Effective Teamwork: Building a Toolkit for Success - Assignment Example

Peer Review- Self Reflection Name: Course: Institution: Date: Peer Review- Self Reflection Peer review The process of proposal writing is relatively time consuming. This is because it involves numerous research initiatives on the topic area. The success of any research initiative is highly dependent on the ability of the researchers to examine and record relevant information. A team composed of members with different experiences can be an asset with regard to the development of an objective research proposal. This is because different skills and experiences that characterize team members will facilitate the process of allocation and delegation of responsibilities. Every team member will take on research activities that he not only understands but also those that he can handle effectively. When teams operate on the realization that they may be faced with challenges in the process of executing their objectives, it becomes easier for the team through its leadership to develop a contingency plan. The plan helps in predicting possible problems and ensures the development of strategies on how such problems will be handled if they arise. The team was composed of four members who played an essential role in the realization of the objectives of the team. Through teamwork, each member of the team played an active role in ensuring that the process of conceptualizing and developing the proposal was not only effective but also objective with regard to the ideas that were proposed. The team members when assessed with respect to the quality of work. It is possible to argue that they were instrumental in team meetings through the provsionof relevant and new ideas. In addition, each member of the team was highly participatory because the environment provided ensured openness to the views of other members. This was an indication that the team was prepared with sufficient knowledge understanding and experience, which could be used throughout the proposal initiation and development process. Additional element that were recognized in the team and were important for the realization of team objectives included time management, problem solving and technical knowledge. Through effective time management, the team members played an essential role in ensuring timely completion of each section of the proposal. Delegation was perceived as a time saving mechanism because it allowed team members to conduct personal research, make notes, and share with other team members in the subsequent meetings. This not only made each member active and participatory but also provided an opportunity of providing new knowledge and in some situations, it also provided an opportunity of adding more information to already existing pool of knowledge (Clements & Jones 2008). Through delegation of responsibilities, it became easier for team members to engage in effective problem solving initiatives. The amount of technical knowledge that each team member possessed or could handle also played a role in ensuring the success of the team with regard to the completion of the proposal. Through open discussion forums, it was possible for team members to reveal their capabilities with regard to the requirements and the objectives of the proposal as a technique of ensuring that each member was allocated responsibilities according to their abilities. The success of the team was also realized through the flexible nature of the team members. This was especially with regard to completion of team assignments and organizing for impromptu meetings whenever they were considered necessary. The team exercised rotational leadership as a strategy of ensuring that every member had an opportunity of proving their leadership skills to ensure the success of the team. Flexibility of team members was essential because it was a way through which members proved the extent of their dedication and reliability in terms of the realization of the objectives of the team (Stremba & Bisson 2009). This was evident from the design of the proposal outline to the completion of all the activities and initiatives required in the proposal. High level of communication skills among team members was a sign of the possible success of the team. This is because through excellent oral and written communication skills, it was easier for the team members to develop a better understanding of the most essential matters that defined the proposal (Parker 2013). One of the team members, with some background in linguistics played an important role in the formulation and eventual completion of the research proposal. This is because through his knowledge, it became easier to identify and correct grammatical errors in the final project. Simple English with ideas that were straight to the point characterized the final project. Furthermore, the team member with some background in linguistics was also instrumental in providing the team with essential presentation skills that could ensure that all the ideas proposed were presented in the most effective manner to enhance the understanding of the reader. Motivation was also a vital aspect in the development of the research proposal. This was the role of the team leader. Each member of the team had to develop their own mechanisms of motivating team members to continue with their intended mission despite the existing setbacks. One of the most effective ways through which some of the leaders ensured motivation was by inviting those perceived as experts in the development of research proposals. This approach helped members in ensuring that they were on the right track with regard to their objectives and the format of their presentation (Parker 2013). The team was in itself a learning platform considering that most members were willing to share their skills and experiences for the realization of the overall team objectives. In addition, the success of the team was also attributable to the ability of the leadership to identify existing weaknesses among team members and develop strategies on how to address the existing weaknesses. One of the major weaknesses of the team was the existence of inconsistencies and conflicting ideas on the same topic area. This was addressed by seeking the services of experts in the field of research proposal. Furthermore, the team used insights from the experts in developing an understanding the existing weaknesses and developing ways of enhancing objectivity throughout the research proposal process. Self-reflection using Tuckman's model In his work, Developmental Sequence in Small Groups, Tuckman developed a technique that could be used in the understanding of the path that most teams must follow in the realization of high performance (Rousseau 2008). While a member of a team of four people, throughout the trimester, I was able to understand and experience different activities, which were instrumental in the development of my knowledge and skills on teamwork and the development of research proposal. Throughout the trimester, it became possible to understand the dynamics of my team through the realization that teams are energetic and the differences that exist between teams are defined by the membership in the teams, the leadership, and the expectations of team members. Bruce Tuckman’s model of the states through which teams often pass in the process of realizing high performance can play a significant role in explaining my experience throughout the trimester as a member of a team. Forming is the first stage identified by Tuckman in team performance. During this stage, most team members appear polite and positive, while there are members who appear anxious because of their inability to possess full understanding of the expectations of the team (Rousseau 2008). This stage was highly pronounced in my team. The team members were chosen because we were members of the same class. From my assessment, I noticed that most members were highly excited about the responsibilities that they were to undertake. One of the ways through which the team ensured that it was successful was through effective leadership. Leadership played a major role at this stage considering that most of the team members did not have their role and responsibilities clearly stipulated. The leadership ensured that members became active through frequent meetings that enhanced the ability of members to understand each other and start working towards a common goal as they made efforts of knowing their new colleagues. The leadership was also able to ensure effective movement of the team during this stage by establishing and communicating the mission of the team, setting goals, and the identification of the roles of each member of the team. In addition, through frequent team meetings the leadership was able to establish effective ways of building trust among team members (Rawlings 2016). This was considered essential because of the need to ensure that every member could handle the assigned responsbility without supervision. The leadership also realized that it had the responsbility of being directive and asserting its position since this was a vital technique in enhancing its ability to bring the team together regularly to work on a common project. Once the team is successful in the forming stage, it automatically moves into the storming stage. At this stage according to Tuckman, the team begins pushing against the boundaries established in the previous stage (Rawlings 2016). The storming stage is considered crucial because most teams do not succeed in their objectives. Storming often begins when there is conflict between team members especially on their working styles. Inasmuch as teams are composed of different individuals, their inability to use their differences in the realization of a common goal may result in frustration (Parker 2013). The success of a team during this stage is dependent on the ability of the leadership to develop platform that ensures the identification of power and control issues, improve on communication among team members especially on the best ways through which differences in opinions and ideas can be expressed with limited confrontation (Long 2010). Furthermore, through teamwork, the leadership has the responsbility of developing techniques through which members can react to leadership (Rawlings 2016). My team was prosperous in this stage because the leadership was successful in setting the expectations of the team with regard to the delivery of the expected results. Additionally, the leadership was also instrumental in supporting positive team behaviour through the creation of an environment that enhances positive working relationship. Moreover, during team meetings the members recognized and appreciated achievements while at the same time the leadership ensured that team members not only respected and listened to each other but also recognized the roles and responsibilities of individual members. The success of the team during this stage was also realized by the ability of every member of the team to create a supportive environment in which those seeking assistance from the team are able to realize their objectives. Through the rules developed by the leadership, the team members were expected to provide feedback when requested while at the same time accepting and acting upon the feedback as they were provided. The team was faced with the problem of workload orchestrated by the duplication of roles. This led some members into questioning the worth of team goals. To address this problem the team, through its leadership, developed an outline of the roles and responsibilities of each member defined by the steps they would take in the realization of these responsibilities. The storming stage was defined by conflicts and misunderstandings and the team had to experience gradual movement into the norming stage. According to Tuckman, at this stage team members begin resolving their differences, appreciating the strengths of their colleagues and respecting the authority of the leadership (Parker 2013). Members at this stage agree on their roles in the process of solving problems. The team also makes essential team meetings through consensus building and negotiation (O'Connell & Cuthbertson 2009). In my team, the success of the norming stage was witnessed when there was limited conflict among team members when addressing problems within the team. This meant that trust had been established as team members began to understand and appreciate each other. Through the rules defined by the leadership, there was not only the clarity of purpose but also team members gained more confidence and were able to display their skills, knowledge and creativity in the development of the research proposal. Motivation among team members was high considering that all the members were committed to the realization of the mission of the team. At this stage, team members were able to socialize with each other and ask each other for constructive feedback. This was instrumental in the development of a stronger commitment to the goals of the team. The team also experienced some prolonged overlap between the storming stage and the norming stage considering that when new tasks and responsibilities came up, the leadership had the responsbility of redefining team roles and responsibilities with regard to the overall objectives as a technique of minimizing team conflicts. The redefinition of roles and responsibilities was based on the understanding that there was a possibility of the team lapsing back into behaviour experienced in the storming stage (O'Connell & Cuthbertson 2009). The process of redefining these roles and responsibilities was also essential in the evaluation of the performance of team members as the team strived in its objective of achieving responsibilities that are more challenging. According to Tuckman a team has the ability of reaching the performing stage when team efforts, with limited conflict, leads to the realization of the goals of the team (Long 2010). The structures and processes developed by the team’s leadership plays an important role in the realization of these goals (Nelson & Quick 2011). In my team, the performing stage was demonstrated by the ability of the team’s leadership to develop a technique of delegating most of the responsbility to members. This ensured that the leadership was able to concentrate on the development of team members. Through frequent team meetings, the leadership was able to develop techniques through which the team could achieve effective and satisfying results. In addition, the collaborative efforts employed by the team also ensured that members were able to find solutions to problems considering that the team members were interdependent. This procedure ensured that team members communicated and kept each member updated on the progress of the project. The team also ensured effective leadership by allocating leadership responsibilities based on individual skills (Long 2010). Tuckman added adjourning as the final stage in team development. All teams reach this stage eventually considering that teams exist for a fixed period. For those teams that were developed on a permanent basis, they often reach the adjourning stage through disbandment or organizational restructuring (Nelson & Quick 2011). My team was developed to last for a trimester. During this period, the objective was to ensure that members of the team were able to act in a collaborative manner to ensure the realization of the objectives and goals of the team with regard to the development of research proposal. Overtime my team had developed the tendency of liking routine, which enhanced the initiation of close working relationships among team members. As the team was concluding its efforts, most members found it relatively difficult to end their associations considering that during the trimester they had only learnt to socialize with one another and created friendships. The team was successful in all the stages of team development as identified by Tuckman. This is attributable to the quality of leadership that was developed by the team. In addition, other factors such as willingness among members of the team, high level of competence and enthusiasm among members contributed to the success of the team. The ability of team members to notice existing differences in terms of capability and personality also contributed to the success of the team through the stages of team development. This is because such realizations facilitated the process of allocation d delegation of responsibilities. In addition, it helped in enhancing open-mindedness as an essential tool during meetings and brainstorming sessions. The friendships and associations created among the team members during the trimester were essential in the development of the personalities of different team members. This is because through frequent interactions and meetings it became possible for the members of the team to understand their strengths and areas of weaknesses. The ability to engage in such an identification process can be considered advantageous in the future. This is because every member of the team has personal goals and objectives concerning their future careers. The team was therefore an agent of socialization charged with the responsbility of equipping members with essential life and academic skills that they could use for the success of their future interactions. The intended outcome of the team was to engage in a process that could ensure the production of an objective and relevant research proposal. The unintended outcome was o groom members of the team into individuals who were not only reasonable in their thoughts but also open minded to the thoughts of others. The level of teamwork exemplified by the team members was also sufficient evidence of their ability to tackle prevailing problems in the society. This is because the research proposal required members to identify an existing problem and provide possible solutions to the identified challenge. Equity of contribution of team members The team was composed of four members, who were each assigned responsibilities according to their abilities, skills and experience. It is possible to assert that each team member played an almost equal role in the project considering that assigned and delegated responsbility was delivered in a timely and effective manner. Hard work was one of the defining features of the team. Team members were concerned of their eventual output and this informed the high knowledge content that characterized the final presentation of the research proposal. In addition, by pooling their skills and knowledge together, team members were able to ensure that information gathered was objective and relevant to the objectives of the research proposal. This was possible through frequent brainstorming sessions aimed at ensuring that all members understood their roles and the objectives of the team. The team was also defined by high-level creativity in the assignment idea and workload organization. One way through which creativity was enhanced was the use of team discussing board and Facebook chat group to enhance effective and efficient communication among team members. By embracing technology, the team was able to engage in informed research initiatives and brainstorming sessions without the need for physical meetings. The dedication and support among team members made it possible for the team to realize its objectives hence we expect full marks. References Clements, P & Jones, J 2008, The diversity training handbook: A practical guide to understanding & changing attitudes. London: Kogan Page. Long, S 2010, Communication, relationships and practices in virtual work. Hershey, PA: Information Science Reference. Nelson, D & Quick, J 2011, Organizational behavior: Science, the real world, and you. Mason, OH, USA: South-Western Cengage Learning. O'Connell, T & Cuthbertson, B 2009, Group dynamics in recreation and leisure: Creating conscious groups through an experiential approach. Champaign, IL: Human Kinetics. Parker, GM 2013, Team players and teamwork: New strategies for developing successful collaboration. San Francisco, Calif: Jossey-Bass. Rawlings, M 2016, Effective Teamwork: Building a toolkit for success. Place of publication not identified: Kendall Hunt Rousseau, M 2008, Structured mentoring for sure success. Tulsa, Okla: PennWell Corp. Stremba, B & Bisson, CA 2009, Teaching adventure education theory: Best practices. 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