This report aims to assess my team's performance after four months of collaboration and a

presentation on diversity training. In addition, the purpose of this study is to analyse the
assumptions stated before on potential conflict that may arise from team member’s
personality. Overall, my team worked exceptionally well during the presentation preparation,
with just a few minor disagreements that we handled effectively, ensuring that the
preparation ran smoothly. This is because the earlier report covering the personality profiling
of team members anticipated that some disputes would arise during the development of
PowerPoint slides. Since all members were on the same page about the personality
analysis, we were better prepared to address and resolve any potential issues. The
disagreement that arose did not really affect the teamwork of my group.

Organisations form work groups and teams in order to perform activities more efficiently than
many individuals could (Jones et al., 2019). Flexible organisations increasingly rely on all
types of teams as the axis of their learning processes. Therefore teamwork design should be
approached with care. This is crucial for organisational renewal and adaptation. In my
Organisational Behaviour (MGTS1601) course, I spent a semester working in a group of five
for a presentation on diversity training.

The model used for this paper is the Campion Work Group Effectiveness Model, which
categorised and consolidated diverse group process research and organisational behaviour
research into five thematic inputs (further subdivided into 19 subthemes) and three different
outputs (Jones et al., 2019) (see appendix 1). Effectiveness output comprises three criteria:
productivity, satisfaction, and manager's evaluation (Jones et al., 2019).

Productivity is an objective evaluation of the work group's accomplishment of their job, often
through counting objects or monitoring the accomplishment of project milestones (Jones et
al., 2019). I evaluated my team's performance based on the survey result ( see appendix 3).
According to the survey results, my team was very efficient throughout the presentation
preparation phase, including the creation of slideshows and rehearsal of the presentation.

Satisfaction evaluates group members' impressions of their work group and is connected
with their ideas of group identity and group potential (Jones et al., 2019). After receiving our
grades, we pondered on our presentation, and because we had already done our best,
everyone was content with the results. However, there was a small degree of unhappiness
among team members the day following the presentation once we learned that the
presentation length was shorter than anticipated.

Campion et al. also evaluate satisfaction from the standpoint of the broader organisation in
terms of management evaluations of the group's performance, which indicates the extent to
which a workgroup satisfies the requirements of its managers in subjective terms (Jones et
al., 2019). Managers may be compared to professors or tutors who provide grades for
presentations. Our team earned 14.5 out of a possible 20 points. In addition, the lecturer
suggested several enhancements that may be made to the presentations, such as debriefing
some of our points more effectively to promote more class participation. In addition, specific

1
citations were missing, and there were no persuasive answers to the workshop question
since the conclusion lacked in quality (see appendix 2).

Two factors that are being identified that facilitate my effectiveness in the team are the
allocation of roles and the diversity of members. Role allocation usually derives from the
expertise of the different team members and creates a system of complementary and highly
interdependent tasks and activities that teams must coordinate to achieve their mission
(Jobidon et al., 2016). My team can be considered diverse because we have a balanced
ratio of boys and girls, which is a 3 to 2 ratio. We separate our team into two groups which
consist of a slide preparation group and a presentation group.

Moreover, my teammates came from various backgrounds: Mac Stenson and Archie were
from Australia, Wan-Chen Tsai and Chun-Yen Liu were from China, and I was from
Malaysia. Since we all came from various backgrounds, my group offered various opinions
and ideas to make the presentation successful. Empirical findings show that demography
and team processes affect group and organisational performance. In addition, processes act
as mediators of the relationship between team diversity and performance (Nielsen, 2010).

Moreover, a few factors had been identified to hinder the effectiveness of my team and
disrupt the preparation process. These two factors were leadership and communication.
Regarding leadership, my group does not have an officially appointed leader to lead the
team and participate in most of the decision-making process. The strategy clarification
function stimulates and fosters the team processes of strategy formulation and planning
using the team's assessment of the previous problem situation (Santos et al., 2015).

Furthermore, a prevalent finding within the team's literature is the necessity of team
communication for effective team performance (Marlow et al., 2018). Due to a low number of
meetings once per week, and most of the information is done online through WhatsApp (see
appendix 4.1), this causes many misunderstandings among team members, especially in
slide preparation groups. The lack of communication will lead to deteriorating performance of
the team effectiveness (Marlow et al., 2018). Communication is argued to directly relate to
team performance because it distributes critical, task-relevant information to team members
(Marlow et al., 2018).

A few suggestions might be made to enhance the performance of my team. This may be
accomplished by using the strength provided by the aspect that enhances my team's
performance

Leaders are essential to the success of the team. Regarding the absence of leadership
within the team, the present results provide novel insights into how leaders might enhance
team performance (Santos et al., 2015). Improvements may be achieved by collaborating
with my team members to formally choose a leader at the early stages of group formation.
Personality may also be a factor in the selection of a leader, as it relates to command and
leadership efficacy and the team's internal decision-making process (Abatecola et al., 2011).
Furthermore, every group leader must be briefed on team management to prevent team
members' disagreements.

2
Moreover, communication between team members might be seen as a component that
hampers the efficiency of cooperation. This is because there are few group meetings,
leading WhatsApp to be the primary means of communication. It has been stated that the
lack of nonverbal clues in most virtual communication hinders team communication
procedures (Marlow et al., 2018). This also creates the difficulty that team members do not
share the same vision for the presentation. This occurs during the presentation when each
member has their ideas, and communication issues cause individuals to alter the work of
other members. Confirming the reception and substance of information transmitted is
essential for ensuring that communication distributes the necessary information for efficient
performance (Marlow et al., 2018). For instance, I had previously written the session outline,
but since we do not share the same thoughts, my teammates removed the slides I had
created leading to the lecturer’s critics after the presentation. However, another possible
challenge is that team members may misread the tone of written language, assuming conflict
when none was intended (Marlow et al., 2018).

This report refers to the Campion Work Group Effectiveness model, which consists of 19
inputs and three outputs to measure the effectiveness of my team. Moreover, this report also
summarises the factors that facilitate and hinder the effectiveness of my team while working
on the presentation. I have identified four factors that facilitate and hinder my teamwork.
There were three insightful lessons I learnt from this teamwork experience to allocate the
roles efficiently between team members at the beginning of the group formation, next is to
appoint a single leader in order to lead the decision-making process and lastly is to set
suitable numbers of meetings frequency between team members to make sure everyone is
working on the same idea.

3
Appendices

1)

Note: Figure 1 deception of the theorized relationship between inputs and outputs of work groups. The
19 input subthemes are grouped into five themes on the left side of the figure. The three outputs are
listed on the right side.

Source: Adapted from "Relations between work group characteristics and effectiveness: implications
for designing effective workgroup," by M.A. Campion, G.J. Medsker and A.C.
Higgs, 1993, Personal Psychology, 46, p. 825