Recently, the question of team management, team building methods, increasing the effectiveness of managerial communication, and cross-functional communication between related departments has been increasingly raised. The competitive advantage is the flexibility of the organization, focus on results, and the ability to rebuild depending on the current situation. That is why the matrix structure of the organization and project work are becoming more and more common. Any work on a project is inevitably associated with forming a project team, building a communication system in it, and special training in teamwork. Therefore, it is very important to analyze group activities, dynamics, and group processes. In this paper, I significantly replicate the Medline team assignment over the route of five weeks and how it contributed to the result that the team generated for the client.
To guarantee a place in a high-class team, and make a significant contribution to its success, I needed to understand what exactly my value and the value of my colleagues were. Throughout the Medline project, I applied the knowledge gained during the GMAB8014 course to perform Sustainable Development Goals 12 (SDG-12) (“Mapping the benefits of a circular economy,” 2017). My contribution as a prioritizer consisted of data analysis, logical processing of information, as well as diagnosing problems, threats, and challenges. In addition, together with teammates, I took an active part in solving difficult tasks and clarifying controversial issues. I have also managed to prove myself as a planner, and my unique skills contributions are the successful application of organizational skills in making schedules, planning, and focusing on details. According to the one I compiled using Sustainable Development Skills 12 (SDS-12), the implementation of structured tasks allowed us to complete the project more efficiently. In my honest opinion, the product we have generated represents the best output I viewed my team as being able to develop. The client was satisfied with his order, which is a confirmation of this.
The group dynamics reflected the positive and negative processes taking place in our project group. In general, it was favorable, as the participants managed to synchronize (Moraga et al., 2019). The team-building process was successful, the logic of the stages was coherent, and goals and objectives were set correctly.
At the initial stage of the team’s development, we looked for a work style, and structure and concretized the personal goals of the participants. The work of the team was highly dependent on formal leaders. There were hidden conflicts, mainly based on responsibility allocation within the team. Then there was a transitional stage, during which issues of dominance in relationships were raised. Such an issue catalyzed conflicts, and we had no option but to approach the professor for guidance and conflict settlement. Within the project group, several small subgroups stood out due to the manifestation of informal solid leaders. Then the productive stage began, during which the participants realized the need for an open expression of emotions and opinions about the goals of the enterprise and their own (Korhonen et al., 2012). We knew that everyone could openly express their opinion, and it would be perceived adequately by both the professor and the group members. Adequate perception of the common goal helped team members differentiate their unique roles within the group, allowing them to turn into a full-scale functioning team. At the final stage, the results of the work were summed up. The participants correlated the experience gained in achieving group-wide goals with the achievement of personal goals. Besides, the role of the formal leader was strengthened. He helped the participants accumulate the acquired knowledge and analyze ways to achieve goals.
Working on a project in a team had many advantages and positive aspects. First of all, it was a competent set of goals that led to the presence of distinct and comprehensive tasks and a detailed system of work. It also enabled the possibility to successfully establish roles and rules within the team to function effectively. Thorough and critical discussion of the ideas has led to the highlighting of some of the most prominent ideas. Both the proposal as a whole and its details were discussed, so the likelihood of defects was reduced. During the teamwork, the risk of making an erroneous decision and the danger that some important facts would not come into view decreased. In addition, all team members showed qualities that were important for collegial cooperation. At the very beginning of the work on the project, the participants learned how to recognize and embrace the ideas of others in a tolerant, orderly, and respectful manner.
Unfortunately, while working in the team, I also had to face negative moments and various conflicts. They were caused by contradictions of interests, goals, and opinions of participants. Obstacles to the fulfillment of work tasks and the achievement of personal goals, and personal disagreements between the parties, contributed to the aggravation of the situation. The conflict was provoked by the intersection of the responsibilities of the participants when working on the project, with some members striving for more interesting tasks while abandoning their roles. There were also conflicts based on different approaches to the performance of work tasks, behavioral characteristics, and habits (Fletcher et al., 2021). Nevertheless, we managed to resolve the situation and even benefit from it. The conflicts led to active discussions, which pushed the team’s development to a new, intensive stage.
While working in a team, I have concluded that good communication is the basis of excellent teamwork. Excellent teams communicate well, and often their participants are happy to share ideas, conduct joint brainstorming sessions, ask for feedback and receive objections. For this reason, for the further development of projects, in the future, I will necessarily develop the abilities of the listener and the narrator (Kirchherr et al., 2018). For example, before offering my solutions and suggestions, I would make sure that other team members have been heard and that their thoughts are taken into account. In addition, informal meetings, information exchanges, and discussions between team members should be encouraged. This way, the joint team members will feel comfortable communicating when they need to, and the execution of projects will be more productive. Perhaps I would use collaboration tools to help make progress in group projects at the most convenient time for participants.
This group work experience was productive and positive for me. As a result of working in the team, my educational and cognitive motivation has increased. In conclusion, I would like to express our sincere gratitude to Professor Samantha for her sensitivity and flexibility in working with the team. She made a significant contribution to creating an atmosphere of warmth and mutual assistance, which helped us become more productive and achieve the intended results. Thanks to her energy and patience, I was able to solve professional tasks and implement plans successfully. I appreciate her hard work and am well aware of the extent of her contribution to the development of the Medline project.
Fletcher, C. A., Clair, R. S., & Sharmina, M. (2021). A framework for assessing the circularity and technological maturity of plastic waste management strategies in hospitals. Journal of Cleaner Production, 306, 1-12. DOI: 10.1016/j.jclepro.2021.127169
Kirchherr, J., Piscicelli, L., Bour, R., Kostense-Smit, E., Muller, J., Huibrechtse-Truijens, A., & Hekkert, M. (2018). Barriers to the circular economy: Evidence from the European union (EU). Ecological Economics, 150, 262-272. DOI: 0.1016/j.ecolecon.2018.04.028
Korhonen, J., Honkasalo, A., & Seppälä, J. (2018). Circular economy: The concept and its limitations. Ecological Economics, 143(6), 37-46. DOI: 10.1016/j.ecolecon.2017.06.041
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Moraga, G., Huysveld, S., Mathieux, F., Blengini, G. A., Alaerts, L., Acker, K. V., Meester, S., & Dewulf, J. (2019). Circular economy indicators: What do they measure? Resources, Conservation and Recycling, 146(12), 452-461. DOI: 10.1016/j.resconrec.2019.03.045