Capella University BUS-FP4802 Team Reflective Report

This report provides a reflective analysis of team experiences, focusing on the context of change management. The student recounts both effective and ineffective team scenarios, drawing on personal experiences from university and internship settings. The effective team experience highlights cooperative dynamics, adherence to ground rules, and the application of team learning theory, fostering a positive environment. Conversely, the ineffective team experience reveals challenges such as lack of cooperation, casual behavior, and the absence of constructive dialogue. The report emphasizes the importance of dialogue, clear communication, and defined roles in promoting successful team outcomes, referencing key concepts and literature related to team dynamics and change management. The student underscores the significance of these elements in achieving team goals and fostering a conducive environment for learning and success.

Running head: TEAM REFLECTIVE
TEAM REFLECTIVE
Name of the Student
Name of the University
Author Note

TEAM REFLECTIVE
Effective team experience
Once when I was involved in a team assessment during my University days, I was given
an opportunity to work and perform in a team. In consideration with this, it can be understood
effective to state that my team was considerably cooperative and we were able to perform all the
tasks in an adequate manner (The Presencing Institute, 2011). In association with this, it can be
effectively mentioned that I was successfully able to engage in an associated relationship with all
team members. We applied the team learning theory with the help of which we were able to learn
together and in consideration of this, of this our experience was very memorable (Karagianis,
2001). The ground rules which were laid down essentially involved respecting one another`s
thoughts, ensuring that all tasks were divided equally and in addition to this, seeing to it that, the
team goals were fulfilled accordingly (Williams, 1999).
Behavioral wise as well, the team members were essentially cooperative towards one
another and took considerate initiatives to see to it that they were being able to perform well and
the associated goals were being achieved in a sound manner. The ground rules which were set
were very helpful in ensuring that the team was able to maintain a code of conduct and in
consideration of this, it can be taken effective to ensure that, through the cooperation of all the
members as involved in a team, we were able to foster an environment which enabled learning
and considerate success.
Ineffective team experience
However, in association with an ineffective team experience, I can relate to one of my
team experiences which I faced during one of my internships. It can be stated that, I was
involved in a digital marketing initiative with a group of 5 members. However, the team
members were not cooperative at all. The only members who were serious in this initiative were
me and another member (Jones, 1996). At the beginning of the group foundation, certain ground
rules were set for the overall welfare of the initiative but in association of this, it can be
essentially mentioned that, none of the group members were willing to cooperate with one
another. In line of this, it can also be mentioned that, the behavior of the different team members
was also quite casual in nature.

TEAM REFLECTIVE
They were not interested in carrying out the team tasks seriously. When we tried to
engage in a discussion then in such a scenario, it turned out to be a debate. In accordance with
this, a dialogue would have helped in this scenario along with a team facilitator which would
have lifted the burden off my shoulders as well and ensured successful attainment of the different
outcomes as well (Isaacs et al., e.d). Hence, due to this poor performance, the performance of
the team was not as expected and we did not receive any appreciation for the work as it was not
up to the quality. Had a dialogue been set earlier, it would have assisted in ensuring that, the
outcomes would have been different.

TEAM REFLECTIVE
References
Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W. (n.d.). Listening and dialogue. Retrieved
from http://web.archive.org/web/20010809115427/http://www.sol-ne.org/pra/tool/
listening.html
Jones, M. (1996). Dialogue: The emergence of shared meaning. Retrieved from
http://web.archive.org/web/20011006040924/http:/www.sol-ne.org/pra/tool/
dialogue.html
Karagianis, E. (2001, Winter). The art of dialogue: Better communication in business and in life.
Spectrum. Retrieved from http://spectrum.mit.edu/articles/the-art-of-dialogue/
The Presencing Institute. (2011). Dialogue on leadership. Retrieved from
https://www.presencing.com/presencing/dol
Williams, L. (1999). William N. Isaacs' take on dialogue. Retrieved from
http://www.soapboxorations.com/ddigest/isaacs.html