Category: Teamwork

Introduction

The success of research done by a group of people depends so much on the contribution that each member inputs to the project. This is where management skills acquired theoretically are put into practice or tested. The process of solving conflicts that emerge in a group should be succinct and clear. Each members point of view must be taken into consideration to harness success.

Self effectiveness and other team members

I organized the group. In essence, I can term myself as the pioneer of the foundation of our group. In the first place, I am the one that got the people in the group together. The initial meeting of group members was done by me.

The success of our group depended on the effectiveness of contribution to the project by each member of the group. The division of project parts to each member of the group was the best idea we could come up with. The reason that favored the division of project parts among us was to ensure that each member of the group would give his best input with respect to research concerning the assigned part. The approach to tackle the assignment from the perspective of components-to-whole also was to ensure that the timeline given by our lecturer was to be met before its elapse.

Dynamically, the group was well organized in the beginning. If the initial agreement had been pursued, the results would have been better, besides no one in the group would have felt that much of the work was done by self. The only mistake that the group made was it did not elect an interim leadership to oversee the effectiveness of each member of the group. Since the groups decisions were made based majority basis, they should also have elected leaders to run the project completion. Reduction in conflicts could have been reduced with the introduction of a discipline committee, to deal with members who showed laxity concerning the progress. In my opinion, these would have been more effective than orally making resolutions that did not have a discipline tag attached.

For the future application of individual learning, I realized that in a learning environment and process, a group requires a correct choice of people willing to share and one anothers point of view. In a group, individual knowledge requires total acceptance from an intended audience, with participation notwithstanding.

Project evaluation versus outcomes

In the event of problem-solving, discussions in the group did not yield much. Each member was given a chance to air out feedback. The feedback could not be approved with total certainty since it emerged that group members only stuck to the assigned parts. It was also evident that the discussions were not taken with a resolute critique from the members showed little commitment.

Decision-making process

Decisions concerning issues emergent in the group were made by the majority. As it was turning out, I was an international student with a communication problem since I could not speak or write the English language with acceptable standards, I felt left out. Most of the decisions were done with an edge of countering my contribution to the project. In most cases, acceptance of a resolution was reached after a lengthy discussion, the resolutions were reached at jus for the sake of agreement, but not because they were applicable.

Research methodology

It was not a bad idea to use questionnaires and interviews. However, the lack of participation by my members was a rather disappointing factor. As mentioned, I contacted interviews and questionnaires being sent to the audience at PGL. PGL is a freight company whose market is the pacific islands although its expanding globally (Pacific Gate Logistics, 2010). This was an engagingly hard task for me. Nevertheless, I did it for the sake of completing the course work besides trying by all means to beat the timelines given by the lecturer; which carried a risk of losing all the marks. Also, I used these research methods but their effectiveness I did not ascertain. In the first place, there was a language barrier between my audience.

Documents like the project we were undertaking are highly sensitive such that their acceptance by the target company was important to us. The validity of the methods that we used was questionable. Our research design was not familiar to other group members. As a result, it may have reduced their participation in the design of these methods as well as their application to data collection. As a consequence, data collected was limited to one person. The direct implication of this was that only one person collecting information did not have enough time, the number of audience for interviewing was small.

Project management

On average, the project was not managed well. The management style we employed lacked some organization. If we had employed some committee to manage the progress of the project, we would have frequent conflicts in the group. We had resources at our disposal. The resource that was badly mismanaged was time. It resulted from a lack of communication from the group members. Each one of us went their own way. They refused to answer my e-mails. In general, the group was not centrally managed and it is like we did not know each other in the group. This explained the lack of total commitment from the other members. The management of conflicts, solutions, meeting days, research feedback was all not effectively adopted.

Management concepts application

From the perspective of the management of the group, there was no relationship between theoretical management concepts and their application as seen in the group. Each one of us was doing everything according to the self-drive. Cohesion in the group was not there. They were not acting on one accord as a group. In conclusion, we did not apply management concepts in our project

Project process improvement

It was noted that there was diversity in opinions in the group concerning the management and handling of the parts that were assigned to different group members. However, this did not help improve the situation. In fact, it only aggravated the conflicts. This can be justified by the further distance that was experienced in the last stages of the project. Each one of us had taken his own direction, and perhaps, perspective concerning the project.

I recommended that in the future, proper vetting during the selection should be done to determine the right group members. Furthermore, each group member needs to be given time to express his views concerning his point. Pertaining management, a select opinion analyzing committee should have been formed. Each time a member airs an opinion, one of the select members from the committee writes them down. After writing, analysis is done as an after process whereby each opinion is analyzed as an entity. Its validity is agreed upon by the majority rather random airing of opinion that leads to no common resolution.

Secondly, the outcomes of the project were not satisfactorily achieved. In the first place, group members did not have a common voice. Each part of the project was given as an assignment. It is evident that each group member did not achieve the highest level of output as expected. Whatever we presented can be termed as the work of one person. The research process is an intensive involvement, requiring a high degree of professionalism.

In our case, we needed to put to practice management concepts acquired in theory. What was achieved did not reflect professionalism and commitment. The whole process was characterized by dishonesty, self-motivation, and frequent inter-member conflicts. The use of consultative means from the other classmates was good.

However, it should not only have taken place during a conflict solution but also during the research process itself. This is a healthy process for the information collected by the group members. Comparisons about the collection of information, management of the group by other groups formed by the classmates; in terms of problem solution and project management. On the overall, the project was not satisfactorily done due to the reasons mentioned above, with the conflict factor being the main.

On the overall, I can say that I took up a management role that was neglected by others. I had information from the company that we used in our project required for our project.

Concussion

In conclusion, the project that was undertaken by the group was not taken and completed satisfactorily. The members seemed to rather doing a project on conflicts than PGM.

Reference

Pacific Gate Logistics. (2010). Pacific Gate Logistics Australia & New Zealand. Web.

Introduction

Group work is the art of working together in a group so as to achieve unity goals, or to maximize each others learning in the case of students. The instructional use of groups among students to maximize learning among students is referred to as cooperative learning (Johnson, Johnson & Smith, 1991). In this type of learning, students can work together and benefit from each others learning in skill and work or any other benefits. In this type of learning, positive interdependence is also necessary to ensure that every member cooperates and participates and that all are accountable for the final results through group and individual accountability. A way to ensure this is by having a learning process that is very well structured and organized. Forms of implementing cooperative learning in schools emerge as informal and formal corporative groups. In order to ensure achieving the desired results in a proper manner, the teacher must be directly and indirectly involved in the formulation of the group, passing of the necessary knowledge, advising and intervening where necessary, monitoring and evaluating individual and group performance. This paper analyzes group work by mainly focusing on the question of whether it is effective in the learning environment. The research will analyze various aspects of teamwork and types of group organization and how it can be achieved best for the benefit of the learners.

Problem Statement

While group work is important in enhancing learning amongst students through learning from each other, independence amongst the learners is important so as to foster good and improved results through competition. Lax among students and group members can result from group work if no proper measures are put in place. Group working can neither be eliminated as merely unnecessary nor can it be implemented without necessary measures that will ensure that it achieves the best results. It is now evident that team learning and teamwork are important in the organizational world of business, politics, the army, teaching, and other sectors. Fostering team learning helps achieve important goals where unhealthy competition may arise, or even where competition cannot achieve good or desired results. Emphasizing group work is an important step towards helping individuals learn together and from one another both for present needs and for future tasks in leadership and other positions, but may sometimes result in lax situations where some individuals work for others and others only wait for the results. This means that group work must be controlled or implemented in a certain way in order to achieve the best results.

Research Questions

Historically, man has worked together in groups to achieve quantity production, increase efficiency, enjoy mutual contact and social cooperation, promote peace and culture, fight for his rights, and achieve what individuals cannot achieve easily or at all on their own. Group work mostly referred to as teamwork, holds a very high potential for carrying out various tasks, whether in the business arena, political, education or military, or any other type of assignment. The importance of independence that is instilled in the learning systems in this education system cannot be underestimated even in the strength of teamwork. Independence will ensure that the best students are rewarded and recognized in society and this is one way of encouraging personal hard work and diligence. The result of emphasizing individualism and independence amongst people is that it encourages competition which is necessary for achieving good and improved results within that system. Education is a means of preparing students for the tasks ahead; in the military, business, teaching, and leadership. These organizations require that teamwork be a constituent of the whole structure. How, and to what extent does group work help learning? Does it help after all in the learning system to emphasize group or teamwork as a means of preparing students for future tasks?

Most of the current educational systems emphasize this important aspect. Is it possible to merge independence and teamwork in the learning environment? How best can they be merged if this is possible? While the structure of academic learning emphasizes the importance of the two, what does teamwork contribute to learning?

Literature Review

Over the last 90 years, research has compared the effectiveness of individualistic, competitive, and cooperative efforts through experimental and correlational studies. It would be expected according to Smith (1995) that these studies would show the benefits of cooperative learning groups; ease of remembrance, more learning, and a better understanding of the learning material; and the learners feeling better of themselves and their colleagues. In addition, the students become socially competent, have committed and positive peer relationships, become highly psychologically healthy and achieve increased productivity.

Group participation in the learning process through solving problems in a group, talking through learning material together, and working together has been attached to benefits which include boosting student participation that improves critical thinking and problem solving (McKeachie, et a,., 1986). In addition, group work can help students stick to and enjoy learning through social networking and encouraging participation of the students in the learning process. The two major reasons identified as causing dropouts from schools are the failure of the victims to establishing a social network and being unable to participate in classroom learning according to Tinto (1994) and Smith (1995). Therefore, group work may foster not only learning but also help students stay at school. Smith adds that peer relationships have been shown by research and practitioners to be important in contributing to success at school whereas failure results from the alienation and isolating of students.

Cooperative learning has been encouraged in the traditional as well as the modern learning classes through different types of cooperative learning. These include formal and informal methods. Base groups are long-term based and ensure that support necessary for the individual members to succeed in course or college is provided. Formal cooperative learning groups may be necessary where there is a need to master the concept and procedural contents in the classroom while informal cooperative learning groups may last from few minutes to one class period and help boost understanding.

Methodology

The research uses previously conducted research studies to build consensus on the need for group work, the importance of accomplishing assignments through group work, the disadvantages of group work, and how best results can be achieved or situations be improved to ensure proper groups are formulated and structured. This research uses secondary sources such as books on the subject of group work and related subjects such as cooperative learning and team learning.

In order to prove whether group work is helpful, the student will carry out a research study on a group of thirty students from the school who will fill in the questionnaires to identify the causes, effects, and results of group work on individual and group learning. The student will also be required to fill in questions, which will be used to access the interest of individuals for groups, teacher contribution, and assistance.

Statistical methods will be used to analyze the collective data, and the quantitive and qualitative approaches will also be used to link factors such as working in groups and the student interest for group work. The analysis will seek to determine whether group work is still necessary for achieving future team learning and acting skills based on the students past experiences with groups and their expectations. The study analysis will also seek to access the contribution of group work in learning by tracking group results for the participants. The study will conclude how best group work can be ensured without denying the students the necessary skills to achieve interdependence, and how best groups should be structured to achieve the desired results.

Discussion of possible findings

Group work is very essential in achieving learning. The philosophy of group work has widely been exploited in all areas for different purposes. In learning, group work can assist students through establishing social networking, an easier and better understanding of the contents, taking in more content, creative and general thinking among other ways. The value of the group depends on the individual contribution, skills of the contributors (for example the ability to socially network with each other), the contribution of the teacher and/or the instructor, the type of group itself among other things. Group work can either be helpful or destructive based on the final results. While team learning skills in school require being natural for future use, there is a need to make sure that the independence of students is not ignored in the group work. This can be achieved through personal evaluation for example administering individual examinations, oral tests and requiring that the individual students present answers for assigned questions.

The base group refers to a type of group organization that is long-term and staying throughout the course being learned or even longer. The group is aimed at helping individual members by personalizing the required work and course experiences. Members exchange information such as their phone numbers to contact one another for discussions, and the work is preserved in group folders.

Informal cooperative learning groups are for a short period of time, disorganized, and used to help a student focus his or her attention on the material being taught by the teacher or lecturer. In this type, the lecturer would emphasize the formation of groups during the lecture or learning period, after or before the learning period. In addition, they may be used to set right the learning conditions or environment, help the students to have a cognitive focus on the learning material, signify the end of a learning class or session, and prepare the learning material in advance.

Formal cooperate learning groups have the highest potential to cause change amongst students but are the most difficult to implement.

Although teamwork can improve learning and the quality of learning in the classroom, another type of learning can deteriorate the situation by causing disharmony, and dissatisfaction amongst the learners (Smith, 1995). Therefore it is necessary to be sure what group type is being implemented in the classroom. The following are the various types of groups that can be implemented in the learning environment;

Pseudo-Learning Groups

This is a situation where students do not want to work in groups although they are placed in them. In this case, students want to continue competing with their colleagues and view each other as competitors who must be defeated. Thus, as a result, they may hide information from one another, mislead, confuse or hinder one another in learning. Students may do this because they continue to feel that they will be ranked according to the individuals contribution and not as a group. This type must be discouraged because students would even do better while alone (Smith, 1995).

Cooperative Learning Groups

The students are in this case provided with the complexity of the task and the goal of maximizing the learning for all members motivates them to achieve results that exceed their possible individual achievements. The individuals participate to achieve group results, and individual together with group accountability for high-quality results exists among the group members. The group is taught teamwork and building skills necessary for their success, work together face to face to achieve certain things and they are able to analyze the effectiveness of the group. Emphasis is laid on the need to continue improving quality of teamwork processes and quality of learning.

High-Performance Cooperative Learning Group

In this model, students demonstrate high level of commitment and achieve better results than the cooperative learning model. Emotional attachment, respect, and trust among the members may be evident in addition to a mutual concern for one anothers growth and support (Katzenbach & Smith, 1993). Most groups do not grow to this level (Smith, 1995).

It is important to note that better results are out of sacrifice or hard work to form a cooperative learning group that is structured well. A group theta is poorly structured will achieve poorer results. In order to achieve positive independence, students must understand that success or failure will result from cooperate work and each should demonstrate role interdependence through fulfilling the assigned responsibilities. In addition, the instructors must foster goal interdependence within the student groups through encouraging them to reaching an agreement on the strategies to be used for all problems and agree on the solution. The group should also foster face-to-face promotive interaction which encourages passing knowledge amongst the members through oral teaching and explanation on experience on solving problems, group strategies to achieve the ends, past and present learning and should discourage silent participation where students do not contribute or get involved (Smith, 1995). Although fostering cooperation is important, the instructor must let the students be individually responsible and accountable through accomplishing their part. Students need to be assessed for example through individual examination and individual presentation of an answer to a query, so that independence cannot be dissolved in the group work. Oral examinations also may be administered to access an individual student in group work. In order to achieve good results in team work, students need to be taught team work skills in a purposeful and precise manner in which academic skills are taught, which will enable them to accomplish academic goals. These skills include conflict management, decision-making, leadership, communication and building of trust amongst each other. Students should also be able to access and monitor their progress, identify helpful or unhelpful tasks, adjust or change what is necessary, and strategize on how best they can achieve results (Smith, 1995). The instructor or the teacher should realize that they need to perform an important role to achieve good results from group work and therefore act to: define and specify the objectives needed to be achieved for every lesson or work; make instructional decisions as to what method to employ to form a group, group duration, group membership and size, roles amongst members, among other tasks; evaluate performance of the group using a criteria-referenced approach (Smith, 1995); monitor the whole process and assists where needed; and perform his or her duties in passing on the necessary knowledge concepts and strategies, foster individual accountability, specify positive interdependence, define and explain the assignment, among other tasks to assists the students accomplish the required.

Identified flaws in the action research

The following problems would be expected in the research study;

• Inconsistency in linkages between data concerning individual student performance and group work performance and drawing the lines between the two
• Lack of clear method of measuring the individual contribution while in a group

Student surveys and teacher observations

This section will present the questionnaires and other additional materials to be used in the actual studies. The questionnaires reflect the number of participants in the study and feature the actual questions to be used in this study. In this case it will present the questionnaires to be formulated by the student and passed to the study participants. The number of participants will be 30 students. Other materials attached to this section will include materials that the teacher used to assess the students while in the group (sample) and any other material that the student collects during the actual study that is essential for evidence for the topic in question.

References and Bibliography

Johnson, David W., Johnson, Roger T., and Smith, Karl A. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company

Johnson, David W., Johnson, Roger T., and Smith, Karl A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Report on Higher Education. Washington, DC: The George Washington University

Johnson, David W., Johnson, Roger T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company

Katzenbach, Jon R. and Smith, Douglas K. (1993). The discipline of teams. Harvard Business Review, 71(2), 111-120

Katzenbach, Jon R. & Smith, Douglas K. (1993). The wisdom of teams: Creating the high-performance organization. Cambridge, MA: Harvard Business School Press

McKeachie, Wilbert; Pintrich, Paul; Yi-Guang, Lin; and Smith, David. 1986. Teaching and learning in the college classroom: A review of the research literature. Ann Arbor, MI: The Regents of the University of Michigan

Smith, Karl A., and Starfield, Anthony M. 1993. Building models to solve problems. In J.H. Clarke & A.W. Biddle, (Eds.). Teaching critical thinking: Reports from across the curriculum. Englewood Cliffs, NJ: Prentice-Hall

Smith Karl. CooperativeLearning: Effective Teamwork for Engineering Classrooms. 1995. IEEE Education Society/ASEE Electrical Engineering Division Newsletter. Web.

Starfield, Anthony M., Smith, Karl A., and Bleloch, Andrew L. 1994. How to model it: Problem solving for the computer age. Edina, MN: Burgess International Group, Inc

Tinto, Vincent. 1994. Leaving college: Rethinking the causes and cures of student attrition. Second Edition. Chicago: University of Chicago Press

Treisman, U. 1992. Studying students studying calculus: A look at the lives of minority mathematics students in college. College Mathematics Journal. 23(5), 362-372.

Tribus, Myron. (1992). Total quality management in schools of business and engineering. In Harry V. Roberts (Ed.) Academic initiatives in total quality for higher education. Milwaukee, WI: ASQC Quality Press

Woods, Donald R. (1994). Problem-based learning: How to gain the most from PBL. Waterdown, Ontario: Donald R. Woods.

Introduction

Team building is a very important organizational practice and behavior that is highly recommended for any organization seeking to boost its performance. The essence behind any team-building strategy is that when employees work or pull together towards achieving a common goal, it is more likely that the organization will realize a much faster growth compared to when they pull in different directions. Hence, the concept of team building can be described as organizational behavior and practice that attempts to bring employees together as one cohesive team that works to achieve a common objective or goal (Maddux & Wingfield, 2003). This essay discusses a Case Study of the team-building strategy adopted by Seagate Morale-Athon.

Category of team-building strategy applied by Eco-Seagate event

To begin with, it is imperative to note that Seagate Technology employs a fun-activity-based team-building strategy for its employees. The Eco-Seagate event organized by the company on an annual basis is a retreat organized for staff members and is aimed at improving team-building skills by having fun games like kayaking and mountain climbing. Throughout the week, the 200 staffers are organized into small manageable teams which participate in a myriad of fun games that are also competitive. Some tokens of appreciation for successful teams that win certain games are also offered. Throughout the week-long team activities and exercises, members bond together, learn to solve problems from a common front and generally appreciate the value of pulling towards one direction in order to attain quick success.

This type of team-building can also be broadly classified as a problem-solving or decision-making team-building strategy (Midura & Glover, 2005). This is owing to the fact that during the entire week, each team carries out activities that require common critical thinking for solutions to be found. Although team members happen to enjoy the whole exercise, in the end, the problems to be solved in the fun games are apparently complex and unless they seek the solution as a team, it may be cumbersome to attain any success. As a result, each of the members in the respective teams is supposed to contribute creative ideas that will yield positive results. For instance, the Friday event required members to not only paddle their kayaks for about one and a half miles, trek and bike for long-distance but also navigate their way through the unknown routes using a compass (Max, 2006). This is an exercise that definitely required the mutual contribution of all team members for a successful end.

Effectiveness of the strategy

This type of team building event is effective especially when applied to team members who are still youthful and energetic (Michels, 2001). As earlier noted, the week-long event involves a lot of physical activities as well as fun. Such attributes of team building can best work in cases where each of the team members appreciates not just the fun derived from each other but is also ready to engage the physical part in team-building exercises (Dyer & Dyer, 2007). Nonetheless, the Eco-Seagate event has been a success since it was incepted and is definitely the reason behind the upward growth and strong market presence of Seagate Morale-athon.

Conclusion

One outstanding reason why this type of team building strategy is effective lies in the fact that during the whole week, each event assigned to teams requires critical thinking, has no direct solution and consequently, each member needs to participate to resolve the challenge. Hence, it is not just an outing or vacation for staffers but a real learning experience for participating teams.

References

Dyer, G.W. and Dyer, H.J. (2007). Team building: proven strategies for improving team performance, San Francisco: John Wiley & Sons Inc.

Maddux, B.R. and Wingfield, B. (2003). Team Building: An Exercise in Leadership, New York: Crisp Publications Inc.

Max, S. (2006). Seagates Morale-athon: Inside the tech giants $9,000-a-head team-building blowout in New Zealand. Web.

Michels, R. (2001). Team building: the road to success, Leeuwarden: Uitgeverij Eismabv.

Midura, W.D. and Glover, R.D. (2005). Essentials of team building: principles and practices, MN: Sheridan Books

By definition, teamwork refers to a groups collaborative effort to attain a specific objective or accomplish a task in the most efficient and effective manner. In the current world, teamwork plays an important role, especially in heightening efficiency and quality, determining firm governance and strategy, launching and designing products, and reengineering systems (Balhareth, 2018). Furthermore, teamwork is responsible for bringing individuals together in a situation where they can be able to share ideas to achieve the same goal. Dimensions of teamwork are what determine the efficiency and success of a team. According to Schultz et al. (2016), there are five dimensions of teamwork and these include adaptability, communication, leadership, decision-making, and coordination. To establish the connection between teamwork and its dimensions, this paper will utilize different theories to define a mobile application for bio-products as an eco-friendly solution that brings together tradesmen, consumers, plumbers, electricians, and builders.

Theories are an essential part of a given business and have numerous benefits. They guide and provide meaning to what individuals perceive in their daily activities (Rubenstein et al., 2018). For instance, when researchers collect and investigate data via observation, the investigators require clear ideologies concerning the relevant data (Cullen & Wilcox, 2018). In the business environment, the social cognitive theory by Albert Bandura is one that has helped organizations, especially when it comes to teamwork. Bandura (1969) stresses the significance of imitating, modeling and observing other peoples emotions, attitudes, and behaviors. The theory focuses on the different cognitive processes that workers encounter during learning. Employees can gain knowledge from others in the sustainability and eco-friendly industry; this is what is referred to as vicarious learning (Font et al., 2016). In this case, employees observe others and learn about their skills and behavior by closely watching their different actions. The learner carefully watches how a certain model functions and what outcomes result from the same action (Connolly, 2017). When an appropriate situation arises, the learner attempts to replicate the action in order to achieve the same results.

David Kolbs cycle is a theory that describes the learning process as one that requires experience. Schultz et al. (2016) state that for knowledge to develop, the experience is crucial since learning occurs through active participation and discovery. The theory has two sections that define the process of learning, particularly in the workplace. The first part details that the process of learning requires four stages: active experimentation, concrete experience, reflective observation, and abstract conceptualization (Levesque et al., 2017). In other words, Kolb perceived learning as a progression through the four stages, thereby transforming learners experiences into knowledge (McKinney, 2017). The second part of Kolbs theory focuses on the different styles of learning. In this instance, it was Kolbs perception that learners could show that they acquired knowledge when they could successfully apply it in inappropriate situations. Thus, Kolb believes that for knowledge to occur, an individual must encounter new experiences.

Currently, most households in the world are using materials that are not eco-friendly and unsustainable. To manufacture such products, most firms utilize raw materials origin from fossil fuels (Middleton et al., 2018). The issue, in this case, is that the burning of the materials further contributes to global warming because they release carbon monoxide into the atmosphere. Through teamwork, the group proposed the installation of the mobile app could bring together individuals with the same interest in preserving the environment. Arriving at this decision was not an easy task within the team and, therefore, specific theories were applied in the process of learning. For instance, some individuals learned on their own while others observed as explained by the social cognitive ideology. On the other hand, some individuals were encountering some dimensions of teamwork for the first time and had to learn through experience, thereby conforming to Kolbs cycle.

The five-member team had its strengths and a few areas where they needed to improve. They were committed to the team and provided their energy and time to achieve the teams goal. Every team member contributed without conditions, expecting any form of reward, and return, thereby strengthening the group. Individuals were also flexible enough to be responsive to change, resilient and versatile. They were able to manage and understand situations by observing them from a different point of view. Every person considered every decision they made in terms of how it would benefit tradesmen and consumers. On the other hand, there were a few areas where the team needed to improve. The engagement level of the team was slightly below what was expected. Some members considered working without involving themselves with the group as a contribution. The disadvantage of this is that some people were not able to grasp the concept these other individuals were using. The other area of improvement was in the responsibility and reliability sector. Some members did not want to take responsibility for their actions and thus were not reliable.

One critical component of teamwork experience, in this case, included adaptability. When defined in relation to Kolbs theory, it is the ability of an individual to adjust to new experiences (Riley et al., 2016). Being able to learn from experience is advantageous because it allows one to develop. As a result, these individuals contribute to the team as a whole, thereby ensuring it successfully achieves its goal. Without adaptability, most team members would not understand the concept that is being proposed and, as a result, may lose interest in the group. A persons engagement within the group is one of the techniques that could be utilized to evaluate whether one is adaptable. For instance, in this case, the most proactive group members show interest in the subject being discussed and, thus, are more helpful and adaptable in the group. On the other hand, the least proactive team members demonstrate a level of a lack of interest and this may be due to their lack of being adaptable.

The other crucial element is the communication that exists within the group. According to Secheresse et al. (2020), communication is the most vital teamwork component and involves continuously informing team members. The essence of this constant update is to ensure that everyone has the same information, thereby eliminating any assumptions. To nurture good communication within the group, a leader must lead by example by being a good listener. One must learn to listen to others as this shows a form of respect, which is a vital part of building respect among group members. To measure the understanding of group members concerning the topic being discussed, the group leader, at the end of every session, would provide surveys that each individual could answer. The significance of this exercise is to find out which areas have the most reviews, thereby guiding the team in the right direction.

A team provides an opportunity where different people with distinct skills can come together and creatively engage in producing a positive result. Culture and dynamics are essential factors in situations requiring positive team feedback (Balhareth, 2018). Self-efficacy refers to a situation where individuals are able to rely on their knowledge to accomplish tasks on their own. As a leader, this is an essential factor that defines the nature and culture of the team. The topic of using the mobile phone application as an eco-friendly platform for tradesmen and consumers is an important topic that acts as a cohesive tool. The subject challenges each group member to think beyond the current technologies, thereby increasing their engagement and fostering their group dynamics. The culture further involves promoting self-learning in accordance with the social cognitive theory. To ensure those takes place, members are provided with resources that would help research the topic being discussed.

While operating as a team, there are those cultural biases that emerge that inhibit good decision-making. For instance, in the case of utilizing the mobile application, some individuals believe that it would be inconvenient to other like-minded individuals because they may be unable to access the internet (Font et al., 2016). To ensure that one successfully tackles these issues, it is important to understand the individual and how they perceive the essence of utilizing the mobile application. To achieve this goal, individuals must be self-regulated and this means that there are rules in place to govern how they behave. Furthermore, the idea of groupthink is one that may promote cultural bias and prevent problem-solving and good decision-making. Some group members with particular ideas might influence others to think in a particular way, thereby overriding the ability to provide alternative views. Discouraging groupthink is the most appropriate action that a team leader can perform to ensure that the objective of the group is met.

From observation, one can be able to see that the group has a strong structure. The team had the right number and mix of members, norms, and processes, and designs that encouraged positive dynamics and discouraged destructive behavior. According to Wallace (2019), an effective team is one that has members whose skills are balanced. Each individual did not have superlative social or technical skills; however, the team had an adequate number that had both. The team had diversified knowledge, perspectives, and views together with the age and race of group members. The importance of this is that people were able to avoid groupthink since this could have affected the decision-making of the whole group. The groups composition was based on each individuals skill and how it contributed to the topic of sustainability and eco-friendliness as essential elements for protecting the environment. These individuals brought technical skills and knowledge and expertise that could be applied in numerous sectors, particularly in the building, electrical, and plumbing industry.

From a different perspective, the foundation of the team was significant to its success. The team was engaged, oriented, and energized during the time it was discussing the issue of sustainability as an eco-friendly resource. According to Levesque et al. (2017), for a group to be inspired, they must have something that guides their work rate and, therefore, they must have explicit goals. Those objectives have to be challenging; however, they should not be difficult because this may negatively affect the teams spirit. The objectives further have to be consequential, which shows that group members care about the outcomes of the objective. In this case, the results of the objective should satisfy the employee either intrusively or extrinsically. Providing direction makes it easier, particularly for members with different backgrounds, to share different ideas concerning a specific subject. The result, in this case, is that the outcome of the study would be more conclusive and convincing to the people it targets.

Leadership and group performance are further dependent on a shared mindset of the team. To avoid team members being divided along different perspectives of the subject, there is the requirement that they have a single mindset (McKinney, 2017). In the past, groups were made up of people from almost the same background and met in person during their meetings. Today, with the available technology, people do not have to conduct the face-to-face meetings. Therefore, today groups are made of a diversity of people who can attend them from anywhere in the world. Leaders should ensure that they encourage a unique mindset, which would allow the team to be more cohesive. A cohesive team is one that can engage all its team members from wherever they are into working on a particular objective. A disjointed team is one that does not take into account the impacts of different mindsets within a group. In this instance, people would be divided, thereby making it more difficult to work as a unit to achieve a particular goal.

References

Balhareth, H. (2018). The relationship between business-IT alignment and organizational performance: An empirical investigation from multilevel view. International Journal of Business Information Systems, 29(4), 421. doi:10.1504/ijbis.2018.096031

Bandura, A. (1969). Social-learning theory of identificatory processes. Handbook of socialization theory and research, 213-262.

Connolly, G. J. (2017). Applying social cognitive theory in coaching athletes: The power of positive role models. Strategies, 30(3), 23-29. doi:10.1080/08924562.2017.1297750

Cullen, F. V., & Wilcox, P. (2018). Bandura, Albert: Social learning theory. Encyclopedia of Criminological Theory. doi:10.4135/9781412959193.n17

Font, X., Garay, L., & Jones, S. (2016). A social cognitive theory of sustainability empathy. Annals of Tourism Research, 58, 65-80. doi:10.1016/j.annals.2016.02.004

Levesque, J., Harris, M. F., Scott, C., Crabtree, B., Miller, W., Halma, L. M., & Russell, G. (2017). Dimensions and intensity of interprofessional teamwork in primary care: Evidence from five international jurisdictions. Family Practice, 35(3), 285-294. doi:10.1093/fampra/cmx103

McKinney, E. (2017). Using Kolbs experiential learning cycle to lead students in learning about sewable circuits. doi:10.31274/itaa_proceedings-180814-422

Middleton, L., Hall, H., & Raeside, R. (2018). Applications and applicability of the social cognitive theory in information science research. Journal of Librarianship and Information Science, 51(4), 927-937. doi:10.1177/0961000618769985

Riley, W. T., Martin, C. A., Rivera, D. E., Hekler, E. B., Adams, M. A., Buman, M. P., & King, A. C. (2016). Development of a dynamic computational model of social cognitive theory. Translational Behavioral Medicine, 6(4), 483-495. doi:10.1007/s13142-015-0356-6

Rubenstein, L. D., Ridgley, L. M., Callan, G. L., Karami, S., & Ehlinger, J. (2018). How teachers perceive factors that influence creativity development: Applying a social cognitive theory perspective. Teaching and Teacher Education, 70, 100-110. doi:10.1016/j.tate.2017.11.012

Schultz, K., McEwen, L., & Griffiths, J. (2016). Applying Kolbs learning cycle to competency-based residency education. Academic Medicine, 91(2), 284. doi:10.1097/01.acm.0000479943.21563.6f

Secheresse, T., Pansu, P., & Lima, L. (2020). The impact of full-scale simulation training based on Kolbs learning cycle on medical prehospital emergency teams. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 15(5), 335-340. doi:10.1097/sih.0000000000000461

Wallace, D. (2019). Parts of the whole: Theories of pedagogy and Kolbs learning cycle. Numeracy, 12(1). doi:10.5038/1936-4660.12.1.17

Introduction

There exist numerous techniques in the modern world aiming at understanding and enhancing teamwork mechanisms. The Marshmallow Challenge, where the participants are asked to build a tall tower using several materials, is one of the most outstanding examples. Its efficacity is proved in all age groups, and sometimes the results are unexpected and thought-provoking. The implementation of this exercise or its basic ideas into team training sessions may significantly improve collaborative work.

Comparing the Results of Participants

The analysis of different age groups performances shed light on a surprising truth. Kindergartners gained one of the leading positions, surpassing even business school graduates. Wujec (2010) explains this phenomenon by the fact that children are able to constantly build and fix prototypes, which helps them spend time wisely. That is absolutely true because while business students discuss the task, identify the leader, and search for a perfect solution, kindergartners try various options. However, that is not the sole reason for the youngest participants victory. Apart from the adults, they are not afraid of making mistakes. Moreover, kindergartners can easily concentrate on a game task because it is their natural environment. They do not need any incentives, such as money offered to the adults. The game itself encourages kids to reveal their skills and abilities.

Working on Process Intervention Skills

Another fact highlighted by Wujec (2010) is the improvement of CEOs work with the help of executive administrators. The reasons for this success may be rooted in the concept of process intervention. This activity implies inviting a person who helps the group solve its problems by observing its processes. This person makes the participants aware of their behavior and the interactions between them. Considering the condition of limited time, the presence of competitors, and a possible reward, people inside a group cannot objectively evaluate their work. They may be overwhelmed with emotions, which negatively impacts their performance (Lane et al., 2016). That is why a skillful executive administrator is essential in facilitating a process intervention workshop. Understanding how to correctly intervene in the work of a group of students may be useful for those who start their careers in higher education. That will make the atmosphere in the team more benevolent and help the students achieve their goals more easily. The example in the video made it clear that process intervention raises the productivity of a team because executive administrators understand the working process and know how to manage it.

Other Insights from the Marshmallow Challenge

The Marshmallow Challenge proved the value of communication and cooperation within the team. As said in the video, this exercise helps in identifying hidden assumptions (Wujec, 2010). Evidence suggests that the more active discussions the participants have, the better the performance will be (Suzuki et al., 2016). Therefore, teamwork is a structure that can be metaphorically compared to the tower made of pasta sticks. When based on the joint efforts of all participants, it is stable and trustworthy. However, if everyone tries to prove their superiority, it becomes unbalanced and, eventually, falls. Therefore, people working on a group project should understand the interdependence of all team members.

Conclusion

There are several lessons to be learned from the experiments with the Marshmallow Challenge. First, kindergartners succeed in working together on such tasks because they tend to be more imaginative, open-minded, and as a result, less restricted in choice. Second, working on process intervention skills may increase the effectiveness of teamwork. Finally, the success of the work in a group is achieved by exchanging opinions and uniting efforts.

References

Lane, A. M., Totterdell, P., MacDonald, I., Devonport, T. J., Friesen, A. P., Beedie, C. J., Stanley, D, & Nevill, A. (2016). Brief online training enhances competitive performance: Findings of the BBC Lab UK psychological skills intervention study. Frontiers in Psychology, 7, 114. Web.

Suzuki, N., Shoda, H., Sakata, M., Inada, K. (2016). Essential tips for successful collaboration  A case study of the Marshmallow Challenge. In S. Yamamoto (Ed.), Human interface and the management of information: Applications and services (pp. 8189). Springer.

Wujec, T. (2010). Building a tower, building a team. TED. Web.

What is teamwork?

Teamwork is a component that can be found in the specifications of each position available in a company and the recruitment specialist analyzes this component during the selection process, using different means of use: specific questions that evaluate the ability of personal interrelation, and understanding of the needs of the person with whom they interact. The presence of the qualities necessary to be a good member of the team or, on the contrary, their lack, can be decisive factors in hiring a person or maintaining it in an organization.

The need for teamwork became more and more obvious as companies began to take into account the need for communication and human contact of their employees, raising awareness of the superior motivational value of dialogue and mutual support in a team.

Behaviors that demonstrate this competence:

• Show interest in establishing contacts with colleagues.
• Interact effectively with employees in different situations
• Understand the role of each person in the group
• Focus on achieving goals
• Respect the rights and beliefs of others
• Listen and understand the needs and feelings of others
• Appreciate and acknowledge active participation in an action, encourage open discussions, share ideas and suggestions with colleagues

Advantages of the Team Working

The task / project will be completed much faster than if it is done by one. The end result can be a much better one than an individually developed project because more eyes and more opinions means diversifying and extracting the best idea in the end.

Those who are beginners will have the chance to gain new knowledge from the experienced members. The team will always consist of employees with varying degrees of seniority and experience in the respective workplace / field. We will have the opportunity to ‘steal’ from the experience of the team leader. It is easy to understand that a team will not work well without a leader.

We will learn what it means to help and be helped. Always, in a project / task in which several people are involved, each one needs the help of the other. Without communication and help, the result of teamwork will be a failure. Teamwork develops competitiveness. Although this is a common goal, neither member wants to be better than the others, so he will do his best to handle the tasks he has received.

We have the chance to be promoted. A successful project will reach the boss’s ears, and if you have been noticed with a particular contribution / idea you will certainly be noticed by the boss.

Develop progressively

Acknowledge what you have acquired, accept new challenges and responsibilities to allow you to improve your activities by your own strengths if you started as a simple member in a project team, try to aim for the next opportunity to play a role that it also includes coordinating others around you. Projects can range from the very simple ones related to the school to organizing events in the university or for your circle of friends.

The team work experience is built mainly through experiences in which you provide more support to the team than you expect them to give you.

How we can develop teamwork after employment?

Get involved!

Participate actively in the team, exchange information, listen and understand the views of the other members of the team. Try to develop new ideas based on what others have said. Avoid ‘not so, I know another method’

Request permanent feedback!

Try to relate to the opinion of others. This does not mean that you have to be pleasant at any price but it is important to know what your colleagues think about your actions. Shares the suggestions and ideas of others, shows flexibility in expressing the different points of view of the team members.

Rate yourself

Analyze the activity carried out within the team: how did you feel, what was the contribution within the team? If you had very good results, that were the success factors. If you failed in other aspects, that was the cause. With the lessons learned he enters the next interaction with those around him more prepared to contribute and help them achieve even better results. Surprisingly, your results will grow as well.

In a contemporary organisations, “what were once competitors are now collaborators, what were once outsiders are now stakeholders, what were once stark boundaries are now fuzzy fences. Organisations have now discovered the value of collaboration, both inside and outside” (Brooks, 2006, p.115).

Teamwork has been linked to economic advantages, higher output, lower absenteeism and increased employee satisfaction (Steijn, 2001; Brooks, 2006; Buchanan and Hyczynski, 2007). It has also been shown to lead to less stressful work, reduced alienation and improved working relationships (Katzenback and Smith).

Conclusion

Teamwork is becoming increasingly important in contemporary organisations, and as long as teams are formed, managed and implemented effectively, can provide a source of competitive advantage in terms of increased employee satisfaction, creativity and innovation. However, if teams are assigned to inappropriate tasks, are managed ineffectively or not provided with adequate support, resources and autonomy to carry out their tasks then the effect of teamwork can be counterproductive.

References

1. Testing Business Ideas: A Field Guide for Rapid Experimentation (David J. Bland and Alexander Osterwalder,2019)
2. Remote Working: How to effectively and efficiently work from home in challenging times (Andrew Priestley ,2020)
3. Working in a Team: A workbook to successful dynamics Paperback (Jane Bayliss, 2009 )

Teamwork is the idea of being able to work collaboratively within a group in order to “achieve a common goal” (Medical dictionary, n.d). Good teamwork is required because there is the common goal of getting the patient healthier whilst also providing a good experience for the patient. With good teamwork comes good communication to allow every member, not only the staff but the patient and their family too, to be well informed with the next steps in treatment. This brings increased patient satisfaction, outcomes and quality of the experience as there is better understanding so more effective steps can be taken. This idea of communication links both compassion and teamwork together as through good communication a doctor can be compassionate and by by being compassionate a doctor can obtain information from the patient. Therefore, there is teamwork between the patient and doctor simply through communication as there is now established trust in the relationship. Medical professionals should also be able to work efficiently in a team by writing information down accurately, ensuring that other members receive this information. Due to these mistakes, miscommunications or a lack of writing information down costs the UK more than £1 billion a year (Marie Curie, 2016). This shows that not only are the patients at risk, but the health services are also losing out on money that could be used elsewhere, rather than on something that could be easily solved through teamwork.

One personal experience demonstrating teamwork includes playing tennis tournaments against other tennis club, especially for doubles. We need to be able to keep eachother informed so that we can work effectively as one unit, with the goal of beating the opposing team. To ensure our teamwork is effective, we need the communication to be consistent to have an agreement towards how the next point should be played. This may not be just through verbal communication, but through hand gestures, which is especially important when the other person of the team is serving, linking back again to how compassion is also made up of nonverbal and verbal communication. In medicine, the same level of teamworking skills is needed for effective care. In one study that took place in Norway, the outcomes of patients that were urgently admitted to a medical ward was studied (Frydenberg and Bekke, 2013). There were 30 patients that were admitted to a hospital and the results showed that more than half were negatively affected due to the faulty administration of drugs. These incidents, stated in the conclusion of the case study, mentions the fact that doctors should have discussed the contents of the medical list with the patient and the rest of the medical team, not only to allow the patient to understand what they were taking, but also to go over the list again for any faults. The key skill that was lacking in this case was communication. Lack of communication meant lack of teamwork between the medical professionals and the patient which eventually led to patients falling ill again.

Teamwork is prevalent in medical school especially in SGT’s and group projects such as presentations. There is a multitude of skills that medical students acquire that link into teamwork, such as communication. Communication is required to be able to ensure everyone is informed, and with good communication comes good listening. Listening is required to be able to listen to other people’s opinions and be able to come to an understanding so that everyone is following the right steps. These skills are relevant for our futures in the fact that as doctors we will be constantly moving to different hospitals, meaning we will be meeting new people constantly. As a result, we will need to be able to be effective at communication, to be able to become open with the medical team you work with, to ensure that there is good teamwork.

As a current medical student, I need to consider these skills into my current studies as well as my future clinical work in order to become an effective practitioner. Teamwork and compassion compliment eachother in that there are skills that link the two together including communication, organisation and listening. For there to be good teamwork amongst the medical team, members need to be supportive of eachother and this is done through compassion. The two skills work together for there to be the most effective care for the patient and there needs to be a balance between the two as well as individual skills to allow this to occur.

Introduction

Teamwork is a cornerstone of success in various aspects of life, from academia and sports to business and community endeavors. In today’s interconnected world, the ability to collaborate effectively with others is essential for achieving goals efficiently and fostering innovation. This essay delves into the intricacies of teamwork, examining its underlying principles, benefits, challenges, and key factors that contribute to its effectiveness.

At its core, teamwork involves individuals pooling their diverse skills, perspectives, and resources towards a common objective. The synergy generated by a cohesive team often leads to superior outcomes compared to individual efforts. However, successful teamwork is not merely about assembling a group of individuals; it requires deliberate effort in fostering communication, trust, and mutual respect among team members. Furthermore, effective leadership and clear goals are vital for steering the team towards success.

While teamwork offers numerous advantages, it is not without its challenges. Differences in personalities, communication styles, and conflicting agendas can hinder collaboration and productivity. Additionally, navigating through disagreements and resolving conflicts constructively is essential for maintaining cohesion within the team.

In conclusion, teamwork is a complex phenomenon that plays a pivotal role in achieving collective objectives. By understanding its dynamics and implementing strategies to overcome challenges, individuals and organizations can harness the full potential of teamwork to accomplish remarkable feats.

100 words essay about teamwork

Teamwork epitomizes synergy, where individuals combine skills, perspectives, and efforts to achieve shared goals. Its essence lies in effective communication, mutual respect, and shared responsibility. Analyzing teamwork unveils its multifaceted nature—where diversity of thought fuels innovation, yet navigating conflicts demands skillful diplomacy. Leadership plays a pivotal role in channeling collective energy towards success, setting clear objectives, and fostering a supportive environment. Challenges such as differing priorities and communication breakdowns underscore the need for resilience and adaptability. Ultimately, teamwork is not just about working together but leveraging each member’s strengths to accomplish more than what any individual could achieve alone.

250 words essay about teamwork

Teamwork stands as a cornerstone of success in various spheres, epitomizing the collective synergy of individuals towards common objectives. At its essence, teamwork encapsulates collaboration, communication, and shared accountability. Analyzing its nuances reveals a multifaceted phenomenon with both challenges and benefits.

Effective teamwork hinges on robust communication channels, enabling the exchange of ideas, feedback, and support among team members. This fosters a sense of cohesion and unity, essential for navigating complex tasks and achieving optimal outcomes. Moreover, diversity within teams, encompassing varied skills, experiences, and perspectives, fuels innovation and problem-solving capabilities.

However, successful teamwork is not devoid of challenges. Conflicting agendas, interpersonal differences, and divergent priorities can impede progress and create discord within the team. Navigating through these obstacles requires adept conflict resolution skills, emphasizing compromise, empathy, and understanding.

Leadership emerges as a critical factor in steering the team towards success. Effective leaders inspire trust, provide direction, and cultivate a supportive environment conducive to collaboration and growth. They set clear goals, delegate responsibilities, and empower team members to contribute their best efforts.

Moreover, fostering a culture of trust and psychological safety within the team encourages open dialogue and risk-taking, essential for innovation and continuous improvement. Celebrating achievements and learning from setbacks further reinforces team cohesion and resilience.

In conclusion, teamwork represents a dynamic interplay of collaboration, communication, and leadership, driving collective efforts towards shared objectives. By acknowledging its complexities and investing in strategies to overcome challenges, individuals and organizations can harness the full potential of teamwork to accomplish remarkable feats.

400 words essay about teamwork

Teamwork, a term often lauded and embraced in various contexts, embodies the collaborative efforts of individuals towards a common goal. Whether in sports, academia, or the workplace, effective teamwork serves as a cornerstone for success. This analytical essay seeks to delve into the intricate dynamics, benefits, and challenges associated with teamwork, shedding light on its essence in fostering achievement and growth.

At the heart of teamwork lies synergy – the combined power of individuals working together transcends the capabilities of any single member. By pooling diverse skills, perspectives, and experiences, teams can tackle complex problems with agility and innovation. Consider a high-performing sports team; each player contributes unique strengths, but it is their cohesion and synchronized efforts that lead to victory. Similarly, in business settings, cross-functional teams leverage their collective expertise to drive projects forward, resulting in enhanced productivity and outcomes.

Moreover, teamwork cultivates a fertile ground for learning and development. Through collaboration, individuals not only share knowledge but also gain exposure to different approaches and problem-solving techniques. This exchange fosters a culture of continuous improvement, where each team member evolves both professionally and personally. Furthermore, the camaraderie and support within teams create a conducive environment for experimentation and risk-taking, essential elements for innovation and creativity to flourish.

However, the path to successful teamwork is not without obstacles. One significant challenge is the potential for conflicts arising from divergent opinions or interpersonal dynamics. Unresolved conflicts can disrupt team harmony and impede progress, highlighting the importance of effective communication and conflict resolution strategies. Additionally, achieving synergy within a team requires intentional effort and investment in building trust, fostering open dialogue, and establishing clear roles and responsibilities.

Nevertheless, overcoming these challenges yields immense rewards. Beyond tangible outcomes, teamwork fosters a sense of belonging and fulfillment among its members. Shared victories forge strong bonds and instill a collective sense of pride, reinforcing motivation and commitment to future endeavors. Moreover, the sense of accountability inherent in teamwork encourages individual accountability and ownership, driving higher levels of engagement and performance.

In conclusion, teamwork stands as a powerful catalyst for success, uniting individuals in pursuit of common objectives. Its ability to harness collective strengths, foster growth, and inspire excellence underscores its indispensable role in diverse arenas. While navigating the complexities of teamwork may present challenges, the rewards of collaboration far outweigh the obstacles. By embracing the essence of teamwork, individuals and organizations alike can unlock their full potential and achieve greatness together.

500 words essay about teamwork

Teamwork is a fundamental aspect of human collaboration, essential for achieving collective goals and overcoming challenges. Whether in sports, business, academia, or any other sphere of life, effective teamwork can lead to remarkable achievements. This essay aims to delve into the intricate dynamics of teamwork, exploring its key components, benefits, challenges, and strategies for fostering a cohesive and productive team environment.

At the heart of successful teamwork lie several key components. Communication forms the cornerstone, enabling team members to share information, ideas, and feedback effectively. Trust is another vital element, fostering mutual respect and confidence among team members. Collaboration entails working together towards a common objective, leveraging diverse skills and perspectives. Additionally, accountability ensures that each team member takes responsibility for their actions and commitments.

The benefits of teamwork are manifold. By pooling together individual strengths and expertise, teams can generate innovative solutions and achieve greater efficiency. Moreover, teamwork promotes synergy, where the collective efforts of team members yield results that surpass what could be accomplished individually. Additionally, teamwork enhances morale and job satisfaction, as individuals feel valued and supported within the team environment.

Despite its numerous advantages, teamwork is not without its challenges. One common obstacle is conflict, arising from differences in opinions, personalities, or work styles. Poor communication can also hinder teamwork, leading to misunderstandings and inefficiencies. Moreover, issues with leadership or lack of clarity regarding roles and responsibilities can impede team progress. Furthermore, cultural or organizational barriers may pose challenges in multicultural or cross-functional teams.

To overcome the challenges and maximize the benefits of teamwork, several strategies can be employed. First and foremost, clear goals and objectives should be established, ensuring that every team member understands the purpose and direction of their collective efforts. Effective communication channels should be established, facilitating open dialogue and information sharing among team members. Building trust through transparency, respect, and collaboration is essential for creating a supportive team environment. Moreover, conflict resolution mechanisms should be in place to address disagreements constructively and prevent them from escalating. Finally, strong leadership that provides guidance, motivation, and support is crucial for steering the team towards success.

A compelling example of effective teamwork is the Apollo 11 mission, which successfully landed the first humans on the moon. This monumental achievement was the result of collaboration among thousands of scientists, engineers, and astronauts working towards a common goal. Clear communication, meticulous planning, and unwavering commitment were key factors that enabled the team to overcome immense challenges and accomplish the seemingly impossible.

In conclusion, teamwork is a dynamic and multifaceted phenomenon that plays a pivotal role in achieving collective goals and driving progress. By understanding its key components, benefits, challenges, and strategies for fostering effectiveness, teams can harness the full potential of collaboration. Whether in the workplace, academia, or any other context, cultivating a culture of teamwork is essential for tackling complex challenges and realizing shared aspirations. As exemplified by the Apollo 11 mission, when individuals come together, united by a common purpose and fueled by collaboration, remarkable feats can be accomplished.

Elmtree Early Childhood Care Center has been providing quality support and education to many chidlren under the leadership of Sandra Marcos. As the center’s new director, it will be appropriate to consider the most appropriate strategies to influence positive behaviors, create effective teams, and deal with various conflicts affecting the outcomes of the targeted chidlren (Strehmel, 2016). Specific goals such as effective team building, empowerment, and realization of desirable goals will inform my leadership approach. This discussion presents a powerful plan that can be used to develop an effective team. It will also outline the best strategies to deal with the issues affecting the childcare center.

Building and Managing an Effective Team

As the new organizational leader, I will use a simple plan to build and manage an effective team. The first stage of the plan is recognizing and appreciating the skills possessed by every teacher. This understanding will guide me to group them in accordance with their career goals and dexterities. At the same time, the concept of cohesion will be taken seriously in order to ensure the institution operates as a single entity (Hard, Press, & Gibson, 2013). The second step will be to pair the teachers depending on their experiences, expertise, and weaknesses. The pairs will also be guided to collaborate in an attempt to support the proposed plan. After pairing the teachers, the third stage will be used to guide and mentor the team (Kivunja, 2015). My leadership approach will be used to guide the employees to deliver positive results.

The fourth stage is monitoring the performance and progress of the established team. During this step, emerging challenges and hurdles will be addressed accordingly. Roles might be reassigned if the targeted goals are not realized in a timely manner. Constant mentoring and empowerment will be critical towards improving the level of performance (Karadakal, Goud, & Thomas, 2015). The fifth stage is to celebrate the functions and successes of the team.

It should be acknowledged that the teachers will be repaired to form effective teaching teams. Based on the current conflicts and expectations, it will be necessary to focus on the teachers’ competencies and weaknesses. The approach will ensure each new team is effective and successful (Kazimoto, 2013). Diane and Kevin have been able to support the needs of more preschoolers (aged between 3 and 5) in the center. The conflict affecting their relationship does not appear to disorient the learning environment. That being the case, it would unwise to change this team. The important thing will be to address the conflict using and evidence-based approach (Kivunja, 2015). Kelly has been favoring specific toddlers thereby affecting the quality of support available to their counterparts. The nature of this conflict can be used to combine Kelly and Hannah. The presented case indicates that Hannah is a professional whose expertise has been developed for many years. She will mentor Kelly to become more effective whenever handling learners from diverse backgrounds. Michael is a graduate who has completed a master’s degree. He presents new ideas that can benefit more toddlers. When grouped with Rebecca, Michael will promote the best approaches that can support the needs of every learner in the classroom.

Resolving Conflicts

As indicated earlier, the establishment of new teams among the teachers is an evidence-based approach that can make it easier for the center to support the needs of more chidlren. However, it can be wise to resolve the conflicts before developing new teams at the facility. This move will ensure the teachers understand their weaknesses and focus on the best practices to improve the institution’s reputation (Oredein & Eigbe, 2014). The conflict resolution approaches should address the problem and create a new environment that supports the targeted outcomes.

The first conflict presented in the case is between Kevin and Diane. According to Kevin, Diane’s curriculum appears to be ineffective. This is the case because Diane mostly focuses on early math skills. However, Kevin believes that chidlren between 3 and 5 years should be encouraged to express their ideas using games. Since Diane is the one in charge of the curriculum, Kevin finds it hard to cope with the situation (Waniganayake, 2014). A collaborative approach will be the best strategy to address this conflict. This strategy will ensure the two understand the children’s needs and learning abilities. By doing so, the individuals will identify the best solution to support their respective views. As a leader, I will guide them to come up with a balanced curriculum that is informed by research findings. This is necessary because chidlren learn better when their mathematical instructions are embedded in open-ended activities such as games and plays (Waniganayake, 2014). The approach will address the gaps and ensure the team is energized to deliver quality results.

The second conflict revolves around the needs of different learners with disabilities. Hannah has remained conservative whenever handling individuals who portray signs of learning disabilities. Michael, on the other hand, believes that the child’s parents should be informed in order to deal with the situation. Collaboration is the best strategy to address this ethical dilemma. It will be appropriate to inform the two about the needs of learners with disabilities. This approach will ensure the team understands the importance of using a multidisciplinary team to deliver meaningful results. The decision to inform the parents is practical and capable of producing desirable outcomes (Oredein & Eigbe, 2014). The needs of the child will be identified and supported using evidence-based approaches.

The third conflict is quite alarming and capable of affecting the center’s performance. Kelly is a young teacher who does not support the chidlren equally. She has been observed to correct students from minority communities. This issue has made Rebecca unhappy. As a leader, it would be necessary to address this conflict before it gets out of control. An accommodative strategy can deal with this conflict without creating tension or disagreement in the team (Jit, Sharma, & Kawatra, 2016). The important goal is to ensure Rebecca’s expectations are met (Shanka & Thuo, 2017). The approach will encourage Kelly to become more inclusive and consider the needs of all learners equally. The accommodating approach will encourage Kelly and Rebecca to work together and focus mainly on the learners’ needs. The ultimate goal will be to deal with these conflicts and promote the most desirable practices at Elmtree.

Consensus Building

The concept of consensus building is supported by many scholars to resolve problems and foster collaboration. Several strategies have been proposed to explain how effective consensus can be established in a given team. The presented situation can be resolved using different consensus building approaches or strategies. The first strategy that can deliver meaningful results is the six sigma model (Karadakal et al., 2015). The model follows six unique steps. The first one is brainstorming to identify the best options for the team. This is followed by a discussion of the possible solutions. The third stage is to combine different solutions depending on their viability. The fourth stage will be to identify potential problems that might arise. The fifth stage is implemented to discuss the most appropriate solution to deal with the existing problem. The sixth step delivers the best strategy to support the team. This model will bring the members together and outline potential approaches that can result in consensus building (Douglas, 2017). Hurdles are identified and addressed in a timely manner. The approach promotes decision-making and facilitates the implementation of evidence-based practices. The steps create the best environment for addressing hurdles and presenting solutions that can support the consensus building process.

Merging is the second approach that can be used to support consensus building at the center. This approach is initiated by outlining specific alternatives for addressing the existing conflicts. The second step will be to consider the most appropriate alternative for the team. The third one is to identify another possible solution or alternative. The fourth stage will be to come up with a better approach that s informed by the outlined alternatives (Jit et al., 2016). The final stage will be to select and implement the alternative. This strategy has been selected because it supports the combination of several alternatives to address a given problem. The approach is appropriate since it seeks to address several challenges that are facing the institution. This approach will ensure more individuals are thinking from the same viewpoint and eventually make the team effective.

Fostering a Team Approach to Problem-Solving and Decision-Making

Leaders should use their competencies to develop teams that are capable of solving emerging problems and making informed decisions. As the institution’s director, I will consider two broad ways to foster a team-based approach to both decision-making and problem-solving. The first one will be a rational approach. This approach will focus on seven unique steps (Shanka & Thuo, 2017). These include defining problems, identifying causal factors, finding solutions, selecting the best alterative, implementing the idea, and engaging in constant monitoring (Shanka & Thuo, 2017). This way is evidence-based and founded on the concept of continuous improvement. Members of the team will always identify problems, address them, and come up with the best practices. The approach will ensure every team makes desirable decisions to support the educational needs of every chidl.

The second way follows Kurt Lewin’s change model of freeze, change, and refreeze (Waniganayake, 2014). Personally, I believe that the model can guide team members to acknowledge the presence of problems. The freeze stage is therefore used to brainstorm and identify areas that call for new actions. The second stage (change) is coming up with decisions and solutions that favor every stakeholder. This approach will create the best environment whereby the teachers will be willing to identify the challenges affecting the level of performance (Strehmel, 2016). The third stage will be used to support the implementation process and make the developed decisions an integral part of the center. The model is simple and capable of bringing together likeminded persons to create a cohesive team (Overton & Lowry, 2013). The established team will come up with new solutions to every problem and eventually produce desirable outcomes at Elmtree.

Responding to Diversity and Cultural Differences

The presented case indicates that the facility serves chidlren from diverse backgrounds. The teachers should therefore be ready to meet the needs of such individuals. Two key strategies can be employed to respond to the cultural and diversity differences in the institution. The first one is given the name recognition. I will empower my followers to embrace this strategy in an attempt to respond to cultural differences. This concept is appropriate since it encourages people to accept the fact that they will always have significant cultural differences (Hard et al., 2013). The strategy will promote a new environment whereby the teachers interact with one another, respect the idea of diversity, and embrace cultural differences. Malpractices such as pigeonholing and prejudice will be dealt with using the strategy. The teammates will collaborate, exchange ideas, and appreciate the diverse expectations of their respective learners.

The second strategy that can be embraced in this facility is fairness. This approach promotes new practices whereby the targeted workers respect and support the cultural values of their colleagues. The concept encourages employees to respect the expectations and objectives of their workmates. For example, the teachers in the institution will consider the needs of their colleagues whenever making specific decisions. Individuals belonging to different religious groups will have their needs considered each time planning for meetings and activities. The same idea will be replicated in order to deliver the intended instructions to the chidlren. The concept will ensure every individual is treated fairly depending on his or her religious positions, career expectations, and cultural values. When such practices are embraced, the workers will appreciate the relevance of cultural differences and diversity (Hard et al., 2013). They will be willing to learn from one another and develop better approaches to deal with their respective concerns.

The use of fairness and recognition will definitely contribute to the development of an effective team. This is the case because the teammates will be willing to support one another, make appropriate decisions, and address problems whenever they arise. With recognition in place, it will be possible to appreciate people’s differences and develop a curriculum that supports every person’s needs. Diversity will no longer be a source of differences (Douglas, 2017). Instead, the employees will be willing to learn from one another and become more creative. Fairness will support the idea of inclusiveness whereby the teachers will mainly focus on the best educational outcomes.

After implementing these strategies at the institution, it would be appropriate for the leader to act as an agent of change. The leader will offer adequate insights that can be used to come up with the best teamwork practices and behaviors (Karadakal et al., 2015). The followers will start to appreciate each other and ensure the diverse needs of different learners at Elmtree are taken seriously. The appreciation of cultural differences will be transformed into a new strength that promotes cohesion and collaboration.

In conclusion, the use of the above strategies and practices will make Elmtree one of the leading providers of quality education in the community. This is the case because the initiatives will result in evidence-based practices that can support the educational needs of the chidlren and eventually make each team more effective (Douglas, 2017). The teachers will be guided and empowered to support their respective teams and eventually deliver meaningful results.

References

Douglas, A. (2017). Leading for change in early care and education: Cultivating leadership from within. New York, NY: Teachers College Press.

Hard, L., Press, F., & Gibson, M. (2013). ‘Doing’ social justice in early childhood: The potential of leadership. Contemporary Issues in Early Childhood, 14(1), 324-334. Web.

Jit, R., Sharma, C., & Kawatra, M. (2016). Servant leadership and conflict resolution: A qualitative study. International Journal of Conflict Management, 27(4), 591-612. Web.

Karadakal, N., Goud, N., & Thomas, P. (2015). Impact of leadership role perspective on conflict resolution styles: A study on small and medium sized entrepreneurs of Karnataka State in India. Journal of Global Entrepreneurship Research, 5(4), 1-12. Web.

Kazimoto, P. (2013). Analysis of conflict management and leadership for organizational change. International Journal of Research in Social Sciences, 3(1), 16-25. Web.

Kivunja, C. (2015). Leadership in early childhood education contexts: Looks, roles, and functions. Creative Education, 6(1), 1710-1717. Web.

Oredein, A., & Eigbe, M. (2014). Leadership negotiation skill as correlate of university conflict resolution in Nigeria. Social and Behavioral Sciences, 112(1), 1237-1245. Web.

Overton, A., & Lowry, A. (2013). Change management: Difficult conversations with difficult people. Clinics in Colon and Rectal Surgery, 26(4), 259-264. Web.

Shanka, E., & Thuo, M. (2017). Conflict management and resolution strategies between teachers and school leaders in primary schools of Wolaita Zone, Ethiopia. Journal of Educational Practice, 8(4), 63-74. Web.

Strehmel, P. (2016). Leadership in early childhood education: Theoretical and empirical approaches. Journal of Early Childhood Education Research, 5(2), 344-355. Web.

Waniganayake, M. (2014). Being and becoming early childhood leaders: Reflections on leadership studies in early childhood education and the future leadership research agenda. Journal of Early Childhood Education Research, 3(1), 65-81. Web.

The challenges in the contemporary environment and the various situations that individuals have to encounter push people to think about how it is better and more effective to handle them. While some people believe that solving problems individually is always the best idea, others highlight the importance of teams and collaboration. For instance, the chapter from the textbook states that many professionals point out that the small group is the most essential social formation due to the fact that. from early childhood, people are surrounded and influenced by them. Therefore, the following paper will examine the strengths and weaknesses of teams in various situations.

As was already mentioned, teams play a critical role in the lives of every individual. In all the different contexts, such as business, society, and personal lives, teams are a crucial component that impacts individuals’ development, the way we see the world and communicate with others. In addition, small groups give people an opportunity to look at specific issues from a different perspective and change their attitudes based on careful evaluation and argumentation. Thus, it can be stated that in all the identified contexts teams play a role in advancing people’s knowledge and making them think.

One situation that comes to mind when teamwork would be beneficial is when an organization or a company is presented with a number of choices. In this case, there is no one right decision but rather a number of different ones that can bring different benefits and drawbacks. As a result, through discussion, collaboration, and even misunderstandings, a group can find the most appropriate option and bring positive change or improvement to its organization (Tripathy, 2018). Hence, the situation with a number of possible outcomes is a great example of a case when a team is a benefit.

However, as with everything in this world, problem-solving by teams has both its strengths and weaknesses. Based on the information mentioned above, the main strength of teams in the context of problem-solving is the ability to look at the issue from different perspectives and analyze it objectively. Additionally, teams contribute to personal development because processes that happen within them enrich individual knowledge and understanding of certain things. Talking about the weaknesses, one that is obvious is a huge risk of conflicts due to differences in opinions and perceptions of problems. This weakness also leads to another one – teamwork, especially in problematic situations, is time-consuming. Individuals have to consider the opinions of everyone which takes a lot of time and consumes the energy of all members.

Oftentimes, teams that operate in different environments decide to have a participant-observer. As explained by Crossman (2019), a participant-observer is the person who becomes a part of the small group for the purpose of collecting data and understanding a problem or phenomenon in the group. The main role of this individual is to analyze the situation from an objective point of view and make conclusions about the relationships in the team, people’s beliefs and values, and the ways of improving collaboration within (Crossman, 2019). Consequently, participant-observer seems to be an essential component of groups that contribute to their effective work and problem-solving abilities.

Even though individuals are acquainted with the benefits of small groups, many of them still believe that individual work is more effective. These people are definitely right to some extent because individual problem-solving has many advantages; nevertheless, it has some significant weaknesses, too. When solving problems individually people rely on only on themselves and are not influenced by the opinions of other people which means that they act and manage the problem the way they desire – this is definitely an advantage. However, in this case, they also see the issue from their personal prism and cannot analyze everything objectively. As a result, they can be left with a negative outcome.

The same as for collaborative problem-solving, there are many situations in which an individual should be the only person who makes the decision. A prime example of that is when a specific problem is connected to this individual only and the outcomes of the decision will affect only their life. When making these choices, people should rely only on themselves without seeking help or support from group members because the situation simply does not affect them in any way. In addition, the problem should be managed individually when it needs specific expertise or knowledge from a person who has certain experience in the sphere of the problem.

Overall, it can be concluded that both teamwork and individual work have their advantages and disadvantages. Therefore, instead of choosing what is better and being in constant conflict with others about it, people have to learn to adapt to different situations and apply an approach that suits them more appropriately. At the end of the day, it is a matter of the personal preferences and personality characteristics of individuals. Therefore, the presented paper discussed and evaluated the strengths and weaknesses of teams in various situations.

References

Adams, K., Galanes, G., & Hoelscher, C. (n.d.). Communicating in Groups: Applications and Skills.

Crossman, A, (2019). What is participant observation research? ThoughtCo. Web.

Tripathy, M. (2018). Building quality teamwork to achieve excellence in business organizations.International research journal of management, IT and social sciences, 5(3), 1-7. Web.