Team Work and Presentation Skills - Example

Personal Development Plan Name Course Name and Code Instructor’s Name Date Table of Contents Table of Contents 2 Introduction 2 Chapter 1: Acculturation 3 Chapter 2: Team Work and Presentation Skills 5 Chapter 3: 6 Chapter 4: Personal Planning and Action Plan 6 Chapter 5: Conclusions and Reflection 8 References 10 Appendix 12 Appendix A: Skills Audit Report 12 Appendix B: Team Roles Personal Inventory 13 Appendix C: SWOT Analysis 13 Appendix D: Skills Audit Analysis 13 Appendix E: Learning Style Questionnaire 14 Introduction Development is an important requirement within the society. Development can be viewed from different perspectives and can also take different forms. Organisational development is a type of development that occurs within an organisation and another type of development referred to as Personal Development Plan is commonly utilised be individuals to achieve certain aims and strategy that would be utilised towards achieving these aims. Allen (2003, p. 4) defines personal development plan as “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”. In a learning environment, personal development plan is utilised to achieve requirements within a learning environment context such as improving on a given module or improving on a specific character (Ward & Kennedy, 1993, p. 135). In addition, personal development plan can be utilised to balance both learning requirements and also requirements that are associated with learning such as placements. The purpose of this development plan is aimed at developing the writer towards achieving specific predetermined objectives. The personal development plan is also aimed at developing the writer personally, professionally and also academically. The writer understands he has strengths and also weaknesses and it is important to utilise the strengths towards mitigating challenges associated with weaknesses. The writer defines and presents personal objectives and goals and aims with the help of this personal development plan towards achieving the goals. Therefore, the writer analyses personal capability and utilises other components such as SWOT analysis, understanding cultural requirements, Skills Audit Report, Team Roles Personal Inventory, and Learning Style Questionnaire. Chapter 1: Acculturation The definition of acculturation is defined better by Redfield, Linton and Herskovits in their 1936 writings. The authors define acculturation as “those phenomena which result when groups of individuals having different cultures come into continuous firsthand contact, with subsequent changes in the original culture patterns of either or both groups” (Redfield et al., 1936, p. 149). This definition can be applied to education system whereby students come from different cultures and try to learn together. For example, a student may come from Saudi Arabia to learn in Australian university, the culture of host home is completely different from culture in Saudi Arabia. These two cultures and according to Tidd, Bessant and Pavitt (2005, p.1), should create a positive team dynamics that would allow the students to respect each other’s cultural background and differences and hence contribute towards successful learning. Redfield et al., (1936, p. 149) definition is the most utilised definition according to numerous acculturation researchers. Initially, numerous researchers discussed acculturation within a group level but researchers have come to recognise individual level phenomenon. Individual acculturation level contributes towards utilisation of words such as “psychological acculturation”, and it presents distinction between individual level and group level acculturation. Psychological acculturation refers to individual experiences changes because of being in contact with other cultures. Students in international institutions experience both situations because of teamwork and individual assessment. Institutions require students to learn together to improve their collective performance and the teams may be created by students from different cultures. Therefore, students should be able to accommodate and understand different cultures to ensure the learners achieve their goals. This means that adaptation into the new culture is important and some factors may define on how a student can be assimilated. According to the writings of Redfield et al. (1936), three factors have been identified that are viewed as the building blocks in the acculturation process. These three factors are contact, reciprocal influence and change. The writer had to experience these three factors to understand and appreciate the other culture. The first phase was the contact in which the writer met individuals from other cultures. According to the definition of contact, the contact should be firsthand and continuous in nature (Searle & Ward, 1990, p. 455). In contemporary societies, numerous types of contact exist but the differing components are “continuous and firsthand”. The writer experienced the situation while attending lectures and meeting students in fulfilling the requirements of learning. The second phase the writer experienced is reciprocal influence in which the writer and other individual from other cultures appreciated each other through influence. Teske and Nelson (1974) state that influence in most instances is taken by the culture that is more dominant compared to non-dominant group. Even the dominant and non-dominant cultures exist, the writer was able to appreciate both situations and maximised each contribution towards achieving goals set (Snauwaert, Soenens, Vanbeselaere & Boen, 2003, p. 233). The third and last phase the writer went through is change that involves a dynamic process and relatively stable outcome. The writer was motivated by both the process and outcome in ensuring acculturation is positive towards learning process. Chapter 2: Team Work and Presentation Skills Teamwork is working together by numerous associates with each individual contributing his or her competency towards fulfilling specific goal. Xyrichis and Ream (2008, p. 235) presents attributes that should be utilised in determining how team members fulfil different tasks. The authors state that “team work involves team members: exercising concerted effort, employing interdependent collaboration and utilising shared decision making” (2008, p. 235). In a learning environment and in a work place environment, the concept of teamwork is analysed differently. Learning environment requires individual work to determine competency of a student and in working environment teamwork is encouraged to ensure organisational goals are achieved. However, in the learning environment the teachers and lecturers may request students to form teams to fulfil certain learning requirement. The writer fulfils effectively certain personal roles as indicated in the Belbin’s inventory. According to the results of the inventory (Appendix B), the writer scored highly in plant section indicating some positive credentials include been imaginative, creative and unorthodox. Moreover, the writer can solve difficult problems easily but the negative side of the writer is ineffective communication and ignorance of details. Being an implementer has shown both strong and weakness in the way the writer can accomplish numerous tasks (Aritzeta, Swailes & Senior, 2007). According to analysis by Belbin (1993) writings, it is evident the writer is efficient, reliable, conservative and disciplined. In addition, the writer has capacity of ensuring that ideas can be turned into practical and positive actions (Gunduz, 2008, p. 461). These parameters are important in gauging on how an individual can complete a given task (Waeytens, Lens & Vandenberghe, 2002). However, the shortcomings associated with been an implementer is inflexibility and slowness in responding to new directions. Such actions are a disadvantage when it comes to fulfilling the requirements of teamwork. According to the Skills Audit Report (Appendix A), the writer has three major strengths and weaknesses that contributes in how the writer can accomplish certain tasks. The strengths of the writer include team management, self motivation and time management. These credentials are evidenced in the way the writer balances between working time and learning time. These two responsibilities are different in nature and require hard work. Therefore, personal responsibility and development has illustrated on how the writer achieved his strengths. On the other hand, ineffective communication, which has also contributed to shyness, is the major weakness of the writer. Chapter 3: The Beblin’s model of team role was not formally developed but it has played an important role in making people and management to understand the importance of team work (Belbin, 1993). The model presents numerous items, which indicates the best dimension (Furnham, Steele & Pendleton, 1993, p. 250). Furnham et al. (1993) analyses and reviewed the Belbin inventory model and they appreciate his contribution towards team role but stated the information presented was substantial. However, through the review, Henry refences the work of Furnham et al. (1993), states that there was “little evidence for the reliability or the validity of the role preferences obtained, using either the original inventory or the later extended version” (Henry, 2001, pp. 126). In addition, Beblin (1993) understands that the inventory was not sufficient enough to be a stand alone psychometric test. To counter the problem associated with reliability and validity, McCann & Margerison (1989) designed a model referred to as Team Management Index. The model had nine categories comparable to those of Beblin (1993). Chapter 4: Personal Planning and Action Plan In a globalised society where numerous people interact in which these people come from different backgrounds that includes cultural difference means that it is important to develop certain features and characteristics to sustain in such environment (Fisher, Hunter & Mackrosson, 1998). In an environment in which management is crucial and it is prudent to formulate strategies to act against weaknesses indentified in the Skills Audit Report and measures that could control against weaknesses associated with the SWOT analysis (Sumison & Fleet, 1996). Some of the weaknesses that are identified in the Skills Audit Report, which includes poor presentation skills, poor communication and shyness, should be addressed by the writer to ensure effectiveness and efficiency is encouraged. Therefore, it is important for the writer to develop skills and knowledge that will ensure operations within an environment that is competitive can be achieved easily. The writer aims to be an effective communicator, fight against shyness and also improve on presentation skills. The writer would maximise on the SKA Analysis, which includes decision maker, team player and time management in ensuring the weaknesses and shortcomings are managed. The writer has extensive and practical experience in tasks allocated and tasks the writer believes in completing. Apart from the writer being realistic, other styles evidenced according to Beblin model include reflector, activist and theorist. SMART Action Plan to be followed by the writer includes: Specific goal – The writer aims to be an effective communicator, better presenter and an effective team leader without been shy within the next one and half years Measurable – The writer ensures that he can speak and present ideas in a manner that would be understood in the workplace or learning environment. In addition, the writer will encourage servant type of leadership in achieving specified goals. Attainable – The goals and aims will be achieved provided the writer utilises the identified strategy. The writer will be recording his personal loud readings and sometimes utilise the service of college friends in improving my presentation strategy. The writer will also use presentation images and other techniques that ensure diversity of learning can be maximised on. Relevance – the aim of the entire training and learning strategy is to ensure that weakness and threats are avoided. The writer aims to correct weakness elaborated in the Skills Audit Report and also the SWOT analysis. Time bound The following table would indicate the time period in which learning activity would occur, the milestones that could indicate accomplishments are done and also the enabling factors towards fulfilling these different activities Activity Time Length Measurable Milestones Enabling Factors Effective communication 4 months Be able to communicate easily in a manner that is understandable to different stakeholders The writer would purchase some electronic recording equipment that could aid learning. Moreover, the writer could explain the problem to friends and request the friends to assist Improvement on presentation skills 8 months Be able to improve on presentation skills, which includes ensuring the audience understand the message, make the audience appreciate the content of the message and to be able to present a variety of information from images, numbers to visual expression of the information been passed The writer would utilise the same friends who assisted in communication strategy. The writer would also utilise software based presentation skills, presenting information based on points and also presenting financial or organisational based information Being courageous and extrovert 6 months The writer aims to ensure he can communicate and present information to different audiences from students to organisation management. The writer will utilise the same friends and also at times participate in introducing people into certain activities. For example, the writer could introduce concerts and participate in college debates Chapter 5: Conclusions and Reflection According to the discussion, the writer is pursuing studies and working in an environment that is different in terms of culture. Acculturate is a factor which is associated to individuals when they come into contact with different cultures. Acculturate contributes to culture shock but if addressed, the extent of the shock would be minimal. The writer, with the aim of pursuing further education utilised three factors into adapting into the new environment. The three factors that the writer utilised include contact, reflection and change. During the course of his learning, the writer identified strengths and weakness that should be maximised while others should be managed. The writer identified strengths, which include team work, time management and self motivation. The strengths are associated to the learning environment doubled up with working environment, which has contributed towards maximising internal strength towards achieving these goals. On the other hand, some weaknesses identified include poor presentations, ineffective communication and shyness in public environment. The writer will budget one half years in ensuring the weaknesses are managed. The writer will utilise both electronic means and the help of friends towards managing the problems. Moreover, since the writer is realistic and optimistic, the writer would utilise these audit strengths towards mitigating the weaknesses and hence achieving the aims of the writer. Therefore, the writer would maximise on these credentials to achieve the organisational requirements. References Allen, D 2003, Personal development plan. The Handbook for Economics Lecturers. University of the West of England. Accessed 12 April 2013 http://www.economicsnetwork.ac.uk/handbook/printable/pdp_v5.pdf Aritzeta, A, Swailes, S & Senior, B 2007, ‘Belbins Team Role Model: Development, Validity and Applications for Team Building’, Journal of Management Studies, vol. 44, no 1, pp. 96-118. Belbin, R. M 1993, Team roles at work, Elsevier, London. Fisher, S, Hunter, T, & Mackrosson, W 1998, ‘The structure of Belbin’s team roles’, Journal of Occupational and Organisational Psychology, vol. 71, pp. 283-288. Furnham, A, Steele, H & Pendleton, D 1993, ‘A psychometric assessment of the Belbin Team-Role Self-Perception Inventory’, Journal of Occupational and Organizational Psychology, vol. 66, pp. 245-257. Gunduz, H 2008, ‘An evaluation on Belbin’s Team Roles Theory (The case of Sakarya Anatol an Profess on High School, Profess on High School and Vocational High School for Industry)’ , World Applied Sciences Journal, vol. 4, no. 3, pp. 460-469 Henry, J 2001, Creativity and perception in management, Sage Publishers, New York Redfield, R, Linton, R, & Herskovits, M 1936, ‘Memorandum for the study of acculturation’, American Anthropologist, vol. 38, pp. 149–152. Searle, W & Ward, C 1990, ‘The prediction of psychological and socio-cultural adjustment during cross-cultural transitions’, International Journal of Intercultural Relations, vol. 14, pp. 449–464. Snauwaert, B, Soenens, B,Vanbeselaere, N & Boen, F 2003, ‘When integration does not necessarily imply integration. Different conceptualizations of acculturation orientations lead to different classifications’, Journal of Cross-Cultural Psychology, vol. 3, pp. 231–239 Sumison, J & Fleet, A 1996 ‘Reflection: can we assess it? Should we assess it?’ Assessment and Evaluation in Higher Education, vol. 21, pp. 121–30. Teske, R & Nelson, B 1974, ‘Acculturation and assimilation: a clarification’, American Ethnologist, vol. 1, pp. 351–367. Tidd, J, Bessant, J & Pavitt, K 2005, ‘Managing innovation- team building tools’, viewed 12 April 2013, < http://www.managing-innovation.com/tools/Teambuilding.pdf>. Waeytens, K, Lens, W & Vandenberghe, R 2002, ‘“Learning to learn”: teachers’ conceptions of their supporting role’, Learning and Instruction, vol.12, pp. 305–22. Ward, C & Kennedy, A 1993, ‘Psychological and socio-cultural adjustment during cross-cultural transitions: a comparison of secondary students at home and abroad’, International Journal of Psychology, vol. 28, pp. 129–147. Xyrichis, A & Ream, E 2008, ‘Teamwork: A concept analyses’, Journal of Advanced Nursing, vol. 61, no. 2, pp. 232-241 Appendix Appendix A: Skills Audit Report Strengths Team Management Self motivation Time management Explanation of Strengths Time management – I was able to balancing my studying time and working requirements Self motivation – Even though learning and working conditions are demanding, the writer was able to accomplish effectively goals started for each requirement Team work – While in working, I was able to collaborate and assist the team members within the department I was working in Weaknesses Poor presentations skills Poor communication skills especially verbal Shy in public environment Mitigation strategies on weaknesses Poor presentation skills – I will request assistance from my fellow students in improving on my poor presentation skills Poor communication skills especially verbal – the writer will participate in institution debates and I will also speak to myself using recording devices Shy in public environment – using strategies obtained from poor presentation skills and poor communication skills will result in eliminating this weakness. Appendix B: Team Roles Personal Inventory Description Points Plant 10 Resource Investigator 3 Co-ordinator 6 Monitor-evaluator 4 Team worker 9 Implementer 16 Completer 7 Appendix C: SWOT Analysis Strengths Effective time manager Appreciate team work Effective planner and implementer Weaknesses Ineffective in presentation skills High tempered Shy in public presentations Opportunities Studying in multicultural environment Flexibility in learning Supportive background support Threats Competitive working environment Staying away from my supportive family members; hence, homesick Appendix D: Skills Audit Analysis Skills Time management Decision maker Team player Knowledge Hands on work experience Ability to carry out comprehensive research Speciality in areas of my study Audit Optimistic Realistic Appendix E: Learning Style Questionnaire The following table summaries the outcome of answering questions from the Learning Style Questionnaire A B C D E V strong Strong Moderate Low Very Low ACTIVITIST 13-20 11-12 7-10 (mean 9.3) 4-6 0-3 REFLECTOR 18-20 15-17 12-14 (mean 13.6) 9-11 0-8 THEORIST 16-20 14-15 11-13 (mean 12.5) 8-10 0-7 PRAGMATIST 17-20 15-16 12-14 (mean 13.7) 9-11 0-8 Read More