Essays on Team Processes and Factors Affecting Team Effectiveness Essay

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The paper “ Team Processes and Factors Affecting Team Effectiveness” is an engrossing example of an essay on human resources. Reflection for the learner should start with an examination of an individual’ s feelings, identifying areas that need to be developed and the ways to develop them. Reflection can also be used as a structure for critical thinking, improve the understanding that exists and promote autonomous as well as deep learning (Biggs 1999). The team is characterized by cohesiveness, productivity, and efficiency. The cohesiveness of the team is where the members work together in cooperation sharing goals; the team’ s productivity is seen when members come up with ways of resolving conflicts even after disagreements while efficiency is seen by the team avoid domination by the most verbal people and rather concentrate on the individual members’ skills and interests (Salas, Dickinson, Converse & Tannenbaum 1992). Learning to work towards making the team effective is a difficult task altogether.

Teams develop through a four-stage model as demonstrated by Tuckman Bruce (Klein 2009). These are forming, storming, norming and performing. The forming stage is where the members are introduced and transformed from a group of individuals to a team.

The storming phase is where the team members grow more confident and conflicts start arising as they all have different opinions. As the team comes up with a method of operation and agrees on differences among its members, it enters the norming phase. Finally, the team reaches the performing stage where the team focuses on the achievement of their goals rather than working on the team process (Tannenbaum, Beard & Salas 1992). Reflection as a structure for learningReflective writing in learning is done as an assignment in many subjects and also in group projects like in this case.

The basic stages in reflection irrespective of the subject are description, feelings, and analysis, theory and action. In cases that are more formal, it is advisable to use a model to illustrate the idea. Learning about professional conduct requires particular flexibility of mind and range of responses. Schö n (1983) refers to the uncertainty, uniqueness, and conflict inherent in professional practice. The teamThe team was located in different locations i. e. the BM Inc office, the BVC office and the SCG office which brought complications since the overall manager was be located in one of the offices and did not have the experience of managing a team which is in not in the same location.

The team also had limited opportunities to interact socially and work together since there was little time set for the deadline for project completion. This limited-time also contributed to the team members having no time to resolve conflicts. Lack of introduction among the team members also shows that there is a poor relationship in the team, especially the relationship between the management and the teams.

The clash of cultures among the different members also plays a role in the way the team interaction is poor. The team leaders suggest the way forward to improving the relationship among the members would be planning for a workshop whereby they discuss the project in detail and the business activities to be undertaken.

References

Biggs, J 1999, Teaching for quality learning at university (Buckingham: Open University Press).

Katzenbach J R & Smith D K 1993, The wisdom of teams Boston: Harvard Business School Press.

Klein, J 2009, Team processes: lecture 4. Retrieved from http://ocw.mit.edu/courses/sloan-school-of-management/15-317-organizational-leadership-and-change-summer-2009/parti/lectures/MIT15_317SUM09_lec04.pdf, on 23/05/2013.

Peterson, E, Mitchell T R, Thompson, L & Burr, R 2000, Collective efficacy and aspects of shared mental models as predictors of performance over time in workgroups. Group Processes & Intergroup Relations, 3, 296-316.

Salas, E, Dickinson, T L, Converse, S A & Tannebaum, S I, 1992, Toward an understanding of team performance and training. In R. W. Swezey & E. Salas (Eds.), Teams: Their training and performance (pp. 3-29). Norwood, NJ: Ablex.

Schön, D 1983, The reflective practitioner: how professionals think in action (Boston: Arena Publishing).

Tannenbaum, Beard & Salas 1992, Team building and its influence on team effectiveness: An examination of conceptual and empirical developments.

Zaccaro, S J, Rittman, A L & Marks, M 2001, Team leadership. Leadership Quarterly, 12, 451-483.

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