University of Greenwich: Organizational Behavior Report - GBD1004

This report, submitted by a student at the University of Greenwich, examines organizational behavior through the lens of a team project aimed at raising funds for charity. The report delves into team dynamics, individual personality assessments using MBTI and Big Five traits, and the application of motivational theories to enhance team performance. It analyzes the stages of team development using Tuckman's model, reflects on individual contributions to group behavior, and proposes strategies for improving team effectiveness. The project involved making and selling breakfast sandwiches, providing a practical context for evaluating leadership, teamwork, and the impact of individual differences on group outcomes. The report concludes with reflections on the project's successes, failures, and lessons learned in the context of organizational behavior principles.

University of Greenwich
ASSIGNMENT 1 FRONT SHEET
Qualification BTEC Level 5 HND Diploma in Business
Unit number and title Unit 20Organizational Behavior
Submission date 17/12/2022 DateReceived1stsubmission
Re-submissionDate DateReceived2ndsubmission
Student Name Dang Khanh Linh Student ID GBD210211
Class GBD1004 Assessor name Tran Thi Hong Nhung
Student declaration
I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism. I understand that
making a false declaration is a form of malpractice.
Student’s signature Linh
Grading
P1 P2 P3 P4 P5 M1 M2 M3 D1 D2

 Summative Feedback: Resubmission Feedback:
Grade: AssessorSignature: Date:
InternalVerifier’sComments:
Signature&Date:

Table of Contents
1. Introduction:...................................................................................................................................1
1.1 Purpose of your report............................................................................................................................1
1.2 Main content of the report.....................................................................................................................1
2. Introduction about the team and actitivies......................................................................................1
2.1 The contents of the project.........................................................................................................................................1
2.2 The purpose of this project.........................................................................................................................................4
2.3 The main role and main area of activity of each individual.....................................................................4
2.4 The timeframe........................................................................................................................................5
3. Personality and perceptions Analysis:.............................................................................................7
3.1 Definition......................................................................................................................................................7
3.1.1 MBTI Test.........................................................................................................................................................................7
3.1.2 Big 5 Traits.......................................................................................................................................................................8
3.2. The author’s personality:......................................................................................................................10
3.2.1. MBTI test:..............................................................................................................................................................10
3.2.2. Big 5 traits:............................................................................................................................................................12
3.3 The perception and personalities of team’s members................................................................................19
3.3.1 MBTI Test.......................................................................................................................................................................19
3.3.2 Big 5 traits......................................................................................................................................................................20
3.4 Perception to the team’s responsibility.................................................................................................22
4. Content and process theories of motivation to create and maintain an effective workforce..........22
4.1. Content theories:..................................................................................................................................22
4.2 Process theories:...................................................................................................................................24
4.3 Apply content and process theories of motivation for enhancing and maintaining an effective
organizational workforce..................................................................................................................................25
4.3.1 The obstacles and facilitators in the team activity........................................................................................................25
4.3.2 Motivational theories that team leader applied to encourage all members................................................................27
4.3.3 Proposal of effective direction.......................................................................................................................................28
5. The participation in a group team activity for a given business situation to demonstrate effective
team skills............................................................................................................................................30
5.1 Tuckman’s model – five stages of team development and the relevance of group behaviour and team
theory in the creation and management of effective teamworking..................................................................30
5.2 Reflect on personal contribution to group behavior and dynamics in the creation and management of
effective team working....................................................................................................................................33

6. Conclusion.....................................................................................................................................34
7. Reference......................................................................................................................................34
List of pictures:
Picture 1: Menu of the project.....................................................................................................................................2
Picture 2: Plan and result of sandwich.........................................................................................................................3
Picture 3: Plan and result of baguette..........................................................................................................................4
Picture 4: 16 personality types of MBTI test................................................................................................................7
Picture 5: The Four MBTI Preferences and the Basic Definition of the Preferences (Katrina,2019).............................8
Picture 6: Big five personality traits (Source: Anna, 2018)...........................................................................................9
Picture 7: Result of MBTI test.....................................................................................................................................10
Picture 8: Herzberg’s Two-Factor Theory (Source: Toolshero.com)...........................................................................24
Picture 9: General model of goal-setting theory (Source: Mullin and McLean,2019).................................................25
Picture 10: Tuckman's stages of group development.................................................................................................31

Introduction:
1.1 Purpose of your report
The reflection report highlights individual differences among team members, their motivations for
participating in group activities, the difficulties and failures they face, and your suggestions for
improvement. improve group efficiency. I also need to analyze many characteristics and abilities
that help or hinder effective teamwork, such as motivational techniques, perception, and
personality of the team leader. I also need to think about the right philosophy for the group's
operations and how it affects behavior.
In this report, I will briefly talk about our team's volunteer project and reflect on various concepts
and theories in a statement that reflects on team performance, dynamic analysis, strength of the
group, the roles and behavior of the group members, and the contribution.
1.2 Main content of the report
In this report, I will introduce the group and the activities, it includes the content of the activities,
the purpose of the activities, the roles of the team members, the time frame. Then I will report on
Personality and Cognitive Analysis, it includes MBTI test, Big 5 Traits Test, Perception of Team
Responsibility. Next is the Content and Process of motivational theories to create and maintain an
effective workforce. The last is about participating in a group activity in a given business situation
to demonstrate effective teamwork skills.
1. Introduction about the team and actitivies
2.1 The contents of the project
TOPIC OF GROUP ACTIVITY: “Raising Fund Through Making and Selling Breakfast Sandwich at An
Don campus, Greenwich Uuniversity”
The group includes 5 members, which are:
 Dang Khanh Linh
 Duong Ky Duyen
 Vo Phu Toan
 Bui Long Cao Y
 Nguyen Tran Cat Tuong
The meaning of this project: The goal of our effort is to donate to a charity organization. With the
hope of providing a nice lunch to the less fortunate because it gives them hope that there are still
people out there who value good food and understand some of their difficulties.

Picture 1: Menu of the project

The main actions in this project:
About the products for selling in order to raise funds, the team project sells hand-made cheese
and ham sandwiches and baked baguettes to achieve profit.
Picture 02 is the visualized picture of the sandwich product group (in the plan and in reality). Each
finished product is made from Shokupan sandwich bread, cheese (Dairymoont), ham (Happy
Price), mayonnaise (Kewpie), tomatoes, and salad. Due to the Shokupan sandwich bead being
censored by a local bakery, the cost of each sandwich (including packaging) is around 15.3
thousand VND, and it has a more reasonable price for students, 25 thousand VND for 1 meal
(including 2 triangle parts and a kraft box to contain the breakfast).
Picture 2: Plan and result of sandwich
According to picture 03, the baked baguette is visualized in a plan, with the expected outcome in
side (2), conducted by the team leader, and the finished product in side (1), conducted by team

member Khánh Linh. Due to its easy-to-made and cheap raw materials, this product group is
expected to create profit. However, because of some errors, it could not be sold to people.
Picture 3: Plan and result of baguette
After achieving the targeted profit number, "the Hungry Stomach" project is finished by giving all
the money to a charity organization that has the mutual objective of helping unfortunate people.
However, the activities are mainly intended as a reflective statement reflecting on diverse
personalities and perceptions, and how the differences in individual attributes inform and
influence management approaches. Besides, the execution of teamwork activities coupled with
personality and perception analysis is the firm foundation for testing content and process theories
of motivation for optimizing teamwork effectiveness. Some recommendations are supposed to
best enhance team activity, and if "The Hungry Stomach" project is a business activity, then how
can it be managed based on the profound understanding of organizational behavior?
2.2 The purpose of this project
A non-profit project called "Hungry Stomach" was born to spread the spirit of kindness, solidarity,
and promote selfless values instead of selfishness to the student and staff community of
Greenwich University. When a piece of food not only warms our stomach but also can be shared
with those in disadvantaged circumstances in society. By buying and using ham and cheese
sandwiches and buttermilk toast, we are quietly contributing a small but well-deserved help to the
less fortunate. The members of the organization are lucky to have been raised in loving homes
with access to food and clothing. However, 5 members are aware that not everyone is as
fortunate, and the "Hungry Stomach " project aims to improve the lives of those in less fortunate
situations, such as hospital patients, orphans, and children. And that’s also the reason we choose
“Hungry Stomach” to be the official name of the group.
2.3 The main role and main area of activity of each individual

Name
member
Role Description Specific requirements Deadline/ day.
Ky Duyen
(Team
Leader)
Prepare the plan for
team + sandwiches
- The filling of sandwich
and bread will be bought
and prepared daily; she
will make the products (24
products/ day) at 5a.m
within 2 hours.
Res. the source of
bread and filling, and
the number of products
for selling in each day
(7:15AM, An Don).
24 products for
each day (will be
changed
according to the
link preorder).
Cat
Tuong
(Team
member)
Setup a media plan
+ support Duyen to
finish the products
+
Help Duyen to make
sandwiches
Prepare sandwiches
everyday with Duyen.
Support Duyen
at 6a.m every
morning
Khanh
Linh
(Team
member)
Prepare cooked
baguette; (after
that, prepare the
sandwiches) + plan
for the budget
Prepare bread, butter and
sugar to make baguette;
(after that, prepare the
sandwiches)
Ensured the good’s
quality and reasonable
price.
The products are ready
to serve before the
open time
Before 7:15AM
Cao Y
(Team
member)
Set up the hygienic
place to sell
products +
Transport of goods
Have responsibility to
prepare table, table-cover,
towel,..
Manage time to deliver
goods (COD)
Res. to prepare plastic
bag, antiseptic, and
deliver ordered
products to customers.
Before 7:15AM
a.m.
Phu Toan
(Team
member)
Prepare the raw
material and
packages
On track the number of
raw materials and prepare
the packages for
containing the finished
products.
Res. the stable and
fresh of raw materials
and the quantity of
packages.
End of the
morning.
2.4 The timeframe
The task in one and a half weeks (from 15/11/2022 to 04/12/2022). It includes the processes of
creating an idea, planning the products and media activity, and giving the resulting profit to other
organizations.

The specifically timeline was indicate in the followings:

2. Personality and perceptions Analysis:
3.1 Definition
3.1.1 MBTI Test
According to Su-Jeong Han (2014), the Myers-Briggs Type Indicator (MBTI) leverages Carl Jung's
idea of psychological type to evaluate and describe personality. Jung developed psychological
types based on four functions, namely, Feeling (F), Thinking (T), Intuition (N), and Sensing (S), plus
four attitudes, namely, Extraversion (E), Introversion (I), Judging (J), and Perceiving (P). The most
popular professional personality test, the Myers-Briggs Type Indicator (MBTI), measures
personality traits. The MBTI uses four planes to categorize a person's preferences. These are the
contrasts between introversion and extraversion, intuitive perception and sensing perception,
thinking and feeling, and lastly, perceiving and judging(Mallari and Pelayo, 2017).
Picture 4: 16 personality types of MBTI test

The creation and use of the MBTI instrument have two linked objectives:
- The identification of the fundamental preferences of each of the four dichotomies stated or
implied by Jung's theory.
- The recognition and explanation of the 16 different personality types that emerge through
interactions between preferences.
Favorite world: Do you prefer to focus on the outer world or on your own inner world? This is
called Extraversion (E) or Introversion (I).
Information: Do you prefer to focus on the basic information you take in or do you prefer to
interpret and add meaning? This is called Sensing (S) or Intuition (N).
Decisions: When making decisions, do you prefer to first look at logic and consistency or first look
at the people and special circumstances? This is called Thinking (T) or Feeling (F).
Structure: In dealing with the outside world, do you prefer to get things decided or do you prefer
to stay open to new information and options? This is called Judging (J) or Perceiving (P).
Picture 5: The Four MBTI Preferences and the Basic Definition of the Preferences (Katrina,2019)
3.1.2 Big 5 Traits
A personality trait is a distinctive way of thinking, feeling, or acting that has a tendency to remain
constant over time and in relevant contexts. The Big Five are a group of five broad, bipolar
characteristic categories that make up the most popular model of personality structure. They
include extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience.

Numerous studies have looked at how personalities evolve and remain consistent over time, as
well as how the Big Five personality traits affect key life outcomes(Soto, 2018).
Picture 6: Big five personality traits (Source: Anna, 2018)
The most often used taxonomy of personality traits in psychology, the Five-factor model or Big
Five, was constructed experimentally rather than conceptually by looking at patterns of correlation
among personality trait descriptors (John, Naumann,& Soto, 2008). Five components in the pool of
personality traits were statistically identified; the next step was to interpret and label the factors,
which can be a difficult procedure (Peterson, 2014).
Extraversion consistently predicts social outcomes. People who are highly extraverted frequently
have more friends and romantic partners and are regarded as having higher social status by their
peers. They are more inclined to take on leadership positions in their communities and, in general,
prefer and perform better in socially and entrepreneurial activities. In terms of the frequency and

strength of happy feelings, extraverts typically have better subjective well-being than
introverts(Soto, 2018).
Agreeableness is associated with a number of affiliative and prosocial outcomes. For instance,
more agreeable people typically get along better with their peers and have more rewarding and
stable interpersonal relationships. They tend to favor social vocations and are more inclined to
practice religion, give back to the community, and assume leadership positions. Additionally,
agreeable people are less prone to commit crimes(Soto, 2018).
Conscientiousness is an important predictor of achievement and health related outcomes. High-
conscientious students typically achieve higher marks, and conscientious employees typically
perform better across a range of professions. Due to their propensity to participate in good habits
(such as exercising and eating right) and abstain from harmful ones, highly conscientious people
also typically live longer (e.g., smoking, substance abuse, criminal behavior). Additionally, they are
more likely to hold conservative religious and political views (Soto, 2018).
Neuroticism is negatively associated with subjective well-being and psychological health. High
levels of neuroticism, for instance, are associated with poorer levels of overall life satisfaction as
well as lower levels of happiness in a variety of particular life domains (e.g., job and relationship
satisfaction). Additionally, they have a higher risk of developing several types of psychopathology,
such as anxiety and mood disorders (Soto, 2018).
Openness to experience is most strongly associated with intellectual and creative outcomes.
People who are highly open typically perform better on tests of intelligence and creativity and
choose to work in the sciences and the arts. Additionally, they are more likely to identify as
spiritual and have liberal political and social views (but not necessarily religious) (Soto, 2018).
3. The Five-factor model or Big Five
—the most widely used
4. taxonomy of personality traits in
psychology—was developed

5. empirically rather than
theoretically, by examining patterns
of
6. correlation among personality
trait descriptors (John, Naumann,
7. & Soto, 2008). After the
statistical identification of five
factors
8. in the pool of personality traits, it
remained to interpret and
9. label the factors, sometimes a
contentious process. The most
10. extensive debate has surrounded
the interpretation of the fifth
11. factor, which has been described
variously as Culture, Intellect,
12. Openness to Experience, and
Imagination. Currently, the most

13. widely used label for this factor is
Openness to Experience, but
14. the compound label
Openness/Intellect is increasingly in
use,
15. reflecting research indicating
that Openness to Experience and
16. Intellect represent two equally
central aspects of the broader
17. factor, which are correlated but
separable (J. A. Johnson, 1994;
18. Saucier, 1992, 1994). Personality
traits are hierarchically orga-
19. nized, and Openness and
Intellect can be considered distinct
20. traits at a level of personality
organization below the Big Five
21. (DeYoung, Quilty, & Peterson,
2007). The Big Five trait Open-

22. ness/Intellect reflects the shared
variance of the two lower level
23. traits.
3.2. The author’s personality:
3.2.1. MBTI test:
Picture 7: Result of MBTI test
With results from the 16personalities website, it turns out that this individual (report author) is an
ENTP. It stands for Extroverted, Intuitive, Thinking, Perceiving. ENTP indicates a person energized
by time spent with others (extroverted), who focuses on ideas and concepts rather than facts and
details (intuitive), who makes decisions based on logic and rational (Thinking) and who prefers
spontaneity and flexibility to being planned and organized (perceiving). ENTPs are sometimes
called visionaries because of their passion for new, innovative ideas (Molly, 2019). ENTPs are
quick-witted and unconventional, giving them a great edge in debate, academia, and politics.
However, they also tend to do well in many other areas that require a willingness to challenge
existing ideas and organize multiple arguments. ENTPs also have a deep understanding of how
things and relationships work and how to improve them. They are non-judgmental, open-minded,
skilled in communication with intelligent minds, and have flexible language abilities. ENTPs are
also very rational people who value objective criteria more than personal preferences. They will
never rush to make judgments or make judgmental decisions before looking at the matter
carefully, flexibly, and with the ability to change depending on the circumstances (Kendra, 2022).
Since they are identified as extroverts, it can be seen that ENTPs have very good communication
skills. They are skilled communicators and enjoy interacting with a wide range of family, friends,
and acquaintances. In conversations and social relationships, it is often liked and known by many
people (Sharon, 2001). The communication plan that Linh has taken on includes making
posters/clips about products and activities, and calling on relationships to support the project. In
addition, ENTPs tend to be quick to absorb information and very open-minded, generally going
with the flow. This is not to say that they are particularly agreeable individuals, but that they can
adapt to situations and problems that arise in life and work. ENTPs can improvise quickly and
come up with innovative solutions quickly. They cope well with rapid and frequent change and
enjoy corresponding challenges (Molly, 2019). After the baguette was removed from the project's

menu, Linh also looked for work to share with the group by helping the members make
sandwiches. ENTPs are enthusiastic and energetic because of their laid-back, flexible, and easy-
going nature.
On the other hand, the mind of an ENTP is always coming up with new interesting ideas, so they
have a hard time focusing on a certain topic (Marissa, 2022). An example of this feature is the
suggestion of a new idea for the project "Chiec bung doi", instead of selling only sandwiches, sell
butter-baked baguettes. But besides that, ENTPs are more interested in coming up with ideas and
solutions than implementing them. They may have no trouble coming up with a perfect plan but
have little interest in putting it in place and checking all the details (Marissa, 2022). This can also
be seen as a reason for failure to make baguettes. Materials and methods have not been
thoroughly researched and completed, causing waste of cost and time. As idea people, always
working with a general plan or idea, ENTPs often engage in debates simply because they enjoy
having a good match of wits. At times, their preference for argument makes the ENTPs likely to
come into conflict with others, making others feel like they are deliberately fighting and
antagonizing (Paul,2001). Two controversies over the roles and responsibilities of each member
occurred. Linh was the one to criticize and critique the way two male members of the group
worked when they failed to fulfill their duties and responsibilities. There is a quote about ENTPs:
"ENTPs tend to be independent, analytical, and impersonal in their relations with people, and they
are more apt to consider how others may affect their projects than how their projects may affect
others." (Isabell, 2006). That's why actors affect their projects and it doesn't work smoothly, which
can lead to conflict within the team. A common myth about ENTPs is that they like to argue just
for the sake of arguing. Although people with this personality type are sometimes willing to play
the role of the initiator, they love debate as a way to explore a topic, find out what others believe,
and help others see the other side of the story.
Key ENFJ Characteristics:
- As a person of ideas, always work with a general plan or idea.
- Enthusiastic, optimistic, well known.
- Always be serious in relationships.
- Highly persuasive.
- Comfortable, flexible and easy to integrate.
- Have excellent communication skills.
- Would love to develop and enhance their relationships.
- Being able to move on after leaving a relationship. - Good at making money but not
good at managing them.
- Tendency to deviate from original plans and ideas.
- Always attracted to the new and they change lovers often.
- Earn as much as you can spend, often can't control your pocket.
- Arguing is the cause of controversy.
- Although serious, they will give up relationships that will not have the opportunity
to develop long-term

3.2.2. Big 5 traits:
3.2.2.1. Openness:
Imagination (score: 14 – high)
To imaginative individuals, the real world is often too plain and ordinary. High scorers on this scale
use fantasy as a way of creating a richer, more interesting world. Low scorers are on this scale are
more oriented to facts than fantasy.

Artistic Interests (score: 12 – neutral)
High scorers on this scale love beauty, both in art and in nature. They become easily involved and
absorbed in artistic and natural events. They are not necessarily artistically trained nor talented,
although many will be. The defining features of this scale are interest in, and appreciation of
natural and artificial beauty. Low scorers lack aesthetic sensitivity and interest in the arts.
Emotionality (score: 17 – high)
Persons high on Emotionality have good access to and awareness of their own feelings. Low
scorers are less aware of their feelings and tend not to express their emotions openly.
Adventurousness (score: 13 – high)
High scorers on adventurousness are eager to try new activities, travel to foreign lands, and
experience different things. They find familiarity and routine boring, and will take a new route
home just because it is different. Low scorers tend to feel uncomfortable with change and prefer
familiar routines.
Intellect (score: 14 – high)
Intellect and artistic interests are the two most important, central aspects of openness to
experience. High scorers on Intellect love to play with ideas. They are open-minded to new and
unusual ideas, and like to debate intellectual issues. They enjoy riddles, puzzles, and brain teasers.
Low scorers on Intellect prefer dealing with either people or things rather than ideas. They regard
intellectual exercises as a waste of time. Intellect should not be equated with intelligence. Intellect
is an intellectual style, not an intellectual ability, although high scorers on Intellect score slightly
higher than low-Intellect individuals on standardized intelligence tests.
Liberalism (score: 14 – high)
Psychological liberalism refers to a readiness to challenge authority, convention, and traditional
values. In its most extreme form, psychological liberalism can even represent outright hostility
toward rules, sympathy for law-breakers, and love of ambiguity, chaos, and disorder. Psychological
conservatives prefer the security and stability brought by conformity to tradition. Psychological
liberalism and conservatism are not identical to political affiliation, but certainly, incline individuals
toward certain political parties..

3.2.2.2. Conscientiouness:
Self-Efficacy (score: 15 – high)
Self-Efficacy describes confidence in one's ability to accomplish things. High scorers believe they
have the intelligence (common sense), drive, and self-control necessary for achieving success. Low
scorers do not feel effective, and may have a sense that they are not in control of their lives.
Orderliness (score: 11 – low)
Persons with high scores on orderliness are well-organized. They like to live according to routines
and schedules. They keep lists and make plans. Low scorers tend to be disorganized and scattered.
Dutifulness (score: 13 – high)
This scale reflects the strength of a person's sense of duty and obligation. Those who score high on
this scale have a strong sense of moral obligation. Low scorers find contracts, rules, and
regulations overly confining. They are likely to be seen as unreliable or even irresponsible.
Achievement-Striving (score: 13 – high)
Individuals who score high on this scale strive hard to achieve excellence. Their drive to be
recognized as successful keeps them on track toward their lofty goals. They often have a strong
sense of direction in life, but extremely high scores may be too single-minded and obsessed with
their work. Low scorers are content to get by with a minimal amount of work, and might be seen
by others as lazy.
Self-Discipline (score: 10 – low)

Self-discipline-what many people call will-power-refers to the ability to persist at difficult or
unpleasant tasks until they are completed. People who possess high self-discipline are able to
overcome reluctance to begin tasks and stay on track despite distractions. Those with low self-
discipline procrastinate and show poor follow-through, often failing to complete tasks-even tasks
they want very much to complete.
Cautiousness (score: 16 – high)
Cautiousness describes the disposition to think through possibilities before acting. High scorers on
the Cautiousness scale take their time when making decisions. Low scorers often say or do the first
thing that comes to mind without deliberating about alternatives and the probable consequences
of those alternatives..
3.2.2.3. Extraversion:
Friendliness (score: 17 – high)
Friendly people genuinely like other people and openly demonstrate positive feelings toward
others. They make friends quickly and it is easy for them to form close, intimate relationships. Low
scorers on Friendliness are not necessarily cold and hostile, but they do not reach out to others
and are perceived as distant and reserved.
Gregariousness (score: 17 – high)
Gregarious people find the company of others pleasantly stimulating and rewarding. They enjoy
the excitement of crowds. Low scorers tend to feel overwhelmed by, and therefore actively avoid,

large crowds. They do not necessarily dislike being with people sometimes, but their need for
privacy and time to themselves is much greater than for individuals who score high on this scale.
Assertiveness (score: 15 – high)
High scorers Assertiveness like to speak out, take charge, and direct the activities of others. They
tend to be leaders in groups. Low scorers tend not to talk much and let others control the
activities of groups.
Activity Level (score: 13 – high)
Active individuals lead fast-paced, busy lives. They move about quickly, energetically, and
vigorously, and they are involved in many activities. People who score low on this scale follow a
slower and more leisurely, relaxed pace.
Excitement-Seeking (score: 14 – high)
High scorers on this scale are easily bored without high levels of stimulation. They love bright
lights and hustle and bustle. They are likely to take risks and seek thrills. Low scorers are
overwhelmed by noise and commotion and are adverse to thrill-seeking.
Cheerfulness (score: 15 – high)
This scale measures positive mood and feelings, not negative emotions (which are a part of the
Neuroticism domain). Persons who score high on this scale typically experience a range of positive
feelings, including happiness, enthusiasm, optimism, and joy. Low scorers are not as prone to such
energetic, high spirits.
3.2.2.4. Agreeableness

Trust (score: 12 – neutral)
A person with high trust assumes that most people are fair, honest, and have good intentions.
Persons low in trust see others as selfish, devious, and potentially dangerous.
Morality(score: 11 – low)
High scorers on this scale see no need for pretense or manipulation when dealing with others and
are therefore candid, frank, and sincere. Low scorers believe that a certain amount of deception in
social relationships is necessary. People find it relatively easy to relate to the straightforward high-
scorers on this scale. They generally find it more difficult to relate to the unstraightforward low-
scorers on this scale. It should be made clear that low scorers are not unprincipled or immoral;
they are simply more guarded and less willing to openly reveal the whole truth.
Altruism (score: 16 – high)
Altruistic people find helping other people genuinely rewarding. Consequently, they are generally
willing to assist those who are in need. Altruistic people find that doing things for others is a form
of self-fulfillment rather than self-sacrifice. Low scorers on this scale do not particularly like
helping those in need. Requests for help feel like an imposition rather than an opportunity for self-
fulfillment.
Cooperation (score: 11 – low)
Individuals who score high on this scale dislike confrontations. They are perfectly willing to
compromise or to deny their own needs in order to get along with others. Those who score low on
this scale are more likely to intimidate others to get their way.
Modesty (score: 12 – neutral)
High scorers on this scale do not like to claim that they are better than other people. In some cases
this attitude may derive from low self-confidence or self-esteem. Nonetheless, some people with
high self-esteem find immodesty unseemly. Those who are willing to describe themselves as
superior tend to be seen as disagreeably arrogant by other people.
Sympathy (score: 15 – high)
People who score high on this scale are tenderhearted and compassionate. They feel the pain of
others vicariously and are easily moved to pity. Low scorers are not affected strongly by human
suffering. They pride themselves on making objective judgments based on reason. They are more
concerned with truth and impartial justice than with mercy..

3.2.2.5. Neuroticism:
Anxiety (score: 16 - high)
The "fight-or-flight" system of the brain of anxious individuals is too easily and too often engaged.
Therefore, people who are high in anxiety often feel like something dangerous is about to happen.
They may be afraid of specific situations or be just generally fearful. They feel tense, jittery, and
nervous. Persons low in Anxiety are generally calm and fearless.
Anger (score: 13 - high)
Persons who score high in Anger feel enraged when things do not go their way. They are sensitive
about being treated fairly and feel resentful and bitter when they feel they are being cheated. This
scale measures the tendency to feel angry; whether or not the person expresses annoyance and
hostility depends on the individual's level on Agreeableness. Low scorers do not get angry often or
easily.
Depression (score: 13 - high)
This scale measures the tendency to feel sad, dejected, and discouraged. High scorers lack energy
and have difficulty initiating activities. Low scorers tend to be free from these depressive feelings.
Self-Consciousness (score: 10 – low)
Self-conscious individuals are sensitive about what others think of them. Their concern about
rejection and ridicule cause them to feel shy and uncomfortable around others. They are easily
embarrassed and often feel ashamed. Their fears that others will criticize or make fun of them are
exaggerated and unrealistic, but their awkwardness and discomfort may make these fears a self-

fulfilling prophecy. Low scorers, in contrast, do not suffer from the mistaken impression that
everyone is watching and judging them. They do not feel nervous in social situations.
Immoderation (score: 13 – high)
Immoderate individuals feel strong cravings and urges that they have have difficulty resisting. They
tend to be oriented toward short-term pleasures and rewards rather than long- term
consequences. Low scorers do not experience strong, irresistible cravings and consequently do not
find themselves tempted to overindulge.
Vulnerability (score: 13 - high)
High scorers on Vulnerability experience panic, confusion, and helplessness when under pressure
or stress. Low scorers feel more poised, confident, and clear-thinking when stressed.
3.3 The perception and personalities of team’s members
3.3.1 MBTI Test
Name of member Their result Key characteristics
DươngThịKỳDuyên
(Leader)
INTJ - The
Mastermind.
Strategic and logical thinking, sticking to the deadline,
remaining in order, preferring using statistics and rational
arguments, perfectionism, being private, being over-critical,
lack of emotions and understanding, and so forth.
Bùi Long Cao Ý (Team
member)
ISTJ - The
Inspector.
Quiet and reversed individual, over security, faithful and loyal,
strong organization, logical and reasonable.
ĐặngKhánh Linh (Team
member)
ENTP - The
Innovator.
Friendly, clever, impressed and charming individuals, who love
debating, doing everything in their own way and having wide
knowledge.
NguyễnTrầnCátTường
(Team member)
INFJ - The
Advocator.
Idealistic, thoughtful and principled individuals who are willing
to stand up for their perspectives, respect their own values
and strongly connect with others.
VõPhúToàn (Team
member)
ESTJ - The
Executor.
Traditional-mindedness and ordered individuals who are
dedicated and love challenges; they have purposeful honesty
and are goal-oriented persons who heavily rely on the truth,
reliability and ethics.
3.3.2 Big 5 traits
Ky Duyen:

Cao Ý:
Cat Tuong:

Phu Toan:
3.4 Perception to the team’s responsibility
True to his responsibility as the leader, Ky Duyen showed his sense of responsibility the highest
among all the members. From planning, ideas, job assignment to project completion, all are
controlled under the supervision of Ky Duyen. She has an extremely high sense of responsibility,

which is an indispensable element in our project. Cat Tuong is also a person with a high sense of
responsibility as she always wakes up early every morning and travels the long way to Duyen's
house to help her prepare sandwiches. She is also very agile and self-disciplined when she knows
her strengths to design posters and introductory content for the whole team. Linh is the third
female member who also has a high sense of responsibility. When assigned to make baguettes, I
prepared the ingredients and practiced on my own. Although this dish failed and was removed
from the menu, with my responsibility, I also changed my job to help prepare the sandwich by
bringing the ingredients home and making it. Cao Y is a male member but the level of
responsibility is only average. While everyone tried to create the dish, he only enjoyed and
criticized without helping. The ship mission also has to be in his opinion as he sets boundaries on
time and distance, which leads to tension between him and his team members. Phu Toan is also a
person with low responsibility when he just talks but doesn't do it. With sales duties, the sales
sessions on campus he was always late and solved by buying all the leftover sandwiches. This
makes the meaning of the project no longer the same as the original direction.
4. Content and process theories of motivation to create and maintain an
effective workforce
4.1. Content theories:
Theories of content aim to clarify the precise factors that, in fact, drive an employee's motivation
at work. Identifying people's needs, relative effectiveness, and the objectives they work toward in
order to meet those needs are all topics covered by these theories. The focus of content theories
is on the characteristics of necessities and what inspires them (Mullins, 2019).
Herzberg’s Two- factor theory
The well-known Two-Factor Theory by Frederick Herzberg was developed in 1959. Herzberg
defined two sets of characteristics that determine employees' working attitudes and level of
performance, called Motivation & Hygiene Factors, based on 200 engineers and accountants'
input on their personal feelings about their working settings that was gathered in the USA
(Robbins, 2009). While hygiene factors are extrinsic factors that work to prevent any employee
unhappiness, motivation factors are intrinsic factors that boost employees' job satisfaction.
Herzberg went on to say that a full supply of hygiene factors is not a requirement for job
satisfaction. Employee performance or productivity must be improved in order to address
motivational variables.
Motivation is defined as the act or process of providing someone with a reason or encouragement
to do something. Motivation is the result of an interaction between conscious and unconscious
factors, such as dissatisfaction and turnover intention, and it is used to satisfy their employees
(Chiat and Panatik, 2019).

The Hygiene factors are the factors that are not so dominant and strong contributors towards the
satisfaction of the worker, but the presence of the hygiene factors is important and required to
present in order to meet an employees' expectations and prevent them from feeling job
dissatisfaction (Chiat and Panatik, 2019).
According to this theory, satisfying people's lower-level needs (such as their intrinsic or hygienic
requirements) won't spur them on to work harder; rather, it will just keep them from feeling
unsatisfied. Higher-level needs (intrinsic or motivational elements) must be met in order to
encourage employees. The result for firms using this theory is that satisfying employees' extrinsic
or hygienic elements will merely keep them from actively becoming dissatisfied but won't inspire
them to put out more effort in the direction of improved performance. Organizations should
concentrate on providing intrinsic or motivational factors to motivate personnel (Robbins, 2009).
Picture 8: Herzberg’s Two-Factor Theory (Source: Toolshero.com)
4.2 Process theories:
Process theories state that individual needs of employees determine their conduct. If their job is in
line with their expectations and values, employees will be motivated. According to this theory, an
employee's motivation is influenced by a number of factors, including their expectations, needs,
values, and comparisons to others in their field. It is interested in figuring out what drives and
sustains individual behavior in self-directed human cognitive processes. Many workplace
motivation theories that are categorized as process theories share the idea that attention should

be paid to employees' various requirements and the cognitive processes that underlie these
distinctions. These theories concentrate on the origins and reasons for employees' actions, as well
as the motives that affect the severity and scope of those actions.Vroom's expectancy theory,
Adam's equity theory, Latham and Locke's goal-setting theory, and Skinner's reinforcement theory
are the major process theories of motivation (Lynne, 2012)
Goal theory
Edwin Locke and Gary Latham (1990), leaders in goal-setting theory and research, have
incorporated nearly 400 studies about goals into a theory of goal-setting and task performance.
According to the theory, there appear to be two cognitive determinants of behavior: values and
intentions (goals). A goal is simply what a person is intentionally attempting to do. According to
Locke and Latham, one experiences value judgments emotionally. In other words, one is
motivated to act in accordance with their values by their values. Goals have a secondary impact on
behavior (work performance). Goals that are difficult to achieve also encourage effort and increase
persistent effort. People are motivated to create methods that will allow them to perform at the
necessary goal levels by having goals. Finally, achieving the goal might result in fulfillment and
increased motivation, whilst failing to do so can result in dissatisfaction and decreased motivation
(Button,1995). The quantity of effort made is determined by the degree of difficulty of the goal,
how demanding and tough it is, and the level of dedication of the person. People who have clear
quantitative goals, such as meeting a target number of people with a particular aim in mind—as
opposed to those who have a general goal like "do the best you can"—or a deadline for finishing a
task—perform better. Setting challenging goals improves performance compared to setting
simpler ones ( Locke, 1990).
Picture 9: General model of goal-setting theory (Source: Mullin and McLean,2019).
4.3 Apply content and process theories of motivation for enhancing and maintaining an
effective organizational workforce
4.3.1 The obstacles and facilitators in the team activity
After analyzing each team member’s strengths and weaknesses as well as their perception of
responsibility, the following is the description of the obstacles and facilitators that “The Hungry
Stomach” has faced.

The overlap of team members’ schedules:
In the team, there are four members who
have part-time jobs (KỳDuyên, Khánh Linh, PhúToàn and CátTường) and three of them who are
also students living away from family (KỳDuyên, PhúToàn, and CátTường). Therefore, the schedule
of teamworking and communication is inevitably not well performed and deeply discussed.
The overlap of their schedules in part-time jobs coupled with the individual's independent life
leads to communication that usually happens inconsistently and usually occurs at night. It is an
inevitable obstacle because of the uncontrollable factor. However, each member can learn how to
be flexible and work together in order to produce a good outcome.
The problem has been settled based on the biggest facilitator of the team, which is the mutual
understanding and communication geared toward the final outcome, raising funds. And to raise
funds, it is important to satisfy the needs of customers. Therefore, people have worked together
to create another plan, selling sandwiches and baked baguettes as a quick breakfast for students
and teachers in the scope of the AnDon campus which later expands to the online form.
The conflicts of ideas, stone lotus, or sandwiches:
At the beginning of the activity, KỳDuyên and CátTường supposed the idea of selling stone lotus
and detox drink. After that, CátTường with her thoughtfulmindset,t expressed her passion for this
idea as it could spread the love of the environment to people. Besides, the organization of the
workshop for people to decorate the flowerpot and enjoy healthy drinks is also suggested by
CátTường. However, this idea has conflicted with the practical mindset of PhúToàn and the critical
reasoning of Khánh Linh. The arguments questioned the idea of selling stone lotus and detox
drinks concerned with its suppliers, whether it is realistic in the university's scope, the appropriate
flowerpots coupled with the incurred fees for the colour, and the members' individual schedule.
The problem has been settled down based on mutual understanding and communication geared
toward the final outcome which is raising funds which are one of biggest facilitators of the team.
And to raise funds, it is important to satisfy the need of customers. Therefore, people have worked
together to create another plan, selling sandwiches and baked baguettes as a quick breakfast for
students and teachers in the scope of the AnĐồn campus which later expands to the online form.
From the conflict of ideas, it could be seen that no matter how different each individual but in a
group, they must act for the mutual goal. The mutual goal is also the voice of a team and
measurement to identify which behaviour is accepted and which is not to achieve that desire. Each
member with each strength and weakness will be utilized by the team leader in order to
contribute those individual features in the process of gaining the intended outcome.
Indeed, in the process of developing and performing the activity, each member has contributed to
the outcomes. CátTường with her idealistic mindset created meaningful media content influencing
customers' purchase intention. PhúToàn with his practical mindset has contributed to the
operations and execution of the activity. Khánh Linh would appear to debate others whenever the
team exists unreasonably, therefore, the team was able to solve the problem in time. Then, the
process of teamworking is facilitated by those bright sides of team members.

The lack of decision-making within the team:
During teamworking, there is a period when other team members lost their inspiration and
motivation. It led to indecisiveness, lack the proactive contribution and solely depending team
leader's decision. It burdened the role of the team leader, KỳDuyên when the vagueness and
silence in the group decreased the productivity of the whole team.
Therefore, some motivational techniques have been applied based on each individual trait of the
team member. For instance, the empowering tasks for PhúToàn and Khánh Linh (active
characteristics) have boosted their interest in teamwork activity. While the recognition of the
contributions would boost the energy of CátTường and Cao Ý. After the utilization of those
techniques (which will be later discussed in part 4), the heat of the group increased again.
The cancellation of baked baguette:
In the performance of the activity, the first plan deviated due to some human errors. In detail, the
project includes two product groups which are sandwiches and baked baguettes. However, the
baked baguettes could not be sold because they did not satisfy the set standards.
In short, the accepted finished products when it is safe for consumption and good-looking as well
as delicious. The baguettes have to be bought from a reliable supplier then their inside could be
solid and firm. Therefore, when they are sliced slightly, it still keeps a good form. In the baking
process, they are supposed to be baked in the air fryer to ensure equal heat for each slice. This
part is handed to Khánh Linh to solve independently. However, the finished products have not
been accepted and cancelled. Because they did not satisfy any mentioned standards above.
Therefore, the outcomes have not to own good-looking, delicious, or even burnt.
The conflicts have not happened due to every member realising their own false which has
contributed partly to the outcomes. KỳDuyên understood that the unexpected outcomes were
caused by her failure to communicate effectively and effort enough in proving Khánh Linh's
method. And other members also agreed that they had no enthusiasm for contributing to the
teamwork activity. Therefore, these obstacles have been overcome due to the recognition of the
mutual false, not the individual. It is also a lesson learned for all the team members related to
communication and their contribution to the team.
The incompletion of daily tasks:
The schedule of the project is uncomfortable for members to follow when it requires them to
wake up early to prepare sandwiches so the freshness of products is guaranteed. Indeed, the
gained profit is ensured when it satisfies the need of the customer but it is not easy for Khánh Linh
and CátTường to wake up early to prepare sandwiches. Therefore, there is one day when two
members have been absent due to oversleeping then they have not come to the team leader's
accommodation to prepare sandwiches. Therefore, the team leader KỳDuyên prepared the
number of sandwiches for that day without anyone's assistance.
Although the group's atmosphere becomes intense, the team leader still tried to understand their
excuse after a certain time of working together. This growth is influenced by other members'
characteristics. It could be perceived that KỳDuyên has learnt how to become more understanding

others despite of her uncomfortable experience. In teamwork, it is crucial to have a learning from
each other based on the understanding. This awareness, therefore, becomes a facilitator of a
team.
4.3.2 Motivational theories that team leader applied to encourage all members
During the teamwork, the team leader of “The Hungry Stomach” has utilized flexibly the
understanding of Herzberg’s work to enhance and reach the expected productivity in team
working. The flexibility and balance in using both factors; extrinsic rewards and intrinsic rewards
are applied at the same time to optimize the team operation. By using the characteristics of an
INTJ, the ability to strategic thinking and create a plan allow all members to have guidelines in
performing their tasks. The information related to the timeframe, the job description, the
component products, expected input and output and each member's task has been provided in
the communication channel of the team. It ensures the hygiene factor in Herzberg's framework.
Besides, depending on each member's characteristics and behaviour, the motivators are used
differently. Khánh Linh, an ENTP (who loves arguments and thinking independently) is motivated
by empowering and needed responsibilities to direct and motivate this individual's behaviour in
performing their tasks. She has received an independent task and every idea has been listened to
and considered carefully. PhúToàn, an ESTJ (who desires to lead others and goal-oriented mindset)
is well motivated whenever sensing achievements and recognition. Whenever the team's situation
gets quiet, he is responsible for making everyone feel cherished again and he somewhat feels
happy about it. CátTường, an INFJ (who is idealistic and socially responsible) is motivated by the
content of the project itself. Only "making sandwiches" cannot fully motivate this individual, it is
rather that "making sandwiches do not only make people get full but other unfortunate lives can
also get full". Cao Ý, an ISTJ (who loves the arrangement and self-insight) is only motivated when
there has personal growth. He loves the process of considering the difference in choosing the
appropriate supplier for the input which develops his comparative mind. It could be perceived that
each member has been ensured the motivator factor according to Herzberg's framework.
In addition, goal theory is also applied by team leaders to motivating team members. There were
two goals that the team had set before starting the project. The first is to complete the course
well, the second is to do charity. Although in the process of working, there were many unintended
events and disagreements that caused the project implementation to be delayed and not
completed according to the project. But with encouragement from the good completion and high
results in the report, the members focused on mediation and found solutions and problems faster.
For example, a baked baguetee was judged by the team to be more profitable than a sandwich
because of its cost and convenience, but Linh failed to complete the product, causing this dish to
be discarded out of the menu. This makes the other members unhappy leading to criticism. The
leader connected the whole group and agreed with the biggest reason to achieve the group's
goals. As a result, the sandwich was the main focus and selling well, generating good revenue for
the group.

4.3.3 Proposal of effective direction
4.3.3.1 Herzberg’s Two- factor theory
Give employees more autonomy: Employees will feel more accomplished at work if they perceive
themselves as autonomous and responsible to a greater extent. The more a company can ethically
encourage staff to take ownership of their job, the more engaged the workforce will be. Autonomy
is a strong motivator (Jessica, 2022).
Provide feedback: IIt's crucial to provide honest and helpful feedback to employees in order to let
them know how they're performing. Giving a team member constructive criticism or appreciation
should be simple if an employer has taken the time to establish trustworthy interpersonal ties at
work. An essential first step in raising employee motivation is to let them know what they can do
to improve (Jessica, 2022).
Improve working conditions: Creating a tidy, secure, and visually pleasant workspace is one of the
easiest strategies to enhance work hygiene. Although safety is obviously important, companies
occasionally neglect the office's layout. To promote work hygiene, make sure the office is well-lit
and stylishly furnished (Jessica, 2022).
Poll employees: A survey is a useful tool for understanding what drives employees. Managers can
learn about their teams' strengths and weaknesses as well as the kind of tasks they prefer over
others by regularly checking in with their teams (Jessica, 2022).
Take a macro view of employee welfare: According to Herzberg's two-factor theory, managers
must work to increase both motivation and hygiene rather than making a choice between the two.
Employers can modify corporate policies to enhance employee welfare and prevent both low
motivation and poor cleanliness at the same time. Employee satisfaction demands that businesses
take into account a wide range of requirements in the categories of motivation and hygiene
(Jessica, 2022).
Improve working environment: Following the hazardous situation of the global pandemic, every
member will require a workplace that adheres to every covid protocol. The leader must also tailor
their working policies to the current situation. Remember that poor hygiene equals poor employee
motivation (TechJockey, 2022)
Take a Macro Look at Employees Interest: According to Herzberg's Two Factor Theory, employers
cannot choose between hygiene and motivation. They must strive for the best of both worlds.
When it comes to job factors, employers must consider a broader range of employee
requirements (TechJockey, 2022)
The Herzberg theory has limitations, yet it can help you improve job happiness at work. It is biased
because, in a positive work environment, people may emphasize aspects of the professions they
enjoy and, in a challenging one, external variables may have a stronger influence. The notion may
be best applied on an individual basis because every employee may have a different perspective of
the workplace.

4.3.3.2 Goal theory
Under the right conditions, goal setting can be a powerful technique for motivating organizational
members. When attempting to use goal-setting to enhance motivation and performance, goals
should be (DuBrin, 2012; Greenberg, 2011; Newstrom, 2011).
 Goals Need to Be Specific: When asked to achieve a specified high-performance goal,
employees of an organization perform at higher levels. Asking team members to perform
better, work harder, or at their highest level is ineffective because it leaves them without a
clear target in mind. Organizational members can set and track their own progress toward
specific goals that are frequently quantified. According to research, achieving specified
goals might facilitate the achievement of other desirable organizational goals, such as
lowering absenteeism, tardiness, and turnover (Locke & Latham, 2002).
 Goals Must Be Difficult but Attainable: Too simple of a goal won't result in the required
improvements in performance. The important thing to remember is that for a goal to
improve performance, it must be challenging and specific. There is a limit to this effect,
though. Members of the organization will put in a lot of effort to achieve difficult goals, but
only if those goals are doable for them. Goals that are overly difficult are rejected by
organization members as being unreasonable and unachievable, which negatively affects
performance. Self-efficacy is a key element in determining if a goal can be attained
(Bandura, 1997). If employees have high self efficacies, they will tend to set higher personal
goals under the belief that they are attainable. The first key to successful goal setting is to
build and reinforce employees’ self-efficacy.
 Goals Must Be Accepted: Goals must be acknowledged. Members of an organization may
not be committed to the goals they are simply assigned, particularly if they would be
challenging to achieve. Allowing organization members to take part in the goal-setting
process is a potent way to win support. Participation aids in goal attainment and ensures
that the organization's members have a better understanding of its objectives. Regarding
forced goals, the self-efficacy element noted above may also be relevant. Even though
some people may reject externally imposed objectives, if they have self-efficacy, they may
nevertheless maintain high internal goals in order to achieve the externally imposed goals
(Bandura, 1997).
 Feedback Must Be Provided on Goal Attainment: Members of the organization can better
their performance using feedback. Feedback is beneficial in two key ways. It first aids
people in assessing their performance. Sports teams, for instance, must be aware of the
game's score; shooters must be able to sight their target; and golfers must be aware of
their handicap. The same is true for a team at work, a department, or an entire company.
Better performance is frequently encouraged through performance comments. Second,
feedback aids individuals in identifying the type of performance modifications needed to
advance. Sports teams, for instance, review replays of games to change their strategies,
and a CEO of a corporation can assess the development, viability, and quality of a product
line.
 Goals Are More Effective When They Are Used to Evaluate Performance: When
employees know that their performance will be evaluated in terms of how well they

attained their goals, the impact of goals increases. Salespeople, for example, have weekly
and monthly sales goals they are expected to attain. Quarterbacks are judged on the
completion percentages of passes thrown and the number of yards the offense generates
per game. Coaches are assessed on their win-loss record.
 Deadlines Improve the Effectiveness of Goals: For most employees, goals are more
effective when they include a deadline for completion. Deadlines serve as a time-control
mechanism and increase the motivational impact of goals. Being aware that a deadline is
approaching, the typical employee will invest more effort into completing the task. In
contrast, if plenty of time remains for attaining the goal, the employee is likely to slow
down his or her pace to fill the available time. However, when deadlines are too tight,
particularly with complex tasks, the quality of work may suffer
5. The participation in a group team activity for a given business situation
to demonstrate effective team skills
5.1 Tuckman’s model – five stages of team development and the relevance of group
behaviour and team theory in the creation and management of effective teamworking
Bruce Tuckman, a psychologist, devised and established Tuckman's Theory, sometimes referred to
as the Five Stages of Team Development, in 1965. Teams must go through the following five stages
of development, in that order: forming, storming, norming, performing, and adjourning. He gave
careful thought to the fact that each of these five stages is necessary for the team to develop to its
full potential. This idea states that the first approach happens when group members first connect
and the final approach happens when the team successfully completes the project. (Tuckman’s
Theory, 2021)
Four stages of team growth were initially included in Bruce Tuckman's (1965) model: Forming,
Storming, Norming, and Performing. He did, however, create a fifth stage that is now adjourning in
the late 1970s. Termination or grieving are terms used to describe this last phase (Business, n.d)
This model illustrates how the team grows in maturity and capability, how relationships are
formed between team members, and how the leadership styles of the leader change. As the
stages advance, the leadership style changes. Directing comes first, followed by mentoring and
participation, and then delegating. The development of a team is explained and understood using
Tuckman's model. Additionally, training individuals in group work helps them realize their full
potential (Bruce Tuckman’s 1965, n.d.).

Picture 10: Tuckman's stages of group development
Forming
The process of assembling the team's structure occurs during the initial formation phase. Team members
feel unclear since they must fit in with the group, and confrontation is always avoided. Team members look
to the team leader for leadership and direction (WCU, 2020).
According to the requirements of subject 5064 - Organization behavior, will be divided into 5 groups. To be
fair and even, the teacher will divide the group in random form. After being assigned, the members will
reunite with their groups. This is the stage when the group is established, the members are still unfamiliar
with each other and begin to get to know each other to collaborate for the immediate work. The group
elects the leader, Ky Duyen. Leader will be responsible for dividing the work, monitoring the work progress
of other members. At this stage, members may not understand the overall purpose of the group as well as
the specific tasks of each person in the group. The group can make decisions based on consensus, rarely
sharp conflicts because people are still cautious with each other. The general psychology at this stage is:
Excited with new work; Be cautious in approaching and sharing with other members; Observe and probe
people around; Position yourself within the group structure. During this process, members will come
together to set goals, plan projects, set timelines and rules within the group.
Storming
During the Norming stage, the team develops its first true sense of cohesion as roles are
established and a consensus forms around group objectives and a shared or complementary team-
based mental model (McShane et al., 2018) Members are more conscious of the effort and

achieve group harmony during this stage, and they develop their language. The team focuses their
efforts on their objectives and productivity (Stein, n.d).
This stage occurs when members begin to reveal themselves and may break the established rules
of the group. This is a very difficult period for the team and easily leads to bad results. At this
stage, there may be conflicts between members due to different causes such as working style,
manners, controversy over issues in project implementation, etc. Specifically, there are difficulties.
the following towel
The first is time heterogeneity. In the team, there are four members who have part-time jobs (Ky
Duyen, Khanh Linh, PhuToan and Cat Tuong) and three of them who are also students living away
from family (Ky Duyen, PhuToan, and Cat Tuong) . Therefore, the schedule of teamworking and
communication is inevitably not well performed and deeply discussed. The overlap of their
schedules in part-time jobs coupled with the individual's independent life leads to communication
that usually happens inconsistently and usually occurs at night. It is an inevitable obstacle because
of uncontrollable factors
. The second is neglect at work. During teamwork, there will be times when other team members
focus on the project. Leads to indecision, lack of initiative to contribute and only depends on the
team leader. It weighed heavily on the team leader Ky Duyen when the ambiguity and silence in
the group reduced the team's work productivity.
The third is disagreement about the role of each member. The group's tasks are divided equally
among all members to create fairness for the collective, but some individuals refuse to perform
their duties. While one team has to do all the work, another team contributes nothing to the
project. This creates tension and quarrels about each member's responsibilities.
Thereby, it can be seen that the group encountered many difficulties and obstacles in the process
of working together. Furthermore, the final decision cannot be made because the members each
have an opinion. It is difficult for the group to come to decisions based on consensus. Worse still,
some members proved uncooperative, uncommitted in work. The exchange and support in the
group is not really good. The morale of some members may go down, which can lead to bad
results for the project.
However, there is disagreement to be able to understand each other better, it is important at this
stage for the group to recognize and face their situation.
Norming
The team members have learned to efficiently coordinate and resolve conflicts while performing.
Members of high-performance teams are highly cooperative, have a high level of trust in one
another, are committed to group goals, and identify with the team (McShane et al., 2018) During
this stage, the team feels satisfied and shares insights into personal and group processes; they are
attached to the team and feel confident; they behave with a doing attitude and are more fluid
among members; they complete tasks and celebrate progress; and they are more fluid among
members (Stein, n.d).

This stage comes when people begin to accept each other, accept differences, try to resolve
conflicts, recognize the strengths of other members, and respect each other. Members begin to
communicate with each other. each other more smoothly, consult with each other and ask for
help when needed. Specifically, the work has been shared for all members. PhuToan and Cao Y
were assigned other jobs with the help of all members. The comments surrounding the sandwich
have been added and improved.
During this stage, constructive comments begin. People begin to look at common goals and have a
stronger commitment to work. There may be new rules formed and followed to minimize
conflicts, creating a favorable space for members to perform assigned tasks.
Performing
The team has developed effective communication and conflict-resolution skills. High-performance
teams have members who are extremely cooperative, have a high degree of trust in one another,
are dedicated to the team's objectives, and identify with the team (McShane et al., 2018) They are
attached to the team and feel confident, they act with a doing attitude and are more fluid among
members, they finish tasks and celebrate progress, and they are more fluid among members
during this stage. The team also feels satisfied and shares insights about personal and collective
processes (WCU, 2020).
This is the stage when the team achieves the highest efficiency in work. The work goes on easily
without any conflict. At this stage, the rules are followed without any difficulty. Team members
support each other in the group to promote good efficiency. The enthusiasm and commitment of
the members to the common goal is unquestionable. The dominant spirit expressed at this stage is
teamwork. Specifically, the three main members, Duyen, Tuong and Linh, will be the sandwich
makers and responsible for purchasing raw materials, processing and packaging. PhuToan is a
salesman at An Don campus. Cao Y is responsible for shipping orders with more than 4
sandwiches. This cooperation and solidarity makes the team accelerate sales performance as well
as receive a lot of positive feedback, giving the members more motivation to continue performing
the work. Through this good cooperation, the members have better understand each other's
personality, as well as each person's working style, thereby promoting each other to become
meaningful pieces of the project.
Adjournment
Team members are often prepared to leave at this point (course termination), which has a
substantial impact on the team's composition, goals, and structure during the final week of class.
They experience shifts and adjustments (WCU, 2020).
The project implementation period is within a week, including three main sales sessions on the An
Don campus. Therefore, the revenue that the group generates, although not much, is enough to
donate to other charity groups in the class. The whole group sat down to talk about the memories
that the past time had accompanied. Moreover, the group decided to continue to support each
other to complete the excellent report to receive points worthy of each person's efforts and
wishes.

5.2 Reflect on personal contribution to group behavior and dynamics in the creation and
management of effective team working
Despite many difficulties and challenges during project implementation, the team has also
achieved unexpected successes. Sales and revenue exceeded the group's expectations. Although it
did not call for more donations from outside relationships, the net sales made everyone happy.
Thanks to encouragement and teamwork in achieving goals, after debates and conflicts, members
quickly realize their responsibilities, support and respect each other's opinions. As a team
member, I have both pros and cons. I found that my strengths including my vivacity, cheerfulness
and good communication skills helped a lot in creating a relaxed atmosphere in the group. This
helps members not to be stressed and easily voice their opinions. With a mind full of ideas, I also
gave many solutions and reasonable formulas to the group in the discussions. As a person with a
high sense of responsibility and perfectionism, the projects I work on often follow clear lines, this
clarity also affects the behavior of the members when they are also trying to get mission done. I
also quite enjoyed debates so I also helped other members realize their goals and responsibilities
in our debate. Although this is not a good idea to motivate and motivate them, it has worked and
made the project more successful than expected. I also recognize and support the team leader in
assigning specific tasks to each person.I am aware that the division of work in accordance with the
capacity and personality of each person will bring a lot of benefits to the work situation and team
members.The first is to maximize the capacity of each member. In addition to expertise, each
member has a unique strength to serve the job, when the manager understands these things, it
will help the job be assigned to the right person, and at the same time let employees be creative
and satisfied. with its mission. And the second is to motivate team members to develop their
capacity. Not only completing the work goals according to the plan, the division of work will help
each member train and improve their own capacity. This is what I personally contributed to the
success of the business project in the "Hungry Stomach" project.
6. Conclusion
The personality tests of each individual revealed some of the characteristics of the group members.
Working together to build and develop the project also helped individuals understand the importance of
organizational behaviors and motivational theories. I understand teamwork in a project, which includes
collaboration and different phases of activity. In order to build trust and motivate team members to work
effectively, we must respect the unique characteristics of each individual and use what we know about the

group characteristics that have been studied. Finally, making wise decisions and actions is supported by a
thorough awareness of the nature of teamwork. It is even more important to promote cooperation skills for
people in general and leaders in particular.
7. Reference
 Cherry, K. (2022) Are you an ENFJ? find out more about your personality type, Verywell
Mind, Verywell Mind, [online] Available at: https://www.verywellmind.com/enfj-
extraverted-intuitive-feeling-judging-2795979 (Accessed December 17, 2022).

 Ducharme, Lori J. & Jack K. Martin (2000). Unrewarding Work, Coworker Support, and Job
Satisfaction, Work and Occupations, Vol. 27 (2), pp. 223-243.
 Edward S.K.W & Dr. Teoh N.H. (2009) Case Study of Factors Influencing Jobs Satisfaction in
Two Malaysian Universities”, International Business Research, Vol. 2, No. 2.
 Edwards, J. R., & Rothbard, N. P. (1999). Work and Family Stress and Well-Being: An
Examination of Person-Environment Fit in the Work and Family Domains, Organizational
Behaviour and Human Decision Processes, Vol. 77 (2), pp. 85-129.
 Fang Yang (2011). Work, Motivation and Personal Characteristics: An In-Depth Study of Six
Organizations in Ningbo”, Chinese Management Studies, Vol. 5 (3), pp. 272-297
 Fuller MA, Valacich JS, & George JF (2008). Information Systems Project Management: A
Process and Team Approach. Upper Saddle River, New Jersey: Pearson Prentice Hall
 Hersey, P., & Blanchard, K. H. (1988). Management of organization behavior: utilizing
human resource. Atlanta: Prentice Hall.
 Herzberg, F. (1966). Work and the nature of man. Cleveland, OH: World
 Ida Irdawaty Ibrahim & Ali Boerhaneoddin (2010). Is Job Satisfaction Mediating the
Relationship Between Compensation Structure and Organizational Commitment? A Study
in the Malaysian Power Utility, Journal of Global Business and Economics, Vol. 1. No. 1
 Indeed, T. (2020) Herzberg's theory: A guide for boosting employee motivation, Indeed,
[online] Available at:
https://www.indeed.com/career-advice/career-development/herzberg-theory (Accessed
December 17, 2022).
 John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrativeBig Five
trait taxonomy: History: measurement, and conceptual issue. In O. P.John, R. W. Robins, &
L. A. Pervin (Eds.), Handbook of personality: Theoryand research (pp. 114–158). New York,
NY: Guilford.
 Kim, M., R. and Han, S., J. (2014). The characteristics of the Myers-Briggs Type Indicator in
nursing students. Advanced Science and Technology Letters. Vol. 47 (305).
 Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers' collective efficacy, job satisfaction,
and job stress in cross-cultural context. The Journal of Experimental Education, 78, 464–
486.
 Kochan, T. A. (2002). Addressing the crisis in confidence in corporations: root causes,
victims, and strategies for reform. Academy of Management Executives, 16(3), 139–141.
 Kovach, K. A. (1987). What motivates employees? Workers and supervisors give different
answers. Business Horizons, 58–65.
 Levy, P.L. (2003). Industrial/organisational psychology: Understanding the
workplace.Boston: Houghton Miflin Company.

 Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Upper
Saddle River, NJ: Prentice Hall.
 Mallari, S., D. and Pelayo, J., M. (2017). Myers-Briggs Type Indicator (MBTI) Personality
Profiling and General Weighted Average (GWA) of Nursing Students.
 Mastura Jaafar, T Ramayah & Zainurin Zainal (2006). Work Satisfaction and Work
Performance: How Project Managers in Malaysia Perceive it?. Proc. Of the 2nd Biennial
Conference of the Academy of World Business, Marketing and Management Development,
Pole Universitare, Paris.
 Mind tool, T. (2022) Home, MindTools, [online] Available at:
https://www.mindtools.com/abyj5fi/forming-storming-norming-and-performing (Accessed
December 17, 2022).
 Mullins, L. J. (2019) Organizational Behavior in the Workplace 12th Ed. Harlow: Pearson.
 Mullins, L. J. and McLean, J. (2019) Organizational Behavior in the Workplace 12th Ed.
Harlow:Pearson, pp 272.General model of goal-setting theory.
 Peterson, J., B. (2014). Openness to experience, intellect and cognitive ability.
 Publishing Company. Ismail, A., & Zakaria, N. (2009). Relationship between international
justice and pay for performance as an antecedent of job satisfaction: an empirical study in
Malaysia. International Journal of Business and Management. 4(3), 190–199.
 Rhee, H. (2019). Comparison of Process Theories to Content Theories in Motivating
Workforces.International Journal of Human Resource Studies. Vol 9(4). Doi:
10.5296/ijhrs.v9i4.15620.
 Robbins, S. P. (2001). Organizational behavior, (9th ed.). New Jersey: Prentice Hall.
 Robbins, S.P. and Judge, T., 2009. Organizational behavior. Pearson South Africa.
 Rowley, J. (1996). Motivation and academic staff in higher education. Quality Assurance in
Higher Education, 4, 11–16.
 Soto, C., J. (2018). Big Five personality traits. In book: The SAGE encyclopedia of lifespan
human development. In project: Adult Personality Development, p 240-241.
 Sotto, H. (2019) How to use Herzberg's two-factor theory to boost worker productivity -
2022, MasterClass, [online] Available at: https://www.masterclass.com/articles/how-to-
use-herzbergs-two-factor-theory-to-boost-worker-productivity (Accessed December 17,
2022).
 Van Yperen, N. W., & Janssen, O. (2002). Fatigued and dissatisfied or fatigued but satisfied?
Goal orientations and responses to high job demands. Academy of Management Journal,
45(6), 1161-1171.
 VandeWalle, D. (2001). Goal orientation: Why wanting to look successful doesn’t always
lead to success. Organizational Dynamics, 30(2), 162-171.
 VandeWalle, D., Brown, S., Cron, W., & Slocum, J. (1999). The influence of goal orientation
and self-regulation tactics on sales performance. Journal of Applied Psychology, 84, 249-
259.

 VandeWalle, D., Cron, W. L., & Slocum, J. W. (2001). The role of goal orientation following
performance feedback. Journal of Applied Psychology, 86(4), 629-640.
 Vroom, V. H. (1994). Work and motivation. San Francisco, CA: Jossey-Bass.