A631.2.5.RB_LarsonKurt, Cooperation and Competition

Once you have completed and turned in A631.2.4.LT, consider the process that you and your team went through in completing the Learning Team Charter. In a well-written reflection blog, answer the following questions:

1. What behaviors seemed to help your team successfully complete its task?

For starters the majority of the team are either retired military, still in service or have served. We as a group were able to blend together because of a cohesive bond we enjoy and a certain style of regimented discipline that uniformed service instills.

           

And since a majority of us are over 50 and on our second careers. We can contribute in a vast manner as Brown (2011,) discussed cooperation and competition. It is suggested that group behavior and cooperation in certain situations, promote productivity. It can be surmised that healthy competition is an effective stimulus for a group.      

2. What factors inhibited decision-making or problem solving?

Factors such as changing relationships, intergroup operating problems or sub optimization that can occur according to Brown (2011,) “when a group optimizes its own sub-goals but looses sight of the larger goals of the organization,” or intergroup competitions were not apparent. This could be attributed to team members who previously worked together and previously worked out forming, storming, norming and performing portions of group interaction. This could have also been a catalyst for the newer members to observe the initial interactions of the team and join in, in a manner that was acceptable to the group.

3. How much time was spent on decision-making and problem solving?

Once the typical icebreakers and pleasantries were exchanged, former team members and new team members were welcomed. Including intergroup team building steps where as described in Brown (2011,) of making introspective lists, group meetings together (or via the blackboard) groups meeting separately, cross group meetings including follow-up meetings. We conservatively estimate the group spent 2-3 hours total on decision-making and problem solving. 

4. How was information shared among team members?

Information was shared transparently via as discussed in Brown (2011,) the organizational mirror. Accordingly teams are provided a means of optimizing relationships via the organizational mirror. The organizational mirror is a tool utilized in providing feedback, identifying key problems and allowing searching for specific methods of improving operating efficiency.

5. How did issues of authority or power affect the team?

Intergroup competition, perceived power imbalances in the group, role conflict and ambiguity or personality conflicts like those discussed in Brown (2011,) were not apparent. I suspect due to reasons previously explained like: previous teamwork experience, transparent and open sharing of information and professional plus academic desires to see the group succeed.   

6. How did collaboration and competition influence the outcome?

Collaboration and conflict were two items that as discussed in brown (2011,) that were separate entities. Collaboration was an effective method of optimizing our time as a team lending to the teams success and advancement of formulating the “A” team charter.

Conflict was non apparent. We as a team early on strived to address our goal(s) and cooperation for us as individuals and as a team to obtain the desired end result.

7. Did team members make process interventions?

Not necessarily. As we know from chapter eight in Brown (2011,) process interventions are intended to assist the working group in becoming more aware of how the group operates and its members with one another. The “A” team got off to a good beginning based upon three distinct attributes. 1.) We all strive for excellence in our academic, personal and professional lives. 2.) We know this from previous academic interaction as a group or as individuals. And Three, we all have time constraints placed upon us like: family, profession (including frequent travel) and academic continuance and the desire to get it correct the first time and move on to the next requirement.