Team Code of Conduct, Personal Learning Goals, Teamwork, and Leadership - Assignment Example

Student’s name) (Course code+name) (Professor’s name) (University name) Table of Contents 1.0.Task 1: Reference 3 2.0.Task 2: Personal Learning Goals 6 3.0.Task 3 – Teamwork and Leadership 8 4.0.Task 4: Design Area Choice 10 Economic dimension of WASH project 10 Socio-cultural dimension of WASH project 11 Technical considerations 12 a.Administration 12 b.Chemical effects on the environment 12 c.Operations and safety manuals 12 5.0.References 13 1.0. Task 1: Reference Introduction A team code of conduct has received mixed reactions from scholars. The underpinning of the term is equally multifaceted. For instance, Balkin & Robert (2008) define a team code of conduct as aspects that guide how a team should operate. Basing on this definition, the term encompasses interpersonal communication as far as interacting with others is concerned. Based in this understanding, this task seeks to critically assess what it means to have a team code of conduct and how to write such conducts. To underscore the thesis statement, the task will review available scholarly literatures from which to support the rationale. To begin with, Nohria et al. (2008) recognize that every member of a team must be guided by stipulated code of conduct so as to ensure that specific objectives are aligned to teams’ expectations. How to write a team code of conduct can therefore be embedded on such definition. That is, it follows what King & Mayall (2001) suggests as understanding the realms of the team then developing working formula that achieves such formulas. Conversely, Amabile et al. (2011) believe that writing a team code of conduct means, “assessing the situation at hand then develop avenues and mechanisms that ensure the team in question is working harmoniously, stress-free and productive. Such guidelines or rather codes of conducts must be aligned to two scenarios; the environment where the team operates and long and short term goals of the team.” Contrariwise, developing code of conduct of a team is not a one day operation. It means such a team establishes interactions of its members. When such has been achieved, individuals tasked with the responsibility of writing a team code of conduct now come up with vision statement of the team where every aspiration is contained within an implicit interpersonal expectation (Antonakis et al. 2012). They add that since the code of conduct should act as an agent of communication between top management and people within the team such each vision statement embedded should seek to build accountability especially one a given aspect of the code is violated. This argument underscores what King & Mayall (2001) describe about writing a working code of conduct for a team. Writing a team code of conduct involves creating a working plan especially for the trickier parts of teams’ operations. While doing this, it is important to note that the code must include elements of performance and how well the codes of conducts will necessitate values and aspirations of the team. In so arguing, Nohria et al. (2008) believe that the codes must be written with specific demands and needs of team members at heart. Contemporary scholars tend to deviate about what it entails to write a team code of conduct. Antonakis et al. (2012) believe that there are significant dynamisms in organizations and teams that writing a team code of conduct should embrace technology. The technology in question is to consider current trends in organisations and or teams thus coming up with thoughts and ideas that concur with modern expectations. In so saying, he suggests three ways of writing such codes. These are: Identifications of the problems Aligning the problems with objectives and mission statement(s) of the organization Developing an inclusive plan to reflect demands of everyone in the team Conclusion This task has reviewed different approaches to writing a team code of conduct. In so doing has realized that there are different ways through which such codes can be developed for harmonious operation of the team. While the task recognizes the divergence in the approach, at least most of the authors reviewed agree that such codes of conducts when developed, must consider expectations of members within the team. 2.0. Task 2: Personal Learning Goals My personal learning goals have been pegged on the curriculum expectations which also identify my personal experience, knowledge and skills. The first learning goal is to engage with relevant ethical principles and apply such to the core concepts to the engineering practices so as to attain the required standards of practice. Reason for this learning goal is that the field is multifaceted and to meet specific expectations, there are elements that as a student I am expected to understand, know and even use them as a tool while engaging in the actual practice. The second is to manage the development of complex organisational and technical systems. This learning goal has been identified based on experience working in a relevant industry. It is worth noting that knowledge gained in the course work is basically information-oriented and may lack basics required in the actual practice. This is because it stresses on the ability to recall existing knowledge. Based on this, the learning goal has been identified because achieving it would mean attaining sophisticated competencies and behaviours that require increasing degree of understanding. The third aspect is to have ability of contributing to the industry research and innovations. As it has been noted throughout the course, innovation and research are the key impetus that drives not only the industry but also the entire process of learning. While it is both long and short term learning goal, it helps me understand the first and second goals since it focuses on the acquisition of the skills necessary to succeed. Secondly, this goal is supported by success criteria as outlined in the course. Fourthly, throughout the course I expect to independently gain and apply information, and an appreciation of the associated process of life-long learning. This goal will constantly enable me make qualitative and quantitative judgments by also applying standards of appraisal within the course. Conclusively, the fifth learning goal is the ability to identify, formulate and solve problems related to the field. The reason for this goal is that the course is already assessment literate therefore addition of this goal will necessitate independent learning. 3.0. Task 3 – Teamwork and Leadership There have been debates from scholars on what transforms a group of people in an organization into a functional effective team. For instance, Nohria et al. (2008) mention motivation and good management. However, this task finds dialogue as a key aspect that overrides other elements. Though there are debates on the desirability and feasibility of dialogue in an organization and whether such dialogues positively change the course of organization, dialogue ensures that activities within the group or organization are streamlined and operations work as expected. Basing on personal characteristics, motivating others is one of the two personal characteristics that worked for the team. The multi-dimensional approach of worker motivation in relation to monetary rewards and organizational effectiveness complemented each other during the period. Theories such as Herzberg’s two-factor theory of motivation, Maslow’s hierarchy of needs and McClelland’s theory of achievement, power, and affiliation needs were effective when motivating (Balkin & Robert 2008). The second personal characteristic that worked for the benefit of the team was ability to analyse and solve problems. I noted that within a team there must be individual with abilities to analyse and offer solutions to problems that are complex to the team. The first advantage of a team work is the pull of resources. That is, there are divergent ideas thus solving of problems become easier. Maximizing on this advantage is to ensure that members within the team are specialized and given areas that they are best at. The second advantage is security where one is sure that operations of the team will still continue even if one member is away. The best way to maximize such advantage is to train members to be able to do anything as their hands might be needed anytime. On the other hand, disadvantage of the team is decision making which tend to take long time as every member must be consulted. The best way to minimize on this is to develop a team code of conduct that must be adhered to. Secondly, so members within the team tend to be lazy hoping that their roles or duties will be taken by other members within the team. This can be reduced by formulating a working policy and letting members know their roles penalties attached to deviant members. Leadership and effectiveness of teamwork are aspects that are interrelated. To begin with, leadership ensures that members of the team feel attached and loyal to an organization. This is what is well documented by Nohria et al. (2008) when they discuss “the drive to acquire” (p. 80). In relation to the above, it was noted that members of the team can maximize on their potential and abilities to ensure the success of such team with good leadership. Stability of personnel can also redeem the image of a team which as a result would attract more qualified and competent personnel into the business (Boud 1985). 4.0. Task 4: Design Area Choice Introduction Working with definition from Pokhrel et al. (2005) NEWAH (Nepal Water for Health) is a Non-governmental organization (NGO) working towards availing clean drinking water, promoting a better sanitation and hygiene (WASH). Engineers Without Borders (EWB) have been in the forefront to assist NEWAH with sustainable programs to help in sustaining the WASH program. Economic dimension of WASH project The economic aspect of WASH project can be looked at in terms of taxes and cost. Additionally, transportation of water to the residents, particularly to those who live in the hilltop areas have exhausted individuals economically since they pay fees on regular basis for such services. The construction of water tanks to the residents by NEWAH has boosted their economic stability by reducing the additional overhead costs. In Nepal, overhead costs have significantly increased owing to the fact that the legal requirements fees charged by the municipalities involved in provision of clean drinking water and proper sanitation. Environmental dimension WASH project Reyneri and Belfiore (1999) note that in Nepal, the poor hygiene and sanitation strategies that have led to detrimental environmental effects and of urgency is the risk to public health. Arguably, poor sanitation can cause health problems in communities, resulting from poor insect management plans like flies and mosquitoes. In Nepal, the sanitary clothes have also been established to cause health problems due to menstruation that they experience. Water conservation industries are the major causes of environmental effects and there is need to control them to reduce the effects. Socio-cultural dimension of WASH project Socio-cultural dimension relates influence of culture on water, sanitation and hygiene in different areas of Nepal; how groups relates to communities in terms of age,sex, gender and ethnicity; the community and it role in water conservation and use (Reyneri and Belfiore 1999). Connecting this to the case of Nepal, it is due to development of water purification industries, the social impacts have been noted to be on the increase particularly in terms of provision of employment to the citizens. Pokhrel et al. (2005) posit that requirements of water conservation and use plans, legislative initiatives and the compliance schemes have created additional white collar jobs. Technical considerations a. Administration As regards law, legal aspects including issuance of regulatory compliance and site permits have been the core documents to allow organizations and the industries to deal in WASH project. At the industries level, accounting and other clerical duties have been in consistence with the government and administrative requirement as a technical consideration. b. Chemical effects on the environment Several methods of WASH solutions have had adverse effects on the environment (Pokhrel et al. 2005). However gas leachate will continue to be emitted even after the operations has stopped, extending their adverse effects on the environment immensely. c. Operations and safety manuals As a technical requirement, the manuals are prepared during the design phase of the hydrology and WASH system. As a matter of fact, the manual content is tailored to the processes for the system that has been designed to operate. d. Women privacy The social stigma that surrounds women’s menstruation has manifested them as unclean. Measures need to be put in place in schools to allow girls to access their sanitary services without undergoing through pain and distress and thereby avoid the health problems associated with poor care (Aumonier and Coleman, 1997) e. Community relations program For a successful WASH management, the loyalty and support of the community need to be a technical consideration by the facilities’ enjoined in the WASH process. The community need to be engaged in dialogue based on transparency, legal procedures and operations with the need to address the community issue of sanitation and hygiene. 5.0. References Amabile, K., Teresa, M & Steven, J. (2011), ‘The Power of Small Win’, Harvard Business Review May 2011. Antonakis, J. Marika, F. & Sue, L. (2012), ‘Learning Charisma: Transform yourself into the person others want to follow’, Higher Education Research Society of Australasia, Sydney, pp. 13-18. Aumonier, S and Coleman, T (1997). Life cycle assessment for sanitation and hygiene planning. Proc. Sardinia. Balkin, G & Robert, L (2008), ‘Management: People, Perfomance’, Change (3rd ed.).New York, USA: McGraw Hill. Boud, D 1985, ‘Problem-based learning in perspective’ in D Boud (ed.), Problem-Based Learning in Education for the Professions, Higher Education Research Society of Australasia, Sydney, pp. 13-18. King, F & Mayall, H 2001, 'Asychronous Distributed Problem Based learning', IEEE International Conference on Advanced Learning Technologies, IEEE Computer Society, Madison, Wisconsin, USA, pp. 157-159. Nohria, N. Boris, G & Linda-Eling, L. (2008), ‘Employee Motivation’, A Powerful New Model. Harvard Business Review. July–August 2008. Pokhrel, D. et al (2005): Municipal Sanitation and Hygiene Management in Nepal: Practices and Challenges, Sanitation and Hygiene Management 25 (555- 562), Science Direct. Reyneri, G and Belfiore, F (1999). Implementation of an environmental management system (ISO 14001 and EMAS) at landfills. Proc. Sardinia 99, 7th International Waste Management and Landfill Symposium. S. Margherita di Pula, Italy. Read More