Myparticipation in the class assignments, especially the BusinessManagement unit, has proven to be a platform for development in mypersonal and academic skills. It is through individual and groupprojects that I have continued to build both personal and academicskills. This is evident through the recent group project, which Iworked on with my classmates on the topic, “Communication,motivation and Leadership.” This group project gave us anopportunity to employ a wide range of skills and interact with memberwith different personalities and skills.
Havingbeen assigned the task, we formed a group of four members andselected a leader, whose role was to allocate tasks andresponsibilities, whereby each member was expected to research on thetopic allocated accurately, then present it to the group forapproval. In order to incorporate our ideas, we decided to meet oftenduring and after class.
Acceptingthe allocation of tasks for the team assignment and followingthoroughly in a timely manner was the major strength of the team asit resulted to productivity. According to Humphrey (2010, p.43)effective team leaders should encourage participation by partitioningtasks to each member, as well as, allocating equal portions to ensuresome members are not overwhelmed more than others. The delivery ofresearched resources was timely, which indicated individualdedication to the team.
Havingbeen assigned by the team leader to research on the area ofcommunication, I applied some of the communication skills that we hadcovered in class to ensure communication within the group waseffective. Jonassen (2005, p.407) points out that an onlineenvironment, especially that which encourages the use of electronicmedia, can help to create a community and sustain strong ties.Therefore, the use of communication media such as electronic mail andchat rooms among others ensured that communication was constant amongthe team members. I encouraged the team members to use these Mediasto clarify, confirm, receive and pass information on new developmentsand progress.
Althoughthe team performed well, some of the team members had vast experiencethan others. As a result, the more experienced member ended up makingmore contribution because they researched extensively, more than theywere allocated. However, they challenged the less experienced, andmentored all group members on improving their researching skills foracademic purposes. This allowed the group to grow as a whole andbecome more self-composed and organized.
Inconclusion, the success of the group can be credited to themanagement class as it is in that class that we have learned the waysand need for effective communication and leadership. Thus, theundertaking of the group project provided a platform for employingthe acquired knowledge for personal and academic development. This isevident because b the end of the group assignment, the team membersbecame more confident in their presentation, while others feltcapable to researching better in their individual projects because ofthe mentorship in the group. Overall, the team fostered growth amongthe members, which will help the members to work effectively withothers teams in the future.
Humphrey,W. S. 2010. Introductionto the Team Software Process.SanFrancisco: John Wiley & Sons
Jonassen,D. H. 2005. Handbookof research on Educational Communications and Technology. Boston: Cengage Learning.