The paper "Benefits and Strengths of Team Work" is a great example of a report on management. The paper has addressed the benefits and strengths of teamwork and what has been gained through teamwork. In addition, the paper addresses the challenges that are faced by the team members while fulfilling tasks assigned. The paper also addresses measures in which it can be employed towards ensuring the effectiveness of teamwork, especially when addressing the learning and development of the team members. Introduction Working together and participating in term work is inherent in the daily life of an individual.
Teamwork is evident in organizations and also it is an important component that drives success in a learning activity. Such teamwork is evident in how we completed a case study among students. My team members are Billy, Siqi, and Shengqian who we worked together on a case study. The following report analyses the influence and outcome of the team working in developing the team and also guiding self towards achieving aimed goals. From a personal perspective: worked well Teamwork and collaborative learning produces numerous personal benefits (Biggs, 1978).
Teachers who encourage teamwork to cultivate improvement of communication skills and also provide a sharper focus towards completion of a given task. Moreover, team work enhances self-esteem and also increases confidence while learning and answering questions (Nijhuis, Segers, and Gijselaers, 2005). In addition, team members can air their views easily whereby immediate feedback and a different perspective can be factored into learning. The major outcomes of the teamwork while working on the case study is the speed of completion through exposure to different perspectives through activities such as brainstorming (Watty, Jackson, and Yu, 2010).
Moreover, the team members utilized evaluation skills and critical thinking towards fulfilling the requirements of learning. From a team perspective: What thing occurred well? In accomplishing the requirements assigned to the team, the team members played an important role in ensuring the task is accomplished effectively. Some of the activities and things that occurred well in the team include: Problem-solving and reasoning skills – the team members have different backgrounds and they have different capacities and capabilities towards solving problems through effective reasoning. The team members were able to analyze the assigned task and were able to utilize numerous techniques in solving the issue (Nijhuis, Segers, and Gijselaers, 2005).
For example, brainstorming allowed collecting different views and approaches resulting in choosing the most appropriate means to answer the question. Therefore, problem-solving and reasoning skills occurred well in the team since the assigned task was completed successfully and effectively (Struyven, Dochy, and Janssens, 2005). In addition, the team members can utilize the learned strategies from the team members in fulfilling their learning requirements. This means acquiring knowledge is enhanced in teamwork compared to individual work. Listening skills and note-taking – in fulfilling the requirements of the assigned task and role of the team members, listening skills, and note-taking strategy is important in collecting information that will allow writing of the final paper.
Since each team member is supposed to contribute towards answering the questions and discussing the case study, listening skills and note-taking became an important requirement (Nijhuis, Segers, and Gijselaers, 2005). Note-taking allowed the team members to write the most important aspects of the case study and were able to utilize the written notes in contributing to the discussions (Struyven, Dochy, and Janssens, 2005).
This means that listening skills and note-taking is an aspect that the team appreciated since it contributed to fulfilling the requirements of the tasks. Professionalism (development if appropriate and relevant attitudes) – Teamwork creates an environment in which attitudes are shaped towards fulfilling in a given task (Veenman, Prins, and Verheij, 2003). This approach creates professionalism in the way the team members relate with and to each other and how the team members address the issue at hand (Nijhuis, Segers, and Gijselaers, 2005).
Professionalism is not only important to school-based activities but also in post-schooling (e. g. employment) since it defines the success of an individual. Therefore, the cultivation of positive teamwork attitudes was an important aspect, which was evident in the way the team members contributed towards fulfilling the requirements of assigned tasks (Struyven, Dochy, and Janssens, 2005). Leadership – Leadership is an important requirement in fulfilling team activities (Veenman, Prins, and Verheij, 2003). There should be a person who acts as a moderator who guides the team towards fulfilling tasks assigned to the team.
Therefore, one of the team members was chosen to lead the team towards addressing the case study (Ellis and Bell, 2005). Effective leadership that brings into consideration situations and changes in requirements (transformative) is important in ensuring all the members come together to fulfill a specific task (Nijhuis, Segers, and Gijselaers, 2005). Moreover, a leader should understand the strengths and weaknesses of each of the team members and employ a strategy that ensures the team members work effectively without or with minimal conflicts (Watty, Jackson, and Yu, 2010). Cooperation – An important aspect of teamwork is the aspect of cooperation among the team members.
Each team member contributes positively towards fulfilling the given requirements (Struyven, Dochy, and Janssens, 2005). Moreover, other team members provide constructive criticism that played an important role in understanding better the requirements of the case study and how better the tasks associated with the case study could be addressed (Ellis and Bell, 2005). Therefore, the aspect of cooperation becomes an important aspect that guided the team members towards ensuring the assigned task is completed based on guidelines provided (Veenman, Prins, and Verheij, 2003).
Generally, cooperation is both beneficial to the learning process and also in the later life of a student.
Biggs, J. B., 1978, Individual and Group Differences in Study Processes, British Journal of Educational Psychology, vol. 48, pp. 266-279.
Ellis, A., and B. Bell, 2005, An Evaluation of Generic Teamwork Skills Training with Action Teams: Effects on Cognitive and Skill-Based Outcomes, Personnel Psychology, vol. 58, pp. 641-672.
Nijhuis, J. F. H., M. S. R. Segers, and W. H. Gijselaers, 2005, Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies, Learning Environments Research, vol. 8, pp. 67-93.
Struyven, K., F. Dochy, and S. Janssens, 2005, Students' Perceptions about Evaluation and Assessment in Higher Education: A Review, Assessment and Evaluation in Higher Education, vol. 30, pp. 331-347.
Veenman, M. V. J., F. J. Prins, and J. Verheij, 2003, Learning styles: Self reports versus thinking-aloud measures, British Journal of Educational Psychology, vol. 73, pp. 357-372.
Watty, K., M. Jackson, and X. Yu, 2010, Students' Approaches to Assessment in Accounting Education: The Unique Student Perspective, Accounting Education, vol. 19, pp. 219-234.