Bài tập nhóm môn Organizational behavior | Đại học Kinh tế quốc dân
Bài tập nhóm môn Organizational behavior | Đại học Kinh tế quốc dân với những kiến thức và thông tin bổ ích giúp sinh viên tham khảo, ôn luyện và phục vụ nhu cầu học tập của mình cụ thể là có định hướng ôn tập, nắm vững kiến thức môn học và làm bài tốt trong những bài kiểm tra, bài tiểu luận, bài tập kết thúc học phần, từ đó học tập tốt và có kết quả cao cũng như có thể vận dụng tốt những kiến thức mình đã học vào thực tiễn cuộc sống. Mời bạn đọc đón xem!
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ORGANIZATIONAL BEHAVIOR GROUP ASSIGNMENT lOMoARcPSD| 38777299 TABLE OF CONTENTS I. EXECUTIVE SUMMARY: 1 II. GROUP PROPERTIES: 2 1. Type of group: 2 2. The size of the group: 2 3. Diversity: 3 4. Norms: 3 5. Status: 4
III. TUCKMAN'S THEORY: 4 1. Forming: 4 2. Storming: 5 3. Norming: 6 4. Performing: 9 4.1. Leadership: 9 4.2. Evaluation: 10 4.3. Explanation 10
4.4. Strategy for the last week: 12 5. Adjourning: 13 IV. MOTIVATION: 14
1. The motivation of the organization: 14
2. Motivation of each individual: 15 V. COMMUNICATION: 16
VI. EFFECTIVENESS OF TEAMWORK AND GOAL ACHIEVEMENT: 18
1. Accomplishing Assigned Exercises - Fostering Learning and Achievement: 18
2. Acquiring knowledge in Organizational Behavior: 19
3. Effectively utilizing resources - Leveraging individual strengths: 19
4. Close-knit relationships among team members: 20 lOMoARcPSD| 38777299
5. Creating a positive and supportive environment: 20 CONTRIBUTION: 21 VIII. CONCLUSION: 22
VII. DESCRIPTION OF EACH INDIVIDUAL TEAM MEMBER’ I. EXECUTIVE SUMMARY:
In the context of world economic integration, teamwork has become a ubiquitous
concept because it brings benefits not only to organizations but also to individual
team members. At the same time, human behavior has a powerful impact on
organizational performance, culture, and success.
Under this circumstance, in this summer section, the students of E-BBA 12.1
and E-BDB 2 have been given a chance to take part in the “Organizational
Behavior” course in order to have more insights into team dynamics and how
to optimize each individual's potential. Eight people eventually made up the team,
which was led by Chu Lan Phuong. Eight members, each with a unique
personality and area of expertise, had the opportunity to discuss a variety of
cases over the course of 11 sections and identify the key components of
productive group dynamics. This report documents our collaborative process, the
outcome, and each person's contribution.
The report covers a range of topics that in-depth assess each step of the
teamwork process and how the team gradually overcomes each obstacle in its
path. The first part will inform the background of all team members as well as
introduce the team's status and norms. Following this part, the team will evaluate
the development of the working process through five stages of Tuckman's theory.
The team leader will simultaneously use the MBTI result of each member to
have a profound understanding of their characteristics and assign suitable tasks.
In addition, it is a must to identify and evaluate the key factors that stimulate lOMoARcPSD| 38777299
each team member and motivate them to perform at their best. From this point,
the team will get a gist of how to efficiently communicate with each other and
prevent impasse. After these phases of the process, all members will figure out
how the effectiveness of the team working after all this time aligns with the initial goals.
The report aims to highlight the distinctive team dynamics as well as how each
person's skills complement one another. The final section will also include a
record of each team member's contribution, serving as proof of their effort and diligence. II. GROUP PROPERTIES:
1. Type of group:
Our team is a formal group established within our class to achieve specific goals
and objectives. We have a clear purpose and a set of predefined roles and
responsibilities for each team member. Our leader is Lan Phuong who ensures
that all team members are working towards the common goal effectively.
Communication within our team is formal and follows established protocols, such
as offline classroom discussions or online meetings. Our team members are
selected based on their skills and expertise, and we work collaboratively to
achieve our shared goals. Ultimately, our team's success contributes to the success of our class as a whole.
2. The size of the group:
The size of a group affects the group's overall behavior, but the effect depends
on the dependent variables: Smaller groups are faster at completing tasks than
larger ones. If the group is engaged in problem-solving, large groups consistently
do better. Our team consists of 8 members, in the initial discussions, the group
decided to work together and did not separate. However, after a few follow-up
sessions, the group realized that: there were too many tasks to do and in the lOMoARcPSD| 38777299
discussions, the group often did not make it on time and often quarreled.
Therefore, the group decided to split into two subgroups. The members are
divided based on personalities and the leader's observations from past sessions.
Both groups have members who are both introverted and extroverted to
complement and help each other. 3. Diversity:
All 8 members of the group are the same age and are female, so it can be
easier to think and understand each other. However, in the group, there were 2
students from different classes, different majors from the other 6 students and
we had never cooperated before. Therefore, in the working process, it also creates
some difficulties in communication and more difficulty in unifying the working
style. In addition, the team members come from different provinces. However,
this does n ot cause difficulties in terms of language barriers for us; on the
contrary, it makes the team culture more diverse. 4. Norms:
Norms influence behavior with a minimum of external controls. Different groups,
communities, and societies have different norms. In our group, the norm which
appears mainly is the performance norm. After jointly determining the goal is to
complete the subject well and achieve high results, 9 points, the team members
all have to work hard to achieve standards as expected. Performance norms help
our team provide explicit cues about how hard members should work, and how
to g et the job done,... At the same time, it also helps Lan Phuong - the leader
has criteria to evaluate the team's work level and provide support when needed.
Besides, Resource allocation norms also appear. It includes the assignment of
difficult jobs and the distribution of resources. Through online and offline
discussions, the team leader assigned tasks to each person. In particular, we
found Tuckman's theory to be the hardest part.
Therefore, Lan Phuong has allocated more personnel to focus on this part. lOMoARcPSD| 38777299 5. Status:
Besides norms, status can also influence behavior in organizations. According to
the status characteristic theory, Status is derived from a person's ability to
contribute to a group's goals and an individual's personal characteristics. First,
based on personal characteristics through the MBTI test, we found that Lan
Phuong is the most likely person to be the leader of the group. Therefore, the
group left her as the leader to manage, lead and assign tasks to the group.
Second, we found that, compared to the first sessions, some members actively
contributed ideas, sometimes even arguing with each other to come to a
conclusion. That proves, you want to show your knowledge and contribution and
want to receive appreciation from the rest of the members.
III. TUCKMAN'S THEORY: 1. Forming:
Forming stage took place during the first meeting. The group is formed based
on the similarity of the members' goals and working methods. Initially, the group
consisted of Lan Phuong, Thao Nguyen, Diem My, Thuy Linh, Hoai Thuong,
and Thanh Ngan, all in the same class, having known and studied together in
some subjects before. However, the group still lacks 2 people to meet the required number of members.
Through the process of searching for the remaining 2 members, we found that
Linh Chi and Thuy Dung are two people who have not worked together but
have the same goal that the group is aiming for. Therefore, Lan Phuong met
them and invited them to join the group. Through the negotiation, Linh Chi and
Thuy Dung agreed to join, and the group was completed with 8 members.
The good completion of the exercises through class discussion activities and the
excellent completion of the group assignment is determined by the group as the
goal of the whole group. Besides, the group also sets the goal to accumulate
more knowledge about organizational behavior, effectively allocate resources and lOMoARcPSD| 38777299
create close relationships between members. The desired outcome of the group assignment is 9 points.
In the first meeting, the group discussed the expectations they wanted to achieve
as well as the group formed the rules. The meeting schedule is set weekly, with
a deadline of 3 weeks to complete the group exercise. Besides, team members
get to know each other to understand each other's information as well as know
each other's personality when testing MBTI together to easily establish working
relationships. Due to the late transmission of certain members' MBTI test r esults
and the fact that some members belonged to separate classes during this time,
the members still needed to comprehend each other's personalities. The group's
first class discussion was unproductive, which is indicative of a lack of mutual
understanding since each person's expectations, abilities, and expertise have not been fully addressed.
The group has a secretary to record the discussion for each meeting assigned
by the leader based on the MBTI results. 2. Storming:
The storming stage took place over a week. Members engage in discussion
during group work activities at this stage. Each meeting's notes a re still available.
When members disagreed with one another's beliefs, especially when t here was
a need to argue to make each person's case, conflicts started to arise. The group
members' inability to regulate their actions resulted in their failure to listen to one another.
Those reasons are due to:
Firstly, the group is too large, and letting the whole group discuss together is
not optimal. When the whole group discusses and comes up with ideas, nobody
pays attention to anybody else. lOMoARcPSD| 38777299
Secondly, the members' personalities are different, there are a few members who
have opposite personalities. Specifically, in her personality, Thuy Dung i s an
imaginative person who will oppose her views with Hoai Thuong who is a
worshiper of truth, so they will sometimes have disagreements in opinion. Besides,
the members do not understand each other well, so they are not really comfortable
sharing their thoughts, which sometimes leads to conflicts. Specifically in this
case are Thuy Dung and Linh Chi.
Thirdly, the improper assignment of work to each team member will result in
introverts who will find it challenging to express their ideas.
Therefore, the group came up with solutions:
The leader divided the group into 2 small teams for members t o discuss in
small groups and then they compared and supported each other's ideas and this
reduced the conflict significantly. Small groups are divided into smaller groups making it easier to discuss.
When members disagree, the entire group will collectively assess each person's
point of view to provide suggestions toward the original goal to find the most
optimal solutions. And the decision made will be based on the consensus of the group members
The leader should hold meetings more regularly so that members c an share with
each other about problems, and thoroughly resolve conflicts as well as the leader
should encourage members to openly share more towards the common goal of the group. 3. Norming:
The Norming stage plays a significant role in the team's development. After the
forming and storming, at this stage, the group starts to work together more
cohesively. In a group of eight people, it can be challenging to undertake the
tasks as there are many members with different characteristics and a myriad of
ideas and perspectives. To solve this problem and help the group to work more lOMoAR cPSD| 38777299
effectively, it is necessary to clarify the role of each person in the group and
have a shared understanding of how the group does the tasks. Based on the
MBTIs test’s results and observation, we can easily allocate group members to
different responsibilities. The following are characteristics of each member and what
role they are in charge of in the group. Pham Diem My: INFJ
It stands for introverted, intuitive, feeling, and judging . People in INFJ types
are compassionate, idealistic, and likely to form close bonds with people.
However, they can also be challenging to get to know on a deep level. Generally,
they have high expectations and can be perfectionistic and challenging to satisfy.
Based on the result, it is likely to be suitable for My to keep a record of all
activities of the group and design a PowerPoint. Trinh Thao Nguyen: ISFJ
It stands for introverted, sensing, feeling, and judging . People with this
personality type tend to be friendly, responsible, warm-hearted, detail-oriented,
and reserved. They are well-known as protectors, which is why Nguyen’s
responsibility is to reconcile the conflict during the working process, make an
outline and check the final product of the group. Tran Linh Chi: ISFJ
Coincidentally, Nguyen and Chi are the same characteristic type. Therefore, Chi
will help Nguyen in doing the description. Nguyen Thuy Dung: INFP
An INFP is someone who possesses introverted, intuitive, feeling, and
prospecting personality traits. These rare personality types tend to be quiet,
open-minded, and imaginative, and they apply a caring and creative approach to everything they do. lOMoAR cPSD| 38777299
Dung will take responsibility to support Ngan and Linh to come up with ideas. Pham Thi Hoai Thuong: ISTJ
Introvert, sensing, thinking, and judging are four letters representing characteristics
of this type. Like Dung, Thuong will help Ngan and Linh to come up with the ideas, and support them. Nguyen Thi Thuy Linh: ENTP
The personality of people in this type is extroverted, intuitive, thinking, and
perceiving. They are often described as innovative, clever, and expressive. ENTPs
are also known for being idea-oriented, which is the reason why they can engage
in a conversation or debate about something in which they are interested.
Therefore, Linh is responsible for contributing her ideas. Nguyen Thi Thanh Ngan: ENFJ
It stands for extroverted, intuitive, feeling, and judging . People with ENFJ
personality types are often described as warm, outgoing, loyal, and sensitive.
Therefore, Ngan is in charge of sharing her ideas with the group and encouraging
other introverts to share their ideas. Chu Lan Phuong: ENTJ
Extroverted, intuitive, thinking, and judging are the characteristics of this type.
People in the ENTJ type are decisive people who love momentum and
accomplishment. They gather information to construct their creative visions but
rarely hesitate for long before acting on them. That is the reason why Phuong
plays the role of a leader of the group who makes a strategy and leads the group during this subject.
Besides making sure that all members fully understand their responsibilities, there
are rules that all the members have to follow to ensure the group’s discipline a
nd boost the group working more smoothly and less demanding. All members lOMoARcPSD| 38777299
need to a ttend class fully to discuss the group’s work and contribute their
opinions whether they are extroverted or introverted. If there is someone absent
from class, she must ensure that she has a grip on necessary information and
her tasks on that d ay. Furthermore, all members have to behave friendly, polite
and respect others in the group. Last but not least, there is a shared group on
Facebook where all members are added to where people can talk to each other and
all information, and documents are uploaded. 4. Performing: 4.1. Leadership:
Firstly, the leader guides the whole group to do the tasks. Then they will ask
each person for her ideas. Then the entire group will discuss to find the best i
dea. Although the task can be finished, there are many opinion conflicts and it
takes a lot of time to have a common opinion. Besides some who are proactive
and enthusiastic to share their ideas, there are people who are shy, and quiet,
and rarely contribute their opinions like Dung and Chi. This may be because
they come from another class, their characteristics and they are not getting used to this working type.
Then, the whole group is divided into two teams that have equal resources. All
the extroverts and the “star” are allocated evenly in two teams to ensure that
not all superior or inferior people are in the same group. Usually, those would
act as leaders in small groups. As observed by Lan Phuong, each small group
continued dividing into small teams to discuss. After the members were assigned
their small tasks, each member would raise their ideas, listen and supplement the
opinions of the rest when they completed them. The leader, Phuong, always takes
part in the discussion of the two teams to support and control them to ensure
that they are on the right track. Lastly, when the small group discussion is
finished, the two groups will check each other's results and come to a final agreement. lOMoARcPSD| 38777299 4.2. Evaluation:
For the teamwork method, we have changed and found a more efficient way of
working. As the latter, our group became more active and vibrant. In the first
few discussions (sessions 6 and 7), the members such as Dung and Chi were
still shy, and timid, did not express their opinions, and tended to work
individually, and only a few extroverted members discussed. By the 8th session,
the lecturer taught us how to work effectively in groups, and how to come up
with as many ideas as possible to promote each member's ability, and we applied
them in session 9. Specifically, we divided our group into two small groups,
each group having four members to discuss instead of keeping a large group of
eight people. When the group is divided into small groups, there are not too
many duplicate ideas during the discussion between all members. That was the
reason why we could come up with the last idea in less time than before. In
addition, the smaller the group was, the fewer conflicts occurred. The division
of this group makes it easier for members to express their views, and listen to
each other in turn. Unlike a large group, there are some people who will be
lazy and rely on others, all the members in small groups enthusiastically share
their ideas and debate with each other to come up with the best ones. After that
session, we noticed that our group has changed positively, everyone is more open
and contributing more ideas, and the group is much more active. It's a positive sign
that our team is on the right track. 4.3. Explanation:
After dividing people into small teams, it is recognized that the group works
more effectively and productively than before. There is less conflict, less time-
consuming, and people are more enthusiastic to contribute during discussions.
The following are the reasons for this positive improvement:
Interacting for a long time
Our team consists of 6 EBBA class members and 2 EBDB class members, the
team members have different personality groups. This is the special point of the
group that creates diversity for the group. That is why the group needs to lOMoAR cPSD| 38777299
regularly communicate and exchange to adapt and shorten the distance between
members. In class, members learn, discuss and share together to increase group
interaction. A lot of interaction helps members understand each other's
personalities, understand each other's strengths and weaknesses, and assign tasks
reasonably and effectively. Not only discussing face-to-face in class, members
also discuss via Messenger, Google Meet and Group Chat. The long-term
interaction also helps members understand each other, easily express their personal
views and increase cohesion, contributing to improving efficiency in teamwork.
Improvement in communication:
Effective communication plays a very important role in teamwork. The members
knew how to listen, respond and discuss each issue enthusiastically. I t can be
seen that in the following sessions, in the following discussions, people talk
more, argue more, and come up with more ideas. The climax was in session 9,
everyone discussed, exchanged, and supplemented each other so enthusiastically
that they hardly cared about everything around them, the atmosphere in class
was more exciting than ever. That outburst helped the group to collect many
ideas and achieve high efficiency in the discussion.
The pressure about time
The time pressure also helped our team double morale. Specifically, other classes
can study this subject in the main semester, having more time to l earn and
prepare. On the contrary, our class takes this subject during the summer term
and we only have 5 weeks to study and less time to research. It seems like a
barrier, but it is a motivation for us to try harder, work harder, and work more productively.
The urge of the teacher
The teacher's motivation plays a very important role in teamwork. She not only
provides detailed knowledge but also emotional support. Each session is a new
knowledge, a new skill, and a new urge. During the discussion sessions, she lOMoARcPSD| 38777299
helped the group clearly define how to work effectively, and raised questions for
the group to exploit and critique. Her promptings have contributed to pushing
the discussions to a climax, raising the morale of the members.
Clear objectives and goals
The team members discussed and together set clear purposes and objectives from
the beginning to work together. The purpose of learning organizational behavior
is to understand the theory of human behavior and attitudes in an organization,
apply those theories in practice to equip the necessary skills for effective
teamwork and develop thinking in study and work. The group's goal is to score
9 group assignments after the course ends. Clearly defining the goal has helped
the group realize it early, improve the sense of responsibility and jointly determine to achieve the goal.
4.4. Strategy for the last week:
Recognizing the significant changes in the working result, Lan Phuong has made
a few changes in her strategy to boost the whole team.She always divided work
into small tasks and assigned them to the most appropriate members of the
group, which allowed them to execute work that they were excellent at and
ensured that they could be done effectively. Besides that, she always checked
whether other members understood their tasks or not to direct them to go on the right track.
She set deadlines for every task and forced other people to report their progress
every day. When the deadline was coming, Lan Phuong always reminded members
about the deadline and prompted them to finish on time. This would make work run smoothly.
For discussion, she continued dividing the whole team into two teams and always
supported them on time. She always gives more questions to make members
prove their opinions and have a comprehensive outlook on the problem. lOMoARcPSD| 38777299
When the tasks were finished, she evaluated each member and gave feedback
to them. She pointed out the strengths and weaknesses of all members and
what they needed to acclimate to complete their tasks as well as possible. 5. Adjourning:
"Adjourning" is the fifth and final stage, which describes the s tages that groups
go through as they form, work together, and disband. After working together
throughout the course, we spent a short period of time during discussion and
preparing for the report to reflect on how we worked as a team. Overall, we
were all pleased and happy with this cooperation albeit some arguments along
the way which we were able to tackle at the end.
We had students from two different classes collaborate on projects in this course.
At first, this might be a problem because we didn't fully understand some
students from the other class. However, as the process went on, we came to
understand that this was a given opportunity because it gave us the chance to
engage with various working methods and perspectives. This is a crucial
component that contributes to our diversity when it comes to coming up with creative thoughts.
The adjourning stage also allows us to reflect on our experiences and
accomplishments. We all have different strengths and weaknesses. This was
beneficial to us since our abilities complemented each other and we were able
to produce more well-rounded final work. In the end, we have gained important
knowledge about how to forge a solid connection and harmony within a team.
In the future, we anticipate continuing to collaborate on various projects for our
specific class, and hopefully, we'll also get another chance to work in a joint-class group. lOMoARcPSD| 38777299 IV. MOTIVATION:
1. The motivation of the organization:
The diversity of our team's personalities is primarily our problem, but also our
strength and most importantly. The first is class discussion after each OB class,
therefore that members can communicate more easily. Face-to-face communication
helps members see the faces, attitudes, and voices of their team members. In
each of these meetings, leader Lan Phuong asked the members' personal opinions
and took notes. Face-to-face class discussions and taking notes help motivate the
entire group as there are less barriers in terms of time and geography. However,
sometimes introverted members did not comment in the class discussion.
In addition, leader Lan Phuong also established a chat group on the social
network Facebook which also creates a motivation for group members to send
messages, add more documents, articles, reports related to the subject anytime
and anywhere. Members Diem My and Linh Chi have collected and sent to the
group chat relevant and essential documents for this subject. Members of the
introverted group such as Thuy Dung and Linh Chi are sometimes shy when
sharing their opinions directly, so the establishment of a chat group has created
more motivation to help these members easily share ideas without feeling shy or
scared. In two of our sessions, Google Meet is also used, which encourages
everyone on the team to express their thoughts and impressions. Leader Lan
Phuong discovered that using Google Meet also encourages members to express
their thoughts more. In this online meeting, participants including Thao Nguyen,
Thuy Linh, Hoai Thuong, Diem My and Thanh Ngan gave mostly good opinions
and ideas. There are still some participants who don't contribute much. As a
result, using the methods mentioned above, it is determined that leader Lan
Phuong's organizational motivation is at a comparatively high level. lOMoARcPSD| 38777299
2. Motivation of each individual:
As well as identifying overall team dynamics, we also learned that there are
many external factors that influence how work gets done and prevent team
dynamics from being enough to affect everyone. Therefore, we will focus on
tailoring motivation for each team member. Based on McGregor's Theory X and
Y, we classify people as either type X (Theory X) or type Y (Theory Y).
Members Thuy Dung and Linh Chi are divided into type X (theory X), the
remaining members are Lan Phuong, Thao Nguyen, Thuy Linh, Diem My, Hoai
Thuong and Thanh Ngan are divided into type Y (Theory Y).
Leader Lan Phuong observed that the X team members didn't actually care about
their work, rather, they merely performed it because they were assigned to it
and had to do it by a specific deadline. Linh Chi and Nguyen Dung, did not
really focus on the team-building activity. The rest of the team, including team
leader Lan Phuong, also enquired about and made suggestions regarding how to
assist the two members to increase group performance. Two members in type X
seem to have been more open when discussing their ideas to complete the activity
because the group was split into two smaller groups. The establishment of an
online chat group as mentioned in the motivation of the organization section also
helps two members o f type X share a little more information. Besides, the leader
was set clear goals and expectations - clearly communicating the team's objectives,
individual roles, and performance expectations. When Linh Chi and Nguyen Dung
have a clear understanding of what is expected of them, they are more likely to
feel motivated to achieve those goals. Lead by example is one of the suitable
methods that leader Lan Phuong used to i ncrease motivation for members in type
X - As a leader, set a positive example by demonstrating enthusiasm, dedication
and a strong work ethic. Leader Lan Phuong also provided regular feedback and
recognition for people in type X. Recognized and appreciated their efforts and
accomplishments publicly, as it helps boost motivation and morale. Linh Chi and
Nguyen Dung completed the work within the previously set deadline. Therefore, lOMoARcPSD| 38777299
the experience and performance of the two members in group X is still below
good and the output still needs significant repair.
Type Y, on the other hand, are the rest of the group who focus more on the
lessons they learn on the job. As a result, team leader Lan Phuong c ame up
with a plan to motivate this group of individuals by highlighting the importance
of the work they are doing and how it impacts other team members in the next
few days. Live discussion after each OB class and via Google Meet. The leader
Lan Phuong also discussed directly with members Hoai Thuong and Thao Nguyen
to monitor the progress and give suggestions for them. As for Diem My, Thanh
Ngan and Thuy Linh, team leader Lan Phuong also asked these 3 members to
submit drafts of their ideas and provide online suggestions via the chat group
on the social network Facebook. Finally, the entire group came together for a
face-to-face briefing to discuss the aforementioned issue and to better understand
how behind their progress was with the help of their lecturer - Dr. Nguyen Thi
Lien Huong. This motivates the members o f type Y that the leader cares and
pays attention to their daily productivity. As a result, group Y generated outcomes
that were equally favorable to group X.
In summary, the group's efforts to gain energy quickly proceeded mostly as
expected. Regardless of whether each team member prioritized the group project
at the time or not, depending on the situation or external pressure, the task for
the entire team was completed. Because of this, the team's leader and every
member carefully considered each person's intentions before providing them with
a particular response in each circumstance. After a long time, the team's performance has increased. V. COMMUNICATION:
In terms of communication, it is one of the key factors that contribute to the
harmony in the working process of our team. The way of communication is
effective or not decides the working situation of a team. If a team communicates lOMoAR cPSD| 38777299
effectively, the members in this team will see their roles in the discussion and
o ther tasks. Conversely, if a team communicates ineffectively, the members will
feel that they are underestimated and disrespected, which leads to their demotivation.
Effective communication includes giving ideas and feedback, positive listening
and progress in the working process. To have the most ideas, we divided our
teams into two smaller ones, which helped us clearly listen to each other and
understand more about cognitive understanding of each person or the direction
they tend t owards. At first, our team was not totally open to each other. However,
through 2 discussions, all members felt more free to speak, because they are put
in a smaller team, and other people also found it easier to listen to other ideas.
Therefore, they had chances to discuss more. Being listened to makes our
members feel that their contributions are useful and they also are respected
whether their ideas are true or false. In other words, each member of our team
was encouraged to speak more and share what they were thinking.
Moreover, our leader also divided the task and the duties so that each member
could know in detail what to do and how to do the task, which assisted them
to focus on their tasks and perform better. Although we had some conflicts in
our process because each person has a different personality and way of thinking,
we tried to understand their reason for the conflicts and how to solve them
perfectly. When conflicts happened, instead of rejecting them immediately, we
discussed what is wrong and what is right with a relaxed attitude so that we
could avoid tension in quarrels. In addition, that we had a common goal also
helped us to make greater efforts, especially when we could break the ice and
show our minds and our opinions for people to understand and give feedback.
To get the most interaction among people in our teams, we preferred to exchange
information directly; Otherwise, we met face-to-face and were free to talk. The
reason we chose face-to-face discussion is that we could see the attitudes and
behaviors of other people in order that we gave the best evaluation and could lOMoARcPSD| 38777299
have some lessons or experience as well for our own. Of course, we sometimes
had to hold online meetings to discuss because each member has a different
schedule, and we wanted to take the most advantage to fulfill our assignments.
Besides, we also had an online box chat to exchange information and ask
questions to get the best understanding o f the tasks or duties we are responsible
for. This box chat was active 24/24 so that our leader and other people could
get the information immediately. Everybody in our team wanted to finish this
course with flying colors, so the evaluation in our team also plays an essential
role in this result, which leads them to naturally talk and behave more.
Regarding the type of method we communicate, our team chose a downward
way. In terms of the leader and her members, our leader, when she received the
tasks, told each person what they need to do and how they can do them to
fulfill their duties perfectly. In other words, our leader gave us clear directions
that helped us to be on the right path. In terms of communication among people
in the team, it is horizontal. We mean that everyone has the right to freely talk
and they are empowered to share their ideas as well as discuss with others.
VI. EFFECTIVENESS OF TEAMWORK AND GOAL ACHIEVEMENT:
1. Accomplishing Assigned Exercises - Fostering Learning and Achievement:
Our main objective right from the start was to successfully finish the exercises
assigned by our instructor. After every class discussion, we consistently gain
valuable insights and learn how to collaborate effectively as a united group of
eight individuals. These discussions cover a wide range of topics like the
"Relivoform" drug or the Valentino chocolate investment case, which give us the
opportunity to reflect on how we work together as a team. Actively participating
in these exercises and subsequent discussions helps us strengthen our ability to
cooperate smoothly, utilizing our individual strengths and expertise. This ongoing
process allows us to continually improve our collaborative skills, enhancing our
communication, task delegation, and contribution to group decision-making. By lOMoARcPSD| 38777299
frequently reflecting on our experiences working together, we refine and enhance
our teamwork dynamics, creating a more productive and unified learning environment.
2. Acquiring knowledge in Organizational Behavior:
To ensure our collaborative efforts are fruitful with as much knowledge as
possible, it is vital for each group member to attend classes and be on time.
This commitment not only helps us gain a deep understanding of the subject but
also allows us to share important insights with anyone who missed a class.
Actively participating in every session enables us to apply our newfound
knowledge to assignments and tasks. Ultimately, the collective knowledge we
accumulate in Organizational Behavior empowers us to work cohesively and
accomplish our objectives as a team.
3. Effectively utilizing resources - Leveraging individual strengths:
To work effectively in a team and make the most of the members' capabilities,
our team has applied the theories and philosophies of Organizational Behavior to
our discussions and teamwork. Our team realized that we were more efficient,
quality, and productive after those lessons. Specifically, after studying Chapter 5
"Personality and Values", we know how to identify and measure personality, the
factors that determine an individual's personality. Therefore, our team members
conducted the MBTI test to determine their personality group and understand
their strengths and weaknesses. Thereby, our team can reasonably divide tasks
based on the strengths of each team member, contributing to higher efficiency
and productivity than randomly dividing tasks. Our team realizes that after being
assigned tasks that belong to their strengths, they are more interested in working
and can maximize their capacity and improve teamwork efficiency. lOMoARcPSD| 38777299
4. Close-knit relationships among team members:
One key element that underpins our success is the cultivation of a friendly and
respectful atmosphere within the team. We encouraged all team members to share
their ideas and opinions. In addition, we needed to ensure that every team
member was treated with dignity and fairness.
In our team, the emphasis is placed on efficient cooperation. We actively promote
open and honest feedback, acknowledging mistakes without harboring resentment.
During group work, discussions and the sharing of ideas are actively encouraged,
with tasks assigned on a voluntary basis to foster a sense of ownership and
commitment. Regular meetings serve as opportunities for team members to further
acquaint themselves with one another and ensure that everyone has a voice,
allowing for a more inclusive decision-making process.
This close-knit relationship among team members has proven valuable in
enhancing our teamwork and driving us toward goal achievement. By cultivating
an environment where friendliness, respect, support, and openness thrive, we have
created a foundation that nurtures collaboration, maximizes individual
contributions, and fosters a strong sense of unity within our team.
5. Creating a positive and supportive environment:
Creating a positive working environment has been a top priority for our group
as we strive to enhance the effectiveness of our teamwork. We have placed a
strong emphasis on promoting honesty and discouraging gossip, which has helped
build trust and integrity within our team. We encourage open discussions and
the free expression of opinions, ensuring that everyone has an equal opportunity
to contribute to decision-making. This inclusive approach fosters a culture of
respect and admiration among all members.
We understand that conflicts can arise within any group, including ours. However,
we see these conflicts as opportunities for growth, creativity, and u nity. Instead lOMoARcPSD| 38777299
of letting conflicts divide us, we use them to strengthen our teamwork and
improve our overall performance. We believe that by working together effectively
and supporting one another, we can achieve the best possible results.
VII. DESCRIPTION OF EACH INDIVIDUAL TEAM MEMBER'S CONTRIBUTION:
Our team is an example of how various skill sets and viewpoints can unite to
produce a cooperative, successful working environment. The next paragraphs will
highlight each team member's major contributions and how their individual roles
have had an impact on our team's performance.
Chu Lan Phuong’s Leadership and Task Instruction : As the team's leader, Lan
Phuong gathered data and assigned tasks based on each team member's unique
skills. In addition to completing her specific task for the project, she had a clear
understanding of every aspect of the report, which allowed her to provide other
team members with clear instructions and guidance. In addition, she encouraged
and motivated everyone to complete their tasks on time and provide feedback as needed.
Nguyen Thi Thuy Linh’s Critical Thinking and Problem-solving Skills: Thuy Linh
is skilled at asking questions that question the accepted method of solving a
problem, defending her points of view, and pointing out the flaws in others' a
rguments, all of which encouraged the team to weigh all of the options and led
to the resolutions of the issues.
Nguyen Thi Thanh Ngan’s Constructive Ideas and Active Participation: Thanh
Ngan has an extroverted personality and always expresses her opinions. She
actively listened, contributed her own viewpoints in order to complement
everyone's idea and make sure that all perspectives are taken into consideration
in the decision-making process. lOMoARcPSD| 38777299
Pham Hoai Thuong’s Creative Questions and Supportive Nature: Hoai Thuong
always came up with creative questions and offered multiple solutions. Her
inquiries frequently helped us clarify our viewpoints so that we did not reach an
impasse in our discussions. Her thorough understanding also enables her to assist
the leader in helping others complete the tasks.
Pham Diem My’s Information Gathering and Punctilious Note-taking: Diem My
always took the initiative to do the research and inform everyone of pertinent
information. She is heavily relied upon in the sections that call for various
theory-based knowledge. She is also observant and quick, which enables her to
record all of our behaviors and ideas while we are working.
Trinh Thao Nguyen’s Organizational Skills and Detail-oriented Trait: Thao
Nguyen assisted the team leader in organizing members' tasks and outlining every
important aspect needed in the report. As a meticulous and detail-oriented person,
she had the responsibility of carefully examining the team's final product to
ensure that there were no unfit details or wording flaws.
Tran Linh Chi’s Active Listening and Information Sharing: Linh Chi is a team
member who avoids arguments by listening to others' viewpoints and offering
alternative solutions. She also tried to listen to and gather data from various
sources and people to ensure that we had trustworthy references for the report.
Nguyen Thuy Dung’s Considerate Manner and Task Execution: Thuy Dung tends
to timidly share her ideas after carefully considering the perspectives of others,
providing moderate contribution to the discussion. She efficiently completed
assigned tasks and occasionally asked questions to clarify issues or responsibilities. VIII. CONCLUSION:
Despite facing various challenges due to unfamiliar activities assigned by the
teacher and our lack of prior experience working together, we overcame these lOMoAR cPSD| 38777299
obstacles and finally, the team still reached consensus and worked fairly
effectively. At the same time, through the course, we were able to learn many
lessons about teamwork, time management, and human behavior control ad we
found that effective communication, leadership, and motivation are critical factors
in improving member performance and job satisfaction. This is very useful and
practical for applying for work in the future.