Skill Development and Team Dynamics in Fundraising

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ESSENTIAL STUDIES AND EMPLOYMENT
SKILSS
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Table of Contents
1.0.................................................................................................................................................. 4
INTRODUCTION............................................................................................................................. 4
2.0 AUDIT AND EVALUATION OF SKILLS.........................................................................................8
2.1 Examination and evaluation of the development of your skills during the group activity.. .8
2.2. Assessment of Individual Contribution and the overall team performance........................9
2.3 Team Target and Performance.......................................................................................... 11
2.4 Areas for Development......................................................................................................11
3.0 PERSONAL DEVELOPMENT.....................................................................................................14
REFERENCES.................................................................................................................................17
APPENDIX.....................................................................................................................................19
SWOT ANALYSIS.......................................................................................................................19
PDP PLAN................................................................................................................................. 20
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1.0
INTRODUCTION
This report is being prepared on the basis of the group activity done in a charitable trust of UK,
Mental Health Research UK it is dedicated to raising funds for the mental illness, their causes
and cures. Mental Health Research was registered as a charity in 2008. The team is to work on
the fundraising activity for the charity by doing various activities for fundraising before that
team agreement is to be signed and agreed by all the team members (Mental Health Research
UK,2019). For this activity of fund, raising team has to keep all the record of the money raised
minutes are to be made and submitted by each team member as an appendix. This report
covers the development of various skills during group activity performed (Natvig and Stark,
2016).
The report discusses various skills developed and the other skills which are to be developed.
There will be an assessment of the skills with the help of various models and theories which will
give a reflection about the development of the skills and the other skills which are needed to be
developed. Further, in this report, a PDP plan is to be prepared to reflect the development
through this group activity.
For the formation of the team in the fundraising activity to understand the various stages of the
group formed with the help of the model of Tuckman theory this theory was given by Bruce
Tuckman in 1965 explaining the different stages of group formation in four stages that are
forming, storming, norming and performing
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Figure1: Tuckman Team Development Model
(Source: Natvig and Stark, 2016)
FORMING: This is the first stage of the team formation where the team meets for the first time
and they learn about the opportunity and challenges and further they agree on the goal on
which they are going to work. In this stage, the team members are quite independent and
focused on themselves and work on the goal as they may be motivated to work collectively in
the group. The interaction between team member is not high in this initial stage. In order to get
out of this situation, the group members need to talk about the topic and build up a relation
among them. In the fundraising activity team members met for the first time and they
discussed the topic its risk, opportunity etc. and behaved very independently but focused on
the topic (Natvig and Stark, 2016).
STORMING: This is the second stage in the tea formation, where the group members start to
sort out by themselves and interaction starts among them. The interaction takes place as the
members start giving their opinions, suggestions etc and conflict takes place as there is no
power assigned to anyone who is going to lead the team. As they start to work with each they
start learning about the individual working style and understand each other slowly and
gradually. When the team members started to give different ideas to raise the fund conflict
took place between them as all of them were giving their opinion but it automatically get
sorted and the environment becomes polite and calm. A leader is appointed in this stage who
leads the team to avoid further conflict in the team and the leader delegates the work to the
team members (Natvig and Stark, 2016).
NORMING: This is the third stage where the team members where there are clashes among the
members and they are highly focused towards their work done and new capabilities and
tolerance level of the members tends to increase and emergence of making efforts to work
towards the goal is being done by sharing controversial ideas with each other in the process of
the fundraising for the Mental Health Research.
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PERFORMING: This is the fourth stage of team development where the team members start to
focus on the group goal and they start to work with full dedication. The level of clashes
minimizes ass the team members start to gel up with other members by understanding their
working style, listening to the leader, understanding the goals and various opinion. In the
process of fundraising, the leader explained the and delegate the task to the team members
and all of them started to work towards the fundraising target instead of having the conflicts
and argument as they started to mingle up with each other and each other’s working style.
REFLECTION
The reflection for the above team formation is explained with the help of Gibb’s reflective
theory:
This theory was given by Prof. Graham Gibbs in the year of 1988, this theory is based on the
reflection of the learning which is done by the experience of working on a particular thing. In
this report, the fundraising activity is done for the Mental Research charity and a reflection can
be made out of this with the help of Gibb's cycle which explains different stages of the whole
working experience:
(Figure 2: Gibb’s Reflection Cycle)
(Source: Jaffe and Janssens,2016)
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Description 1: I worked in a team in a workshop for the Mental Health Research UK. We were
given a task for raising the find for the charity of the mentally ill people so that they can be
treated well and the causes and prevention can be developed. I was the teammate of other
members. In the very initial stage, I was not able to gel up with the other teammates and was
behaving very independently discussing about the risk and opportunities of the task. The other
teammates were also in the same situation and the environment was very rigid and reserved
kind of.
Description 2: I observed that I was not much open to other teammates and was feeling that I
being suppressed by others with their opinion and ideas. Everyone was into a conflict including
me and nothing concrete solution was coming out of this hot discussion. I was not having any
clear idea of what should I do and how can I carry out the process of fundraising. One of the
group members was appointed as a leader and the task was given to the members of the group
and the conflicts were sorted (Jaffe and Janssens,2016).
Description 3: The situation went worse in the starting as no one was getting agreed on one
situation clashes were at the highest level. But as the leader appointed the things to get sorted
and the task was given to everyone. After this, all teammates started to interact with each
other on the goal of ideas related to it a formal relationship started to establish between them.
All teammates gelled up with each other and started to work with dedication towards the goal
of fundraising.
Conclusion: At last with lots of clashes and conflicts we all interacted with each other and
collectively started to work on the goal where the conflicts minimized and the focus to raise the
fund for charity became the apex for everyone in the group which enabled to learn the working
style of other team members also.
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2.0 AUDIT AND EVALUATION OF SKILLS
2.1 Examination and evaluation of the development of your skills during the
group activity.
In the group development stage I contributed in the norming and forming stage where the
interaction with the other teammates started so I initiated the interaction with the other
members in the group to further discuss the topic and listed the various opinion and ideas
which were given by everyone in order to eliminate the conflict and increase the interaction
among the team members. The listed ideas were given by me to the leader which gave me an
opportunity to initiate a discussion with the leader also (Fonagy, 2018).
2.1.1 A
During this fundraising activity, I developed the communication skill which is very important to
work in a group as one should have command on the language and the way one talk and
represent the idea because it creates a huge impact in shaping the identity in the team and
creates an example for other teammates too. As I initiated the interaction it helped me to
effectively communicate with other members and the leader which increased my knowledge
and gave an idea to work effectively. In the charity also I initiated and communicated with the
authority to gather the information about its operation and financial arrangement of the
centre.
2.1.2 B
I developed the communication skill by initiating the interaction with the team members and
the leader and slowly I found that I have gathered knowledge about communicating in a formal
way with the teammates and leader in an effective manner. In the charity centre also I
communicated in a very formal way which gave a good impact and helped in gathering the
information about the charity centre how does it works and arranges for the finances required
for the treatment and cure of the patients (Fonagy, 2018).
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2.1.3 C
To develop the communication skill I started to interact and communicate in the team and
shared my views and ideas with each other in a very decent and formal way and listed the ideas
given by other and gave it to the leader. This helped me to again communicate with the leader
and helped me to polish my communication for communicating with the authorities of the
Mental Health Charity in the UK for gathering the information.
2.2. Assessment of Individual Contribution and the overall team performance
2.2.1 Own Contribution
I can explain my contribution in the whole process with the help of Belbin’s team role theory
which explains 9 different roles in the set of three which is as follows:
The second role is of the team worker where the role of this person is to gel with other
members using their abilities and skills but they may indecisive and hesitant to make decisions,
this role was played by me as I initiated the interaction and tried to gelled up with the
teammates.
Figure 3: Belbin’s Team Roles
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Source: (Soetanto and MacDonald, 2017)
As the role of the team worker or the initiator, it helped the group to break the ice and a
constructive interaction started to take place in the group. This lead to interact with the
authorities in the hospital also which helped in gathering the information. By interacting with
the teammates it also helped me to interact and build a relationship with the leader of the
team and slowly and gradually it broke up the ice and mad created a healthy environment to
work. I learned the working styles of other members also (Lynch et al., 2017).
2.2.2 Team contribution
The first role is of the resource investigator this role is of the person who is very outgoing,
enthusiastic but may be optimistic and may lose interest in doing work once it is passed, in the
initial stage there was no such member was identified but later 2-3 members became very
enthusiast (Soetanto and MacDonald, 2017). The third role is of the coordinator who is very
confident, mature and a good observer but may be manipulative and may delegate the work to
others so that they don't need to do the work. The fourth role is of Plant who is very creative,
free thinker and a problem solver but many a time may ignore incidents and may be
preoccupied to a great extent and forgetful, there was a teammate who was the thinker and
creative in the group and gave so many ideas for the fundraising.
The fifth role is of the evaluator who is very strategic and sober but may be rigid and particular
with the work. The sixth role is of the specialist who is very dedicated and self-motivated
towards the work but may have a nature of getting rid of work and overload the other with a lot
of work. The seventh role is of the shaper who is very dynamic, challenging and thrives pressure
on the members but may be aggressive and become offended of so many things, this was the
leader of the team in our group. The eight roles are of the implementer who is very practical
and reliable but may be inflexible and slow to respond towards so many things and lastly the
ninth role is of the finisher who is the pain taker and anxious to complete the work but they
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may be inclined to worry too much, this was observed in all the group members in the end days
of the workshop (Soetanto and MacDonald, 2017).
2.3 Team Target and Performance
Tuckman performing stage is the last stage of the model where all the team member work
together for the same goal (Kiweewa et al.,2018). The target for the team is set to raise the
fund for MHRUK and should be presented by the second week of the learning process,
Wednesday 27th and Thursday 28th Feb, 2019 will be the final days to raise the fund. The fund
which is raised by the team for MHRUK is shown as followed:
FIRST WEEK(20TH AND 21ST Feb 2019) Fund raised: £2,000 By selling the bakery items on
the street which was baked by
group members
SECOND WEEK(27TH AND 28TH Feb
2019)
Fund raised: £ 15000 By selling paintings and
handmade chocolates which
were made by the group
members collectively
The fund raised by the team can fulfil the need for a brain scan, laboratory research and carry
out the basic diagnoses of the patient (Kiweewa et al.,2018). Although the fund raised in the
first week was low as compared to second week the t-shirt and logo of MHRUK was used by us
to raise the funds and we explained about MHRUK to the public also.
The questionnaire was made us and got filled from people and tutor from which we concluded
that people are aware of such charitable trusts and many people are donating money and
giving aids without disclosing their names. Various people are volunteers in such charitable
research centre and doing a great job out of their will and satisfaction which is also helping such
charity to a great extent
2.4 Areas for Development
In this group activity everyone learned something and an even I learned so many things which
can be evaluated with the help of SWOT analysis through which the strength, weakness
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opportunity and threat can be identified. SWOT analysis helps in clearing and defining the skills,
weaknesses, opportunities and threats for the self-analysis so that one can understand where
one has to work and put efforts (Phadermrod et al.,2019).
SWOT Analysis
I need to work on the decision making abilities, and develop the leadership qualities by studying
books, doing mocks and playing management games which will help me in the brainstorming
will give practical learning (Phadermrod et al.,2019). SWOT gives detailed and clear information
about the situation. The SWOT which is explained above shows communication skills and
initiator as my strength, the weaknesses explores the areas where I need to work on the
personal level like developing decision-making abilities, problem solving skills etc. other than
this it also explores the area of opportunities where there ate chances of the development of
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WEAKNESSES
 Hesitant in taking
decisions
 Poor at problem-
solving
 Lacking in leadership
qualities
STRENGTHS
 Communication skills
 Initiator
 Ice-breaker
THREATS
 Competition among
team members
 Peer pressure
OPPORTUNITIES
 Development of
leadership qualities
 Development of
decision-making abilities

the skills which are not developed or are underdeveloped. Lastly, the threats explain the factors
which can affect the development of the opportunities and the threats are generally the
external factors which adversely affects if not overcome on time. In this manner, a SWOT
analysis helps in understanding in detail the level of overall development of the individual by
giving the areas where efforts are needed (Phadermrod et al.,2019).
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