Performance Review For Primary Knowledge

Description

Discuss about the Performance Review for Primary Knowledge.

The current assignment allotted to me was a group project where I had to work in a team to acquire primary knowledge on the specified unit. The aim was to acknowledge about the skills that are required in a group rather than in an individual work where I did feel a bit uncomfortable to adjust in the group with all, but then as time passed, I found it all at ease for me. In this course of learning, I was put into varied situations where I could identify my role of mediation where I could seek problem through mutual consent and equal participation within the group to reach an amicable solution. As time spent by the bond became stronger as a team, and we started recognising our roles within the team. The third and fourth phase of Tuckman “norming” and “performing”, where I was lucky enough to associate myself with a team of all rounder’s that were capable of performing expediently in all fields. On the basis of expertise the following roles were identified within our team:

• Initiator: the one who make suggestions to the group about new ideas and puts up a novel point towards which concerns, solution or goals are sought.
• Information seeker: Person that seeks for clarification and justification on the basis of facts to a point proven (Hackman and Wageman, 2005).
• Coordinator: The one who clarifies the relationship and attempts to pull out successful ideas and mediate within a group.
• Energizer: Herein the individual prompts the group to undertake an action or decision. It stimulates group to do the high quality of work (Lee, 2013).

I think that the significance of this course of the assignment was to facilitate learning in a group framework.  The lessons are imparted to enrich my base of knowledge for personal and professional development.

In particular, all were strong performers in our group, and all of them reflected traits of quality work. The final results that came were magnificent, and all contributed to 100% effort in the best manner they could. The significance of working in groups was to acquire skills in which one lacked and to search protocols to solve a problem with efficacy (Hall, 2004). We were able to grasp over all the qualities by sharing roles of performance within a group as per the changing situations. We were given tasks and roles were specified to us on the prior basis that suit best in the situation to fulfil the task. This indeed gave us a unified direction, and team synchronisation was assured to meet the goals.

If in any case, an obstruction appeared it had the potential to affect the planning and coordination of the team. This is one of the weaknesses that was highlighted but apart from that each member was allotted task as per their capabilities resulted in the specialisation of work performances and completion of the task was well within the time duration. Every member substantial efforts and contribution were counted and as such held relevance.

Evaluation

In the past, I had worked in groups, but such groups were self-constructed by us after checking who shared a similar level of opinions. But in this course when I was put into a group it was tough for me to adjust in the initial phase as I found difficulty in proving my point and convincing others to my point. According to Tuckman’s team theory, this phase was forming where there was period recognised conflicting (Senaratne and Gunawardane, 2015).

The individuals belonged to a different culture and had different beliefs to gather a common solution to a problem was an intricate and lethargic process. In the course of learning, I was able to understand the significance of compromise and adjustments that one needs to make a group work wherein there are differences in opinion and perspectives of individuals (Fulk, Bell and Bodie, 2011). I believe the lessons learned during this initial phase engraved within me rich values and ethics to support and consider viewpoints of others before reaching to conclusions. It is important to accept what is good for the group and not be selfish to think about oneself. These values have instilled upon me to think for all and not just for myself.

Egoism and anger were two key factors that guarded me and restricted to express easily what I believed in. In the group session, I personally worked on the two issues with the help of my colleagues who motivated me to overcome the flaws.

Further then the phase of storming is identified where the conflicts are generally resolved down (Zimmerman, 2002). Even during the most turbulent time’s cohesiveness was something that never let our team fail. We were focused and learned smart ways to move in perfection to strive in a group to meet our common goals. We toiled together in an unfailing bond that made us sure about our accomplishment of goals. It is one of the foremost factors that were taught to us after collaborating us into a team that we were to share common goals that were for the betterment of all (Wearing and et.al., 2010). In future, this teaching will be beneficial as when I shall work in an organisation it will be important for me to set aside my personal aspirations and work for the betterment of the organisation and capitalise their goals.

Conflicting situations are one of the most known and common aspects seen within a group framework (Fan and et.al., 2001). But nevertheless our group creation of a friendly environment where there were clear policies on giving a fair chance to all to express their opinions never really led to any conflicts. The difference in opinions was recognised when there was group discussion but looking through others point of view turned out to be the solution to resolving such conflicts. At times I was put in a situation to mediate between the conflicting personalities. I worked within the difference of opinions by placing strong points that were from the group interest and results were positive in resolving the personal issues in a cordial manner.

Analysis

At times I was given multiple roles looking at my capabilities, but this made me realise that I often got into the zone of disorganised, which affected my quality of work. In such multiple task allocation, I was able to foresee my need to work on organising skills. Further working in a team also emphasised on having good communication skills to influence and convince others without hurting any sentiments. My confidence reposed as, and when I went through the group’s session, I could develop and excel my communication skills to a much greater extent from the initial phase.

Conclusion

As I worked through the group I could see that obstruction in terms of likely unavoidable circumstances like different perceptions, mixed opinions to solve a problem from a backend, are unmanageable. It is important that members are required to have face-to-face interactions to solve problems amicably (Dexter, 2010). The longer member intact as a group, the more are the chances to resolve the problem.

Further, novel ideas must be encouraged to determine creative solutions for problems to achieve the strategic goals. In a team following the traditional ways make things lethargic and boring. Having brainstorming sessions will help facilitate innovative thinking to solve the issues.

Lastly, it is important to organise and have contingency plans in cases where there are impediments regarding solving a problem. The contingent plan will act a resort to create peace and harmony thus keeping things intact and systematic (Hackman, 2011).

If I was asked to work in a team, I would love to participate as my perceptions are changed, and I am capable of connoting different phases of personal development during this course and had been specifically fascinated towards self-awareness. I am sure that I will be able to venture new opportunities and induced by the core elements taught from this class.

I believe that these learning has entrusted to me the qualities of a good leader as I have undergone a change that is positive and motivational to surpass with achievements that are in a benefit for the group. The time management skills and communication skills have assisted me in growing intellectually with a strong, promising network. The roles that I played effectually during my group session could be reflected through the positive results gained by a group at the end. The session has made me more determined and inclined towards making positive interactions putting aside personal motives and looking what is in better for the group. With the help of this whole session, I am a completely changed person now who prompts for creative thinking to solve a particular problem that is going through a monotonous way of working. Being more systematic and focused has entailed upon unwavering personality development within me.

This team assignment was one of the turning points in my learning as I considerable grasped learning’s about team dynamics.  A clear, systematic manner of working has helped each one of us to learn in a networked way. There are obstacles identified along the way, but with this learning, I was able to understand that one should set up a priority list to get done with the work as per the priorities with specific areas completed and optimally utilising the resources allocated to the group. 

Reference

Book and Journal

Dexter, B., 2010. Critical success factors for developmental team projects. Team Performance Management: An International Journal. 16(7/8). pp.343-358.

Fan, D and et.al., 2001. Pursuing professional development: The self as a source (Vol. 63, No. 59, p. 4). Boston, MA: Heinle & Heinle.

Fulk, H.K., Bell, R.L. and Bodie, N., 2011. Team management by objectives: Enhancing developing teams’ performance. Journal of Management Policy and Practice. 12(3). p.17.

Fuller, A. and Unwin, L., 2004. Integrating organisational and personal development. Workplace learning in context, pp.126-144.

Hackman, J.R. and Wageman, R., 2005. A theory of team coaching. Academy of Management Review. 30(2). pp.269-287.

Hall, D.T., 2004. Self-awareness, identity, and leader development. Leader development for transforming organizations: Growing leaders for tomorrow. pp.153-176.

Lee, M.R., 2013. Leading virtual project teams: Adapting leadership theories and communications techniques to 21st century organizations. CRC Press.

Senaratne, S. and Gunawardane, S., 2015. Application of team role theory to construction design teams. Architectural Engineering and Design Management, 11(1), pp.1-20.

Wearing, A. and et.al., 2010. Leadership and trust: Their effect on knowledge sharing and team performance. Management learning.

Zimmerman, B.J., 2002. Becoming a self-regulated learner: An overview. Theory into practice, 41(2), pp.64-70.

Online

Hackman, R. J., 2011. Six Common Misperceptions about Teamwork. Available from <https://hbr.org/2011/06/six-common-misperceptions-abou >. [Accessed on 1 February 2017].