Teamwork: Raft Building
Raft building was the task I think I showed most of my teamwork skills and some leadership. In teams, we were assigned a task to design and build a raft that would be functional and efficient in water because we were to compete in a race against all the other teams. We were given around 20 minutes to complete the task which encouraged us to concentrate and work coherently as a team because we were under time pressure. Every team was restricted to 5 questions which could be asked to the staff members. We had to think strategically and make sure that the questions asked were questions that couldn't be answered by any of the team members. For example, none of my team knew how to attach the bamboo sticks together with rope in the most strong, stable and effective manner, so we decided it would be appropriate to ask how to tie the best knot. However, we managed to forfeit some of our questions by asking the staff members careless questions such as 'what time is it?'. Another restriction was that whilst racing, all members of the team had to be sitting on the bamboo sticks which means it was harder for us to balance and paddle in the water. In attempt to resolve this issue, we put cross sections with the bamboo so that it was easier to balance on. There were 4 teams competing in this challenge. My team consisted of 4 males and 2 females. Individually we all have big personalities and are extroverts. Therefore the dynamics of the team were very loud and energetic. Our advantage was that we were able to work well together to construct the raft as we had a similar idea on how the layout should be.
Coming into this task, I was quite tentative because I knew little about how to build a raft. However, I respond well to instruction and I am a fast learner. I took the role of teamworker rather than be the leader because as a team we decided that Chris was most knowledgeable on how to build a raft and he would be able to give instructions well. The way in which I contributed was, after initially being taught by a staff member how to attach the bamboo together with rope, I was able to easily apply what I had learnt and tied most of the raft together. I also attached the tires to the bamboo sticks using another style of knot which I also learnt from the staff members. However, I showed some leadership because after learning which knots are the strongest to use for particular parts of the raft, I instructed and supported my other team members on how to tie them. Teaching others this allowed the raft to be assembled faster.
I think that I was a hardworking member of the team and because I am a visual learner, I was able to learn how to tie the knots very quickly so I was able to attach many of the bamboo sticks and I was able to assist other team members who weren't so sure how to tie them. However, due to my physicality, sometimes my knots were too loose and therefore I needed help to tighten them so that the raft would be stable enough in the water. Overall, I think I performed well at my tasks because I stayed focused and I followed instructions well. I think that I was able to appreciate and value the members of the team. For a team to work, the members need to show respect for one another and appreciate their roles and contributions. For example, in Belbin's theory, he demonstrates that a team requires a variety of different roles to work. I think that because I valued and encouraged my team members by listening to their ideas and encouraging them to voice their opinion, they felt more confident to make larger contributions to the team. Lastly, I think in this activity I showed my interpersonal skills which shows that I am a good communicator. For example, I was an active listener. I made the effort to hear, understand and judge my team members ideas. I was an active questioner and I was assertive.
I think that we performed well as a team because we were able to work together with limited conflict. At the beginning, we wasted time because the team was disorientated as we all had our own individual ideas on how to construct the raft but once the team leader to control and we devised a plan we were able to keep on task and contribute with our skills and knowledge. We were able to work efficiently because the team leader assigned different tasks for everyone to do so that the construction process would be faster. We also had a rotating system because the inflating of the tires was extremely strenuous, therefore, every couple hundred pumps, we would switch the man on the job. However, we did come across some disagreement but it was managed in a constructive way. For example, we disagreed with many of the teams ideas on how to layout the raft. If you disagree with an idea, it is important to concilate it immediately because it can leader to bigger conflict if not dealt with soon. I think that is important that teams discuss disagreements provided that it does not obstruct with completing the task on time. Therefore, since we were pressured with time, the team leader made the decisions.
I think that in this activity, I showed my strengths through my communications, motivation and supporting others. The way in which I showed my communicational skills was through assertion. By being assertive, I was able to work well within the team and help the team work well together. The way in which I showed my assertion was when communicating with my team, I used a calm and questioning styled voice and I didn't react aggressively towards others. This allowed my team to feel valued and respected and feel that they have to something to contribute. I supported others by being open to their ideas and suggestions and appreciate them as ideas that could improve our raft. I also supported by praising and congratulating ideas that were successful. In terms of our group strengths, I think that our competitiveness made our team extremely motivated. We were able to keep focused on the task whilst maintaing a friendly atmosphere. As a team, we had many different ideas that all were valid however we able to quickly determine which idea would best fit the objectives of the task and help us win the competition. Therefore, we were able to turn down some peoples ideas but in a constructive and a non demeaning way. I think that, our team was very receptive to feedback. We could all acknowledge that not everyone is going to see things the same way you do but we all were able to approach the person and give them suggestions. For example, Elouise was concerned that I wasn't tieing the knots tight enough so she suggested that I should position my body a certain way for more strength. I was able to listen to her feedback rather than taking it as criticism. Comparing our team to another (Lachy's team), I think that our time management was much better than others. Our team was able to complete the raft building with minutes to spare, therefore time for quality checking whilst the other team were still tying knots crafting the raft right up until the last minute so they were out of time to make adjustments. As we had the time to make adjustments, it ensured us that our raft was going to stay in full tact whilst in the water which gave us an advantaged compared to the other team. I also think that compared to the other team, our raft's layout of was more practical. We decided to build a raft with a traditional structure which guaranteed us that our raft would float and work (if set up properly). Other teams tried to be more creative with their layout which in turn could jeopardise the efficiency of the raft in the water.
I think that one of my weaknesses was my lack of knowledge and experience on how to actually build a raft. Coming into the task not knowing knowing how to construct a raft, I felt that I couldn't really contribute any ideas to the team and therefore I took a back seat in the decision making. Another weakness was that I physically wasn't able to tie the knots for the raft tight enough and therefore needed extra support from other team members to inspect my work and adjust it. As a group, because we had a bigger team compared to all other teams, it was harder to assign a specific role for each member, therefore I felt like some members contributed more than others and some members were left to do nothing during parts of the task. Also because we had a bigger team, we had more ideas therefore more disagreements and it took us longer for us to come up with an idea that we could all agree on which slowed down production time. Compared to Lachy's team, we had a lack of creativity. For example, we kept our raft structure simple whilst their raft was different to all other groups. Our team was afraid to risk using a layout that hasn't been proven to work, however Lachy's team took that risk and ended up winning the race.
If I was to repeat this task again, I would improve my performance by being more confident and not afraid to look stupid. By this I mean, I could have voiced my struggles with tieing the knots more openly instead of trying to figure out how to do them myself and ultimately not doing them to the correct standard. If I asked more questions, I could have learnt how to do them properly more quickly and thus making the team more efficient. Instead, team members had to go back over my work which wasted time and also made me feel like I wasn't contributing as much. In this activity I played the role of the Team Worker according to Belbin's theory because I supported my other team members and did task I believed would further the progress of the team. In this activity, Belbin team roles were used because everyone was given a different task and role to complete so that we were all contributing to the production. If I were to do the activity again, I would try being the role of Coordinator because now that I have more expertise on how to build a raft I feel more confident to help and guide others on how to build the raft. I would challenge myself in this role because, people would be dependent on me to instruct them and demonstrate how to tie the knots.
Leadership: Catapults
In this task, the aim was to in teams, construct a catapult to use against the other team. The whole camp was split into two teams and as a group we had to devise a plan on how could construct a winning catapult using the materials available (bamboo sticks, rope, a bucket and sponges). The camp leaders gave a quick tutorial on two different ways to build a catapult which we could chose whether to utilise or not. The teams were given 15 minutes to compete the task and we were restricted to using only the given materials. As the team was larger than in the raft building activity, the dynamics of the team were quite hectic and loud.
I took a leadership role in this activity because I instructed the team members on the tasks they were to do and made sure that the team was aware of the purpose and what everyone is working towards. After learning how to tie knots and construct a raft in the raft building task, I felt capable of taking on a leadership role because I was more knowledgable on how to use these materials. I assigned each member a task to do for example, tieing the knots or holding the structure down. I contributed by getting involved in the construction of the catapult, therefore I was leading by example. I demonstrated to the other team members how to tie the knots. I also voiced my opinion on the best knots to use and supporting other team mates by acknowledging and praising their ideas. I took a democratic leadership style approach in this task, therefore I listened to everyones point of view and didn't make decisions until I had heard others' ideas. I made sure that I didn't dictate what people did, rather consult.
I think that I performed well as a leader. I think that I showed integrity and was fair which lead the team to take me seriously. I showed fairness by allocating every member a responsibility so that individuals felt that they were equally contributing towards the burden. I also treated every member equally and didn't give my friends more attractive tasks to do. I think that I had good communication skills as a leader. By that I mean, I was able to identify the nature of the task faced and make a structured plan on what needs to be done. I was also able to listen to the views of the team and utilise their ideas on how to carry out the task. In this role, I tried to make sure that everyone was consistently contributing to the construction of the catapult. I tried to keep my team focused on the objectives to avoid confrontation between the team members however we did come across a few conflicts.
I think that as a team, we performed pretty well because we accomplished constructing a working catapult that was able to through wet sponges at far distances. Therefore the team achieved the objectives set. However, I think that the team lacked in energy especially because it was approaching the end of camp and it was our last activity. Many of the group members disagreed with the way in which we should construct the catapult, however instead of constructively discussing our opinions and devising a plan, some team members didn't really offer any help and started just messing around with the equipment. This means that the team performance was not as effective as it could have been if everyone was fully focussed on the competition.
My strengths in this activity were supporting others and creativity. I supported others through motivation. I did this by consistently encouraging the team and also by setting challenging yet achievable targets that could be done in our time frame. I also supported the team through monitoring their progress and spotting problems. By spotting problems, I was able to adapt the existing plan to solve the problem and get back on track. For example, in the process of construction, I noticed that without the support of the team members holding down the structure, the catapult was unable to stand on its own. To amend the situation, we decided to change the base structure to 3 bamboo sticks holding it down to keep a steadier balance. Creativity was one of my strengths because I actively involved myself in the designing the shape of the catapult along with my other team members. I was able to voice my opinion and we ended up building the catapult with my idea in mind. As a group, our strengths were that we were constantly trying up to come up with ideas and solutions to further improve the structure of the catapult for maximum efficiency. I think that the group was very welcoming to other peoples and ideas and were willing to implement them. Compared to the opposing group, I think that we were more confident with sharing our expertise and voicing our ideas and opinions whilst maintaing a friendly atmosphere.
In this activity my weaknesses were managing my team to the best of my ability and and resolving conflict. These were weaknesses because I found it difficult to work with certain members in the group that decided they didn't want to contribute to the activity. Instead of trying to encourage them and allocate specific jobs for them to do, I decided not to use conflict resolving skills to help the situation and I just ignored it. A group weakness was that our idea kept changing and were unclear which lead us rushing to finish the actually constructing. In comparison to the other team, they had an advantage over us because they identified a clear plan and catapult structure at the beginning so they were able to finish the task efficiently, giving them extra time to refine structure and adjust knots and test out how far the sponges would fly.
If I were to repeat this activity, I would improve by addressing the issue of miscommunication and disagreement more effectively. I would try to involve everyone in the group by allocating specific jobs for each member to do so that they don't feel useless.
I think that the leadership theory implemented in this activity was Tuckman's model. I think this because in this activity, at the beginning the teams were not entirely accustomed to each other and relationships hadn't been developed yet. However, as team members began voicing their opinions and giving out ideas on how to build the catapult, the teams relationship developed onto the storming stage. It developed because conflict began to arise due to group disagreement with the catapult structure. After resolving the conflict, the team further developed onto the norming stage because the team member had overcome dispute, recognise that everyone has different views and were able to work together cohesively to get the task done. In the performing stage, we were able to use the product we created together and have an enjoyable experience acknowledging that this was due to working as a team effectively.
Teamwork: Canyoning
In this activity, the whole camp went on a canyoning expedition which lasted for a couple of hours. Every individual in the team had to cautiously climb up rugged rocks and tackle obstacles for example we had to swim through very cold rock pools and devise plans on the best ways to approach climbing a steep rock. In this activity, we weren't split up into different groups and for the most part we were working through the course individually, making our own choice on how to climb the rocks, but as a team, we all had the same goal of getting to the top of the hill and we all made an effort to support any team members that were having troubles. There were no set rules or time restrictions however, we were expected to stick together as a team, therefore, if some people were falling behind, we would stop at a certain points and wait for them. Also there were safety regulations such as we had to have our helmet on at all times unless we were seated.
I didn't have a specific role in this activity because we were divided into teams however, I was able to support and guide other team members at certain parts of the climb for example, up the the gully. I helped by showing them where I placed my feet and telling them which rocks were sturdy enough to step on. I contributed to the group by helping out a team member who had injured herself whilst slipping on a steep rock. I was infront of her when she fell so I was unable to catch her but I climbed back down the steep rock to ensure she was ok, and then helped her up the rock when she felt ready, supporting her with my body. I feel I had more of a team worker role rather than a leadership role in this activity.
I think I performed well in this activity and I was able to accomplish the task and reach the end with limited injuries (a small cut from slipping on a wet rock). There were few objectives or specific task we had to complete aside for reaching the top so I was able to focus fulling on just pacing myself and figuring out the safest routes around the obstacles. However, I was quite hesitant of swimming through the water when approaching the rock pools because I am quite afraid of water and I didn't want to get cold. I was also afraid of not being able to climb up the rocks on the other side of the rock pools because my feet would be wet and I would slip. It took me a while to make the decision to swim through the rock pools but I am proud that I did so and didn't chose to take another route.
As a team, I think we performed well because although a few mishaps occurred in terms of injuries and people falling behind, we all managed to make it to the top. We were able to support the team members around us in different situations for example, the person infront of us would act as a guide on a route to take through the rock paths and also be the ones to help pull us up when climbing up steep rocks that would be too hard to do individually. The team member behind us would be supporting us by catching us if we fell or slipped. Although we had no obligation to work as a team because it was up to the individual to get to the top of the hill, I think that the team was very supportive and had a positive attitude and overall it was an enjoyable experience.
I think that my strengths in this activity were supporting and valuing others, my physical abilities and motivation. I showed support through encouraging team members by acknowledging their efforts for carrying on despite being tired and encouraging them to attempt things they deemed to be to scary. For example, one of my team members was extremely anxious to swim through the rock pools. Despite the fact that I was quite tentative myself, I was able to encourage her to take the risk by reminding her of the teams goals and reassuring her that it was safe. My physical ability was another strength; I am a very active person and am very accustomed to hiking and rock climbing therefore I was very confident with the canyoning challenge. My physicality aided me to complete the task relatively easy in comparison to other members of the team who struggled with stamina or confidence to jump onto the rocks. I think that our groups strengths were communication and focus. I think that most of the team members were able to communicate freely if they were struggling with a certain part of the course and in turn another member would act as support. As the task was extremely action packed it helped the group keep focused on completing the task. If the team was to get distracted for example, throwing rocks, it could have been potentially very dangerous because someone could have easily fallen especially in that setting.
In this task, I think my weakness was my ability to manage and resolve the confrontation that arouse during the task. Whilst canyoning, one of the team members were having difficulties with the course and coped by taking her frustration on another member of the group. I made the decision not to help out in the confrontation however upon reflection, I should have used my conflict resolution skills to manage and end the argument which could have settle the dispute and maintain the positive team dynamics. As a team, I think that we could have been more respectful of the safety guidelines and to our camp leaders. For example, several team members decided to take off their helmets even when advised not to. The rule of wearing helmets was implemented in order to protect our heads in case of a fall and because there were several small injuries throughout the course, I think this was a very valid rule. The team could have shown more respect towards the camp leader; when the group was having a break midway through the course, some members made rude remarks towards the camp leader. This proved to the camp of our lack of maturity as a team compared to other camp groups which is also a weakness.
If I were able to repeat this activity, I would improve it by dividing the whole camp group into smaller groups, that way the teams would have a closer knit relationship and could identify specific team objectives such as the pace they were to move. Also in smaller groups, individual Belbin roles could be identified so that team members were clear on how they were to contribute. I think this would be better because as one large group, some people would be travelling much faster compared to others, therefore members would fall behind which could lead to them feeling anxious or a burden to the group. I think that in this activity the leadership theory used was John Adair's theory of Action Cantered Model. I think this because this task focused on a combination of teamwork and the individuals achievement. The theory suggests that in order for a team to successfully accomplish a task, they need to consider the team, the individual's efforts and the task itself. In this activity we did this because whilst canyoning, we had to work and support each other as a team but also focus on individual efforts and motivate ourself to finish the climb.
Raft building was the task I think I showed most of my teamwork skills and some leadership. In teams, we were assigned a task to design and build a raft that would be functional and efficient in water because we were to compete in a race against all the other teams. We were given around 20 minutes to complete the task which encouraged us to concentrate and work coherently as a team because we were under time pressure. Every team was restricted to 5 questions which could be asked to the staff members. We had to think strategically and make sure that the questions asked were questions that couldn't be answered by any of the team members. For example, none of my team knew how to attach the bamboo sticks together with rope in the most strong, stable and effective manner, so we decided it would be appropriate to ask how to tie the best knot. However, we managed to forfeit some of our questions by asking the staff members careless questions such as 'what time is it?'. Another restriction was that whilst racing, all members of the team had to be sitting on the bamboo sticks which means it was harder for us to balance and paddle in the water. In attempt to resolve this issue, we put cross sections with the bamboo so that it was easier to balance on. There were 4 teams competing in this challenge. My team consisted of 4 males and 2 females. Individually we all have big personalities and are extroverts. Therefore the dynamics of the team were very loud and energetic. Our advantage was that we were able to work well together to construct the raft as we had a similar idea on how the layout should be.
Coming into this task, I was quite tentative because I knew little about how to build a raft. However, I respond well to instruction and I am a fast learner. I took the role of teamworker rather than be the leader because as a team we decided that Chris was most knowledgeable on how to build a raft and he would be able to give instructions well. The way in which I contributed was, after initially being taught by a staff member how to attach the bamboo together with rope, I was able to easily apply what I had learnt and tied most of the raft together. I also attached the tires to the bamboo sticks using another style of knot which I also learnt from the staff members. However, I showed some leadership because after learning which knots are the strongest to use for particular parts of the raft, I instructed and supported my other team members on how to tie them. Teaching others this allowed the raft to be assembled faster.
I think that I was a hardworking member of the team and because I am a visual learner, I was able to learn how to tie the knots very quickly so I was able to attach many of the bamboo sticks and I was able to assist other team members who weren't so sure how to tie them. However, due to my physicality, sometimes my knots were too loose and therefore I needed help to tighten them so that the raft would be stable enough in the water. Overall, I think I performed well at my tasks because I stayed focused and I followed instructions well. I think that I was able to appreciate and value the members of the team. For a team to work, the members need to show respect for one another and appreciate their roles and contributions. For example, in Belbin's theory, he demonstrates that a team requires a variety of different roles to work. I think that because I valued and encouraged my team members by listening to their ideas and encouraging them to voice their opinion, they felt more confident to make larger contributions to the team. Lastly, I think in this activity I showed my interpersonal skills which shows that I am a good communicator. For example, I was an active listener. I made the effort to hear, understand and judge my team members ideas. I was an active questioner and I was assertive.
I think that we performed well as a team because we were able to work together with limited conflict. At the beginning, we wasted time because the team was disorientated as we all had our own individual ideas on how to construct the raft but once the team leader to control and we devised a plan we were able to keep on task and contribute with our skills and knowledge. We were able to work efficiently because the team leader assigned different tasks for everyone to do so that the construction process would be faster. We also had a rotating system because the inflating of the tires was extremely strenuous, therefore, every couple hundred pumps, we would switch the man on the job. However, we did come across some disagreement but it was managed in a constructive way. For example, we disagreed with many of the teams ideas on how to layout the raft. If you disagree with an idea, it is important to concilate it immediately because it can leader to bigger conflict if not dealt with soon. I think that is important that teams discuss disagreements provided that it does not obstruct with completing the task on time. Therefore, since we were pressured with time, the team leader made the decisions.
I think that in this activity, I showed my strengths through my communications, motivation and supporting others. The way in which I showed my communicational skills was through assertion. By being assertive, I was able to work well within the team and help the team work well together. The way in which I showed my assertion was when communicating with my team, I used a calm and questioning styled voice and I didn't react aggressively towards others. This allowed my team to feel valued and respected and feel that they have to something to contribute. I supported others by being open to their ideas and suggestions and appreciate them as ideas that could improve our raft. I also supported by praising and congratulating ideas that were successful. In terms of our group strengths, I think that our competitiveness made our team extremely motivated. We were able to keep focused on the task whilst maintaing a friendly atmosphere. As a team, we had many different ideas that all were valid however we able to quickly determine which idea would best fit the objectives of the task and help us win the competition. Therefore, we were able to turn down some peoples ideas but in a constructive and a non demeaning way. I think that, our team was very receptive to feedback. We could all acknowledge that not everyone is going to see things the same way you do but we all were able to approach the person and give them suggestions. For example, Elouise was concerned that I wasn't tieing the knots tight enough so she suggested that I should position my body a certain way for more strength. I was able to listen to her feedback rather than taking it as criticism. Comparing our team to another (Lachy's team), I think that our time management was much better than others. Our team was able to complete the raft building with minutes to spare, therefore time for quality checking whilst the other team were still tying knots crafting the raft right up until the last minute so they were out of time to make adjustments. As we had the time to make adjustments, it ensured us that our raft was going to stay in full tact whilst in the water which gave us an advantaged compared to the other team. I also think that compared to the other team, our raft's layout of was more practical. We decided to build a raft with a traditional structure which guaranteed us that our raft would float and work (if set up properly). Other teams tried to be more creative with their layout which in turn could jeopardise the efficiency of the raft in the water.
I think that one of my weaknesses was my lack of knowledge and experience on how to actually build a raft. Coming into the task not knowing knowing how to construct a raft, I felt that I couldn't really contribute any ideas to the team and therefore I took a back seat in the decision making. Another weakness was that I physically wasn't able to tie the knots for the raft tight enough and therefore needed extra support from other team members to inspect my work and adjust it. As a group, because we had a bigger team compared to all other teams, it was harder to assign a specific role for each member, therefore I felt like some members contributed more than others and some members were left to do nothing during parts of the task. Also because we had a bigger team, we had more ideas therefore more disagreements and it took us longer for us to come up with an idea that we could all agree on which slowed down production time. Compared to Lachy's team, we had a lack of creativity. For example, we kept our raft structure simple whilst their raft was different to all other groups. Our team was afraid to risk using a layout that hasn't been proven to work, however Lachy's team took that risk and ended up winning the race.
If I was to repeat this task again, I would improve my performance by being more confident and not afraid to look stupid. By this I mean, I could have voiced my struggles with tieing the knots more openly instead of trying to figure out how to do them myself and ultimately not doing them to the correct standard. If I asked more questions, I could have learnt how to do them properly more quickly and thus making the team more efficient. Instead, team members had to go back over my work which wasted time and also made me feel like I wasn't contributing as much. In this activity I played the role of the Team Worker according to Belbin's theory because I supported my other team members and did task I believed would further the progress of the team. In this activity, Belbin team roles were used because everyone was given a different task and role to complete so that we were all contributing to the production. If I were to do the activity again, I would try being the role of Coordinator because now that I have more expertise on how to build a raft I feel more confident to help and guide others on how to build the raft. I would challenge myself in this role because, people would be dependent on me to instruct them and demonstrate how to tie the knots.
Leadership: Catapults
In this task, the aim was to in teams, construct a catapult to use against the other team. The whole camp was split into two teams and as a group we had to devise a plan on how could construct a winning catapult using the materials available (bamboo sticks, rope, a bucket and sponges). The camp leaders gave a quick tutorial on two different ways to build a catapult which we could chose whether to utilise or not. The teams were given 15 minutes to compete the task and we were restricted to using only the given materials. As the team was larger than in the raft building activity, the dynamics of the team were quite hectic and loud.
I took a leadership role in this activity because I instructed the team members on the tasks they were to do and made sure that the team was aware of the purpose and what everyone is working towards. After learning how to tie knots and construct a raft in the raft building task, I felt capable of taking on a leadership role because I was more knowledgable on how to use these materials. I assigned each member a task to do for example, tieing the knots or holding the structure down. I contributed by getting involved in the construction of the catapult, therefore I was leading by example. I demonstrated to the other team members how to tie the knots. I also voiced my opinion on the best knots to use and supporting other team mates by acknowledging and praising their ideas. I took a democratic leadership style approach in this task, therefore I listened to everyones point of view and didn't make decisions until I had heard others' ideas. I made sure that I didn't dictate what people did, rather consult.
I think that I performed well as a leader. I think that I showed integrity and was fair which lead the team to take me seriously. I showed fairness by allocating every member a responsibility so that individuals felt that they were equally contributing towards the burden. I also treated every member equally and didn't give my friends more attractive tasks to do. I think that I had good communication skills as a leader. By that I mean, I was able to identify the nature of the task faced and make a structured plan on what needs to be done. I was also able to listen to the views of the team and utilise their ideas on how to carry out the task. In this role, I tried to make sure that everyone was consistently contributing to the construction of the catapult. I tried to keep my team focused on the objectives to avoid confrontation between the team members however we did come across a few conflicts.
I think that as a team, we performed pretty well because we accomplished constructing a working catapult that was able to through wet sponges at far distances. Therefore the team achieved the objectives set. However, I think that the team lacked in energy especially because it was approaching the end of camp and it was our last activity. Many of the group members disagreed with the way in which we should construct the catapult, however instead of constructively discussing our opinions and devising a plan, some team members didn't really offer any help and started just messing around with the equipment. This means that the team performance was not as effective as it could have been if everyone was fully focussed on the competition.
My strengths in this activity were supporting others and creativity. I supported others through motivation. I did this by consistently encouraging the team and also by setting challenging yet achievable targets that could be done in our time frame. I also supported the team through monitoring their progress and spotting problems. By spotting problems, I was able to adapt the existing plan to solve the problem and get back on track. For example, in the process of construction, I noticed that without the support of the team members holding down the structure, the catapult was unable to stand on its own. To amend the situation, we decided to change the base structure to 3 bamboo sticks holding it down to keep a steadier balance. Creativity was one of my strengths because I actively involved myself in the designing the shape of the catapult along with my other team members. I was able to voice my opinion and we ended up building the catapult with my idea in mind. As a group, our strengths were that we were constantly trying up to come up with ideas and solutions to further improve the structure of the catapult for maximum efficiency. I think that the group was very welcoming to other peoples and ideas and were willing to implement them. Compared to the opposing group, I think that we were more confident with sharing our expertise and voicing our ideas and opinions whilst maintaing a friendly atmosphere.
In this activity my weaknesses were managing my team to the best of my ability and and resolving conflict. These were weaknesses because I found it difficult to work with certain members in the group that decided they didn't want to contribute to the activity. Instead of trying to encourage them and allocate specific jobs for them to do, I decided not to use conflict resolving skills to help the situation and I just ignored it. A group weakness was that our idea kept changing and were unclear which lead us rushing to finish the actually constructing. In comparison to the other team, they had an advantage over us because they identified a clear plan and catapult structure at the beginning so they were able to finish the task efficiently, giving them extra time to refine structure and adjust knots and test out how far the sponges would fly.
If I were to repeat this activity, I would improve by addressing the issue of miscommunication and disagreement more effectively. I would try to involve everyone in the group by allocating specific jobs for each member to do so that they don't feel useless.
I think that the leadership theory implemented in this activity was Tuckman's model. I think this because in this activity, at the beginning the teams were not entirely accustomed to each other and relationships hadn't been developed yet. However, as team members began voicing their opinions and giving out ideas on how to build the catapult, the teams relationship developed onto the storming stage. It developed because conflict began to arise due to group disagreement with the catapult structure. After resolving the conflict, the team further developed onto the norming stage because the team member had overcome dispute, recognise that everyone has different views and were able to work together cohesively to get the task done. In the performing stage, we were able to use the product we created together and have an enjoyable experience acknowledging that this was due to working as a team effectively.
Teamwork: Canyoning
In this activity, the whole camp went on a canyoning expedition which lasted for a couple of hours. Every individual in the team had to cautiously climb up rugged rocks and tackle obstacles for example we had to swim through very cold rock pools and devise plans on the best ways to approach climbing a steep rock. In this activity, we weren't split up into different groups and for the most part we were working through the course individually, making our own choice on how to climb the rocks, but as a team, we all had the same goal of getting to the top of the hill and we all made an effort to support any team members that were having troubles. There were no set rules or time restrictions however, we were expected to stick together as a team, therefore, if some people were falling behind, we would stop at a certain points and wait for them. Also there were safety regulations such as we had to have our helmet on at all times unless we were seated.
I didn't have a specific role in this activity because we were divided into teams however, I was able to support and guide other team members at certain parts of the climb for example, up the the gully. I helped by showing them where I placed my feet and telling them which rocks were sturdy enough to step on. I contributed to the group by helping out a team member who had injured herself whilst slipping on a steep rock. I was infront of her when she fell so I was unable to catch her but I climbed back down the steep rock to ensure she was ok, and then helped her up the rock when she felt ready, supporting her with my body. I feel I had more of a team worker role rather than a leadership role in this activity.
I think I performed well in this activity and I was able to accomplish the task and reach the end with limited injuries (a small cut from slipping on a wet rock). There were few objectives or specific task we had to complete aside for reaching the top so I was able to focus fulling on just pacing myself and figuring out the safest routes around the obstacles. However, I was quite hesitant of swimming through the water when approaching the rock pools because I am quite afraid of water and I didn't want to get cold. I was also afraid of not being able to climb up the rocks on the other side of the rock pools because my feet would be wet and I would slip. It took me a while to make the decision to swim through the rock pools but I am proud that I did so and didn't chose to take another route.
As a team, I think we performed well because although a few mishaps occurred in terms of injuries and people falling behind, we all managed to make it to the top. We were able to support the team members around us in different situations for example, the person infront of us would act as a guide on a route to take through the rock paths and also be the ones to help pull us up when climbing up steep rocks that would be too hard to do individually. The team member behind us would be supporting us by catching us if we fell or slipped. Although we had no obligation to work as a team because it was up to the individual to get to the top of the hill, I think that the team was very supportive and had a positive attitude and overall it was an enjoyable experience.
I think that my strengths in this activity were supporting and valuing others, my physical abilities and motivation. I showed support through encouraging team members by acknowledging their efforts for carrying on despite being tired and encouraging them to attempt things they deemed to be to scary. For example, one of my team members was extremely anxious to swim through the rock pools. Despite the fact that I was quite tentative myself, I was able to encourage her to take the risk by reminding her of the teams goals and reassuring her that it was safe. My physical ability was another strength; I am a very active person and am very accustomed to hiking and rock climbing therefore I was very confident with the canyoning challenge. My physicality aided me to complete the task relatively easy in comparison to other members of the team who struggled with stamina or confidence to jump onto the rocks. I think that our groups strengths were communication and focus. I think that most of the team members were able to communicate freely if they were struggling with a certain part of the course and in turn another member would act as support. As the task was extremely action packed it helped the group keep focused on completing the task. If the team was to get distracted for example, throwing rocks, it could have been potentially very dangerous because someone could have easily fallen especially in that setting.
In this task, I think my weakness was my ability to manage and resolve the confrontation that arouse during the task. Whilst canyoning, one of the team members were having difficulties with the course and coped by taking her frustration on another member of the group. I made the decision not to help out in the confrontation however upon reflection, I should have used my conflict resolution skills to manage and end the argument which could have settle the dispute and maintain the positive team dynamics. As a team, I think that we could have been more respectful of the safety guidelines and to our camp leaders. For example, several team members decided to take off their helmets even when advised not to. The rule of wearing helmets was implemented in order to protect our heads in case of a fall and because there were several small injuries throughout the course, I think this was a very valid rule. The team could have shown more respect towards the camp leader; when the group was having a break midway through the course, some members made rude remarks towards the camp leader. This proved to the camp of our lack of maturity as a team compared to other camp groups which is also a weakness.
If I were able to repeat this activity, I would improve it by dividing the whole camp group into smaller groups, that way the teams would have a closer knit relationship and could identify specific team objectives such as the pace they were to move. Also in smaller groups, individual Belbin roles could be identified so that team members were clear on how they were to contribute. I think this would be better because as one large group, some people would be travelling much faster compared to others, therefore members would fall behind which could lead to them feeling anxious or a burden to the group. I think that in this activity the leadership theory used was John Adair's theory of Action Cantered Model. I think this because this task focused on a combination of teamwork and the individuals achievement. The theory suggests that in order for a team to successfully accomplish a task, they need to consider the team, the individual's efforts and the task itself. In this activity we did this because whilst canyoning, we had to work and support each other as a team but also focus on individual efforts and motivate ourself to finish the climb.
Bruce Tuckman's Model
Bruce Tuckman, born in 1938 is the creator of the Bruce Tuckman Model which studies the theory of group dynamics. In 1965, Tuckman published one of his theories called the 'Tuckman's Stages'. The theory suggests that these stages are necessary and vital in order to construct a team capable of growth, face challenges, plan work and produce results. Tuckman's model suggests that when a team develops maturity and ability and relationships are made, leadership styles can change. For example, a leader will generally start in a directing style and then progress through coaching, then participating and then lastly delegating. Towards the end of the progression, it is possible that a successor leader will be established and the initial leader can move on to develop a new team. The stages in Tuckman's model are forming, storming, norming, performing and adjourning (added in the 1970s).
FORMING
This is the first stage of team building when the team has just been formed. At this stage, members and identified, the task is set, first connections are made and relationships begin and each team member will start to make sense of the group.
At this point, there will be high dependence on the leader for direction and guidance. It will be the leader who will set the team aims and individual roles and responsibilities for the team members have not been established. The leader will be required to inform and answer questions on the team's purpose and objectives but usually the process will be ignored. Team members are usually on their best behaviour at this point and are very focused on themselves, therefore, serious issues and feelings are not addressed and members will focus on keeping busy with their routine job. Throughout this time, members will make first impressions on one another and about the scope of the task.
STORMING
Entering the next stage, this is when ideas from individuals will compete for consideration. Issues such as what problems are needed to be solved and what leadership model is preferred will be addressed. As relationships begin to develop, members will begin to open up to each other and discuss or challenge other's ideas and perspectives. Sometimes a team will progress from the storming stage quickly and other times the team never leaves this stage. It generally depends on the maturity of the team members on whether they will move out of this stage where compromises may be required to enable progress.
The growth of the team is done in the storming stage which means it can be an unpleasant time because usually it is when the team will be in conflict and averse. Tolerance and patience for each team member will be established. Cliques and hierarchy form and there may be power struggles. In this stage, the team needs to focus on the task/goals to avoid becoming caught up in emotional issues.
NORMING
At this stage, agreement and consensus is now formed within the team. The roles and responsibilities of each member has now been clearly established and accepted. At this point, big decisions can be made in group agreement, whilst smaller decisions can be sectioned off to individuals or certain people within the team. The unity of the group is strong and relationships have fully develop, therefore the team may engage in social activities outside the workspace. The team's processes and working style may be discussed and developed. Respect and dependence for the leader will now be more shared out amongst team members.
PERFORMING
The team is now clearly aware of what they are doing and why. The leader step back from interference and participation because the team will now have shared vision and is able to operate on its own feet. The team is able to make decisions against the guidance of the leader and there is a focus on over-acheiveing goals. There will still be small conflicts but they are resolved within in the team in a positive manner by changing the process and structure made by the team. The team needs delegated projects set from the leader but does not require instructions or assistance because team members look after each other.
ADJOURNING
Also known as 'Deforming and Mourning', the fifth stage is the break up of the group, usually and hopefully done when the project has been completed and individuals progress onto their own new things, feeling accomplished. There should be recognition that in this stage, members may be vulnerable because the group will have bonded closely and when leaving the group, the sense of security will be broken and they may feel threatened by the change. Feelings of such generally occur in individuals with high 'steadiness' attributes.
Bruce Tuckman, born in 1938 is the creator of the Bruce Tuckman Model which studies the theory of group dynamics. In 1965, Tuckman published one of his theories called the 'Tuckman's Stages'. The theory suggests that these stages are necessary and vital in order to construct a team capable of growth, face challenges, plan work and produce results. Tuckman's model suggests that when a team develops maturity and ability and relationships are made, leadership styles can change. For example, a leader will generally start in a directing style and then progress through coaching, then participating and then lastly delegating. Towards the end of the progression, it is possible that a successor leader will be established and the initial leader can move on to develop a new team. The stages in Tuckman's model are forming, storming, norming, performing and adjourning (added in the 1970s).
FORMING
This is the first stage of team building when the team has just been formed. At this stage, members and identified, the task is set, first connections are made and relationships begin and each team member will start to make sense of the group.
At this point, there will be high dependence on the leader for direction and guidance. It will be the leader who will set the team aims and individual roles and responsibilities for the team members have not been established. The leader will be required to inform and answer questions on the team's purpose and objectives but usually the process will be ignored. Team members are usually on their best behaviour at this point and are very focused on themselves, therefore, serious issues and feelings are not addressed and members will focus on keeping busy with their routine job. Throughout this time, members will make first impressions on one another and about the scope of the task.
STORMING
Entering the next stage, this is when ideas from individuals will compete for consideration. Issues such as what problems are needed to be solved and what leadership model is preferred will be addressed. As relationships begin to develop, members will begin to open up to each other and discuss or challenge other's ideas and perspectives. Sometimes a team will progress from the storming stage quickly and other times the team never leaves this stage. It generally depends on the maturity of the team members on whether they will move out of this stage where compromises may be required to enable progress.
The growth of the team is done in the storming stage which means it can be an unpleasant time because usually it is when the team will be in conflict and averse. Tolerance and patience for each team member will be established. Cliques and hierarchy form and there may be power struggles. In this stage, the team needs to focus on the task/goals to avoid becoming caught up in emotional issues.
NORMING
At this stage, agreement and consensus is now formed within the team. The roles and responsibilities of each member has now been clearly established and accepted. At this point, big decisions can be made in group agreement, whilst smaller decisions can be sectioned off to individuals or certain people within the team. The unity of the group is strong and relationships have fully develop, therefore the team may engage in social activities outside the workspace. The team's processes and working style may be discussed and developed. Respect and dependence for the leader will now be more shared out amongst team members.
PERFORMING
The team is now clearly aware of what they are doing and why. The leader step back from interference and participation because the team will now have shared vision and is able to operate on its own feet. The team is able to make decisions against the guidance of the leader and there is a focus on over-acheiveing goals. There will still be small conflicts but they are resolved within in the team in a positive manner by changing the process and structure made by the team. The team needs delegated projects set from the leader but does not require instructions or assistance because team members look after each other.
ADJOURNING
Also known as 'Deforming and Mourning', the fifth stage is the break up of the group, usually and hopefully done when the project has been completed and individuals progress onto their own new things, feeling accomplished. There should be recognition that in this stage, members may be vulnerable because the group will have bonded closely and when leaving the group, the sense of security will be broken and they may feel threatened by the change. Feelings of such generally occur in individuals with high 'steadiness' attributes.
John Adair's Action Centered Leadership
John Eric Adair, born May 18th, 1934, is known as one of the leading authorities on leadership and leadership development. He is a British academic and theorist on leadership. John Adair was born in Luton and early in his career he served as a Second Lieutenant in the Scots Guard (1953-1955) and was the only national serviceman to serve in the Arab Legion. After being qualified as a deckhand, Adair worked on an arctic trawler and then progressed to work in the operating tables of hospitals as a hospital orderly. John received a scholarship to Cambridge University and holds a degree in Master of Letters and Doctor of Philosophy
Adair was a senior lecturer in leadership training at the Royal Military Academy Sandhurst and after became the first Professor of Leadership Studies at the University of Surrey.
John worked with Sir John Harvey-Jones and produced a leadership development strategy (1981-1986).
John Adair's simple Action-Centred Leadership model provides a structure on how to lead and manage any team or organisation. This is a simple model which makes it memorable and easy to adapt and apply to a group situation or your own situation.
There are three main areas in the Action Centred Leadership model and leaders should be able to use each element accordingly. The ability to use these areas in a situation suggests that it will ensure that the balance is right, results are made, morales are built, quality is improved and productivity is developed.
John Adair's iconic symboled leadership model is represented by 'three circles' diagram and each circle represents one of the three core management responsibilities: achieving the task, managing the team and managing individuals.
Achieving a task:
A managers responsibilities for achieving the task are:
1. Defining the task for example, identifying aims for the group and its direction and purpose
2. Determining and utilising resources and team members
3. Creating a structured plan for achieve the task, thinking about strategy, time, budget, deliverables etc.
4. Establish team members responsibilities and individual objectives
5. Set quality and time standards
6. Manage, monitor and maintain set standards and performances
7. Review the progress made against the group's aim and adapt methods and aims if necessary
Managing the team:
A managers responsibilities for managing a group are:
1. Set agreeable standards and behaviour for the group
2. Monitor and maintain group discipline and focus on the goal
3. Manage and resolve group conflict
4. Review and if necessary rearrange the composition of the group for better productivity
5. Construct and develop a team with group skills, respect, cooperation and team spirit. Also determine project leader roles in the group.
6. Ensure effective group communication internally and externally
7. Meet group needs
8. Give group feedback and general progress. Also ask for feedback, ideas and input from the group.
Managing Individuals:
A managers responsibilities for managing individuals are:
1. Acknowledge each team member as an individual and learn about each members personality, strengths, needs and weaknesses
2. Support individuals in terms of their own plans and problems
3. Identify and communicate the individuals responsibilities and expectations for the project
4. Recognise and appreciate individuals effort and work
5. Utilise the individuals strengths
I think that this model could be challenged. John Adair's model suggests that all three components (the task, individual and team) are needed in order to get the best result from a team, however some people may argue that an individual doesn't necessarily have to be greatly skilled to help a team be successful. For example, in a dance team, some dancers are going to be more skilled than others, however every member is still vital to the winning team. The more skilled dancers will be placed at the front and are featured however they need other dancers to be supporting them. I think that it is important for every team member to contribute their skills and talent but I think it is also important in a team to have a communication skills and be task orientated.
There are three main areas in the Action Centred Leadership model and leaders should be able to use each element accordingly. The ability to use these areas in a situation suggests that it will ensure that the balance is right, results are made, morales are built, quality is improved and productivity is developed.
John Adair's iconic symboled leadership model is represented by 'three circles' diagram and each circle represents one of the three core management responsibilities: achieving the task, managing the team and managing individuals.
Achieving a task:
A managers responsibilities for achieving the task are:
1. Defining the task for example, identifying aims for the group and its direction and purpose
2. Determining and utilising resources and team members
3. Creating a structured plan for achieve the task, thinking about strategy, time, budget, deliverables etc.
4. Establish team members responsibilities and individual objectives
5. Set quality and time standards
6. Manage, monitor and maintain set standards and performances
7. Review the progress made against the group's aim and adapt methods and aims if necessary
Managing the team:
A managers responsibilities for managing a group are:
1. Set agreeable standards and behaviour for the group
2. Monitor and maintain group discipline and focus on the goal
3. Manage and resolve group conflict
4. Review and if necessary rearrange the composition of the group for better productivity
5. Construct and develop a team with group skills, respect, cooperation and team spirit. Also determine project leader roles in the group.
6. Ensure effective group communication internally and externally
7. Meet group needs
8. Give group feedback and general progress. Also ask for feedback, ideas and input from the group.
Managing Individuals:
A managers responsibilities for managing individuals are:
1. Acknowledge each team member as an individual and learn about each members personality, strengths, needs and weaknesses
2. Support individuals in terms of their own plans and problems
3. Identify and communicate the individuals responsibilities and expectations for the project
4. Recognise and appreciate individuals effort and work
5. Utilise the individuals strengths
I think that this model could be challenged. John Adair's model suggests that all three components (the task, individual and team) are needed in order to get the best result from a team, however some people may argue that an individual doesn't necessarily have to be greatly skilled to help a team be successful. For example, in a dance team, some dancers are going to be more skilled than others, however every member is still vital to the winning team. The more skilled dancers will be placed at the front and are featured however they need other dancers to be supporting them. I think that it is important for every team member to contribute their skills and talent but I think it is also important in a team to have a communication skills and be task orientated.
French and Raven's 5 Forces
John French and Bertram Raven are social phycologists and in 1959 created what is now the most common description of power which divides power into 5 different forms. “The phenomena of power and influence involve a dyadic relation between two agents which may be viewed from two points of view: (a) What determines the behavior of the agent who exerts power? (b) What determines the reactions of the recipient of this behavior?”, as stated by French and Raven. Research was done on small groups which proved the necessity of differentiating the different types of power because it suggested that there are different effects found in with studies of social influence. French and Raven's theory attempts to define basic concepts of power in order to explain phenomena of social influence.
Coercive Power:
This is a forceful type of power where someone is forced to do something against their will. Often it is done through physical attacks but other threats may be used. Although the goal is to get someone to comply with you, coercion can result in physical harm which usually occurs when the person fails to comply. Generally this type of power is used by dictators and bullies. This type of power can be seen as negative however in all government, coercion is the ultimate power which is used to keep the peace. An example of when coercive power is used effectively is when a person grabs and holds back a friend who is about to get run over by a vehicle. Aside from physicality, power can be used in coercive ways for example, someone will threaten another of social exclusion.
Reward Power:
One of the main incentives to work is the reward we are given, generally money, so that we can conduct our lives comfortably. A rewards is the ability to give people what they want and getting something in exchange. Rewards can be withheld which is how this power is used as a punishment. "Do this and you will receive that" is the basic premise of this type of power.
Legitimate Power:
Legitimate power is one which is invested in a role or duty for example, policemen and the Queen both have legitimate power. It is legitimate because it may become from a higher power. People with jobs and roles that have legitimate power can often forget that it is their position that gives them power, not themselves alone. Consequently, when they fall from power it can be hard to adjust to not being called to on command. People obey the leader with power based on their authority.
Referent Power:
This type of power is where one person takes a liking to you, looks up to you or wants to be like you. People are drawn to others with referent power because in wanting to be like these people, they will follow them in hopes some charisma will rub off on them. This power is wielded by celebrities and social leaders because it uses charisma and fame. This power is also referred to as the power of charisma.
Expert Power:
Expert power is when an individual has specific knowledge and skill that someone else requires. Most human collaboration is done on this basis of this power. Because the person requiring the help doesn't have the knowledge or skill, the leader has the ability to convince this person to trust his expertise. When someone thinks another person possesses superior skills, power is thrusted upon that person.
John French and Bertram Raven are social phycologists and in 1959 created what is now the most common description of power which divides power into 5 different forms. “The phenomena of power and influence involve a dyadic relation between two agents which may be viewed from two points of view: (a) What determines the behavior of the agent who exerts power? (b) What determines the reactions of the recipient of this behavior?”, as stated by French and Raven. Research was done on small groups which proved the necessity of differentiating the different types of power because it suggested that there are different effects found in with studies of social influence. French and Raven's theory attempts to define basic concepts of power in order to explain phenomena of social influence.
Coercive Power:
This is a forceful type of power where someone is forced to do something against their will. Often it is done through physical attacks but other threats may be used. Although the goal is to get someone to comply with you, coercion can result in physical harm which usually occurs when the person fails to comply. Generally this type of power is used by dictators and bullies. This type of power can be seen as negative however in all government, coercion is the ultimate power which is used to keep the peace. An example of when coercive power is used effectively is when a person grabs and holds back a friend who is about to get run over by a vehicle. Aside from physicality, power can be used in coercive ways for example, someone will threaten another of social exclusion.
Reward Power:
One of the main incentives to work is the reward we are given, generally money, so that we can conduct our lives comfortably. A rewards is the ability to give people what they want and getting something in exchange. Rewards can be withheld which is how this power is used as a punishment. "Do this and you will receive that" is the basic premise of this type of power.
Legitimate Power:
Legitimate power is one which is invested in a role or duty for example, policemen and the Queen both have legitimate power. It is legitimate because it may become from a higher power. People with jobs and roles that have legitimate power can often forget that it is their position that gives them power, not themselves alone. Consequently, when they fall from power it can be hard to adjust to not being called to on command. People obey the leader with power based on their authority.
Referent Power:
This type of power is where one person takes a liking to you, looks up to you or wants to be like you. People are drawn to others with referent power because in wanting to be like these people, they will follow them in hopes some charisma will rub off on them. This power is wielded by celebrities and social leaders because it uses charisma and fame. This power is also referred to as the power of charisma.
Expert Power:
Expert power is when an individual has specific knowledge and skill that someone else requires. Most human collaboration is done on this basis of this power. Because the person requiring the help doesn't have the knowledge or skill, the leader has the ability to convince this person to trust his expertise. When someone thinks another person possesses superior skills, power is thrusted upon that person.