Project Self and Team Analysis
Project Self and Team Analysis
During this class, active listening was among my strongest quality as a member of the project team. I always paid attention to whatever other project team members said. I captured virtually everything. During the group meetings, I always took personal notes regarding the main points captured from the discussions held throughout the project meeting. In case I did not understand clearly what a group member said, I always made sure to ask for clarification. Furthermore, the manner in which I sought the clarification was more appropriate and less interruptive one. I would simply put it in a gestured hand raise or even wait for the project team member to finish what he/she was saying. After getting the response, the other member would reply uninterruptedly. I would nod and make a certain positive and affirmative sound to signify that I got the point. In cases where I did not get the point, even after the team member explained it, I would wait until the group session was over and seek further clarification from the particular team member.
I, additionally, made sure to speak out my mind in the course of the group meetings. I would make suggestions and put forward points that I thought were important. I knew that any ideas I had would not be useful to the whole project and the team members themselves, unless I revealed them. I also needed to get the satisfaction from having my ideas accepted and fixing those that were not consistent with the particular project. This offered me good room to correct my ideas and even gave me a boost in my knowledge (Tirado, 2013).
I was hardworking member of the group. I delivered the parts I had been apportioned to work on, at the time they were due. I ensured that I did a thorough work to ensure that the work I handed over to the group was accurate and extensively researched. This was in line with some of the set aims and goals of the group. During my research, I consulted with my colleagues where I encountered problems. This helped to improve my relationship with the rest of the members and they also were free to come for my advice whenever they were stuck.
I always took criticism positively. I made sure to reply to any questions, no matter negative or insulting, in the best and positive way I could. I never, at any point, let my emotions take over me because I knew the value placed in the work our project handled. I also knew that any negative response to criticism would potentially result in a bad, broken or limited relationship between the group members. This would then impact negatively the final outcome and performance of the team. We would all suffer the lack of experience in the form of knowledge and even get lower grades. I, in fact, learned a lot from the criticisms that were brought forth by the project team members (Tirado, 2013).
I, nevertheless, was not entirely exhibiting positive qualities and behavior throughout the project meetings. My common fault that I noted is that I did not provide other team members with positive feedback. I always strived to make myself shine even if it meant discrediting other peoples ideas. I did not care about the feelings of other team members because I wanted to be the team member that stood out of the rest. I did not consider the teams project much of an interactive and educational matter but rather a personal matter to my advantage.
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I, occasionally, did not take time to let other members of the project team speak out their minds. I was snappy, and interruptive.
The team members were very cooperative. This did not, however, come about easily. We had to come up with strategies and measures to ensure that our project run smoothly. Therefore, we decided that every member of the team was given a clear role to deal with. This was to avoid multiplication of roles. It was also aimed at saving time, as each member was now mandated with a specific role, and not the whole team dealing with the project all at once. Each member was also able to put adequate focus and energy towards the completion of the part of the project that was apportioned to them. The clear subdivision of job also helped to prevent conflicts. Initially, without a clear subdivision, members would argue about who was to do which part or even some would work on the same role, bringing about a lot of disagreements (Tirado, 2013).
In cases where conflicts arose, the team members looked for means of solving them amicably and also ways of avoiding such future conflicts. For instance, lack of clear roles, as mentioned above, was one source of conflict among the team members. To deal with it, members decided that there was to be clear subdivision of roles. Lack of proper communication channels was another problem that faced the group. Information regarding group meetings and other relevant information concerning the group was not properly communicated, while for others they did not receive the communications at all. This brought a lot of confusion while some members felt left out. To solve this, members decided that one person was to be mandated with the task of communicating to the rest of the group members. This was to ensure that material was correctly distributed to every individual. The member chosen for this task was given the contact details of all members so that he could directly communicate to them. The group also agreed that in case of conflicts, they would all come together and deal with the problem.
The team also worked together during decision-making. All team members were given an opportunity to give their ideas regarding the matter being discussed. No team member was given priority or made to feel that their ideas were better than those of the rest of the group. This encouraged active participation during group discussions. Also, a variety of ideas were provided, which allowed the team to have many options to choose form. The members were also given the opportunity to defend their ideas, expound on them and convince the team members that their ideas were better for the group. In deciding which idea suited the group the best, all members participated. Secret voting was decided as the way of deciding among all the ideas provided, and the idea with the most votes was passed as the one to be applied. This prevented team members from feeling that their ideas have been sidelined or ignored and others have been favored
At the beginning of the project, the group decided that it was important for them to come up with set goals, which every member was supposed to work towards. All the members participated in setting of these goals, which further encouraged the team work spirit. All members were given the opportunity to suggest the goals of the group and the means or the methods that each individual and the group as a whole would use in attaining these goals. Ensuring that all team members participated in the goal setting forum helped in preventing resistance on the grounds that some members were not consulted. This also prevented the notion that particular section of the group dominates the group (Tirado, 2013).