Introduction
This reflective essay will explore three class activities through the lens of pertinent theories and concepts while considering the module content in order to analyze the events with personal reflection. The activities discussed will be ‘The Alligator River’ story activity, the ‘Desert Survival’ activity, and the ‘Car Pool’ activity. Through each activity, a better understanding of the behaviors and dynamics within a team-based environment will be explored. By the end of this essay, it is expected to have a better understanding of leadership and team-related theories and be able to effectively apply them to the activities with personal reflection.
The Alligator River
The ‘Alligator River’ story activity demonstrated the moral/ethical dilemmas which can occur within a group scenario. For the task, it was of utmost importance for members to come together to form a team of five, so team building was essential. To ensure an atmosphere of collaboration from the offset and a successful session, an outgoing male member suggested introducing him to the group, providing an icebreaker between all members. Subsequently, with fairness in mind and as a further measure to ensure the smooth running of the task, an outgoing female member suggested ground rules for the team; that everyone participates in the presentation equally and equally respects each other by staying quiet when one another is speaking (Tuckman. 1965). Furthermore, this team-building measure ensured that each member was given an equal opportunity to vocalize their ideas without the conflicting views of the other, emphasizing the need for shared responsibility in the achievement of a cohesive collective.
Under the functional language suggested by McGrath (1984), this ground rule was later applied to ranking five characters based on their moral value – from least offensive to most morally repulsive. For each pair, this allowed them to practice their analytical tools – such as the ability to rationalize their choice – and present their opinion effectively within a group setting. On the one hand, it demonstrated how an individual could influence the point of view of others in a debate; on the other, it gave a platform for each unit to solve conflicts through consensus-building discussion techniques. An incredibly effective exercise was when individuals were called upon to explain the reasoning behind their selections. This forced them to think about their actions from multiple perspectives and assess their feelings and that of those around them, thereby comprehending how one’s opinion has a tangible effect on those within a group. Furthermore, using everyday language and assumptions within each argument provided an insight into how morality is tied to culture and accepted social values, allowing each pair to become sensitized towards forming ethical judgments. Hence, ranking the five characters based on moral value solved the issue of assigning values judiciously and helped erudite a deeper understanding of opinions and consequences while forming decisions collectively.
The second part of the activity assessed their ability to strategize and make logical decisions when presented with limited information (Thompson, 2004). The discussion arising from this part meant that group members had to be sensitive and agile when presenting their opinion to each other as they could change dramatically; therefore, collaboration and versatility was essential. In conclusion, it tested their empathy and problem-solving skills, hence portraying a development in group dynamics over this task.
Desert Survival
The ‘Desert Survival’ task heightened the entire group’s awareness of the depth and various levels of interpersonal skills in order to establish a safe atmosphere among members. For example, individual capabilities such as asking questions or giving opinions were required to be actively expressed by each participant to move the group according to their common objective (McGrath, 1962). By brainstorming essential items necessary for survival and then prioritizing which items had higher importance, each member could ask meaningful and thought-provoking questions directed toward the group leader in hopes of catching any potential oversights along the way. In addition to expressing individual ideas openly and without hesitation, participants also seemed to alter their problem-solving techniques with each member to generate more efficient and thorough solutions. This fundamentally highlighted how competent each individual was at producing constructive and influential ideas in decision-making. Furthermore, every participant had an equal amount of influence and authority on the task at hand, an aspect that significantly contributed to general satisfaction among participants while also minimizing time wastage with unnecessary arguments.
It demonstrated how well we were able to collaborate on finding solutions despite having completely different skillset, such as psychology majors or finance majors because every individual had something unique to answering this question (McCrae & Costa, 1987). This led us to explore different directions with creative solutions that may have otherwise gone unthought of, as we could access and combine different perspectives driven by our respective fields of study, such as social sciences, medicine, finance, and psychology. Consequently, an array of possibilities were presented to the group to consider during the decision-making process, which allowed us to assess the different scenarios more comprehensively and thus increase the likeliness of finding the adequate solution for our problem. Moreover, this multidisciplinary approach has led to a certain degree of flexibility and widened possibilities that could not have been achieved via a single avenue. This has also enabled us to be more thoughtful about aspects and angles related to our problem, which meant that not only solutions but also preventative measures for future complications were something that had been considered in much further detail. Resulting in better problem-solving capabilities relative to managing time, resources, and productivity in the longer term.
Car Pool
The last team activity involved was carpool planning, enabling interpersonal skills testing in real-life scenarios where teamwork is necessary (Barsade, 2002). This brainstorming session, in addition to assessing the team’s ability to communicate, further assessed the ability of the group to propose accommodating plans that would consider all members’ needs rather than favoring an individual plan. The theory behind this activity suggests that individual team members should be given equal influence and power when making decisions as it directly reflects their ability to bargain, cooperate and negotiate efficiently (Barsade, 2002). In addition, activating this activity allows the team members to experience self-realization and acknowledgment of their limitations, as well as recognition of the importance of analyzing what needs to be done before coming up with any plan. It is essential to recognize that the more active a team member is while participating in such an activity, the more likely they are to immerse in the brainstorming process and cultivate new perspectives and strategies. Considering all options, a balanced present can be created without compromising fairness or efficiency; this increases the likelihood that each party receives equal attention and resources for personal and collective growth.
By doing this, we could also gain more comfort in our natural being without trying to forcefully fit into a certain kind and form (Turner, 1985). This is tremendously important, as it affords us the means to identify and make full use of our talents and strengths, but it also highlights the fact that we have the capacity to enjoy the team-building activities that are provided and experience a higher level of satisfaction (Barsade, 2002). Such activities assist us in delivering a more thorough evaluation of emotional reactions to the ideas and opinions of others, thus forming a foundation in which an understanding of dynamics embedded within the group can be increased. The language barrier and the cultural divide that so often seeps through can become deeply embedded as it guides each member’s emotional state. By completing this task, our perceptions can become ever more apparent. The emotional triggers that form along the way can be nurtured, enabled, and developed with greater awareness. Ultimately, the collective experience shall no doubt be more impactful and heightened.
Conclusion
The three activities instilled an improved understanding of group dynamics and team-related theories. This was achieved through numerous levels of learning, including applying relevant theories and concepts, critical analysis, and evaluation. Through each activity, members could recognize behaviors and scenarios, which allowed them to practice and improve their interpersonal skills while reflecting on the output of their actions using personal reflection. Ultimately, it enabled members to become comfortable with themselves within a team environment while making progress toward completing each task.
References
Barsade, S.G., 2002. The ripple effect: Emotional contagion and its influence on group behavior. Administrative science quarterly, 47(4), pp.644-675. https://journals.sagepub.com/doi/abs/10.2307/3094912?journalCode=asqa
McCrae, R.R, & Costa, P.T. (1987) Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81-90. https://psycnet.apa.org/record/1987-15614-001
McGrath, J.E., 1984. Groups: Interaction and performance (Vol. 14). Englewood Cliffs, NJ: Prentice-Hall. http://users.ece.utexas.edu/~perry/education/382v-s08/papers/mcgrath84.pdf
Thompson, L.L. (2004). Making the team: A guide for managers (2nd ed). Upper Saddle River, NJ: Pearson Prentice Hall. http://www.leighthompson.com/images/books/mtt/Table%20of%20Contents%20and%20Preface.pdf
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological bulletin, 63(6), 384. https://psycnet.apa.org/record/1965-12187-001
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