Contribution of team members throughout the project
Team members’ contributions throughout the project
Name of the Student
Affiliation with a University
Course
Name of the Professor
Date
Introduction
In both businesses and academic initiatives, teamwork has proven to be essential. The team will always have a clear goal and target to meet by the conclusion of the term or time frame. The team must have a compelling and shared cause for being together. During the semester, Jenny, Ahmed, Yijuan, Erik, and I established a group of five students. The team members were debating whether or not to make a decision and collaborate on serious academic work. Dreu and West (2001) The team also assesses the collective work output to assess the performance contribution.
The team engaged in two slide-making projects, the first of which was on being proactive in teamwork; the second project was on developing a slide on motivation as a theme, where members contributed to make the project a success. Rotman, Preece, Hammock, Procita, Hansen, Parr, and Jacobs (Rotman, Preece, Hammock, Procita, Hansen, Parr, & Jacobs, 2012).
Discuss how you contributed to the team’s abilities.
I provided numerous abilities to the teamwork, including but not limited to communication. My communication abilities served as a solid foundation for teamwork, particularly during the presentation and when I was leading a new motivating project. Good communication enabled me to speak frankly and honestly with my team colleagues, pointing out places on the slides that needed to be adjusted. It also helped us alter our expectations and figure out how we’d fulfill deadlines.
My time management skills were also a valuable asset to the company. It’s important to remember that time management, responsibility, and accountability are the foundational abilities for successful teamwork. The team was able to set acceptable timetables for the group work assignments thanks to their great organizational skills. Learning better techniques to balance different deadlines during projects was also aided by time management skills. Apart from handling academic teamwork, this helped me with my homework.
Another important quality that I brought to the team was the ability to listen. I was able to accept varied suggestions from other team members since I was open-minded. Having good listening skills allowed me realize that other team members may see things from a different viewpoint, resulting in varied opinions within the team. By listening to other team members’ perspectives, I was able to get multiple perspectives on situations. It sparked new ideas for the team that I hadn’t explored before.
Finally, my critical thinking skills played an important role in the project’s success. It enables me to make better and more informed decisions while working with my team on projects. When it comes to fresh ideas, a different method from critical thinking is always certain to produce superior results inside the team. When discussing the project, critical thinking helps in deeply examining diverse opinions from group members in order to produce a successful and constructive approach for getting better results.
What skills did you bring to the table that others didn’t?
Our team was more effective when working on the projects when we used each other’s strengths and skills. Being able to tap into different expertise from different group members provided numerous benefits to the team, including time management, which allowed the projects to be completed on time. integrating varied skills, for example, Jenny shone on conceptual thinking throughout our projects, Erik was a guru in team planning, and Ahmed thrived in a presentation; these skills blended effectively to contribute to the success of the projects, which were handled by our team. Byrd and MacDonald (Byrd & MacDonald, 2005).
My management abilities brought team togetherness and exposed the group to different experiences from the diverse viewpoints and talents of another team through cooperation. When working on the projects, bringing different skills and ideas together created fertile ground for brainstorming and innovative problem solving within the group. The complimentary abilities also allowed team members to lend a hand on the challenges in order to come up with the most reliable and creative solutions for the projects. The complementing abilities of the team members also gave an opportunity to expose some of the team’s innovative ideas; it allows for the sharing of different perspectives and experiences, ensuring that the projects succeed.
How did these exercises help you build (better) your skills?
I become a better listener through actively participating in group events. Constant focus on bonus points and comments from other team members aided in the development of professional listening and communication skills, which are critical in teamwork. In addition, I increased my coordination abilities, which will enable me to collaborate effectively with other team members. Being part of a group of five people with diverse perspectives and thoughts led in the pooling of ideas that I could use to better my coordination. (2010) (Lei, Berger, Allen, Rosenberg, and Plummer).
Working as a team allowed me to grow and increase my abilities and knowledge; this was made possible by first knowing my responsibilities. I could utilize my talents and share my teamwork with other members during the project by looking at the roles that I could play within the team.
Discuss your contributions to the team.
Why do you want to play common roles? If not, what was unique about this team or this period of time that allowed you to play multiple roles?
Mediation, coordination, and being an elaborator were among the tasks I played on the team; as a mediator, I constantly took part in moderating group conversations, where I was allowed to interject my own views and ideas whenever appropriate. As a coordinator, I was able to shift to leadership or subordinate roles and responsibilities depending on the project the team was working on. The parts I played were not typical. Despite this, because of the importance of the projects we were working on, I allocated roles and duties using my leadership skills and teamwork guidance.
What strategies did you use to deal with team leadership challenges?
It was difficult for me to adapt and truly take ownership of the group’s role as a first-time coordinator and leader. It was particularly challenging to delegate tasks to other team members and to come up with fresh ideas for the group in order to ensure that all of the projects we worked on were successful. Madsen and Mabokela (Madsen & Mabokela, 2014). It was critical that I make changes to the roles that I had been allocated. Making changes allowed me to feel more at ease with my teammates.
How effective was this?
As a team leader, I made adjustments that resulted in the team’s success, which the team accepted. Working effectively with my team members helped to promote knowledge and spirit throughout the team, resulting in the team’s projects being successful. By adjusting my leadership positions, I was able to display great teamwork abilities, which was aided by encouraging team collaboration. Having strong and dedicated leadership is the foundation of forming a good team. The entire team had the working morale of delivering the projects on schedule once I adjusted my leadership skills and responsibilities.
How were diverse expectations and disagreements managed, as well as expectations and work styles?
Every team member had various expectations and styles at the start of the projects, which they expected to be implemented when performing project tasks. Throughout the projects, each team member was given the opportunity to express his or her expectations as well as the styles that the group may employ to complete the tasks. After deliberating on all of the members’ expectations and styles, the team came up with two diametrically opposed views, which were then voted on by the members to establish one common style and expectation for project management. (2000, Rahim, Magner, and Shapiro).
Evaluate the overall performance of your team. What did you accomplish very well, and what did you do really poorly?
The team’s overall performance was rated at 95%. The team’s strength was its performance in conversation, inventiveness, coordination, and presentation. On the presentation task, 98 percent of the students performed well. Apart from performing exceptionally well in discussion, innovation, and presentation, the team struggled with time management, with some members arriving 10 minutes late for the discussion.
What are some ways you can improve (be specific)?
Some team members found it difficult to enhance their time management. It can be improved by imposing fines on any team members who fail to follow the team’s time management standards.
References
C. K. De Dreu and M. A. West (2001). Minority dissent and team innovation: The value of decision-making involvement 1191, Journal of Applied Psychology, vol. 86, no. 6.
D. Rotman, J. Preece, J. Hammock, J. Hammock, K. Procida, D. Hansen, C. Parr, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs, D. Jacobs (2012, February). Motivational shifts in collaborative citizen science programs. Computer Supported Cooperative Work: Proceedings of the ACM 2012 Conference (pp. 217-226).
K. L. Byrd and G. MacDonald (2005). First-generation college students’ opinions on defining college readiness from the inside out Community college review, vol. 33, no. 1, pp. 22-37.
S. A. Lei, A. M. Berger, B. M. Allen, W. Rosenberg, and C. V. Plummer (2010). Strategies for ELL college students to improve their reading skills. Impromptu Reading
References
De Dreu, C. K., & West, M. A. (2001). Minority dissent and team innovation: The importance of participation in decision making. Journal of Applied Psychology, 86(6), 1191.
Rotman, D., Preece, J., Hammock, J., Procida, K., Hansen, D., Parr, C., … & Jacobs, D. (2012, February). Dynamic changes in motivation in collaborative citizen-science projects. In Proceedings of the ACM 2012 conference on computer supported cooperative work (pp. 217-226).
Byrd, K. L., & MacDonald, G. (2005). Defining college readiness from the inside out First-generation college student perspectives. Community college review, 33(1), 22-37.
Lei, S. A., Berger, A. M., Allen, B. M., Rosenberg, W., & Plummer, C. V. (2010). Strategies for improving reading skills among ELL college students. Reading Improvement, 47(2), 92-105.
Madsen, J., & Mabokela, R. (2014). Leadership challenges in addressing changing demographics in schools. NASSP Bulletin, 98(1), 75-96.
Rahim, M. A., Magner, N. R., & Shapiro, D. L. (2000). Do justice perceptions influence styles of handling conflict with supervisors?: What justice perceptions, precisely?. International Journal of Conflict Management.
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