Effective management techniques
Identify challenges you had working on assessment 1 and how you can effectively manage them. In your response you must discuss relevant management theories and concepts
Effective teamwork is a significant aspect of the success of some association. There are a lot of advantages of teamwork; the most notable is that the enthusiasm of employees has increased. The purpose of this article is to determine the effective management techniques of the team development stage and the roles played by different team members to operate effectively. The two key parts of this article are effective management techniques during the team development phase and the roles played by different team members in effectively operating and identifying the challenges you encountered in assessment 1, and how to manage them effectively. In your reply, you must discuss related management theories and concepts. This article finds that leadership teams can inspire, reward and exhaust (Anderson et al. 2019). The busy work environment has little time for the group leaders and team members to check-in or makes sure they feel creative, happy as well as on the track. Nevertheless, with effective and simple team management skills, there is another option. Finally, managing and creating effective groop in nowadays working environment is very different from not long ago. When developing an effective team, each generation of workers is accompanied by new ideas, rules and methods.
Effective management techniques during the stages of a team's development and the roles different team members play to operate effectively
The learning effective cooperation process is called team development. Most of the research shows that the group has gone throughout certain stages in the process of development.
It includes a time of acquaintance and orientation. At this level, uncertainty is very high moreover people look for authority and leadership. Members who support authority and information might be considered as controlling (Hall et al. 2014). Group members ask some questions for example "What does team providing for me?" "What do you want from me?" "Am I capable?" As members appreciate each other, many interactions are social.
Entering the stage of the storm is the most critical and difficult level. With the emergence of personal personality, this is a phase of competition and conflict. In fact, because of the energy invest in non-productive activities, group performance might decline. Members might have differences in team objectives and might form groups and teams around strong personalities and consensus areas (Haynes et al. 2000). To pass this phase, members must strive to conquer obstacles, accept personal differences, as well as propose conflicting thoughts about group tasks or objectives. The team can get into a problem at this level. Failure to solve the conflict might cause lasting issues.
If the group passes the storm phase, then conflict will be solved moreover a few degrees of unity will appear. In the normative phase, a consensus is a reached on which the leader is furthermore role of every member. Interpersonal differences began to be solved, and solidarity and cohesion began to show (Jowah 2015). At this level, as member learn to cooperate furthermore start to concentrate on team objectives group performance will get better. Nevertheless, this harmonious relation is precarious; moreover, if there are differences again, the group may fall into the storm.
In this stage, cooperation and consensus have been established; the group has matured, organized as well as functioning well (Mehta and Majumder 2018). The structure is stable and clear, moreover, members are dedicated to the mission of the team. Conflicts and Problems still arise, although they are dealt with constructively.
During the recess, many team’s goals have been achieved. The focus is on packaging the final task and recording the work and outcomes. As the workload reduces, an individual member can be reassigned to other groups, or then the team is disbanded. It may be regrettable at the end of the team, so it may be useful to politely identify the team’s work or success (Mokrova 2014). If the group is an answerable standing committee, the fresh members can replace the members, moreover, the group can return to the establishment and onslaught stage furthermore repeat the process of development.
When you join the group, how do you identify what to do? How do you know acceptable behaviour or required performance level? The team usually develops specifications that guide the team member’s activities. Group norms set standards for the behaviour, performance and attitudes that every team members follow (Rossler et al. 2017). Norms are just like regulations, although they are not written down. Rather, all members of the team know them secretly. The norm is effective as the group members need to support the group and maintain the relationship in the team, and when the norm is violated, there will be sanctions or peer pressure to force them to comply with the regulations.
The specification is the result of interaction between group members during the process of development. Primarily, during the formation and development phases, the specification focused on the prospect for commitment and attendance (Thistlethwaite et al. 2016). Later, in the specification and implementation phases, the specification focused on relationships as well as performance levels. Performance specifications are very significant as they describe the stage of standards and work that verify team success. As you may expect, leaders play a significant role in establishing production norms by setting an example and rewarding the desired behaviour.
It is an extroverted and dynamic member of the group. They are usually impatient, provocative and argumentative. These characteristics might mean that they have friction with the other team members, particularly people-oriented member (Anderson et al. 2019). Because of Shaper’s personality, they pushed the group towards reaching agreements and decisions, eager to eliminate obstacles and accept challenges.
Implementers can get the job done-they can turn ideas and discussions into practical actions. Implementers do their due diligence and hope that things can be done correctly. They are very pragmatic and organized, so they can obtain the job complete (Hall et al. 2014). Implementers may be helpless instead of always being open to innovative ideas or new ways of doing such things. Implementers prefer to stick to ancient, tried or tested techniques rather than accept innovation and change.
It is a task-oriented member of the team. As the name suggests, they like to finish the task. The finisher/finisher maybe someone who is worried about goals and deadlines they are a perfectionist who has better attention to detail, although worry about the delegating responsibilities (Haynes et al. 2000). They would instead do something by themselves, but also understand that they did it correctly rather than entrust others to do it.
Team workers help by providing encouragement and support to other team members. This team-centric member cares about the management of other members of the team. The group members are cheerful and cheerful, willing to listen and serve as a team consultant (Jowah 2015). Team workers are generally famous members of the group, capable to negotiate effectively as well as work hard for the benefit of the team. However, a team collaborator may not be able to hesitate in group decision-making—the relationship between a member’s welfare and the team’s ability to deliver is broken.
We cooperate effectively. We understand each of our strengths and make sure we have used them. The primary challenge after the formation of the team is how to manage the work to finish the task on time. In essence, we all feel comfortable as team members – now all of us are disappointed with the results (Mehta and Majumder 2018). As a team, we want to speak out moreover challenge with confidence. ‘The administrative method of scientific management is not focused on improving worker productivity and efficiency but is focused on helping managers coordinate organizational responsibilities. Max Weber developed a bureaucratic management method. Weber is a German citizen and is very interested in industrial capitalism, especially how to succeed in some areas rather than others. Weber went to the United States to observe industrial capitalism and determined that the United States uses professional managers, business and economic relations, while in Germany, people are given an authoritative status based on social status and connections, and business and family are highly related (Mokrova 2014).
To help eliminate the social prerogatives and favoured behaviours that are common in family businesses, Weber proposed a bureaucratic approach. Bureaucracy has a negative connotation today, but in the true definition of the term bureaucracy, it is based on an impersonal structure with clear authority, responsibility, formal procedures, and separation of management and ownership rights (Rossler et al. 2017).
At the end of the project, the significant thing is that what we have learned from teamwork skill or experience. During the tenure of cooperation, several conditions continue to emerge, as well as we were tested on the scale of making decisions, dealing with stress and exceptions. If we do not work together, we will be incapable. Even if the design process is broken down into components, when we encounter difficulty in work, we often talk to each other. As an outcome, we manage to attain fruitful outcomes, thereby enhancing our information, potential furthermore overall capability.
Anderson, O., Hisamatsu, R., Dubin, L., Mergos, J. and Vordenberg, S., 2019. An asynchronous, interprofessional teams and teamwork experience for the first-exposure learner. Journal of Interprofessional Education & Practice, 14, pp.47-52.
Hall, P., Brajtman, S., Weaver, L., Grassau, P. and Varpio, L., 2014. Learning collaborative teamwork: an argument for incorporating the humanities. Journal of Interprofessional Care, 28(6), pp.519-525.
Haynes, Christopher H. Hand, Shirle, R., 2000. Teamwork after introduction of interprofessional services in a general practice. Journal of Interprofessional Care, 14(4), pp.409-410.
Jowah, L., 2015. Project Management Tools and Techniques for Effective Project Execution. Journal of Business and Economics, 6(10), pp.1762-1774.
Mehta, P. and Majumder, P., 2018. Effective aggregation of various summarization techniques. Information Processing & Management, 54(2), pp.145-158.
Mokrova, L., 2014. METHODS AND TECHNIQUES OF INTANGIBLE ASSETS MANAGEMENT. Effective crisis management, (4), p.50.
Rossler, K., Buelow, J., Thompson, A. and Knofczynski, G., 2017. Effective Learning of Interprofessional Teamwork. Nurse Educator, 42(2), pp.67-71.
Thistlethwaite, J., Dallest, K., Moran, M., Dunston, R., Roberts, C., Eley, D., Bogossian, F., Forman, D., Bainbridge, L., Drynan, D. and Fyfe, S., 2016. Introducing the individual Teamwork Observation and Feedback Tool (iTOFT): Development and description of a new interprofessional teamwork measure. Journal of Interprofessional Care, 30(4), pp.526-528.
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