Project Resource Planning: Teamwork, Communication, and Performance

This project resource planning assignment critically analyzes group performance within a team context. It explores how the group functioned, evaluating individual task contributions and the attainment of project objectives. The analysis delves into potential improvements in team dynamics, emphasizing the importance of professional conduct, experience sharing, and trust among members. The assignment identifies aspects that could create issues, such as lack of trust and data sharing, and details a conflict that arose due to differing experience levels. Furthermore, it assesses the level of communication within the team and suggests strategies for improvement, including brainstorming, open meetings, email communication, and tailored training programs. The document references several academic sources to support its findings and recommendations, providing a comprehensive overview of team performance and communication in project resource planning.

Running head: PROJECT RESOURCE PLANNING
PROJECT RESOURCE PLANNING
Name of Student
Name of University
Author’s Note

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Part 2
How did the group perform
Our group had a certain goal that we were supposed to fulfil, we were provided with
individual tasks, these tasks when combines fulfilled the objectives of the project that we
were working for. The project had its own aims as well as objectives and these had been
communicated or conveyed to us by our team leaders in an effective manner (Franz, Leicht,
and Molenaar 2016). Our motivation level within the groups was dependent on the level of
how much we thought our goals had been attainable. Since the starting of the project, we
were made to belie on the fat that the goals of the projects can be attained if we work in a
group, cooperating with each other and helping others in their needs (Harrison and Lock
2017). We as a team, not only performed out individual tasks but also helped out other team
members in case they were stuck with their own activities. In case we could not find solution
to a certain issue, we approached to the team member and he provided us with suitable
solutions. This had also provided us with a better understanding regarding the key factor that
are to be considered for the purpose of decision making.
How they could have performed as a team
The team could have considered various factors for the purpose of performing in a
better way as a team, the first fact that should have been considered include insisting on
professional as well as civic conduct among and between the team members for the purpose
of respecting differences among people and hence create an environment that is inclusive in
nature (Tlhoaele, Suhre and Hofman 2016). Had this factor been considered in the team, it
could have been helpful in avoiding an issues that we had faced with a team member who
belonged to a different cultural background. The members felt boycotted and most of the
team members avoided him due to the difference of language and culture between them. One

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more factor that could have been worked on include talking with the members regarding their
past experiences with other groups (Stephens and Carmeli 2016). Most of the members had
worked previously with other teams and some of them had not worked before on any project
or with any other team. Discussing regarding the experiences gathered by other members
would have provided inexperienced members with some idea on how teams work and what
are the factors that are considered for this purpose.
Aspects that could create issues
There had been numerous aspects that were nit provided with much importance but if
in excess could have created numerous issues, these aspects are mentioned below
1. Trust within the team members: this aspects was a crucial one which could have
resulted in serious issues within the team and hence effecting the overall outcome
obtained from the project. The team members were not much acquainted in
professional or personal aspects (Arumugam, Antony and Linderman 2016). We were
provided with the project where there were high chances of tension such that it could
run high at numerous points. Members were mostly busy with their individual tasks
and were not interested in communicating with each other. This has been the case due
to the differences in post and experiences among the team members (Anichenko,
Chung and Crawford 2017). The highly experiences members did not trust the
opinions or suggestions of the members who had less or no experience.
2. Lack of data sharing: the information sharing is the key aspect that has the chance of
making a certain project successful as well as unsuccessful. All the project members
had skills that were different from each other along with different knowledge, wisdom
and experience (Mach and Baruch 2015). The team members were not effective
enough to share data among each other. Once a data that was provided to a certain
members was not shared among other members.

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Conflict that had arisen
We had been through a conflict which occurred among the members. In our group
there were certain members who had much more experience compared to others in terms of
working in teams as well as working on similar project. There had also been certain members
who were less experienced as well as with no experience. In this case there had been a gap
between the members which effected the communication as well as trust within the members
(Paulsen, Klonek and Schneider 2016). The more experienced members refused to listen to
the other members and tried to convince others to listen to them or consider their opinions. In
this case other members with less or no experience refused to listen to them because they
wanted to have their equal contribution in the project along with obtaining knowledge from
the outcomes obtained from the project (Picazo, Gamero and Zornoza 2015). This had given
rise to a conflict the team was divided into two parts, one included experienced members and
other included less experienced members.
Level of communication within the team
The level of communication that had been followed by our team is fact level. This is
because our team involved only when basic information was shared. Members did not engage
in any other means through which they could communicate with each other. None of the
members felt interested in getting acquainted with others with the help of sharing some data
which was not related to the project such as regarding their family background, cultural
background, from where they belong or anything similar to that (Parks 2018). These are
usually aspects that are considered useful because it helps in letting members to know each
other better. Though this level of communication had resulted in being non- threatening and
comfortable but it had also resulted in numerous issues. Communication on the fact level had
provided much for understanding and make the communicating effective.

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How the communication could have been improved
The communication among the group members could have been better in case we had
used certain tips for that purpose, the tips or steps that could have been used by us are as
follows
1. Group brainstorming: group brainstorming is a certain type of group activity which
properly tends to demonstrate the roles of numerous group factors. Brainstorming
tends to involve the entire generation of numerous ideas that are novel in nature with
the help of expressing thoughts when they had occurred without concern for the
purpose of evaluation on an immediate basis (Kuthyola, Liu and Klein 2017). As the
group had a diverse background, brainstorming would have been effective for the
entire project. Cognitive simulation effects could have been obtained, especially at the
time of reflection that is carried out after the project is completed.
2. Carrying out open meeting: this could have been done for the purpose of allowing
the team members to know each other in an effective manner. They would have been
able to know regarding the passion and goals of other members as well. In this sort of
forum they would not only be able to hear what others have to say but also see as well
as feel it (Priego and Liaw 2017). This approach is considered as the best among all
the approaches for the purpose of communicating in an effective manner within the
team.
3. Emails: sending emails is a means that helps in communication in a professional
manner. This tends to remain potent. It would also enable the members to pass the
messages to other fellow members of the team and it would not need to pull them off
from their workstations.
4. Communicating through training: training must be tailored such that it allows in
communication certain data to the members of the team (Njeri and Were 2019). Most

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of the members tend to take the training seriously and hence if communication is
initiated from the training stage, it would be helpful when the members would be
united in a team.

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References
Anichenko, E., Chung, K.S.K. and Crawford, L., 2017. Social Network Analysis: Towards a
network perspective of expertise coordination and project team performance. In Project
Management Institute Australia Conference (pp. 1-11).
Arumugam, V., Antony, J. and Linderman, K., 2016. The influence of challenging goals and
structured method on Six Sigma project performance: A mediated moderation
analysis. European Journal of Operational Research, 254(1), pp.202-213.
Franz, B., Leicht, R., Molenaar, K. and Messner, J., 2016. Impact of team integration and
group cohesion on project delivery performance. Journal of Construction Engineering and
Management, 143(1), p.04016088.
Harrison, F. and Lock, D., 2017. Advanced project management: a structured approach.
Routledge.
Kuthyola, K.F., Liu, J.Y.C. and Klein, G., 2017, June. Influence of task interdependence on
teamwork quality and project performance. In International Conference on Business
Information Systems (pp. 135-148). Springer, Cham.
Mach, M. and Baruch, Y., 2015. Team performance in cross cultural project teams: The
moderated mediation role of consensus, heterogeneity, faultlines and trust. Cross Cultural
Management, 22(3), pp.464-486.
Njeri, D.N. and Were, S., 2019. Determinants of project performance in non-govermental
organizations in kenya, a case study of hand in hand EASTERN AFRICA. International
Journal of Business Management and Finance, 1(1).
Parks, C.D., 2018. Group performance and interaction. Routledge.

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Paulsen, H.F.K., Klonek, F.E., Schneider, K. and Kauffeld, S., 2016. Group affective tone
and team performance: A week-level study in project teams. Frontiers in Communication, 1,
p.7.
Picazo, C., Gamero, N., Zornoza, A. and Peiró, J.M., 2015. Testing relations between group
cohesion and satisfaction in project teams: A cross-level and cross-lagged
approach. European Journal of Work and Organizational Psychology, 24(2), pp.297-307.
Priego, S. and Liaw, M.L., 2017. Understanding different levels of group functionality:
activity systems analysis of an intercultural telecollaborative multilingual digital storytelling
project. Computer Assisted Language Learning, 30(5), pp.368-389.
Stephens, J.P. and Carmeli, A., 2016. The positive effect of expressing negative emotions on
knowledge creation capability and performance of project teams. International Journal of
Project Management, 34(5), pp.862-873.
Tlhoaele, M., Suhre, C. and Hofman, A., 2016. Using technology-enhanced, cooperative,
group-project learning for student comprehension and academic performance. European
Journal of Engineering Education, 41(3), pp.263-278.