Throughout that is task or interpersonal, and the

this semester we have completed a number of different projects within out teams
spanning across aspects of student life. Firstly, we completed a project to
help solve and prevent the issues which can arise when referencing as well as
providing background knowledge to students to help to explain and understand
the issue.  At the start of the project I was feeling a bit apprehensive
working in part of a team with people I didn’t know form past experience and
background reading this can affect our effectiveness in working together mostly
played through the indecisiveness when working together with none of us knowing
each other strengths or whose ideas were the best to go with. The way that I
felt in the initial stages of our team projects can be supported by Bruce
Tuckman’s 5 stages of group development from within his study
‘Developmental Sequences in Small Groups’)’He reviewed
many 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 which
the group is found, the realm into which the group behaviour falls at any point
in time, that is task or interpersonal, and the position in a hypothetical
developmental sequence”. Based on these criteria, Tuckman distinguished a
cluster of three group models: (1) the group therapy, the human relations
training-group (T-group), and the natural-group (based on the setting); (2)
groups aimed at interpersonal relationships; and (3) task-activity oriented
groups (based on the realm). Ultimately, his findings led him to develop a
four-phase scheme of group stages: forming, storming, norming, and performing.
However, it is significant that in all the studies Tuckman reviewed, group
leaders were non-directive and reticent, and they made little direct effort to
change or intervene in the group process Tuckman, B. W. and Jensen. (2010),
Johnson & Johnson (2009), Seck, M., & Helton, L.

I feel that this became a significant issue due to
some of the time restraints we faced when working on our projects. These
feelings appeared to be reciprocated within the team as when creating a team
agreement within the first meeting to outline the expectations we had of not
only ourselves but also as a team. I feel that this was useful practice to
carry out as it allowed me to know where we stood with each other in terms of
skill sets and strengths to then go away and work on how I could bring the best
of my skills forward through the projects but also give me the opportunity to
highlight what skills I could develop through learning from other on the team
and areas of improvement for future tasks. We decided to use the format of a PowerPoint Presentation and leaflet to deliver the information to
our audience as it can be an engaging and concise method, effective for the
purpose.  I feel following completion of the project I was reasonably happy with
the outcome that arose as we did achieve what we had set out to do in producing and delivering the
presentation to our peers. In contrary to this I feel that we took a while to
come to the final outcome leaving us in a position of improvement for future
tasks. We started this process by discussing how we could have made the
presentation more engaging making it more memorable for the audience ensuring
they had a better understanding of how to reference.

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well as changing some of the wording/content within both the leaflet in order
to 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 our
performance if we appointed team roles which would suit each of our personal
strengths such as, team leader and secretary. For doing so we decided to
conduct some reach to help formulate our ideas and improve our team
effectiveness. According to Margerison (2002), each team member possesses certain strengths
around the Team Wheel, and other areas that are not so strong. The key, and the
main reason for having teamwork, is that each person complements the other with
their respective strengths. This can only be achieved if there are good links
between the team members, however. Therefore, that we all may have good ideas
but unless we go through the Forming Stage (Tuckman 2010) creating links with those
who are good at developing and promoting new ways of working, their efforts
will largely be wasted. P
Suff, PA Reilly (2006).  Margerison says ‘linking’
involves co?ordinating and integrating, and are skills required of all team
members. The role of team leader is not straightforward and largely depends on
how much autonomy is granted to the team; there are three basic ways of dealing
with team leadership:

Team leader
is a supervisor outside the team.

Team leader
is a working team member with the main responsibility for direct liaison with

Team operates
without a designated leader inside or outside the team. Various members of the
team deal with leadership and liaison with management according to task. Acas



Stein, J.
(2017). Learning and Development;
Using the Stages of Team Development . Retrieved from Massachusetts
Intitute of Technology:
 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.
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.
Suff, PA Reilly – 2006 –
Margerison C (2002), Team leadership, Thomson
Acas (2005), Teamwork:
success through people, March