy that is to recognize others' emotions, which denotes that I can understand what and how others feel in a certain situation. My assignments also substantiated and elevated my hidden skills of coordinator (team leader) and team worker (negotiator) from the Belbin Team Roles Model. After these assignments, I am well able to provide support to my team members that everybody is working together effectively. Moreover, my calm and good nature helped me delegate tasks very effectively. This is because I was well able to manipulate the team members in concluding their decisions for a particular task. These models and frameworks have emerged, developed and enhanced skills in me that would prove to be fruitful in my future professional life as well. With the skills I am in a much better position to work in a group assignment as these activities have created awareness for me as how to cope up, interact and deal with the team members in order to attain the tasks successfully. Moreover, the group activities has also enlightened the fact that effective team and performance management are the two terms that come under alliance to each other and is one of the substantial aspects of emerging victorious. These skills would not only make me one of the effective team members in my future endeavors but also help me in building an effective team that can accomplish any task efficiently. References Cecil, R. D., & Rothwell, W. J. 2006. Next Generation Management Development: The Complete Guide and Resource. New York: John Wiley and Sons. Richards, T. & Clark, M .2006. Dilemmas of Leadership. London: Routledge. Clayton, M. & Clayton, M. 2009. Management Models Pocketbook. London: Pocketbooks. Cokins, G. 2010. Performance Management: Integrating Strategy Execution, Methodologies, Risk, and Analytics. New York: John Wiley and Sons. Hender, J. 2003. Innovation leadership: Roles and key imperatives. London: Grist Ltd. Jeong, H. W. 2009. Conflict Management and Resolution: An Introduction. London: Taylor & Francis. Lussier, R. N. 2011. Management Fundamentals: Concepts, Applications, Skill Development. London: Cengage Learning. Salovey, P., Brackett, M. A. & Mayer, J. D. 2004. Emotional Intelligence: Key Readings on the Mayer and Salovey Model. New York: NPR Inc. Strasser, F. & Randolph, P. 2004. Mediation: A Psychological Insight into Conflict Resolution. London: Continuum International Publishing Group. Watson, G. & Gallagher, K. 2005. Managing for Results. London: CIPD Publishing. Read More