Learning and Performance in Multidisciplinary †MyAssignmenthelp.com

Question: Discuss about the Learning and Performance in Multidisciplinary. Answer: Introduction: Salas, Sims and Burke (2005) note that teamwork offers the best strategies to get things done right. As such, there is power in bringing a group to focus and work towards the one final goal. Even though it might be very overwhelming to perform depending on the goal beforehand, teamwork helped us emerge winners of the game. Consequently, we took a keen interest in teamwork theories. According to Cassidy (2007), teamwork theory refers to an organized way of comprehending certain behaviors, procedures, and circumstances that come our way. Among the several theories available, we took a keen interest on Bruce Tuckman's model of team stages. Tuckman's model is very substantial as it identifies the fact that team members do not just start to work on their goal but go through steps (Bonebright 2010). He gives suggestions that groups grow through stages, from inception by individuals to cohesive, task-focused teams. And on this line of argument, we can relate to this suggestion as our group undergone through the phases that eventually saw us win the game. According to Bonebright (2010), Tuckman argues that team works evolve through four phases which include; forming, storming, norming, and performing. Forming is the first stage where individuals come together and each person finds their place in the team. These individuals ask questions why they are coming together. In our case, we came together upon request by the instructor to form groups. We set up our group, I tried to find Brazilians to form part of our group, but I only met one called Joao and we invited Luca, who is Italian. Because I believe that culture influences a lot of relationships and there was a need to mix different cultures. Our group comprised of Brazilians and Italian who represented Latin America and Latin Europe respectively. The second phase involves storming, where group members begin to recognize themselves as part of the group. At this phase, we challenged one another, elected our group leader, and formulated strategies and roles for everyone in readiness for the game. We named our company Abacus, a name suggested by Luca. Then we began to analyze the instructions of the game deeply on the site alongside some tips provided by Rex. In the process, we realized that Luca easily understood the technicalities of the game and we all followed his orientation. From then on, we were ahead of our competitors. The third phase of teamwork entails norming. Every one of us became one, with a single goal to give our best to the game. We challenged one another on strategies we used in the competition and adjusted appropriately (Neuman and Wright 1999). Our group leader ensured that differences, confrontations, and conflicts did not sway our focus on the goal at hand of winning the game. Luca was very instrumental in ensuring that we remained focused. We encountered diverging suggestions and it became difficult to reach mutual agreement amongst us in most instances but eventually our sobriety and tolerance paid off when we settled our diverging opinions. Every contribution was taken seriously and all of us had the platform to share different strategies of winning the game. In some circumstances, especially when the results were negative, I gave my opinion and did not impose. I always let the leader make the final decision, because he trusted his final word, even though he was very temperamental and it posed a challenge dealing with that. From this, I learned to respect authority and the leadership of the group. And lastly, performing became the focus of the team. We focused on the game and team relationship, which combined to provide synergy for our overall success (Malec et al. 2007). Ultimately, we delivered results by working effectively together as it is the foundation of Tuckman's theory. The significance of this phase is priceless as it assist individuals appreciate how teams grow. We were very happy with the first result. Because there was a small difference between our competitors and us. And this motivated us to start thinking of other strategies to get ahead of them. The main point was to try and find a better way to combining all the factors so that the results were bigger than those of our competitors' were. New insights learned from the game The main lessons we learned during this game are respect, patience, and tolerance. I learned more about respect, especially when sometimes I did not agree with the point of view of a group member or with a decision made (Leonard, Graham and Bonacum 2004). To be more specific in the year 2016 we were in second place in the mountain segment in the sales category despite not agreeing with the final decision. Moreover, that decision reflected in our results. Even though we do not always win, we were also prepared to loose. I got to know that bad decisions often affect the final outcome of a process. Nevertheless, personal reflection about Smartsims simulation reality also enabled me to acquire more skills. It is the best way to approach theory to practice (Crookall 2010). Simulators like these bring students closer to reality as it prepares participants to the practical business world. As such, Smartsims simulation enables students to acquire additional skills and confidence which they put into practice thus provide real results. These simulators contribute in several areas, such as employability, interaction among students and between students and teachers, and cooperation between educational institutions and grades (Crookall 2010). In addition, Beaubien and Baker (2004) observed that simulations help students acquire experiences, and consequently gain confidence and through that, they succeed in their professional career. Notably, when students come together and carry out real practical, they acquire confidence in the profession. Personally, I now feel different, my self-esteem has improved a lot, courtesy of the simulations. In particular, Smartbikes simulation is a means of developing users' self-confidence and experience (Crookall 2010). From here, I expect to apply the experience in nurturing my business skills and create innovative opportunities. Conclusion In my opinion, this type of game help people emphasize the importance of teamwork which include motivating unity in the workplace environment (Van Der Vegt and Bunderson 2005). Of note, working as a team enabled us to understand one another by identifying our strengths and weakness which ultimately helped us emerge winners. We learned a lot from contradicting opinion, weighed on them and chose the best strategy which drove us to victory. Leonard, Graham and Bonacum (2004), observes that teamwork helps improve work efficiency and productivity. In particular, we shared duties among ourselves where the group leader assigned us areas that we had more strengths which saw us ultimately win the game. From our group members, I was able to learn other techniques and acquired skills such as respect, tolerance, and humility when dealing with different opinions. Lastly, teamwork is very important as it promotes workplace synergy (Riebe et al. 2010). We could motivate one another when the going b ecame tough. We endured a team spirit and worked collectively which eventually bore fruits. Another strategy involves teaching the students about teamwork skills. Students need techniques to constructively resolve disagreement among them. Besides, students need advice on how to manage time. In our group, we drafted some rules that guided our meetings. One of them was time management. It was often discouraging when some members could skip meetings or come late. As such, adhering to strict time management improved our collaborations where we carried out quality training within the shortest time (Riebe et al. 2010). Again, time management and accommodating different opinions is key to performance in a group setting. To improve group meetings in the future, tutors should create time for group meetings since students find it tough to attend meetings when some members are engaged in class. Furthermore, group leaders should communicate the agenda of meetings prior so that members attend when prepared for the group activities. Apart from attending meetings physically, group members can organize and perform their tasks prior and submit online. Most importantly, in circumstances that members are far away, video conferencing can come in handy and salvage the situation. 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The mayo high performance teamwork scale: reliability and validity for evaluating key crew resource management skills.Simulation in Healthcare,2(1), pp.4-10. Neuman, G.A. and Wright, J., 1999. Team effectiveness: beyond skills and cognitive ability.Journal of Applied psychology,84(3), p.376. Riebe, L., Roepen, D., Santarelli, B. and Marchioro, G., 2010. Teamwork: effectively teaching an employability skill.Education+ Training,52(6/7), pp.528-539. Salas, E., Sims, D.E. and Burke, C.S., 2005. Is there a big five in teamwork?.Small group research,36(5), pp.555-599. Van Der Vegt, G.S. and Bunderson, J.S., 2005. Learning and performance in multidisciplinary teams: The importance of collective team identification.Academy of management Journal,48(3), pp.532-547.