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The report needs to be as the following :


1. discuss why you think this group of students has the potential to form an effective work group (Using the teams LPA, Gallup and EQ results).

2. anticipate possible areas of weakness or conflict within the group. ( using the results from LPA, Gallup etc)

3.After choosing the team building activity ( 21 question was the activity- Each person asks group 5 questions). Explain why you believe this activity will increase the effectiveness of the team.


4. Analyse the dynamics and roles you have observed within the team, discussing how it is influenced by team members’ LPA’s, StrengthsQuest Talents, emotionaI intelligence and cultural backgrounds. ( For this part, the group agreed that I (rayaan) was the team leader - influenced by gallup strengths " significance' and 'include'. In contrast to LPA score (1/10 working well with others) . I made sure to lead the assessment whilst including everyones thoughts and opinions. Cabe played the strategic thinker and planner role. Influenced by both gallup and LPA. He thoroughly planned how we will all work together despite possible disputes. Emma played the role of giving ideas out the box - Brainstormed the best activity that will work for all of us, influenced by LPA. Joanna played the planner and achiever (with Cabe) influenced by all 3 of her quizzes Joanna got close to all the members and understood everyones way of thinking. Set our group goals clearly and helped achieve them all. Influenced by Gallup (Achiever, arranger and relator) LPA (working well with others 10/10 and achieving objectives 10/10) and EQ (10/10 relationship management)

5.Reflect on what have you learnt about your capacity to contribute effectively to a team

6. Provide recommendations regarding how you could further improve your contribution to

The importance of diversity in a team

Many business organizations in the current business environment have realized the significance of investing in competitive and talented employees. These organizations believe that the diversity among employees entails the creation of effective work groups that can inevitably help achieve organizational goals. In my perspective, I can reiterate that my team members showcase the potential of forming an effective work group. For example, based on the Laureate Professional Assessment (LPA) results, Cabe and Emma both scored 10 points in analyzing and solving problems. There were positive results in other areas tested, such as working well with others, adapting to change, achieving objectives, learning and self-development. Dutton and Ragins (2017), and Xanthopoulou, Bakker, and Fischbach (2013) elaborate on the positive outcomes when employees work together. Developing positive relationships and balancing emotional demands is key to strengthening team members.

In addition to the ability to form working relationships manifested by the members of this team, there are other traits, such as decision making and networking that are pertinent in achieving the common goals of a company. Based on the LPA results, Emma scored 9 points compared to my points that were below the 5-point mark. Despite the discrepancy between the scores, I believe that this team is better suited to work for as an effective group. Jones and Jones (2013) identify the ability of a team to adapt to change as a crucial objective of every business that wants to achieve a competitive edge against their competitors. Moreover, the authors elaborate that adapting to change involves sharing information and embracing decisions that an effective team further helps an organization to achieve its set goals. In this regard, I would state that this team has the potential of excelling and achieving success as a group.

The current business environment is manifested with ever growing competition that has forced business organizations to adopt strategies purposely to compete successfully. One of the strategies adopted involves investing in a competitive and talented team with an aim of achieving organizational goals. For example, most organizations utilize the diversity evident in their workforce to achieve their stipulated goals and objectives (Guillaume, Dawson, Otaye?Ebede, Woods, & West, 2017). The results derived from the emotional intelligence (EQ) assessment reveals that all the four members are extremely high in emotional intelligence. The results from the EQ assessment are presented the four variables, namely, self-awareness, self-management, social-awareness, and relationship management. All the four team members scored above five points on each attribute and averaged eight points in the EQ assessment. These attributes indicate that the group members have balanced emotional intelligence that is imperative in building positive impact at the workplace, for example, team effectiveness and job performances as pointed out by Farh, Seo, and Tesluk (2012), and Khalili (2012).

Assessment of team members' strengths and weaknesses

On the other hand, the results from the Gallup Strengths Survey revealed different individual traits that are capable of amplifying this group’s cohesiveness. For example, Joanna’s assessment results revealed that she was an achiever, analytical, and disciplined. Cabe’s results indicated that he was strategic, learner, and self-assurance. Emma’s five themes identified as input, ideation, connectedness, context, and intellection further indicated the quality traits that would propel this group as an effective work group. In addition to my results which were as follows; include, ‘relator, significance, positivity, and woo’ revealed the assortment of traits that each member would bring to the group. The traits resulting from this assessment match the qualities presented by Moreland, Levine, and Wingert (2013), such as fostering cohesion and trust that are vital in building an effective work group.

Despite the strengths revealed by the assessments, there are traits that might elicit conflict or weakness within the group. For example, the LPA results reported that Emma and Cabe both scored four points in analyzing and solving problems and working well with others respectively. Similarly, my LPA results reported low marks that were each below five points. Whereas these results might be beneficial to me as an individual, they are not significant to the group and may prompt the group’s disintegration. Triandis (2018) and De Wit, Greer, and Jehn (2012) indicate that the existence of individual differences, such as cognitive elements, cultural background, and overall demography have a high likelihood of causing conflicts in a workgroup.

Additionally, Rahim (2017) notes that the lack of emotional balance and failure to address individual differences may reduce a group’s performance and efficiency. When compared to the results derived from the Gallup Clifton strengths and the EQ assessment, the LPA outlines some of the individual differences based on the attributes scores that might be identified as the source of the group’s weakness or conflict.

The selection of the 21 questions as the activity for team building will evidently increase the effectiveness of the team. First, the activity will question sessions where each person will ask for 5 (five) questions. In my perspective, these questions will enable the team members to know each other beyond the fact that they are colleagues. For example, the questions asked will not only reveal an individual’s strengths and weakness but also help the team members understand each other’s values. Second, the team building activity will provide a platform for the team members to build positive relationships that will increase the effectiveness of the team. Another imperative role that will result from the team building activity includes the process of bolstering communication and teamwork among the team members. Similarly, Cheng, Yin, Azadegan, and Kolfschoten (2016), and Dyer and Dyer (2013) elaborate on confirmed strategies that are known to harness team performance through question sessions. Therefore, the adoption of the questions for the team building activity will ensure that the every team member understands ways of approaching each other. This will also help the team members to identify that specific individual that they will seek when they need help based on the relationship formed in the course of the activity.

Proposed team building activity

After interacting with my team, I observed different roles, for example, Cabe took lead as a strategic thinker and planner roles. These roles fit Cabe as they are influenced by the LPA results test. Accordingly, Cabe’s LPA results indicate that he was awarded ten points in the analyzing and solving problems and eight points in the learning and self-development attributes. In addition to the two attributes, Cabe’s Gallup Clifton Strengths, namely, learner and achiever confirm his role in the team as a strategic planner and a thinker. On the other, Emma’s role of giving ideas out of the box can be exemplified by the high scores she attained in the LPA’s adapting to change, and learning and development attributes. The themes revealed by the Gallup Clifton survey (input and ideation) and the high scores in the emotional intelligence test cements her position in that role.

Joanna’s performance revealed her as the key team player as she played the planner and achiever roles. Joanna’s roles were supported by the emotional intelligence, (relationship management), Gallup Clifton Strengths (achiever, arranger, and relator) coupled with high scores awarded from the LPA assessment (working well with others, and achieving objectives). As the team leader, I was influenced by the Gallup's strengths (significance and include) that helped me lead the rest in the slated activities.

As the leader of the team, I had an opportunity of engaging each member of my team where I got an opportunity to know them better. Despite the fact that some of the results from the assessments failed to exhibit my leadership skills, I was able to lead this team until we achieved the goals we had set. From the interactions, I learned about my unique leadership skills. For example, I was able to work effectively with these team members from diverse backgrounds. I also learned about my learning capability, which was integral to achieving the team’s overall objective. In addition to decision-making skills, I also learned about my communication and problem-solving skills as they helped me navigate and address the needs of the team.

According to Perry, Pearce, and Sims (1999), the role of a leader in a team is to influence others and lead them effectively. The interactions I had with the team members provided an opportunity that helped me identify ways of improving my contribution towards the team. The first area that I am going to improve involves developing new capabilities, such as understanding teamwork processes as described by Day, Gronn, and Salas (2004) that will help improve my leadership skills. Whereas I was able to deal with three team members effectively, I will need to improve in multi-cultural competence that will prepare me to handle future team members from varied diverse backgrounds.

Leadership improvement and competencies

The level of interaction with the team members further indicate that as an effective leader, I need to develop the resiliency character. I will borrow from the suggestions posted by Van Kleef and Roome (2007) regarding the need for business leaders to develop new competencies that involve thinking, networking and coalition building. Pursuing these new competencies and abilities will put me in a sole position as a leader an aspect that will play a crucial role in my future career.

References

Cheng, X., Yin, G., Azadegan, A., & Kolfschoten, G. (2016). Trust evolvement in hybrid team collaboration: A longitudinal case study. Group Decision and Negotiation, 25(2), 267-288.

Day, D. V., Gronn, P., & Salas, E. (2004). Leadership capacity in teams. The Leadership Quarterly, 15(6), 857-880.

De Wit, F. R., Greer, L. L., & Jehn, K. A. (2012). The paradox of intragroup conflict: a meta-analysis. Journal of Applied Psychology, 97(2), 360.

Dutton, J. E., & Ragins, B. R. (2017). Positive relationships at work: An introduction and invitation. In Exploring positive relationships at work (pp. 2-24). Psychology Press.

Dyer, W. G., & Dyer, J. H. (2013). Team building: Proven strategies for improving team performance. New York: John Wiley & Sons.

Farh, C. I., Seo, M. G., & Tesluk, P. E. (2012). Emotional intelligence, teamwork effectiveness, and job performance: The moderating role of job context. Journal of Applied Psychology, 97(4), 890.

Guillaume, Y. R., Dawson, J. F., Otaye?Ebede, L., Woods, S. A., & West, M. A. (2017). Harnessing demographic differences in organizations: What moderates the effects of workplace diversity?. Journal of Organizational Behavior, 38(2), 276-303.

Jones, G. R., & Jones, G. R. (2013). Organizational theory, design, and change. Upper Saddle River, NJ: Pearson.

Khalili, A. (2012). The role of emotional intelligence in the workplace: A literature review. International Journal of Management, 29(3), 355.

Moreland, R. L., Levine, J. M., & Wingert, M. L. (2013). Creating the ideal group: Composition effects at work. Understanding Group Behavior, 2, 11-35.

Perry, M. L., Pearce, C. L., & Sims Jr, H. P. (1999). Empowered selling teams: How shared leadership can contribute to selling team outcomes. Journal of Personal Selling & Sales Management, 19(3), 35-51.

Rahim, M. A. (2017). Managing conflict in organizations. New York: Routledge.

Triandis, H. C. (2018). Individualism and collectivism. London: Routledge.

Van Kleef, J. A. G., & Roome, N. J. (2007). Developing capabilities and competence for sustainable business management as innovation: a research agenda. Journal of Cleaner Production, 15(1), 38-51.

Xanthopoulou, D., Bakker, A. B., & Fischbach, A. (2013). Work engagement among employees facing emotional demands: The role of personal resources. Journal of Personnel Psychology, 12(2), 74.

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