BIZ102 - Understanding People: Reflective Report & Team Dynamics

This report reflects on team dynamics, individual strengths, and areas for improvement within a group setting. It analyzes assessment results, including the Laureate Professional Assessment (LPA), Emotional Intelligence (EQ) assessment, and Gallup Strengths Survey, to identify team strengths, potential conflicts, and strategies for increasing team effectiveness. The report also examines observed team roles, personal contributions, and recommendations for improving leadership skills and teamwork. It emphasizes the importance of emotional intelligence, cultural awareness, and continuous self-development in fostering effective collaboration and achieving organizational goals. The student reflects on their leadership capacity and outlines specific actions to enhance their contribution to the team, such as developing new capabilities, improving multi-cultural competence, and building resilience. Desklib provides access to similar solved assignments for students.

Running head: PEOPLE AND ORGANIZATION 1
Understanding People and Organizations
Student’s Name:
Institutional Affiliation:

PEOPLE AND ORGANIZATION 2
Understanding People and Organizations
1. Strengths
Many business organizations in the current business environment have realized the
significance of investing in competitive and talented employees. These organizations believe
that the diversity among employees entails the creation of effective work groups that can
inevitably help achieve organizational goals. In my perspective, I can reiterate that my team
members showcase the potential of forming an effective work group. For example, based on
the Laureate Professional Assessment (LPA) results, Cabe and Emma both scored 10 points
in analyzing and solving problems. There were positive results in other areas tested, such as
working well with others, adapting to change, achieving objectives, learning and self-
development. Dutton and Ragins (2017), and Xanthopoulou, Bakker, and Fischbach (2013)
elaborate on the positive outcomes when employees work together. Developing positive
relationships and balancing emotional demands is key to strengthening team members.
In addition to the ability to form working relationships manifested by the members of
this team, there are other traits, such as decision making and networking that are pertinent in
achieving the common goals of a company. Based on the LPA results, Emma scored 9 points
compared to my points that were below the 5-point mark. Despite the discrepancy between
the scores, I believe that this team is better suited to work for as an effective group. Jones and
Jones (2013) identify the ability of a team to adapt to change as a crucial objective of every
business that wants to achieve a competitive edge against their competitors. Moreover, the
authors elaborate that adapting to change involves sharing information and embracing
decisions that an effective team further helps an organization to achieve its set goals. In this
regard, I would state that this team has the potential of excelling and achieving success as a
group.

PEOPLE AND ORGANIZATION 3
The current business environment is manifested with ever growing competition that
has forced business organizations to adopt strategies purposely to compete successfully. One
of the strategies adopted involves investing in a competitive and talented team with an aim of
achieving organizational goals. For example, most organizations utilize the diversity evident
in their workforce to achieve their stipulated goals and objectives (Guillaume, Dawson,
Otaye‐Ebede, Woods, & West, 2017). The results derived from the emotional intelligence
(EQ) assessment reveals that all the four members are extremely high in emotional
intelligence. The results from the EQ assessment are presented the four variables, namely,
self-awareness, self-management, social-awareness, and relationship management. All the
four team members scored above five points on each attribute and averaged eight points in
the EQ assessment. These attributes indicate that the group members have balanced
emotional intelligence that is imperative in building positive impact at the workplace, for
example, team effectiveness and job performances as pointed out by Farh, Seo, and Tesluk
(2012), and Khalili (2012).
On the other hand, the results from the Gallup Strengths Survey revealed different
individual traits that are capable of amplifying this group’s cohesiveness. For example,
Joanna’s assessment results revealed that she was an achiever, analytical, and disciplined.
Cabe’s results indicated that he was strategic, learner, and self-assurance. Emma’s five
themes identified as input, ideation, connectedness, context, and intellection further indicated
the quality traits that would propel this group as an effective work group. In addition to my
results which were as follows; include, ‘relator, significance, positivity, and woo’ revealed
the assortment of traits that each member would bring to the group. The traits resulting from
this assessment match the qualities presented by Moreland, Levine, and Wingert (2013), such
as fostering cohesion and trust that are vital in building an effective work group.

PEOPLE AND ORGANIZATION 4
2. Source of Weakness or Conflict
Despite the strengths revealed by the assessments, there are traits that might elicit
conflict or weakness within the group. For example, the LPA results reported that Emma and
Cabe both scored four points in analyzing and solving problems and working well with others
respectively. Similarly, my LPA results reported low marks that were each below five points.
Whereas these results might be beneficial to me as an individual, they are not significant to
the group and may prompt the group’s disintegration. Triandis (2018) and De Wit, Greer, and
Jehn (2012) indicate that the existence of individual differences, such as cognitive elements,
cultural background, and overall demography have a high likelihood of causing conflicts in a
workgroup.
Additionally, Rahim (2017) notes that the lack of emotional balance and failure to
address individual differences may reduce a group’s performance and efficiency. When
compared to the results derived from the Gallup Clifton strengths and the EQ assessment, the
LPA outlines some of the individual differences based on the attributes scores that might be
identified as the source of the group’s weakness or conflict.
3. Increasing the effectiveness of the team
The selection of the 21 questions as the activity for team building will evidently
increase the effectiveness of the team. First, the activity will question sessions where each
person will ask for 5 (five) questions. In my perspective, these questions will enable the team
members to know each other beyond the fact that they are colleagues. For example, the
questions asked will not only reveal an individual’s strengths and weakness but also help the
team members understand each other’s values. Second, the team building activity will
provide a platform for the team members to build positive relationships that will increase the
effectiveness of the team. Another imperative role that will result from the team building
activity includes the process of bolstering communication and teamwork among the team

PEOPLE AND ORGANIZATION 5
members. Similarly, Cheng, Yin, Azadegan, and Kolfschoten (2016), and Dyer and Dyer
(2013) elaborate on confirmed strategies that are known to harness team performance through
question sessions. Therefore, the adoption of the questions for the team building activity will
ensure that the every team member understands ways of approaching each other. This will
also help the team members to identify that specific individual that they will seek when they
need help based on the relationship formed in the course of the activity.
4. Dynamics and roles that I observed within the team
After interacting with my team, I observed different roles, for example, Cabe took
lead as a strategic thinker and planner roles. These roles fit Cabe as they are influenced by the
LPA results test. Accordingly, Cabe’s LPA results indicate that he was awarded ten points in
the analyzing and solving problems and eight points in the learning and self-development
attributes. In addition to the two attributes, Cabe’s Gallup Clifton Strengths, namely, learner
and achiever confirm his role in the team as a strategic planner and a thinker. On the other,
Emma’s role of giving ideas out of the box can be exemplified by the high scores she attained
in the LPA’s adapting to change, and learning and development attributes. The themes
revealed by the Gallup Clifton survey (input and ideation) and the high scores in the
emotional intelligence test cements her position in that role.
Joanna’s performance revealed her as the key team player as she played the planner
and achiever roles. Joanna’s roles were supported by the emotional intelligence, (relationship
management), Gallup Clifton Strengths (achiever, arranger, and relator) coupled with high
scores awarded from the LPA assessment (working well with others, and achieving
objectives). As the team leader, I was influenced by the Gallup's strengths (significance and
include) that helped me lead the rest in the slated activities.

PEOPLE AND ORGANIZATION 6
5. Reflection on what I learned regarding my capacity to contribute effectively to a team
As the leader of the team, I had an opportunity of engaging each member of my team
where I got an opportunity to know them better. Despite the fact that some of the results from
the assessments failed to exhibit my leadership skills, I was able to lead this team until we
achieved the goals we had set. From the interactions, I learned about my unique leadership
skills. For example, I was able to work effectively with these team members from diverse
backgrounds. I also learned about my learning capability, which was integral to achieving the
team’s overall objective. In addition to decision-making skills, I also learned about my
communication and problem-solving skills as they helped me navigate and address the needs
of the team.
6. Recommendations on how I will improve my contribution towards the team
According to Perry, Pearce, and Sims (1999), the role of a leader in a team is to
influence others and lead them effectively. The interactions I had with the team members
provided an opportunity that helped me identify ways of improving my contribution towards
the team. The first area that I am going to improve involves developing new capabilities, such
as understanding teamwork processes as described by Day, Gronn, and Salas (2004) that will
help improve my leadership skills. Whereas I was able to deal with three team members
effectively, I will need to improve in multi-cultural competence that will prepare me to
handle future team members from varied diverse backgrounds.
The level of interaction with the team members further indicate that as an effective
leader, I need to develop the resiliency character. I will borrow from the suggestions posted
by Van Kleef and Roome (2007) regarding the need for business leaders to develop new
competencies that involve thinking, networking and coalition building. Pursuing these new
competencies and abilities will put me in a sole position as a leader an aspect that will play a
crucial role in my future career.

PEOPLE AND ORGANIZATION 7
References
Cheng, X., Yin, G., Azadegan, A., & Kolfschoten, G. (2016). Trust evolvement in hybrid
team collaboration: A longitudinal case study. Group Decision and
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Day, D. V., Gronn, P., & Salas, E. (2004). Leadership capacity in teams. The Leadership
Quarterly, 15(6), 857-880.
De Wit, F. R., Greer, L. L., & Jehn, K. A. (2012). The paradox of intragroup conflict: a meta-
analysis. Journal of Applied Psychology, 97(2), 360.
Dutton, J. E., & Ragins, B. R. (2017). Positive relationships at work: An introduction and
invitation. In Exploring positive relationships at work (pp. 2-24). Psychology Press.
Dyer, W. G., & Dyer, J. H. (2013). Team building: Proven strategies for improving team
performance. New York: John Wiley & Sons.
Farh, C. I., Seo, M. G., & Tesluk, P. E. (2012). Emotional intelligence, teamwork
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Guillaume, Y. R., Dawson, J. F., Otaye‐Ebede, L., Woods, S. A., & West, M. A. (2017).
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Jones, G. R., & Jones, G. R. (2013). Organizational theory, design, and change. Upper
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Composition effects at work. Understanding Group Behavior, 2, 11-35.

PEOPLE AND ORGANIZATION 8
Perry, M. L., Pearce, C. L., & Sims Jr, H. P. (1999). Empowered selling teams: How shared
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