Effective Teamwork and Learning Styles

This assignment provides an in-depth analysis of the importance of teamwork and learning styles in achieving collective goals. It highlights the significance of taking initiative, ownership, and responsibility within a team. Additionally, it explains Kolb's reflective cycle as a process for developing new learning skills. The assignment covers four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It emphasizes the importance of active involvement and regular observation to improve personal learning and skills.

Professional Skills Portfolio (PRSK4048)
:
Presentation Group Members (GM):
GM1 GM2
GM3 GM4
GM5 GM6
Please save a copy on your computer and back it up regularly (e.g. by saving it on your computer / in the
cloud (e.g. Google Drive) / emailing it to yourself).
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Table of Contents Page Learning outcomes
Task 1: Teamwork (300 words) 3 LO2, LO3
Task 2: Professional Ethics (300 words) 7 LO1, LO2, LO3, LO4
Task 3: Project Management (300 words) 9 LO1, LO2, LO3, LO4
Task 4: Professional Skills In Action (1,200 words) 12 LO1, LO2, LO3, LO4
Total Word Count: 2,100 words (+/- 10%)
All tasks must be completed individually, except for the ‘Code of Conduct’ (Part 1 of
the Professional Ethics), the ‘Gantt Chart’ (Part 1 of the Project Management) and the
‘Evidence of Presentation’ (Part 3 of the Project Management) which should be
completed in collaboration with your group members.
There is one in-class task in this module. ‘Ethics in Industry: In-Class Writing’ (Part 2
of Professional Ethics) must be completed in your Week 4 tutorial.
Professional Skills Portfolio must be submitted electronically. Please download an e-
copy of the portfolio from GSM Learn. Please refer to the guidance given in lectures
and tutorials and the additional information and videos on GSM Learn when
completing each task.
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Task 1: Teamwork [weeks 1 and 2]
This task consists of three parts:
1. Belbin Questionnaire
2. Scoring Key for Self-Perception Inventory
3. Written Discussion (300 words)
Part 1: Belbin Questionnaire
Belbin (1996) outlines the different type of roles people may have within a team. Complete the
following questionnaire to identify your main role(s). To complete the questionnaire:
1. In the far left hand columns in each section A-G tick the one, two or max. three sentences most
applicable to yourself. You may not choose more sentences than three.
2. Then in each section A-G in the column on the right, share 10 points between those sentences (i.e.
QN - question numbers) that apply to you. For example, you could give your first choice seven points
and three points to your second choice if one of sentences you feel sums you up well while the other
only applies some of the time. In some instances you might decide that there are two sentences
which apply to you equally – if this is the case, award five points to each. You may distribute 10 points
in any way you see fit.
SECTION A
Tic
k
QN When involved in a project with other people: Points
1. I can be relied upon to see that work that needs to be done is organised.
2. I pick up slips and omissions that others fail to notice.
3. I react strongly when meetings look like losing track of the main objective.
 4. I produce original suggestions. 5
 5. I analyse other people’s ideas objectively, for both merits and failings. 1
6. I am keen to find out the latest ideas and developments.
7. I have an aptitude for organising people.
 8. I am always ready to support good suggestions that help to resolve a
problem.
4
SECTION B
Tic
k
QN In seeking satisfaction through my work: Points
1. I like to have a strong influence on decisions.
2. I feel in my element where work requires a high degree of attention and
concentration.
 3. I am concerned to help colleagues with their problems. 4
4. I like to make critical discrimination between alternatives.
 5. I tend to have a creative approach to problem solving. 3
6. I enjoy reconciling different points of view.
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7. I am more interested in practicalities than new ideas.
 8. I particularly enjoy exploring different views and techniques. 3
SECTION C
Tic
k
QN When the team is trying to solve a particularly complex problem: Points
1. I keep a watching eye on areas where difficulty may arise.
 2. I explore ideas that may have a wider application than in the immediate
task.
2
3. I like to weigh up and evaluate a range of suggestions thoroughly before
choosing.
 4. I can co-ordinate and use productively other people’s abilities and talents. 3
5. I maintain a steady systematic approach, whatever the pressures.
6. I often produce a new approach to a long continuing problem.
7. I am ready to make my personal views known in a forceful way if necessary.
 8. I am ready to help whenever I can. 5
SECTION D
Tic
k
QN In carrying out my day-to-day work: Points
1. I am keen to see there is nothing vague about my task and objectives.
2. I am not reluctant to emphasise my own point of view in meetings.
 3. I can work with all sorts of people provided that they have got something
worthwhile to contribute.
3
4. I make a point of following up interesting ideas and/or people.
5. I can usually find the argument to refute unsound propositions.
 6. I tend to see patterns where others would see items as unconnected. 2
 7. Being busy gives me real satisfaction. 5
8. I have a quiet interest in getting to know people better.
SECTION E
Tic
k
QN If I am suddenly given a difficult task with limited time and unfamiliar
people:
Points
1. I often find my imagination frustrated by working in a group.
2. I find my personal skill particularly appropriate in achieving agreement.
3. My feelings seldom interfere with my judgment.
 4. I strive to build up an effective structure. 5
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 5. I can work with people who vary widely in their personal qualities and
outlook.
2
6. I feel it is sometimes worth incurring some temporary unpopularity if one is
to succeed in getting one’s views across in a group.
7. I usually know someone whose specialist knowledge is particularly apt.
 8. I seem to develop a natural sense of urgency. 3
SECTION F
Tic
k
QN When suddenly asked to consider a new project: Points
1. I start to look around for possible ideas and openings.
 2. I am concerned to finish and perfect current work before I start. 6
 3. I approach the problem in a carefully analytical way. 2
4. I am able to assert myself to get other people involved if necessary.
5. I am able to take an independent and innovative look at most situations.
6. I am happy to take the lead when action is required.
 7. I can respond positively to my colleagues and their initiatives. 2
8. I find it hard to give in a job where the goals are not clearly defined.
SECTION G
Tic
k
QN In contributing to group projects in general: Points
1. I think I have a talent for sorting out the concrete steps that need to be
taken given a broad brief.
 2. My considered judgement may take time but is usually near the mark. 5
3. A broad range of personal contacts is important to my style of working.
 4. I have an eye for getting the details right. 4
5. I try to make my mark in group meetings.
 6. I can see how ideas and techniques can be used in new relationships. 1
7. I see both sides of a problem and take a decision acceptable to all.
8. I get on well with other and work hard for the team.
Part 2: Scoring Key for Self-Perception Inventory
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1. Transfer your points’ allocation from the seven sections of the Self-Perception Inventory to the
appropriate boxes below. The pre-printed numbers in the grid refer to the question numbers (QN) of
each section. For example, if for Section A you allocated seven points for question 6 and three points
for question 1, you would place them in the columns RI and IMP, respectively.
SH CO PL RI ME IMP TW CF
Q
N
Poi
nts
Q
N
Point
s
Q
N
Point
s
QN Point
s
QN Point
s
QN Point
s
QN Points QN
A 3. 7. 4. 5 6. 5. 1 1. 8. 4 2.
B 1. 6. 5. 3 8. 3 4. 7. 3. 4 2.
C 7. 4. 3 6. 2. 2 3. 5. 8. 5 1.
D 2. 3. 3 6. 2 4. 5. 1. 8. 7. 5
E 6. 5. 2 1. 7. 3. 4. 5 2. 8. 3
F 6. 4. 5. 1. 3. 2 8. 7. 2 2. 6
G 5. 7. 6. 1 3. 2. 5 1. 8. 4. 4
Tot
al
8 10 5 8 5 15 18
2. Once you have allocated all your points, total each column. The highest two totals represent your
primary and secondary preferred team roles. Highlight them.
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Part 3: Written Discussion
In Week 2 tutorial your task will be to choose group members for the group project, i.e. group
presentation. In this evaluation:
 Discuss the application of Belbin theory in the selection of your team members, taking into
account various strengths and roles that could be assigned;
 Explain how creativity and individualism will be encouraged in your team;
 Comment on your individual primary and secondary team roles – to what extent do you agree
with the above scores; use evidence of past experiences (such as the tower building task) to
support your position.
Write 300 words.
According to the Belbin's model the team member should have particular skills like resource
investor, team worker, co-ordinator, plant, monitor evaluator, monitor evaluator, specialist, shaper,
implementer, completer finisher. For the effective working the team needs these particular members
to perform the different roles as per their personal skill (Lynch, Lynch, and Clemens, 2018). The
team with skills like these make the team fully functional and efficient. The selection of the team
members will be according to the particular skill of the individual. These team member makes the
team complete operational. The roles of the team members can be assigned as per their individual
skills. If the roles of the team are assigned as per the skills of the team members then the
performance of the individual will be more effective for the team goal completion. In the team id if
the individual roles are assigned as per the personal skills the personal goals will be achieved more
efficiently. That will encourage the team and motivate them. This will increase the performance of
the team which will make the team collectively effective (Bočková, Vaníčková, and Hilčíková,
2018).
The primary role of the person is complete finisher. This role shows the mind state of the individual
and the want of work completion. This quality of individual lead to the completion of the task. The
secondary role of the person is the team worker. This the best quality of the individual which lead to
the better team performance. The quality of the team worker join the team and improve the team
performance (The Nine Belbin Team Roles, 2019). As per the past performance and the experiences it
can be concluded that the role of the complete finisher and team worker are perfectly suitable for the
person. These skills in a single person will reduce the number of team member which will lead to the
less complications related to personal roles.
Reference List:
Books & Journals
Lynch, D.S., Lynch, M.J. and Clemens, C.M., 2018. Belbin Team Roles. The Handbook of
Communication Training: A Best Practices Framework for Assessing and Developing
Competence.
Bočková, K., Vaníčková, R. and Hilčíková, D., 2018. Team roles and styles of factual and
relation communication and social interaction. Theory and Applications in the Knowledge
Economy, pp.329.
Online
The Nine Belbin Team Roles 2019. [Online] Available through.
<https://www.belbin.com/about/belbin-team-roles/>
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Task 2: Professional Ethics [weeks 3-4]
This task consists of two parts:
1. Code of Conduct (300 words)
2. Ethics in Industry: In-Class Writing
Part 1: Code of Conduct
This is a group task to be completed in Week 3 tutorial. With your team create a Code of Conduct
which will outline the professional conduct in your team during the preparation and delivery of the
Professional Skills presentation. Paste its screenshot in the space provided.
In your Code of Conduct:
 state the name for your team;
 list and explain the values that underpin the standards set by your team;
 outline the team’s agreements in terms of how work will be carried out and provide a list of
specific actions for situations where work is not carried out or is not up to the standard you
had agreed to.
Please refer to Week 3 tutorial handout for guidelines. Write approx. 300 words.
The name of the team is considered as team “Team-E” for the better working the team have set some
morals and quality standards. These standards will lead to good performance, better team working,
better implementation and goal completion. This team standards are good level of the
communication with in the team, more focus on the goal and result., sharing of task ans well
distribution of task, well team management and fair sharing, individual team support. These
qualities make a team better operational with good performance. This particular qualities of the team
make the team more communicative. This good level of communication make the better team work
and improve the team relation. The values set by the team are team beliefs which will helps to gain
the trust of each other. The cultural values should be respected of the individual team member this
individual respect improves the team work. This team values and team standard helps the team to
perform and keep them motivated about their work. The agreements in the teams are for the goal
completion and team performance. These agreements set the team goals and the intention of team
formation. These agreements are intent and vision, roles of individual, promises, time and value,
measurements and satisfaction, concerns and risks, fears, renegotiation, consequences and conflict
resolution. The vision gives the reason for the team formation. The individual promises develop the
trust in the team members. The risks and fear factor are the threats in team goals and working
method. And individual satisfaction is to keep them, motivated for their work. In the initial time
some action were compromised because of the fewer experiences together this compromised action's
gives the output like less efficiency and performance. The vision of the team was not sure which
reduces the ratio of goal completion.
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Part 2: Ethics in Industry: In-Class Writing
This is an in-class task to be completed in Week 4 tutorial.
In the space below paste a picture screenshot in the space provided of your in-class writing. The text
must include your tutor’s signature as evidence it was done in class under tutor’s supervision.
Please refer to Week 4 In-Class Writing Handout for guidelines.
[Paste your screenshot here]
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Task 3: Project Management [weeks 5-8]
This task consists of three parts:
1. Gantt Chart
2. Discussion (300 words)
3. Evidence of Presentation
Part 1: Gantt Chart
This is a group task. With your team use an Excel spreadsheet to create a Gantt chart for the preparation and delivery of the Professional Skills
presentation/video in week 9. Paste its screenshot in the space provided.
In your Gantt chart:
 name at least 5 key stages, i.e. summary tasks, for the work done during the Professional Skills module;
 identify the tasks for each group member, i.e. terminal tasks, and decide on start and end date for each of them;
 present the information on the timeline graphically.
Please refer to Week 5 tutorial handout for guidelines.
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Part 2: Written Discussion
You have created the Gantt chart for planning and managing the Professional Skills presentation
preparation and delivery. In this evaluation:
 Explain the rationale for the plan you have created and analyse your contingency plan for
the presentation taking into account specific strengths and skills of the various team
members;
 Recognise where you may need to monitor your team’s progress closely and potentially
allocate more time;
 Discuss the role of planning and managing the project, specifically in terms of the need to
meet the deadlines and moving the project forward.
Write 300 words.
The plan decided for the team and allocation of the task process follows this plan for the
particular objective. The Gantt chart given is followed by the team for the particular task with the
time limit. This plan is consists of the different tasks and operation to match the pre decided goal.
The procedure is identifying the topic, selection of the topic, allocation the task to the team,
relocating the essential resources to the team, gathering the information of the topic, drafting the
presentation, making the final presentation and the final submission (Ong, H.Y., Wang, C. and
Zainon, N., 2016). After forming the team and the members of the team are decided these Gantt
chart is followed. Initially by the identification of the topic the team goals are decided and the
working methods are fixed. After the identification of the identification of the topic the particular
topic is selected by the team members. Identification of the task and selecting process of the task
gives the working method and the individual task are divided into the team as per the individual
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skills. The individual goals are assigned to the team members according to their qualification and
skills. As the team roles are decided and the individual tasks are assigned the required resources
are assigned to the individual (Kerzner, and Kerzner, 2017). The resources of the individual are
divided as per the personal requirement. After the allocation of the resources the required
information is collected by the individual for their particular task. The individual task have its
personal target to collect the related information. After collecting the individual information
which is collected by the team members is collectively joined for the main task. The collected
information is combined together and a draft is prepared for the task. This drafting is contains of
the compilation and corrections of the information. The drafted presentation helps to prepare the
main presentation which is considered as the main presentation. After the completion of the
presentation the final presentation is submitted (De Roo and Hillier, 2016). For the condition of
the failure the alternating plan is executed to match the team goals.
Reference List:
Ong, H.Y., Wang, C. and Zainon, N., 2016. Integrated earned value Gantt chart (EV-
Gantt) tool for project portfolio planning and monitoring
optimization. Engineering Management Journal. 28(1). pp.39-53.
Kerzner, H. and Kerzner, H.R., 2017. Project management: a systems approach to
planning, scheduling, and controlling. John Wiley & Sons.
De Roo, G. and Hillier, J., 2016. Complexity and planning: Systems, assemblages and
simulations. Routledge.
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Part 3: Evidence of Presentation
Paste a screenshot of the slides or the website/app you created for the Professional Skills
presentation with your team. Make sure all slides are clearly visible.
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Task 4: Professional Skills in Action (1,200 words) [weeks 9-11]
Task 4: Professional Skills in Action
In the course of this module you were placed in groups of 4-6 and tasked with creating and
delivering a presentation. In this evaluation:
 Discuss what you would consider to be effective and what areas needed further
development in terms of building this team and completing the project:
o Explain how flexibility and creativity aligned with various roles team
members played;
o Describe how effective communication was achieved and its effect on
team-building;
o Review the decision-making processes that took place;
o Recognise where taking responsibility, ownership and acting on
initiative were effective and why;
 Select a critical moment during the group work and using Kolb’s (1984) reflective cycle,
discuss how you deepened your understanding of your own professional skills.
You should link all of the above points to your knowledge of professional skills in your industry.
Write 1,200 words.
Write in full sentences and paragraphs and ensure you include an appropriate number of references for this
level. You must refer to the reading list and ensure you have evidence for theory and ideas around
professional skills. Refer to the marking criteria about how reading and research affects your grade.
The people on the team and how efficiently the team collaborate is vital element of success. As a
team leader it is crucial to make and keep the team with good members who share the team
values and are dedicated for the common purpose. It is important to know the teammates to make
the better team and team environment. By knowing their strengths and weaknesses, the team can
assign the roles and responsibilities which they can perform way better than other. The flexibility
in the working and the operation of the team is good for the team performance and motivation.
The flexibility related to work hour and work place gives the freeness to the team members
which helps to motivate them and improve their trust in the team leader and team. The flexibility
helps the team worker to work as per their culture. This improves the performance of the
individual. The flexibility keeps the employee relation with in the team better and improve the
individual trust (Arnold, and Boggs, 2015). The team working can be operated with the
flexibility by providing some freeness to the employees. Better team work and team bonding can
be achieved by the flexible working method. The creativity makes the employee and work place
engaged and interactive. This helps to improve the ability of the individual employee by
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providing the various option related to their work. This attracts the team members and allow
them to retain their work quality. The creativity increases the team morals, fun and happiness.
The creativity improves the problem solving skills of the individual team mate.
The flexibility and creativity in the working role of the individual in the team helps to improves
the performance of the team. Freedom can be achieved by the creativity. The creativity gives the
self awareness and expression to the team workers and furnish their skills. This increases the
faith and confidence of individual. The creatively improves the self belief and gives the relief in
the stress. Problem solving skills are improved by the creativity in the working method of team.
Importance of the Communication
Communication is the most important thing in the team. The communication makes the team
more effective by improving some factors of the team. The effective communication make the
action of the team more efficient. The better communication helps the team members to learn the
problem more effectively and discuss it with the team members. The good communication helps
to solve the problem much faster and lead to improved performance of the team. Communication
encourages the team members to improve the involvement in the team and this lead to the better
understanding of the individual (Matteson, Anderson, and Boyden, 2016). The better
communication improve the chances of getting new and improved ideas because the participation
of the individual is improved. This provides more reviews and feedback to improve the
performance of the team. The communication encourages the changes in the team for
implementation. By the good communication the team members will talk to each other and
discuss the important points to each other and this will make the team more productive for the
individual and team goals. This also increases the mutual understanding in the team members
which helps to manage the team relation. This is how the better communication gives the
opportunity to the team members to solve the internal issues in the teams and the internal
bonding of the team. Same for the creative and flexibility. This both qualities make the team and
team members more effective and productive (Moss, 2017). This improves the team and
individual performance of the team.
There are different decision making process in the teams. The main decision making process in
the teams is seven step plan fore decision making. This process consist of identification of the
topic, selection of the topic, allocation of the task, allocation of the resources, collection of the
information, compilation of the information and then final submission.
At the time of the business initiation, taking of the responsibilities is most importance. The
responsibility of the roles are taking at the team forming. This helps to solve the problems at the
time of the issues. As a complete worker some times the team need to finish the particular task
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with in the particular time period. It good for the team to perform the particular task assigned to
individual person. The active on the initiation for the role of a team worker to take the initiative
at the time of need is most important (Silverman, J., Kurtz, S. and Draper, J., 2016). To work
with authority is the basic need of the team members. Taking the responsibility at the time of task
assignment is very important for the combine goal achievement. The ownership is works when
the team members are assigned with the particular task and they are not performing as they can
perform. At this time taking ownership is good for the team.
Kolb’s reflective cycle
The kolb's reflective cycle is used to develop the learning style. It is consists of the four steps
which are concrete experience, reflective observation, abstract conceptualisation and active
experimentation. This process id used to this are the four part of the developing the new learning
skills in the teams (Viviers, Fouché, and Reitsma, 2016).
This cycle starts with a mutual experience which is gained by performing the action. It is begins
with the time when the task is assigned to the particular team member or the whole team. To gain
the experience is the key to learning therefore the active involvement is needed. In Kolb's model
no one can learn something by simple watching or reading about the task assigned, to learn
something effectively the individual or team experience is most important.
This part of the cycle is consists of the observation of the personal experience. This reflective
observation is most important for the learning. In this part by making the observation the learning
outcomes helps the individual to improve the skills. Regular observation of the experience helps
the individual to learn more (Dixon, 2017).
In this part of the kolb's cycle the theories are developed by the person which are derived from
the experience of the person. This depend how the conceptualization is done. This methode helps
the individual to draw a theory and develop a thinking to learn from the experience.
The final stage of the learning cycle is when the learner considers how they are going to
implement their learnings in their working. Planning allows the individual to take new
understanding. This experience learning helps to predict the further events management and
improves the situation handling of the person.
Reference List:
Dixon, N.M., 2017. The organizational learning cycle: How we can learn collectively.
Routledge.
Arnold, E.C. and Boggs, K.U., 2015. Interpersonal relationships: Professional communication
skills for nurses. Elsevier Health Sciences.
Matteson, M.L., Anderson, L. and Boyden, C., 2016. " Soft Skills": A Phrase in Search of
Moss, B., 2017. Communication skills in health and social care. Sage.
Viviers, H.A., Fouché, J.P. and Reitsma, G.M., 2016. Developing soft skills (also known as
pervasive skills) Usefulness of an educational game. Meditari Accountancy Research. 24(3).
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pp.368-389.
Silverman, J., Kurtz, S. and Draper, J., 2016. Teaching and learning communication skills in
medicine. CRC press.
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