Strengths as a Team and Individually
Working
within a group to complete a project can bring about a positive experience. Each member of the group has the opportunity
to express his or her strengths individually and collaboratively as a team
member (DeChurch & Mesmer –Magnus, 2010). The strengths collaboratively as
a group included, communication, shared leadership, innovation, and dedication.
Communication within the group was extremely good at keeping in contact with
one another. Various options of communication was offered, such as, via e
–mail, Skype, school group communication, and telephone numbers. Shared
leadership occurred by giving each individual of the group a chance to lead
appropriately. Each member of the group was able to agree on roles and rules
for completing the stated objective, understood the deadlines for completion of
work, and respected each other’s efforts. Innovation and dedication within the
group reflected through the group’s ability to innovate ideas for the project
and dedicate the time to efficiently and effectively complete goals.
The
group was able to collaborate strengths that introduced each group member’s
individual strengths. Each group member showed a different strength in project
design, organization, project initiation, management, and direction. The group
members understood the value of each member’s diverse strengths and
differences. The group was able to effectively utilize individual strengths to
focus on decision –making and problem solving, and take action if any
challenges was presented. Once the group was able to conclude on each other
strengths, the group was then able to focus on enhancing team performance. Through
a clear focus on the individual and collaborative group strengths, the group
was able to share a sense of purpose, interact well together, and defined the
group as a whole.
Enhancing Team Performance
Group development
can be viewed through the concepts of stages of team formation. Stages of team
formation focuses on forming (group goes from strangers to a united group),
storming (pushing against boundaries), norming (resolve differences and gain
appreciation), and performing (achieving and accomplishing) (Johnson et. al.,
2002). The forming stage of team performance allows members of the group to
politely and positively introduce him or herself and get to know the other
group members (Johnson et. al., 2002). The individuals of the group each have a
diversified set of skills performing independently and intertwining skills
within a group project reflects a sum of his or her pooled performance (Bass,
2014). During this stage the group performance depends on discovering the right
answers to understanding the project objectives and goals, and group roles and
responsibilities (Bass, 2014).
The
forming of the group opened up opportunities to identify each member’s
creativity and strengths. Each member of the group introduced themselves and
provided a brief description of him or herself and experience in working within
a group setting. Once all introductions and descriptions was completed, the
group was efficient in defining team performance. Understanding of team
performance included setting up collective goals, motivation, coordinating, and
team –back performance. Each member assured that there was a collective
comprehension of expected team performance, such as how well the team would
meet all valued objectives. The group was clear on how to enhance the team’s
performance and steps it would take to ensure that role and responsibilities of
the project objectives was followed.
Team Building and Performance Processing
Team –building and
performance processes can unite group members can unite group members around a
common goal and generate greater productivity (Slavin, 2011). Team –building is
an ongoing process that helps a group evolve into a cohesive unit (Slavin,
2011). The group members not only shared expectations for accomplishing group
tasks, but trusted and supported one another and respected one another’s
individual differences. The team –building lead to displaying quality strengths
of communication, motivation, and the ability to effectively and efficiently
work together. Performance processing lead the group to establish shared
leadership and built a relationship of trust in the ability to complete goal
objectives. The group individual strengths cohesively established a clear idea
and comprehension of what was needed in order to accomplish and develop a plan
of action toward successful completion.
Working with Future Groups
Working
within a group brings enlightenment of the importance of acknowledging other’s
ideas and strengths. Group work encourages interpersonal relationships,
communication, cohesive decision –making, problem –solving, and respect other’s
efforts and accomplishments (Slavin, 2011). Working within future groups will
enable to bring forth skills and abilities learned from previous successful and
unsuccessful group relationships. Skills and abilities learned from successful
group relationships collaborated individual strengths, enhanced team
performance, and supported team members roles and responsibilities. Skills and
abilities learned from an unsuccessful group relationship are acknowledging
when inhibitors are limiting the team members and goal objectives, when to
share or appoint leadership, and the importance of communication.
Conclusion
Group
work and learning is beneficial to gaining experience and meeting a diverse
group or individuals. Group experience brings forth strengths of an individual
and enables him or her to collaboratively contribute within a group. Group
strengths reflect through various communication methods, shared leadership, and
a cohesive comprehension of the group’s goal objectives, roles, and
responsibilities. Enhancing team performance during the stage of forming
enabled the group to present him or herself in a positive and polite manner.
The group was able to gain an understanding of the project objectives,
determine roles within the group, responsibilities, and plan of action to
follow. Team –building and performance processing united the group as a whole
to accomplish common goal objectives. Team –building enhanced the group
performance, shared expectations, and support. Performance processing enabled
the group to understand shared leadership, shared decision –making, and
responsibilities.
References
Bass, B. (2014). Individual capability, team performance, and
team productivity. Human Performance and
Productivity: Volumes 1, 2, 3: 179.
DeChurch, L. A. & Mesmer –Magnus, J. R. (2010). The
cognitive underpinnings of effective teamwork: A meta –analysis. Journal of Applied Psychology, 95, 32.
Johnson, S. D., Suriya, C., Won Yoon, S., Berrett, J. V.,
& La Fleur, J. (2002). Team development and group processes of virtual
learning teams. Computers &
Education, 39(4), 379 -393.
Slavin, R. E. (2011). Cooperative learning. Learning and Cognition in Education.
Elsevier Academic Press, Boston, 160 -166.
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