Throughoutthis semester we have completed a number of different projects within out teamsspanning across aspects of student life. Firstly, we completed a project tohelp solve and prevent the issues which can arise when referencing as well asproviding background knowledge to students to help to explain and understandthe issue.
At the start of the project I was feeling a bit apprehensiveworking in part of a team with people I didn’t know form past experience andbackground reading this can affect our effectiveness in working together mostlyplayed through the indecisiveness when working together with none of us knowingeach other strengths or whose ideas were the best to go with. The way that Ifelt in the initial stages of our team projects can be supported by BruceTuckman’s 5 stages of group development from within his study’Developmental Sequences in Small Groups’)’He reviewedmany articles dealing with the developmental sequences in small groups in his study, “Developmental Sequences in Small Groups,”.He classified these groups into three categories based on “the setting in whichthe group is found, the realm into which the group behaviour falls at any pointin time, that is task or interpersonal, and the position in a hypotheticaldevelopmental sequence”. Based on these criteria, Tuckman distinguished acluster of three group models: (1) the group therapy, the human relationstraining-group (T-group), and the natural-group (based on the setting); (2)groups aimed at interpersonal relationships; and (3) task-activity orientedgroups (based on the realm). Ultimately, his findings led him to develop afour-phase scheme of group stages: forming, storming, norming, and performing.
However, it is significant that in all the studies Tuckman reviewed, groupleaders were non-directive and reticent, and they made little direct effort tochange or intervene in the group process Tuckman, B. W. and Jensen. (2010),Johnson & Johnson (2009), Seck, M., & Helton, L.(2014).I feel that this became a significant issue due tosome of the time restraints we faced when working on our projects. Thesefeelings appeared to be reciprocated within the team as when creating a teamagreement within the first meeting to outline the expectations we had of notonly ourselves but also as a team.
I feel that this was useful practice tocarry out as it allowed me to know where we stood with each other in terms ofskill sets and strengths to then go away and work on how I could bring the bestof my skills forward through the projects but also give me the opportunity tohighlight what skills I could develop through learning from other on the teamand areas of improvement for future tasks. We decided to use the format of a PowerPoint Presentation and leaflet to deliver the information toour audience as it can be an engaging and concise method, effective for thepurpose. I feel following completion of the project I was reasonably happy withthe outcome that arose as we did achieve what we had set out to do in producing and delivering thepresentation to our peers.
In contrary to this I feel that we took a while tocome to the final outcome leaving us in a position of improvement for futuretasks. We started this process by discussing how we could have made thepresentation more engaging making it more memorable for the audience ensuringthey had a better understanding of how to reference. Aswell as changing some of the wording/content within both the leaflet in orderto make it more professional and coherent between the two resources. From the experience,we had within our first project we also then felt it would improve ourperformance if we appointed team roles which would suit each of our personalstrengths such as, team leader and secretary.
For doing so we decided toconduct some reach to help formulate our ideas and improve our teameffectiveness. According to Margerison (2002), each team member possesses certain strengthsaround the Team Wheel, and other areas that are not so strong. The key, and themain reason for having teamwork, is that each person complements the other withtheir respective strengths. This can only be achieved if there are good linksbetween the team members, however. Therefore, that we all may have good ideasbut unless we go through the Forming Stage (Tuckman 2010) creating links with thosewho are good at developing and promoting new ways of working, their effortswill largely be wasted. PSuff, PA Reilly (2006).
Margerison says ‘linking’involves co?ordinating and integrating, and are skills required of all teammembers. The role of team leader is not straightforward and largely depends onhow much autonomy is granted to the team; there are three basic ways of dealingwith team leadership: 1. Team leaderis a supervisor outside the team. 2.
Team leaderis a working team member with the main responsibility for direct liaison withmanagement. 3. Team operateswithout a designated leader inside or outside the team.
Various members of theteam deal with leadership and liaison with management according to task. Acas(2005) Works Cited Stein, J. (2017).
Learning and Development; Using the Stages of Team Development . Retrieved from Massachusetts Intitute of Technology: http://hrweb.mit.edu/learning-development/learning-topics/teams/articles/stages-development Tuckman, B., & Jensen, M. (2010).
Stages of Small-Group Development Revisited1. Group Facilitation, (10), 43-48.) (Belbin, R. (2010). Management teams : Why they succeed or fail (3rd ed.). Amsterdam ; Oxford: Butterworth-Heinemann.
Johnson, D. W. and Johnson, F. P.
2009. Joining together: Group theory and group skills, 10th, Upper Saddle River, NJ: Pearson Education, Inc. Seck, M., & Helton, L. (2014). Faculty Development of a Joint MSW Program Utilizing Tuckman’s Model of Stages of Group Development.
Social Work With Groups, 37(2), 158-168. P Suff, PA Reilly – 2006 – employment-studies.co.uk Margerison C (2002), Team leadership, Thomson Acas (2005), Teamwork: success through people, March