MGT600 Management, People and Teams Report Sample

MGT600 Management, People and Teams

Assessment Task

You are required to critically assess the performance of your team and recommend improvements based on the relevant concepts and frameworks you have learnt in this subject in a 1,500-word team evaluation report.

Please refer to the Instructions for details on how to complete this task.

Context

Managers are responsible for the delivery of products/services and results whether that be in an operational or project context. This invariably requires not only the creation and development of teams including performance improvement but also the management of a variety of team, organisational, and cultural dynamics. This assessment requires you to conduct a review of team performance and demonstrate and apply your understanding of team processes and dynamics. In doing so, you will review the performance of the group to which you were allocated for the purpose of Assessments 1 and 2. This will help you to demonstrate analytical, evaluative, and problem-solving skills to develop strategies and actions for performance improvement.

Instructions

1. Review your team’s performance in completing the first two assessments and make recommendations for improvement.

• In reviewing the team performance, considerations must be given to the following:

o How did your team come together and what phases or stages did it go through?
o What roles did team members play?
o What challenges were presented?
o How did individual, team, and contextual dynamics impact performance?
o What would you do differently to improve performance?
o How would you apply your learnings in your current or future workplace?

• Please note that you are not required to review the quality and content of the assessments you produced as a team. Instead, you are required to review the performance of the team in completing the assessment tasks.

• You are required to specifically apply and discuss concepts from Modules 4, 5, and 6 as well as any relevant processes and concepts from earlier modules.

• The evaluation needs to be supported with evidence from academic research as well as examples from your own experiences and or observations. You will also find the module activities useful in prompting your thinking.

2. Write a team evaluation report of 1500 words using the following structure:

• Cover sheet: Student details (student name, ID number, subject code & name, assessment number and title)

• Executive summary

• Table of contents

• Introduction: Outline the purpose and structure of your report.

• Background: Briefly describe your team’s purpose and relevant contextual issues.

• Main discussion: Review your team’s performance covering key concepts from all modules. Exploring these within an appropriate theoretical framework would be appropriate here.

• Recommendations / action plan: Provide recommended strategies and actions to improve your team’s performance.

• Conclusion

• Reference list

• Appendices

3. You are strongly advised to read the rubric, which is an evaluation guide with criteria for grading your assignment—this will give you a clear picture of what a successful report looks like.

Solution

Introduction

The purpose of this report is to critically assess the performance of my team, based on relevant concepts as well as conceptual frameworks, and recommend performance improvements based on the assessment. As per the MBA Assignment Expert, This team evaluation report conducts a review of my team’s performance with demonstration and application of personal understanding of team processes as well as dynamics. Additionally, based on the evaluation, this report also outlines specific recommendations/action plans to improve team performance. 

Evaluation of a team’s performance is never a one-time affair, but it is done continuously and throughout to maintain the consistently-high performance of a team. In this case, the report will specifically emphasize the level of team performance realized during the execution of the first two assessments. Although team performance is regularly monitored and assessed, this report is particularly related to the performance of the team during the execution of assessments 1 and 2. The evaluation process gives an opportunity to observe and analyse how various responsibilities are being executed. Therefore, this report has been designed to collate all team performance-related information to allow evaluations in an utmost objective manner. 

Background

As referred to the team objectives in the first two assessments, the team was expected to work collaboratively through the development of various interrelated processes that collectively impact the overall organizational performance. The performance is measured in terms of individual productivity, level of outcomes, quality, time management, behavioural attributes exhibited while performance, level of mutual collaboration, and delivering values to the shared cause (Lyons, 2021). Here, my role as a leader was to create a vision and a benchmark for all members to create a strong sense of direction as well as momentum. Management of team performance is directly focused on achieving the key objectives, and it bridges the gap between the 'enablers' of team-building and the performance outcomes. 

In the context of my team, the team's purpose has been to achieve a set of pre-defined objectives with quality results, teamwork, and skills development. Both the assessments that have been performed by the team provided adequate opportunities to exhibit individual and group skills, knowledge-sharing, and specific task-driven competencies. Another purpose was to establish strong relationships between the team while executing projects or in organizational dynamics. The team aimed at accomplishing group-task deliverables by effectively combatting emerging project risks and issues. A majority of competency frameworks involve “teamwork”, but they relate to individual contributions within a team, instead of focusing on the collective performance of a team. As a part of the deliverables, the team had addressed GreenGen Energy Solutions’ requirement using the ADKAR model to introduce and implement some strategies in the organization through brainstorming (Arnold, 2021). Both the assessments have been designed to develop project management skills of each team member with subsequent delivery of assessment outcomes. The team members were expected to collaborate and coordinate with each other, assigning individual responsibilities and goals that are well-aligned with the overall team goals, enhancing specific skills, identifying areas of further improvement, and developing capabilities of the team to accomplish bigger goals with the effective overcoming of interpersonal issues, work-related challenges, and behavioural roadblocks (Posthuma, 2020). 

A strong team was developed through orchestrating multiple talents of every team member towards a shared goal, and eventually galvanizing the group to form a team. A group could be transformed into a motivated team with a strong approach of leadership that offered every member a clear sense of identity as well as purpose regarding the team performance and indicates how their individual contribution matters (Durmaz, 2019). Thus, project success primarily depends on the ways by which a leader orchestrates the diverse qualities, skills, and knowledge-base of team members towards a shared goal. Thus, the project management enhanced the skills of team members of managing performance at both individual and team levels.

Theoretical Framework: Review of Team’s performance based on relevant concepts

Team Performance can be analysed in terms of key concepts, research-based models and strategies, involving a systematic method to increase the team’s effectiveness, regardless of its purpose or nature. In this case, the team’s performance has been reviewed based on several concepts such as team development, building capacity, strategic people management, motivation, power, influence, managing performance, HR systems and processes, interpersonal relationships, communication, efficiency, delegation and support, teamwork and accountability, and many more (Aubé, 2018). 

Tuckman’s Theory of Team Development

To begin with, some of the individuals approached each other to develop a team for accomplishing the assigned tasks. Based on Tuckman’s theory of team development, the team was developed through five stages, namely, forming, storming, norming, performing and adjourning. In the first stage of forming, the members got introduced to each other, the task was allocated, team goals, timelines, individual roles based on skills and interests, and rules were discussed and decided (Medina, 2019). During the storming stage, team members voiced their opinions and concerns and often conflicts were visible. In the third stage of norming, the members got an experience of working cohesively by accommodating each other's perspectives, although conflicts were visible at this stage the conflicts were more addressable. During the performing stage, each member felt motivated to accomplish the goals without strict supervision. The last stage of adjourning marked the end of the task and mutual appreciation for timely task accomplishment. 

STAR Team Model

This model, developed by Brenda Zimmerman, suggests that effective teamwork within a group is realized when all four aspects such as strengths, teamwork, alignment, and results (STAR) are taken into consideration. In context to this model, the team performance indicates that individual members had successfully identified their key strengths and could flourish through using and developing their strengths (Fink-Samnick, 2021). The members exhibited effective teamwork by building strong and mutual trust-based relationships. Effective communication could be witnessed distinctively as members communicated openly and transparently to achieve the common goal. Finally, with individual contribution, the overall performance flowed and achieved desired results, which was rewarding for the team in itself.  

Motivation and Team Performance

The level of motivation could be clearly identified by the way each member expressed an intensified interest in accomplishing individual responsibility. McClelland’s theory of needs could be applied to the team with respect to team motivation. This theory afforms three key motivational drivers that do not depend on age or gender. Based on this theory, three motivators could be identified within the team, namely, achievement, affiliation, and power. Some of the team members exhibited higher achievement need to demonstrate their own competence and these are the ones who delivered desired results based on effective efforts (Peterson, 2020). Some individuals exhibited affiliation need, the need for belonging, love, and social acceptance. These team members evidently avoided conflicts while performing as a team. The third need for power refers to the need of controlling own as well as others' work. This need was also identified in some members, as they aspired for positions with authority and focused more on influential capability (Peterson, 2020). The reflection of various modules and related topics and activities helped the team in understanding the role of project and operations manager, and effective ways of communications with staff. The acquired knowledge will help the learners in assuming the role of managers in respective fields. It also allowed them to understand ways of working in a team, how understanding everyone's perspective and other managerial functions.

Performance Culture

As identified during the team performance, a culture of transparency was developed around team performance that fostered continuous improvement in individual efforts, motivation and driving goal-specific performance. An effective performance culture allowed team members to consider ways of improving their own performance and exhibit teamwork. As a leader, my role was to empower all members to take up responsibilities, initiatives, and combat challenges to drive effective outcomes (Curseu, 2018). However, a team-based performance management mechanism was desirable to ensure the right teams are developed and to unlock individual potential.

Recommendations / Action plan

As referred to in the team performance evaluation, the team performance could be improved by several strategies and action plans. One of the strategies is delegating effectively, whereby every team member should be delegated tasks in a way that they feel entrusted with significant responsibilities, more valued and engaged (Morita, 2018). The strengths of every member should be identified, and based on their strengths, knowledge and capabilities, tasks should be delegated. Team performance can be improved by ensuring team decisions are taken mutually, whereby every team member needs to be invited by the team leader or manager to participate in the decision-making process. 

Another recommended strategy for improving team performance is by communicating effectively with team members. All members should be clearly communicated regarding team goals, individual responsibilities, task-oriented issues, and other information. This approach helps in creating a more collaborative, open and dynamic team orientation, along with a sharpening of individual emotional intelligence skills (Ciasullo, 2020). Additionally, when team members are provided with clear and constructive feedback, it boosts their morale, level of engagement, and productivity. Feedback should be given regularly to allow team members to direct themselves towards the path of achievement, and also this approach builds a robust interpersonal relationship amongst team members. Also, accepting observations from team members can contribute to identifying areas for further growth, which may be integrated into team development plans.

Conclusion

To conclude, based on the team performance evaluation, the overall performance of team members exceeded performance standards, and the evaluation has enabled recognition consistent effectiveness of team members and their accomplishments, which were beyond expectations. Team experiences have always helped in shaping team orientation and leadership approaches. The evaluation enabled team learnings from the different modules assigned, and led to positive changes in team members’ perceptions as well as experiences. The knowledge the team members gained from the course will reflect on their career path.  Apart from areas of strengths, the team needs to develop the areas of improvement with proper guidance, leadership style, knowledge-sharing, and mutual cooperation.

References

Arnold, M. (2021). Challenges of subjectivity in team performance evaluation. Pacific Accounting Review, 20-35.

Aubé, C. (2018). Flow experience and team performance: The role of team goal commitment and information exchange. Motivation and Emotion, 120-130.

Ciasullo, M. V. (2020). Comparing two approaches to team building: a performance measurement evaluation. Team Performance Management: An International Journal, 333-351.

Curseu, P. L. (2018). Team Performance Management. Team Performance Management.

Durmaz, D. (2019). THE EFFECT OF TEAM LEADERS ON MOTIVATION AND PERFORMANCE OF EMPLOYEES. JOURNAL OF SOCIAL SCIENCE RESEARCH, 1715-1725.

Fink-Samnick, E. (2021). Leveraging Interprofessional Team-Based Care Toward Case Management Excellence. Professional Case Management, 5-18.

Lyons, P. (2021). Team member involvement in team leader training and performance. Team Performance Management: An International Journal, 102-114.

Medina, M. N. (2019). Conflict, individual satisfaction with team, and training motivation. Team Performance Management, 223-239.

Morita, P. P. (2018). Trust tokens in team development. Team Performance Management, 39-64.

Peterson, T. M. (2020). Motivation: How to Increase Project Team Performance. Project Management Journal, 60-69.

Posthuma, R. (2020). Leading Teams of Higher Education Administrators: Integrating Goal Setting, Team Role, and Team Life Cycle Theories. Higher Education Studies.