M6D2 Personal Experience as a Team Member

M6D2: Personal Experience as a Team Member
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M6D2: Personal Experience as a Team Member
Matching the Five-Stage Model of Team Development
My most recent recollection that involves working as a team was when I was assigned to a group with my fellow students with a task of completing a management assignment together. Notably, most of the processes incorporated into the development of the group, to a great extent, matched the five-stage model of team development. The first meeting of the group involved the members getting to know each other and sharing responsibilities, that is, how we were going to tackle the different parts of the assignment and who would be in charge of every section (Hellriegel & Slocum, 2010). This matched the forming stage to a high degree since every group member understood the purpose of the group thus what was remaining was getting acquainted and understanding leadership. The storming stage did not match any developments of the group to a great extent since everyone was purposed on acquiring a good grade for the assignment (Hellriegel & Slocum, 2010).
In reference to the norming stage, the bonding and respect of opinions took place at a remarkably high rate. Due to the increased concern about doing our best on the assignment, we shared information and engaged in collaborative working from the first meeting (Hellriegel & Slocum, 2010). The same development was comparable even for the performing stage. I think seeing each other in class and the idea of building careers in the same profession made it easier for us to trust and respect each other (Hellriegel & Slocum, 2010).

Finally, as for adjourning stage, it prevailed after we had presented our assignment having tackled the task to the best of our knowledge. Every group member was grateful for their colleagues’ contributions and acknowledged that they would not have completed the assignment in time were it not for the collaborative work (Hellriegel & Slocum, 2010).
Formal and Informal Goals
As a problem-solving team, most of our goals focused on tackling the task outlined in the assignment. Consequently, all our goals involved a prior establishment of group policies and guidelines (Hellriegel & Slocum, 2010). The formal goals included ensuring that the assignment was completed before the deadline, addressing all components of the task outlined in the assignment, meeting the formatting and editing capacities highlighted in the instructions, and certifying that answers provided for the specific questions in the task were practical. The informal goals were meeting the demands of the different roles and duties among the team members, keeping time during meetings, respecting other member’s opinions, and completing individual tasks on time to ensure harmonization in the group.
Support and Consistency from the Informal Goals
In conclusion, the formal goals identified from the group were formulated as superordinate objectives. Moreover, they were influential in helping all the group members have a well-rounded vision of the task at hand, that is, how to achieve them by tackling the assignment (Heathfield, 2017; Hellriegel & Slocum, 2010). Nonetheless, the informal goals were equally significant as they provided support and influenced consistency in multiple ways. First, the informal goals focused on specific and collective components of the assignment making them instrumental in the proper evaluation of our progress, as a group and individually. Finally, the decorum exercised in the formulation of these goals revolved around ensuring undivided attention and commitment from every member of the group (Australian Institute of Business, 2014; Hellriegel & Slocum, 2010; Chuang et al., 2016). More so, through the different goals and guidelines, it was apparent that everyone felt the need to positively contribute to finishing the assignment.
References
Australian Institute of Business. (2014). Why Teamwork is Important in the Workplace. Retrieved from http://aib.edu.au/blog/teamwork/teamwork-is-important-in-the-workplace/Chuang, C. H., Jackson, S. E., & Jiang, Y. (2016). Can knowledge-intensive teamwork be managed? Examining the roles of HRM systems, leadership, and tacit knowledge. Journal of management, 42(2), 524-554.
Heathfield, S. M. (2017). Tips for Better Teamwork. The Balance. Retrieved from https://www.thebalance.com/tips-for-better-teamwork-1919225Hellriegel, D & Slocum Jr., J. W. (2010). Organizational Behavior. 13th ed. South-Western College Pub.