Effective Team and Performance Management - Literature review Example

?EFFECTIVE TEAM AND PERFORMANCE MANAGEMENT s Experience I had a tremendous experience with the team during the group exercise. The team cohesively worked together regardless of a few challenges here and there. I learnt that there was no one specific recommended way of managing a team a team successfully. Team experience and cohesiveness needs an all round person, zeal and affection for all team members. Personally, it came to my notice that the mission and objective of the team comes first despite the personal differences that might exist. Challenges such as unsuccessful problem solving, non-functioning team diversities and most common, motivation among the team members are inevitable in a team (Keyes, 2004; p. 1282). In this group, group problems were tackled and embraced accordingly by all responsible team members. A leader or a manager must moderate problem solving. In this respect, the team decided anonymously that I should be their leader. In the entire exercise, the team passed through all phases of team formation inclusive of forming, norming and storming phases (Tuckman, 1965; p. 385). Being a leader is never an easy experience. It becomes even more difficult when one is dealing with a dynamic group. Therefore, I had to use my interpersonal skills such creativity, flexibility, passion and self-competence as put forward by Goleman (2002; p. 251). Concerning passion, I had a feeling that emotional intelligence was instrumental in uniting the team members towards our mission. Concurrently, there are areas where I felt I lacked the necessary knowledge to offer guidance to the team. Hence, I learnt admitting the lack of knowledge or expertise was very significant. Some of the skills I thought I did not possess at all came handy to my surprise. For example, timely arrival and staying patient to the end of a discussion was fundamental during the field exercise. I have known by friends as a poor listener but my team experience gave me a limelight to be the best and active listener. Though there were members who felt they were entitled to dominate the discussion, I was quite equipped in this area. First, I studied their personality and eventually learnt ways of managing them. In fact according to Richard & Lynn (2007; p. 187), studying every group member within the shortest time possible is very essential. Following my experience in this group, I learnt that working towards building trust among team members was significant in managing the group. Taking responsibility for actions is vital in building trust among the members. To err is human and mistakes committed must be admitted to ensure an amicable solution is achieved. I learnt member’s involvement in different tasks was significant in achieving a formidable solution to the tasks. Likewise, allowing the group to make rules during the lifetime of the group is also very important (Monge & Contractor, 2003; p. 57). In this manner, the group will not feel dictated upon when certain decisions concerning them are to be made. At the time of making the rules, expectations of every team member must be noted with transparency it requires. In addition, it came to my grasp that my expectations of the team members were to be made clear to help build a cohesive team. Most importantly, I felt it was important for my connection with the group. Satisfying the group’s self-interest was a major force in creating strong interpersonal relationships (Laura, 2008; p. 387). I had an obligation to empathize with certain emotional issues experienced by some of the group members. Ignoring some of the issues, which one may term as ‘petty’, was no constructive at all. Behaving in this manner was liable to the downfall of the team and the whole mission. Driving the mission to success must be the ultimate goal. However, a mission cannot be driven to success when other members are completely lost from the group. I was aware that every member had a right to express his or her plight during the exercise for a harmonious progress. Reflection Formation of the team was one of my lifetime experiences that I will never regret in my learning experience. During the team formation, a condition was that every learner was to join a group from which he/she had no close friends. This marked a turning point in my interpersonal relationship with my peers. As cited by Tuckman (1965; p; 187), the formation stage of groups was filled with hesitations where most individuals were not sure which group to join. The most explicit feature of communication observed was use of gestures and eye contact. Though the groups comprised of six people each from different cultural background, I was aware that probable conflicts loomed in connection to how they were supposed to behave in each group (Aronson, Timothy & Akert, 2007; p. 51). As time went by, the members got oriented to each other where leaders were to be picked. At first, upon being appointed the group leader, I was tense given the fact that I had not done this before. According to Markey & Markey (2007; p. 523), I felt that I was chosen for the position due to the various competencies I possessed. Some of my strengths were: Knowledge of current affairs, adjustment, intelligence and desirability as a working companion. According to Singh and Ho (2000; p. 199) the group members might have based their preference in me based on cognitive consistency. My immediate role was to lead the group into familiarizing with themselves followed by setting ground rules for the team. This was to reduce the level of conflicts by putting down ways of solving disputes within the group (Blanchard & Eunice, 2009; p.121). I had quite a hard task in managing the group members’ competition for consideration of their views in the process of storming. In the end, I led the team into reiterating the objectives and mission for the group to ensure that the activities assigned were accomplished most cohesively and harmoniously through the process of norming. During the seminar, it came to my notice that the level of commitment and determination of two members of my team was going down. Often they seemed to have other activities taking much of their time and strength to an extent of passive participation in the group work. This action called for a sense of wisdom on my part as the members were constantly complaining about them. Self-perception inventory was handy in such a scenario according to proposition by White (2009; p.129). To be a good, leader patience is required for achieving a long-lasting solution. According to Laura (2009; p. 181), dialogue and patients is the key to reaching to a solution for dispute among individuals. I initiated dialogue between the two members only to find that they were having various challenges at that moment in life. One of them had her parents on the verge of a divorce process while the other member had an alcoholic single mum, which reduced his zeal to harmoniously work together. Correspondingly, I had to communicate to the group to bear with them without breaking the confidentiality enthroned to me by the group members. The group members had a lot to learn from each other. As Wang and Ahmed (2003; p. 15) concur, information sharing and dealing with the challenges provided a platform for learning. Personal development is best where there is cultural diversity in a group setting. More often than not, issues would arise which call for group intervention as a whole. As a leader I found myself using the techniques put forward by Laura (2009; p. 183) in calling for group’s opinion concerning specific conflicts I felt I w could not handle by myself. Despite having, a few concerns in connection with duties assigned to every member my group made an effort to conform to the rules set initially in an effort to achieve desirable outcome. I am happy to have been accorded the duty to lead the group during the seminar, as it was an immense learning opportunity for my future tasks. Ideas and Principles Governing Interpersonal Relationship From my group experience, there are some ideas and principles, which are exceptionally essential in enhancing effective interpersonal relationships in a group. Effective interpersonal relationship in a group is essential for quality performance in a group. My group members applied various principles in facilitating productive group interaction. To start with, group members treated each other with utmost respect and honour. Group members respected each other’s opinions and ideas. They rarely condemned each other and instead they utilised individual weaknesses to create tangible interaction (Costa, 2003, p. 621). Group members highly appreciated and encouraged each member’s contribution. As a result, group members addressed the emerging difficulties in group interactions were instantly addressed in a respectful manner. The mutual respect that existed between group members permitted for a productive and health interpersonal relationship. The good relationship necessitates the achievement of the intended goal in the group (Bettenhausen and Murnighan, 2005, p. 351). The cohesion that existed in this group emanated from the fact that Group members appreciated the fact that, it is obvious and acceptable to make mistakes. Group members used mistakes as opportunities for learning. Moreover, group members appreciated and encouraged those who made mistakes. They used emerging mistakes to insight and connect effectively in a group. The idea of accepting each other mistakes and using them as an avenue for strengthening the group interaction helps me to learn how to accept my mistake and those of others. It also enriched my knowledge of adopting the no-blame approach in interpersonal relationship (Hill & Gruner, 2003, p. 383). Being a member of the group also enabled me to learn on how to use my own mistakes to develop my personal knowledge. The other principle of interpersonal relationship that was apparent in our group was respect of confidentiality. Most of my group members had adequate understanding on the significant of maintaining confidentiality in a group. Respect of confidentiality in a group helps in the generation of a sense of safety and trustworthy among group members. Respect of individual confidentiality also aided in enhancing intimacy in a group through acknowledging and valuing what is pertinent to other members of the group. Additionally, adequate employment of respect of individual confidentiality also assisted in respecting and acknowledging some group members vulnerability on different issues. Comprehensive employment of this principle by knowledgeable people enhanced concrete interpersonal relationship in our group, which necessitated achievement of our main objective. In general, the experience in the group assisted me in acknowledging the importance of respecting the confidentiality of all group members (Chan, Lim & Keasberry, 2003, p. 231). The principle of management conversation was also very effective in our group’s interpersonal relationship. Members in my group understood and acknowledged the fact that too much conversation dissuades individual in a group from interacting effective. On the other hand, less communication interferes with effective communication in a group. Members of our group used most of their time in listening to each other. This gave them an opportunity to be creative and innovative. Through adequate experience from my group members on the importance of managing our communication, I learnt the importance of taking time to listen in-group interaction. Listening to other people ideas and opinions has helps greatly in enhancing my reasoning and creativity (Gersick, 2008, p. 41). Group members also acknowledged the importance and relevance of challenging individual’s behaviours rather than challenging individual’s personality. Individual in my group ensured that, they de-personalised individual behaviours and actions. They used individual behaviours as an opportunity for being innovative and creative instead of creating personal conflict. They employed very effective communication approach, which eliminated superfluous personal labelling. They also acknowledged the negative impact of destructive comments towards individual behaviours. This experience assisted me in understanding the important of focusing on relevant issues in-group interpersonal relationship rather than focusing on labelling individuals in reference to their actions (McGrath, Arrow and Berdahl, 2000, p.97). The experience in the group has also aided in allowing creative response to difficult situations in-group interactions. The group members’ experiences also helped me in understanding the principle of avoid interrupting each other in communication (Fisher, 2000, p. 53). Group members in the group focused their attention on people’s contribution in the group. They usually took time in listening to what other group members said in the group before commenting. As a result, the communication in the group became useful, interesting, enjoyable and educative. Adequate understanding of this principle reduces chances of anxiousness, tiredness and broadness in our interaction. From my group members’ experiences, I leant the dangers associated with volunteering other group members in a certain responsibility. Every member has a right to decide the most appropriate responsibility to take in a group. To facilitate effective interpersonal relationships in a group, each member must be given the freedom to choose the language to use in their interaction. The group’s interpersonal principle of voicing personal opinion was adequately employed in our group interaction. Group members spoke what was in their mind without disrespecting the opinion of others. The understanding of this principle by group members was instrumental in mitigating resistance and resentment amongst group members. Principles of Group Dynamics, Behaviour and Facilitation in Diverse Group and Team Based Contexts Most of my group members understood the important of some basic principles of group dynamic. The common group dynamic principles, I learnt from my group members past experiences include the following. To start with, most of the group members had a strong sense of group belonging. Group members were in a position to break the barriers that existed between the leaders and other group members (Burke, Wilson & Salas 2005, p. 511). Because of this, I understood the significant of owning a group. Secondly, individual in the group ensured their influence in a group was felt. All group members had a specific role to play in the group. They understood the need and important of offering personal contribution in a group. The experience of my group members enabled me to understand the importance of intergroup relationship. Group members encouraged mutual relationship between our group and other groups, which had similar objectives. From group members’ experiences, I also understood the importance of placing group members into a functional hierarchy. Each member had a specific role to play in the group (Bion, 2001, p. 43). The group members had a very a good experience on how to ensure facilitation in a diverse group. The experience on facilitation assisted me in understanding various concepts in a group. Through the experiences of my group members, I learnt the essential elements of conducting meetings which includes designing a meeting, planning, implementation as well as evaluation of the meeting proceedings. Most of the group facilitation was directed by some specific external role dedicated by group members or a facilitator (Lewin 2007, p.145). Organisational Behaviour and Learning Theory According to learning theory, organisational behaviour can be explained in terms of reciprocal interactions, which exist between environmental, behavioural and cognitive determinants. Individuals in a group do not function independently. Instead, their behaviours are greatly influenced by other members in a group. According to learning theories, individual behaviours in a team are influenced by the following factors (Luthans, 2005, p. 63). To start with, members’ cognitive factors have a crucial role in determining individual behaviours in a team. Cognitive factors entail individuals’ knowledge and understanding in a group. The knowledge in a group can be evaluated in relation to group members’ experiences and educational backgrounds. Secondly, behaviour in a team is also determined by environmental variables. This entails the general environment in a group. The environmental factors in a group may entail; other related groups, resources available, facilitators, and geographical factors. The experience generated by previous behaviours has a role in determining group behaviours. Group members with experiences highly determine the behavioural direction in a group (Robbins 2008, p. 31). Bibliography Keyes, A., 2004, Our Character, Our Future, Zondervan Aronson, E., Timothy D. Wilson, and Akert, M 2007. Social Psychology Sixth Edition. Upper Saddle River, NJ: Pearson Bettenhausen, K and Murnighan, J 2005, “The emergence of norms in competitive decision-Making groups”, Administrative Science Quarterly, Vol. 30, no. 3, pp. 350-372. Bion, W 2001, Experiences in groups and other papers, New York: Basic Books. Blanchard, Ken and Parisi-Carew, Eunice, 2009. The One-Minute Manager Builds High Performing Teams, William Morrow. 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