Key Aspects of Designing and Delivering Group Training Session in ClassIn relation to our participation designing and delivering training sessions in class, this essay is an analysis of our group’s teamwork and performance. With the aid of some reliable academic literature, the analysis will attempt to take out some of our group’s strengths and weaknesses including possible improvement recommendations on group management, class assessment and participation, and valuation of objectives. In general, the group consider our reciprocated effort was by itself an accomplishment of a higher degree. Our goal is not simple since to be design and deliver a training session in class effectively requires more effort and understanding of appropriate actions.
However, each member of the group understands the intended outcome of our task and committed to appropriately perform manual tasks as indicated in the code of practice. More importantly, each member of the group is eager to understand the importance of training and the injuries that may be sustain when performing a manual tasks. The importance of teamwork is well accepted in the group since they all understand that working closely with other team members can stimulate people’s ability, result to high level of efficiency and much better outcome than working in isolation (Barrow, 2009).
During the preparation of content, each member willingly accepted their responsibilities that include taking the tasks of introducing the purpose of the training session to the class, motivating the audience, introducing the company, the relevant government regulation and the essentials of training, and the danger associated with manual tasks. More importantly, the group saw the readiness of each member to demonstrate various safety practices in lifting loads and proper procedures in manual handling at work. Considering the effort and the enormous time devoted by the group to the training session from beginning to end, the most difficult task is defining each team member’s workload.
As explained by Branick et al. (1997), teams often times find it difficult to determine teamwork requirements (p. 91) and bringing together the different ideas and capabilities of each member of the group (Coleman et al. , 1999). Since teamwork is a cooperative process and partaking of knowledge and individual ability (Tarricone & Luca, 2002), the group find it difficult to determine the right person for each task.
However, the group is aware that frequency of team meetings is an essential factor in fostering collaborative teamwork as suggested by (McCallin, 2000), the solution regarding member assignments were made possible by the frequent face-to-face meetings and open discussions. These include listening and questioning relevant issues regarding the approach and exchange of ideas between team members which according to Salas et al. (2001) are essential components of effective group communication that eventually enhances teamwork (p. 112). Although ideas coming from team members are sometimes somewhat inappropriate for the task, their opinion is being received and respected by the group.
Similarly, assistance being offered by each member is appreciated and highly considered. This kind of attitude towards another team member is helpful as Salas et al. (2001) suggest, each member must be willing to apply effective teamwork skills whenever required (p. 41). Sharing work load is often inevitable in group work (Levin, 2004) thus opinion and assistance from others is valuable.