MODULE CODE: KB7036

MODULE NAME: PEOPLE IN PROJECT MANAGEMENT

STUDENT NUMBER: w17034680

TASK 1: ACADEMIC PAPER

WORD COUNT: 3000

NUMBER OF FIGURES: 1

Abstract

Every project needs a good team structure to come out successful in their respective

project. So, building a potentially feasible team for a project is of paramount importance. Also,

organizing and structuring the team can be done by identifying the right person to lead the

group. Because, a fine leadership behavior can inspire a project team to perform beyond their

expectations through classical team-building interventions such as goal-setting, role-

clarification, interpersonal communication, and problem-solving techniques. Team building is

the term used to portray ways to deal with enhancing the activities of teams. Team building

teaches particular cooperation aptitudes like assertiveness, broadly educate individuals to

enhance coordination and advance authoritative learning using critical thinking groups. This

paper describes the team building process, conflict management, decision- making skills, pros

and cons of the Belbin team roles and how to improve the team’s efficiency by evaluating and

managing the people. Furthermore, it discusses the views on Belbin self-perception report (with

4 observers) with my functional roles in a team which I worked before.

Keywords: Team building, performance evaluation, functional roles, conflict management

and Belbin team roles.

TABLE OF CONTENTS

1. Introduction -------------------------------------------------------------------------- 4

2. Belbin report ------------------------------------------------------------------------ 4

3. Group dynamics in organization -------------------------------------------------- 6

3.1. Team building and types of team ---------------------------------------------- 6

3.2. Team member selection -------------------------------------------------------- 7

3.3. Dynamic project environment -------------------------------------------------- 8

3.4. Team Conflict and Power Congruence -------------------------------------- 8

3.5. Role conflicts --------------------------------------------------------------------- 9

3.6. Credibility of the project leader ------------------------------------------------ 9

4. Management and organisational issues----------------------------------------------- 10

4.1. Communication Problem and Decision Making ------------------------------ 10

4.2. Benefits from the management ------------------------------------------------- 11

5. Conclusion----------------------------------------------------------------------------- 11

6. Reference ------------------------------------------------------------------------------ 12

A STRATEGICAL ANALYSIS OF TEAM WORKING EXPERIENCE

AND RELATING THEM WITH BELBIN’S TEAM ROLES

1. Introduction

Belbin team roles is a comprehension of the diverse qualities that individuals convey to

groups helps the two people and colleagues to be their "best selves." People can feel positive

about the team roles that they convey to team working, and value that other individuals bring

distinctive qualities. The theory of Belbin team role gives individuals a dialect with which to

discuss their disparities and also to value their “Allowable weakness”. Individuals more often

than not have clear qualities in no less than three of the nine Belbin team roles, and draw upon

some of the other team roles as and when they have to do as such. Similarly, people have maybe

a few other team roles that they once in a while utilize, because they either are hesitant to do as

such or know that they are not exceptionally gifted in those specific roles (Townend, 2007).

This paper articulates my Belbin team role preferences, strength and weakness according to the

Belbin self-perception report. It also analyses the functional role, I performed while working

in an organization and inter-relate with my Belbin preferable roles. Finally, this manuscript also

examines the problems while performing these Belbin team roles, and whether the preferable

Belbin role varies with a functional role or not and comes up with a solution to improve one’s

least preferred Belbin team role while working in a team.

2. Belbin report

Belbin, a UK academic and consultant in organizational development, is by and large

viewed as the father of team role theory (Belbin, 1981; 1993). Belbin's exploration has

recognized nine team roles. They are,

➢ Plant

➢ Resource Investigator

➢ Co-ordinator

➢ Shaper

➢ Monitor Evaluator

➢ Team worker

➢ Implementer

➢ Completer/Finisher

➢ Specialist

As per Belbin's team role theory, each individual may possess a couple of these roles to

which they are in a perfect world suited, various different roles which they can accept if there

are no others to play these roles in a team, and a few parts that will be best dodged. Belbin's

work focusses around the significance of distinguishing individual ``natural'' inclinations for

particular team role, at that point playing to these personal qualities, while, in the meantime,

adjusting the group by guaranteeing that the greater part of the required roles is secured off.

The genuine favourable position to doing this work, as indicated by Belbin, is that little groups

are then ready to accomplish more in less time-a suspected that certainly spoke to this virtual

group. Belbin's self-perception inventory is a basic tool for empowering each team member to

self-assess his/her preferred roles inside team setup also, those which he/she could accept if

needed to balance the team(Holton, 2001).

Fig 1: Belbin’s self-perception report

According to my (Fig 1) Belbin’s self-perception report, I came to know my preferred roles

while working in a team or a group. Team Worker and Completer/Finisher are the dominant

roles which I mostly prefer while working in a team. Monitor evaluator and Specialist are the

roles which I prefer the least among the nine roles. This script discusses mainly about how to

maintain my preferred roles working in a team and improve on the weaker roles. It also gives

the description of a recently completed project-orientated task that I have executed in a project

team which is a formal organization and how it relates to my preferred Belbin roles.

Description of a functional role

Being in an organisation and to work for them with peers, an employee needs to

understand, what the demand the organisation expects from him. I worked for a formal

organisation in a task force team which is a private construction firm as an assistant engineer

in quality control department in a project. I had been given with specific role in my department.

My primary roles were to check all the incoming construction materials, testing and work

progress in the construction site. So, it was more like a specialist role. I had a superior in my

department and a few subordinates as well. And there were quite a few other divisions like

execution, safety, material, planning and quantity surveyor. The project was headed by a project

manager who was responsible for the overall project operations. So, all the department should

have to report everything to him every now and then.

In addition to the above-mentioned works, I also needed to take the liability to the

concrete production plant. Therefore, I was handed a variety of roles by the project team. While

doing those tasks, I experienced various difficulties in different situation. In the beginning, I

faced difficulty in dealing with different people in the project since I am a reserved person.

Then, I started to acclimatize to the project and I enjoyed certain roles in my department as the

project went on. I wish to perform the co-ordinator role especially because of the support from

the peers during the initial stage of the project.

Later it becomes vice versa, I had to do specialist role on different occasions and needed

to take some hard decisions which arise the conflict within the teams or the people involved in

it. The higher authority in the project or my immediate superiors were using their power and

the influence in the project. There arise the conflicts within the team and the miscommunication.

3. Group dynamics in organisation

3.1 Team building and types of team

Team building is the process of taking an accumulation of people with various

requirements, backgrounds, and aptitude and changing them by different strategies into an

incorporated, effective work unit. In this transformation process, the objectives and energies of

individual contributors unite and bolster the goals of the team. The idea of team building turns

out to be fundamentally critical as bureaucratic hierarchies decline and horizontally-oriented

teams and work units turn out to be progressively vital. As a rule, team building includes

connections among peers with a wide assorted variety of ability (Wilemon, D. L 1983).

There are so many different types of teams. The first challenge for an organization or for a

project manager is to choose the right type of team for its business or project. They are Simple

problem-solving team, Task forces, Cross-functional teams and Self-directed work teams

(Recardo and Jolly, 1997).

Tuckman and Jensen (1977) states that “there are five stages of team building”. They are

Forming, Storming, Norming, Performing and Adjourning. In the Forming stage, team

members battle to discover their place in the team and the essential feeling is one of

vulnerability and uneasiness. The leaders are uncertain about the desires of the group and of

each other. Regardless of whether the co-workers have worked together previously, the new

group gives them another arrangement of issues to face. They analyse among themselves about

their limitations and strengths and how it fits in the new group.

The storming stage is portrayed by intragroup conflict and an increment in antagonistic vibe as

team members shed obliging exteriors. The individuals start to make passionate reactions to the

requests of the team. In this stage, exteriors and social personas offer approach to more legit

perspectives of others, and gathering individuals start to take intra-and relational hazards as

input and more profound sharing of self. The ''realness'' of the group incites contrasts of opinion

and conflict. The healthy working through and resolution of conflict is an essential part of

pushing ahead. In the norming stage, assigning roles, responsibilities are made and more

cohesion among the team members will start happening. In the performing stage, team

members utilize the relational skills they have created as an instrument to achieve team

objectives. Amid the previous stage, the group sets up itself as a firm substance, agreeable and

roused to encourage crafted by the group. It enables elevated amounts of work to be proficient.

Issues have been prepared, and the group is allowed to work beneficially as a cooperative

instrument. Lastly, the adjourning stage, Wrapping the team up regularly promotes an extensive

variety of emotions inside the team. Sentiments as unique as expectation and tension can be

experienced all the while as the gathering gets ready for end (Fall and Wejnert, 2005).

3.2 Team member selection

Another barrier was fixated on how team members were chosen. Now and again, project

team members are allocated to the groups by functional managers, and the project manager has

practically zero contribution to the selection procedure. This, obviously, can hinder team

development efforts, particularly when the project leader is given accessible personnel versus

the best, hand-picked team members. The task of "available personnel" can bring about a few

issues, e.g., low inspiration levels, dissatisfaction and uncommitted team members. We have

found, generally speaking, that the more power the project leader has over the choice of his/her

team members, the more probable team building efforts will be productive (Wilemon, D. L

1983). If the decision comes from top management or functional manager, then the employee

has a more chance of being deployed/assigned in a different or complex task and also in an

unhealthy environment. In my case, the functional manager and the project leader had no issues

or social conflicts in choosing me to the project as both thoughts wisely that I would be fit for

this job. So, I was handed the specialist role at first which I gladly accepted. And my role also

involved dealing with different project team members constantly that enabled me to perform

other roles like coordinator and team worker. Therefore, selection of team member also plays

a vital role in successful project/team performance. Finally, if a team member remains

uninterested in the project, then a suitable replacement must be considered by the organisation

or by the project team. When an organization keeps on deploying work from an uninterested

employee, then the whole performance of the team gets affected.

3.3 Dynamic project environment

In my team, they kept on changing my roles and the workplace in the project

environment which affected and demotivated me to a greater extent. A normal for many

projects is that the environments in which they work are in a nonstop stage of progress. For

instance, senior administration may continue changing the project scope, objectives, and

resource base. In different circumstances, administrative changes or customer requests for new

and distinctive details can definitely influence the internal operations of a project team.

Troublesome situations are every now and again a normal for project group. At last, the rate by

which a group "develops" to its full manpower base may display team building hindrances

(Wilemon, D. L 1983).

3.4 Team Conflict and Power Congruence

As team roles allude to the manner by which people interface with each other while

performing out a task in a group, group building exercises in view of individuals' team role

predilections may decide the manner by which conflict is dealt with in a group and how

effectively conflict is rectified. Thus, as conflict is unavoidable in work groups, taking a gander

at the relationship between individuals' team role preferences and conflict managing styles is a

basic issue in our comprehension of high performing teams.

Since issues and conflict happen generally in team-oriented organizations the manner by

which conflict is overseen may decide the achievement or disappointment of group results.

Organisations are continually depending on teams to build intensity and comprehend conflict

thus colleagues must have the capacity to manage intragroup clash effectively and

constructively.

At an essential level, a conflict exists while defying interests or contradictory activities exist

between the parties engaged with social circumstances (Deutsch, 1973). Thomas (1992)

underscored three essential and fundamental meanings of conflicts. Initially, a conflict exists

just in the work that it is seen as conflict by the performers included. Second, there is a level of

interdependence between the on-screen characters with the end goal that they can impact each

other. Finally, in any conflicts, shortage of assets, (for example, cash, power, and distinction)

may create pressures among the performers. Conflict impacts depend upon the various stage of

the team development (Aritzeta et al., 2005).Conflicts are inevitable in a team environment.

Often it gives a good solution to the debate or the issue. If the team properly address the

storming stage and comes to the norming stage, then it can prevent some intragroup conflicts.

3.5 Role conflicts

In my case, I had the role conflicts that affected my effectiveness and contribution to the

team. The reason for this conflict is mainly because of my superior and the project head who

possessed high power within the project. Team development endeavours additionally can be

frustrated when role conflicts exist among the team members. Role conflicts are well on the

way to happen when there is ambiguity about who does what inside the project team and

between the team and external team bolster groups. Covering and questionable role duties are

additionally significant contributors to role conflicts (Wilemon, D. L 1983). Therefore, I could

not find the errors in the work (project) properly thereby, unable to polish and finish off the

works. Hence, I do not prefer the specialist role (Fig 1) in the team owing to this role conflict.

This could be avoided when the superior and other colleagues who possess the power have the

same views and no social influence.

3.6 Credibility of the project leader

Team building efforts were hampered when the project leader experienced poor

credibility inside the team or from critical supervisors outside to the team. In such cases, team

members are regularly hesitant to make a guarantee to the project or the leader. Credibility

issues may originate from poor administrative abilities, poor specialized judgments or lack of

experience relevant to the project. At first, we were to some degree shocked at the number of

project leaders who specified rivalry for a leadership position. They showed that this

obstruction was well on the way to happen in the early periods of a project or if the project kept

running into extreme issues and the nature of team leadership came into question. Clearly, the

two instances of leadership challenge can bring about obstructions (if only impermanent) to

group building. Every now and again, these difficulties were incognito difficulties to the project

leader’s capacity (Wilemon, D. L 1983). My project leader exhibited some social influence into

the project which in turn resulted in social conflict within the team. So, I was not able to explore

all the options and take a decision on my own in my department due to my leader’s social

influence. Hence, I failed to do the monitor evaluator role perfectly in my task inside the project

team.

4. Management and organisational issues

4.1 Communication Problem and Decision Making

Of course, we found that poor communication was a noteworthy foe to effective team

development endeavours. Regularly the issue was caused by colleagues basically not keeping

others educated on key undertaking improvements. We additionally found that poor

communication designs between the group and care groups could bring about extreme group

building issues, as did poor correspondence with the customer. Poor communication rehearses

regularly prompted unclear objectives and poor project control, coordination, and work process

(Wilemon, D. L 1983).

This issue was also the one I faced in my project while doing the completer role in some of the

tasks inside my project. Therefore, at the beginning of the project, I could not communicate

with the project team members properly and decision making was delayed to a larger extent

arising questions in the team worker role. Later, the Project Team realized the impact of the

miscommunication within the project members and organized a team meeting to rectify this

problem. Since then, the decision making process and communication became fluent and

precise which enabled the project team to work hassle-free. The aftermath of this process was

that I could polish and perfectly finish off the works which were lagging previously.

4.2 Benefits from the management

The main thing to make people work together and effectively in a team is to give rewards

for them. Since they are delivering their best to the organisation or the project team in which

they work, they expect benefits and rewards from the project team or from the organisation.

When a particular employee or a project member is doing well, he/she should be reward in such

a way that it should boost his/her motivation level and involvement towards the work they do.

It may be either an incentive or a salary hike. And the criteria for giving the rewards is also

paramount. If you give rewards to everyone in a project team then, it will not be fair. It should

be in a way that people who give the best get more benefits and rewards. It should be

performance based otherwise, it will raise an unhealthy conflict within the team members. As

I got early recognition for my talent and also got my incentive for my performance, I was able

to perform the team worker role effectively in my project. So, giving benefits to the team

members can drastically improve the performance of the team.

5. CONCLUSION

In summary, team building involves various aspects of conflict resolution,

communication, decision-making, handling the power and leadership and felicitating the team

members. Effective team building will also lead to higher levels of job satisfaction. In my case,

if I had a role clarity in the beginning of the project, I would have performed reasonably well

in the specialist role and completer role. Moreover, the organizational setup and approach

should also improve be in such a way it forms a performing team rather than an unproductive

team. Finally, from (Fig 1) to improve my least preferred roles, I need to be proactive and

technically sound while working in a group. To maintain my preferred roles, I should be

promoting my ability to adapt to what is needed and to work with variety of different people.

And to play my dominant role to better effect, I must aspire to produce polished work and to

promote my image as someone who gets the details right.

6. REFERENCES

Greer, L.L., Caruso, H.M. and Jehn, K.A., 2011. The bigger they are, the harder they fall: Linking team

power, team conflict, and performance. Organizational Behavior and Human Decision Processes,

116(1), pp.116-12 ARITZETA, A., AYESTARAN, S. & SWAILES, S. 2005. Team role preference and conflict

management styles. International Journal of conflict management, 16, 157-182. FALL, K. A. & WEJNERT, T. J. 2005. Co-leader stages of development: An application of Tuckman

and Jensen. The Journal for Specialists in Group Work, 30, 309-327.

HOLTON, J. A. 2001. Building trust and collaboration in a virtual team. Team performance management: an international journal, 7, 36-47.

RECARDO, R. & JOLLY, J. 1997. Organizational culture and teams. SAM Advanced Management Journal, 62, 4.

TOWNEND, A. 2007. Assertiveness and diversity, Springer.

Wilemon, D. L. & Thamhain, H. J. (1983). Team building in project management: Secret Ingredients for Blending American and Japanese Management Technology. Project Management Quarterly, 14(2),

73–81.

Critical Decisions Decision One An independent partner is having human resources (HR) issues. The local manager employs three people, but two out of the three are unreliable and are frequently late for appointments. Due to her relationship with the employees, the local manager is unwilling to fire them. The volunteer regional manager has been brought in by the independent partner to identify why the organization isn’t thriving. What tools would best help that regional manager clarify to the local manager what the issue is? Decision Two An independent partner is running out of space to house additional animals. Because of this, the manager needs to make a decision to either move to a bigger location or to utilize significantly more volunteer “foster” families to host additional animals. There is a larger facility located within the city limits that would greatly reduce the transportation costs associated with acquiring animals, but the lease is at the top of the budget. There is a location 30 minutes outside of the city limit that is significantly cheaper, but the transportation costs would increase. What tools would you suggest a local partner use to make an informed decision on if he should relocate, and if so, where to locate? What tools would best help him make this decision? Decision Three An independent partner is looking to grow brand awareness. He feels that the demographic for the exotic animals at his location would do well if he could connect with males ages 18 to 34. What marketing tools would best help him reach the target market? Decision Four An independent partner just received a generous donation of gently used equipment. The donation included numerous specialty items and a large amount of food and cleaning supplies. These goods must be documented on the organization’s financial statements. What specific tools do you need in order to ensure you account for the fair value of the donated goods? Decision Five At the latest annual meeting, numerous independent partners discussed a growing demand for the rehoming of spiders. The PetSavr model is focused on reptiles, but this could be a good opportunity to expand the nonprofit, help with overall finances, and provide a service to local communities across the country. That said, it is a significant undertaking and would require extensive financial and human resources. What tools and information are needed to make an informed decision that helps your partners and maintains the core value of meeting the community niche of exotic animal rehoming?

Decision-Making Matrix Template

Your decision-making matrix should include 7 to 10 tools and decisions.

Tool Decision 1 Decision 2 Decision 3 Decision 4 Decision 5

Tool 1 Yammer

Good Good Good Good Great

Tool 2 Carbonite

Good Great Good Good Great

Tool 3 Trello

Great Good Good Good Good

Tool 4 NetSuite

N/A Good Good Great Good

Tool 5 Deputy

Great Good Good Good N/A

Tool 6 AOMi

Good Great Good Good Great

Tool 7 HubSpot

Good Good Great Good Good

Tool 8 Census Data

N/A Great Great N/A Great

Tool 9 Microsoft Excel

Good Good Good Great Good

Tool 10 Financial Statements

Great Good Good Good Good

https://www.coursehero.com/file/82434892/7-MGT-20129-XH126-Decision-Making-Tools-20DA08docx/

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Additionally, include a bulleted list that explains at least 10 of the evaluations, each of which should be short in order to be concise and clear.

 Decision 1- This organization struggles with employees being on time for meetings and work assignments. 1. Tool 1- Yammer is an internal social media platform. This platform would be great for keeping employees informed and ensuring

employees receive the same communications. This would minimize any confusion or miscommunications. (MacFayden, 2015). 2. Tool 3- Trello is a tool that will help this organization thrive by assigning tasks to team members. This will allow employees to be

more prepared for upcoming meetings and manage their time to the business needs. (MacFayden, 2015). 3. Tool 5- Deputy will be a great scheduling tool for this organization since they are struggling to manage the workforce. This tool

will assist the manager with producing and communicating employee schedules and accountability. (MacFayden, 2015).

 Decision 2- This organization is challenged with facility capacity and understanding relocation options. 1. Tool 6- AOMi is a tool which can assist with determining capacity needs and whether relocating is necessary. (MacFayden, 2015). 2. Tool 8- Census Data is a tool that gathers demographic information which will help determine what location would be best if

moving is necessary. (Upfront Analytics, 2015).

 Decision 3- This organization wants to grow and bring awareness to the brand. 1. Tool 7- HubSpot covers a vast variety of marketing strategies from segmentation, marketing automation, social media, blogging,

and analytics. This will be helpful in growing the brand so the manager can focus on operations. (HubSpot, 2014). 2. Tool 8- Census Data is a tool that gathers demographic information which will help determine segmentation and audience

targeting. (Upfront Analytics, 2015).

 Decision 4- This organization struggles with record keeping of their inventory and donations. 1. Tool 4- NetSuite is an operations management tool. This will help with inventory and supply tracking. (MacFayden, 2015). 2. Tool 9- Windows Excel is a data analysis tool. This will help document and forecast supply usage and inventory levels. (Stec,

2019).

 Decision 5- This is an organization with numerous independent partners who require tools to assist with making informed decisions, protecting data, and meeting core values of the community needs with exotic animals.

1. Tool 2- Carbonite is a cloud-based backup program. The growth of this organization and the data analysis, clientele base, and research will need to be protected to ensure the work and progress collected is protected. (MacFayden, 2015).

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RESOURCES

Sarah MacFayden. (2015). Top 6 Online Tools for Operations. Inklyo. Retrieved from https://www.inklyo.com/tools-for-operations/

HubSpot. (2014). What is HubSpot?. YouTube. Retrieved from https://www.youtube.com/watch?v=hP34oHx68g0

Carly Stec. (2019). Totally Free Microsoft Excel Templates that Make Marketing Easier. HubSpot. Retrieved from https://blog.hubspot.com/marketing/marketing-with-excel-templates-list

Upfront Analytics. (2015). Why Census Data is Useful for Market Research. Web Archive. Retrieved from https://web.archive.org/web/20181101200949/http://upfrontanalytics.com/why-census-data-is-useful-for-market-research/

https://www.coursehero.com/file/82434892/7-MGT-20129-XH126-Decision-Making-Tools-20DA08docx/

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Powered by TCPDF (www.tcpdf.org)

Belbin Team Role Report for

RAJASHEKAR REDDY KUKUDALA

University of Northumbria Mechanical and Construction

Engineering

© BELBIN 2011

Team Role Summary Descriptions

Team Role Contribution Allowable Weaknesses

Plant

Resource

Investigator

Co-ordinator

Shaper

Monitor

Evaluator

Teamworker

Implementer

Completer Finisher

Specialist

Creative, imaginative, free-thinking. Generates ideas and solves difficult

problems.

Ignores incidentals. Too pre-occupied to communicate

effectively.

Outgoing, enthusiastic, communicative. Explores opportunities and develops

contacts.

Over-optimistic. Loses interest once initial

enthusiasm has passed.

Mature, confident, identifies talent. Clarifies goals. Delegates effectively.

Can be seen as manipulative. Offloads own share of the

work.

Challenging, dynamic, thrives on pressure. Has the drive and courage to

overcome obstacles.

Prone to provocation. Offends people's feelings.

Sober, strategic and discerning. Sees all options and judges accurately.

Lacks drive and ability to inspire others. Can be overly

critical.

Co-operative, perceptive and diplomatic. Listens and averts friction.

Indecisive in crunch situations. Avoids

confrontation.

Practical, reliable, efficient. Turns ideas into actions and organizes work that

needs to be done.

Somewhat inflexible. Slow to respond to new possibilities.

Painstaking, conscientious, anxious. Searches out errors. Polishes and

perfects.

Inclined to worry unduly. Reluctant to delegate.

Single-minded, self-starting, dedicated. Provides knowledge and skills in rare

supply.

Contributes only on a narrow front. Dwells on technicalities.

RAJASHEKAR REDDY KUKUDALA

Team Role Overview

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 3 Report printed on 13-Apr-2021

The bar graph in this report shows your Team Roles in order from highest to lowest, using all available information. The other pages of your report will analyse your Team Role Overview in more detail.

This report is based upon your Self-Perception only.

Percentile

Team Role

100

90

80

70

60

50

40

30

20

10

0

IMP TW SH CF SP CO ME PL RI

Key

IMP Implementer

TW Teamworker

SH Shaper

CF Completer Finisher

SP Specialist

CO Co-ordinator

ME Monitor Evaluator

PL Plant

RI Resource Investigator

The graph above shows your Team Roles in order of preference. Some people have an even spread of Team Roles whilst others may have one or two very high and very low Team Roles. An individual does not necessarily show all nine Team Role behaviours.

This graph is based solely on your views. In addition to analysing your own views, you can ask others to complete Observer Assessments to provide feedback about the Team Role behaviours they observe in you. This is useful because Team Role contributions are about the way others see us and work with us, as well as the way we perceive ourselves.

RAJASHEKAR REDDY KUKUDALA

Your Team Role Preferences

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 4 Report printed on 13-Apr-2021

This report shows your percentile scores for each Team Role, according to your Self-Perception responses. Team Roles are divided by percentile score into Preferred, Manageable and Least Preferred Roles.

This report is based upon your Self-Perception only.

Least Preferred Roles Manageable Roles Preferred Roles Team Roles

0 10 20 30 40 50 60 70 80 90 100

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

Plant

Resource

Investigator

Co-ordinator

Shaper

Monitor

Evaluator

Teamworker

Implementer

Completer

Finisher

Specialist

X

X

X

X

X

X

X

X

X

Please remember that Belbin Team Roles consist of both strengths and associated weaknesses.

RAJASHEKAR REDDY KUKUDALA

Team Role Feedback

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 5 Report printed on 13-Apr-2021

This report offers guidance and advice on the best way to manage your behaviour at work and make the most of your Team Role contributions. The applicability of the advice may vary depending on the stage of your career and your current working situation.

This report is based upon your Self-Perception only.

You appear to be someone who does the things that need to be done, whether in terms of the work to be performed or in providing general assistance. The value of this focus is that yours is a contribution which has the potential of being appreciated everywhere. For example, when you find yourself engaged in a key project or task, you will be the person who knows how best to cope with the pressing everyday issues that arise.

However, you may find it more difficult to progress when placed in an upfront role. This will be especially true where the focus is on selling new lines or ideas to others. For this reason you should benefit from close association with a prominent manager or colleague with a gift for proclaiming a message loud and clear. This person might be strong and demanding but can offer you their forceful voice when you most need it.

The greater your skill in handling the problems that others create in their wake, the more you will have an indispensable role to perform. Perhaps that is why in your case, who you work with, rather than precisely what work you perform, is likely to be more vital than for most people. For this reason, you should choose your job and your team with care. Take full account of who else is there and make sure that you avoid the company of a colleague with a strong sense of personal territory who might wish to squeeze you out. You need to feel comfortable if you are to offer your best.

As a manager, you are likely to work best with those who share your work ethic and are able to add the necessary finishing touches.

Your overall operating style should be of someone who takes a pride in the job, in helping others and in creating a good atmosphere at work.

You also show potential for generating the drive and dynamism which can motivate others in your team. Make efforts to be honest and forthright without causing offence. If you can boost energy levels without decreasing morale, others will come to value your abilities to realise goals and meet deadlines.

On a final note, you need to take account of the role for which you are least suited. You do not appear to have the characteristics of someone who develops and can exploit useful contacts outside the organisation. If you can work in harmony with someone who has these complementary qualities, your own performance is likely to improve.

RAJASHEKAR REDDY KUKUDALA

Maximizing your Potential

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 6 Report printed on 13-Apr-2021

This report highlights your Team Role strengths and possible weaknesses, based on your views and those of your Observers, if applicable. The section, 'Understanding your Contribution', provides analysis of your responses to your Self-Perception to enable you to work more effectively.

This report is based upon your Self-Perception only.

Strengths

You are likely to:

o work best in a well-structured environment which is not subject to frequent change.

o be able to adapt to others and relied upon to do what needs to be done.

o be suited to structured work which requires both productivity and precision.

o be accomplished at planning and organizing your work.

Possible Weaknesses

You may:

o tend not to invest time in solving strategic problems.

o not tend to explore or originate new ideas.

Understanding your Contribution (based on your self-perception)

Looking at the results solely from your self-perception (not taking any observer views into account), you have highlighted two possible contributions you can make. Below is some advice on how to play to your strengths further in these areas:

To play your Implementer role to better effect, share your affinity for structure and method in your work habits with your colleagues. Where processes provide the best approach to work, be instrumental in establishing and upholding these systems.

To play your Teamworker role to better effect, be sensitive to the circumstances of individual team members – especially where personal difficulties and conflicts could arise – and be ready to offer your support when required.

RAJASHEKAR REDDY KUKUDALA

Feedback and Development Suggestions

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 7 Report printed on 13-Apr-2021

This report is ideal for handing to and discussing with your line manager. It will provide an insight into your preferred way of working and the environment in which you thrive. Alternatively, this report is also a useful aid for any manager or recruitment specialist who wants to find out more about the individual in terms of their preferred working style and environment.

This report is based upon your Self-Perception only.

Key points

Since RAJASHEKAR REDDY KUKUDALA may not be naturally communicative, pose questions relating to facts, experience and consequences. Judge RAJASHEKAR REDDY on his achievements and ability to get things done.

Work Environment

RAJASHEKAR REDDY is best placed in a job which is already structured. He is likely to be a dependable person who takes a systematic approach to work. He may need continued encouragement and support and is likely to be highly capable of taking on more responsibility if situated in a positive team environment.

RAJASHEKAR REDDY KUKUDALA

Suggested Work Styles

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 8 Report printed on 13-Apr-2021

This report looks at the combination of your top Team Roles and suggests working styles that may be suitable. Phrases are provided which summarise the relevant working styles.

This report is based upon your Self-Perception only.

Team Roles Work Style

1 2 3 4

IMP TW

Meeting Requirements

"I make a point of trying to adapt to the needs of people and the organisation."

IMP SH

Assigning Tasks

"I am ready to lead from the front when it comes to hard work."

IMP CF

Deploying Quality Processes

"I am at my most effective when I can improve procedures as I apply them."

TW SH

Negotiating

"I like to find win-win solutions when agreeing goals and objectives with others."

© BELBIN 2011

Glossary of Terms

Self-Perception Inventory (SPI) The Self-Perception Inventory is the questionnaire an individual completes to ascertain his or her Team Roles. The questionnaire consists of eight sections, with each section containing ten items. The individual is asked to allocate ten marks per section to those statements which best reflect his or her working styles.

Observer Assessment (OA) The Observer Assessment is the questionnaire completed by people who know the Self-Perception candidate well. We recommend that observers are chosen from among those who have worked with the individual closely and recently and within the same context (e.g. within the same team), since Team Role behaviours can change over time and in different situations, offering advice on managing this.

Team Role Strength These are the positive characteristics or behaviours associated with a particular Team Role.

Team Role Weakness This is the flipside of a strength: negative behaviour which can be displayed as the result of a particular Team Role contribution. If someone is playing a particular Team Role well and their strengths outweigh their weaknesses in the role, it is called an “Allowable weakness”. Weaknesses become ‐“non allowable” if taken to extreme or if the associated Team Role strength is not displayed.

Percentiles A percentile is a way of measuring your position in relation to others (the rest of the population). If a group of people take a test and receive scores, these can be distributed from highest to lowest and an individual’s score can be judged in relation to the scores of others. If a person’s score is in the 80th percentile, this indicates that 20% of people have scored more highly for this measure.

Percentages Percentages represent a proportion of the whole. If you take an aptitude test and score 70 marks out of a possible 100, your score is 70%.

Strong example of a Team Role A strong example is someone who appears to play a particular Team Role to especially good effect. To qualify as a strong example of a particular Team Role, someone needs to be in the 80th percentile for that Team Role according to their Self-Perception. Once observer assessments are added, their feedback is also taken into account to determine whether or not someone qualifies as a strong example.

Points Dropped Some items in the Self-Perception Inventory pertain to claims about oneself rather than a valid Team Role contribution. If you have made more claims than 90% of the population, your Team Role feedback will take this into consideration.

Belbin Team Role Report for

RAJASHEKAR REDDY KUKUDALA

University of Northumbria Mechanical and Construction

Engineering

© BELBIN 2011

Team Role Summary Descriptions

Team Role Contribution Allowable Weaknesses

Plant

Resource

Investigator

Co-ordinator

Shaper

Monitor

Evaluator

Teamworker

Implementer

Completer Finisher

Specialist

Creative, imaginative, free-thinking. Generates ideas and solves difficult

problems.

Ignores incidentals. Too pre-occupied to communicate

effectively.

Outgoing, enthusiastic, communicative. Explores opportunities and develops

contacts.

Over-optimistic. Loses interest once initial

enthusiasm has passed.

Mature, confident, identifies talent. Clarifies goals. Delegates effectively.

Can be seen as manipulative. Offloads own share of the

work.

Challenging, dynamic, thrives on pressure. Has the drive and courage to

overcome obstacles.

Prone to provocation. Offends people's feelings.

Sober, strategic and discerning. Sees all options and judges accurately.

Lacks drive and ability to inspire others. Can be overly

critical.

Co-operative, perceptive and diplomatic. Listens and averts friction.

Indecisive in crunch situations. Avoids

confrontation.

Practical, reliable, efficient. Turns ideas into actions and organizes work that

needs to be done.

Somewhat inflexible. Slow to respond to new possibilities.

Painstaking, conscientious, anxious. Searches out errors. Polishes and

perfects.

Inclined to worry unduly. Reluctant to delegate.

Single-minded, self-starting, dedicated. Provides knowledge and skills in rare

supply.

Contributes only on a narrow front. Dwells on technicalities.

RAJASHEKAR REDDY KUKUDALA

Team Role Overview

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 3 Report printed on 14-Apr-2021

The bar graph in this report shows your Team Roles in order from highest to lowest, using all available information. The other pages of your report will analyse your Team Role Overview in more detail.

This report is based on your Self-Perception plus 4 Observer Assessments.

Percentile

Team Role

100

90

80

70

60

50

40

30

20

10

0

CF SP SH IMP PL TW CO ME RI

Key

CF Completer Finisher

SP Specialist

SH Shaper

IMP Implementer

PL Plant

TW Teamworker

CO Co-ordinator

ME Monitor Evaluator

RI Resource Investigator

The graph above shows your Team Roles in order of preference. Some people have an even spread of Team Roles whilst others may have one or two very high and very low Team Roles. An individual does not necessarily show all nine Team Role behaviours.

This graph is a combination of your views and those of your Observers. When we combine all the information together, we take account of how closely your perception of yourself agrees with others' views of you. Many factors are taken into account when deriving your final Team Role composition.

RAJASHEKAR REDDY KUKUDALA

Analysis of your Team Role Composition

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 4 Report printed on 14-Apr-2021

This report provides an overview of Team Roles as seen by yourself and others, in order from most prominent (column 1) to least (column 9). Your overall Team Role composition is not simply an average of each individual line, but a weighted integration of your perceptions and your Observers' views, which takes many factors into account.

This report is based on your Self-Perception plus 4 Observer Assessments.

1 2 3 4 5 6 7 8 9

RAJASHEKAR REDDY KUKUDALA's Self-PerceptionIMP TW SH CF SP CO ME PL RI

Observers:

Rakesh Jeela PL CF RI ME TW IMP SP SH CO

Saikrishna Surakanti SP PL CF SH RI CO TW IMP ME

nadeem mohammed PL SP SH CF ME RI CO TW IMP

sandeep maram PL IMP CF SH TW SP ME CO RI

Observers' Overall Views PL CF SP SH TW RI IMP ME CO

Your Overall Team Role Composition CF SP SH IMP PL TW CO ME RI

Your observers reached quite different conclusions to your own in terms of Team Role preferences. There will inevitably be some compromise, but if you feel strongly that you have strengths which have not yet been uncovered, it is up to you to declare your preferences in these areas. Alternatively, you may want to focus on cultivating those Team Role strengths which others see in you.

This comment looks at the consistency between the Observers' Overall Views and your Self-Perception. It does not take into account the level of agreement between the Observers themselves.

RAJASHEKAR REDDY KUKUDALA

Comparing Self and Observer Perceptions

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 5 Report printed on 14-Apr-2021

The bar graph in this report shows how you perceive your Team Role contributions, in comparison to your Observers' views. The table below the graph shows the percentile scores for Self-Perception and Observers.

This report is based on your Self-Perception plus 4 Observer Assessments.

Percentile

100

90

80

70

60

50

40

30

20

10

0 SPI Obs

CF

SPI Obs

SP

SPI Obs

SH

SPI Obs

IMP

SPI Obs

PL

SPI Obs

TW

SPI Obs

CO

SPI Obs

ME

SPI Obs

RI

Team Role

Key Self-Perception (SPI) Observations (Obs) (Percentile) (Percentile)

CF

SP

SH

IMP

PL

TW

CO

ME

RI

Completer Finisher 67 67

Specialist 62 63

Shaper 68 57

Implementer 82 40

Plant 23 82

Teamworker 69 46

Co-ordinator 53 24

Monitor Evaluator 28 40

Resource Investigator 0 43

RAJASHEKAR REDDY KUKUDALA

Your Team Role Preferences

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 6 Report printed on 14-Apr-2021

This report shows your percentile scores for each Team Role, according to your Self-Perception responses. Team Roles are divided by percentile score into Preferred, Manageable and Least Preferred Roles.

This report is based upon your Self-Perception only.

Least Preferred Roles Manageable Roles Preferred Roles Team Roles

0 10 20 30 40 50 60 70 80 90 100

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

. . . . . . . . . . .

Plant

Resource

Investigator

Co-ordinator

Shaper

Monitor

Evaluator

Teamworker

Implementer

Completer

Finisher

Specialist

X

X

X

X

X

X

X

X

X

Please remember that Belbin Team Roles consist of both strengths and associated weaknesses.

RAJASHEKAR REDDY KUKUDALA

Team Role Feedback

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 7 Report printed on 14-Apr-2021

This report offers guidance and advice on the best way to manage your behaviour at work and make the most of your Team Role contributions. The applicability of the advice may vary depending on the stage of your career and your current working situation.

This report is based on your Self-Perception plus 4 Observer Assessments.

Your reputation is likely to depend primarily on the standard you have reached in your professional skill. Others are likely to identify the pride you take in your work and the attention you give to quality and accuracy. As such, you may be expected to do a more thorough job even if the focus leads away from the area in which your expertise is generally recognised. That expectation is something on which you should aim to build. The more you can broaden your role in this way, the less the danger of your contribution being perceived as limited to one field.

Your personal strategy should be to persuade others that high standards are important at all levels. Take a detailed interest in what others are doing. This will likely be much appreciated, since few have much opportunity to discuss with anyone the intricate nature of the jobs on which they are engaged. Furthermore, it will help to establish the point that professional standards matter.

As far as your own work is concerned, you may feel threatened by outsiders who try to enter your field. There is some risk that you will take a defensive and over-protective standpoint. Be aware that others may fail to share your enthusiasm for your subject. You may be tempted to supply more facts and information than others wish to receive. Exercise caution and ensure that you are presenting as much information as required, not as much as you would like to offer.

In terms of working relationships, you are likely to work best for a low-profile manager with whom you can discuss things in a calm and relaxed fashion. You may have problems with someone who pressurises you and looks for quick results. Seek colleagues who are practical and well-organised, but who do not intrude into your own work area. With those you manage, look for a good apprentice who can benefit from your experience.

Your operating style is one of dedication and refinement in the line of work that has gained your commitment.

You also show potential for generating the drive and dynamism which can motivate others in your team. Make efforts to be honest and forthright without causing offence. If you can boost energy levels without decreasing morale, others will come to value your abilities to realise goals and meet deadlines.

On a final note, you need to take account of the role for which you are least suited. You do not appear to have the characteristics of someone who develops and can exploit useful contacts outside the organisation. If you can work in harmony with someone who has these complementary qualities, your own performance is likely to improve.

RAJASHEKAR REDDY KUKUDALA

Maximizing your Potential

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 8 Report printed on 14-Apr-2021

This report highlights your Team Role strengths and possible weaknesses, based on your views and those of your Observers, if applicable. The section, 'Understanding your Contribution', provides analysis of your responses to your Self-Perception to enable you to work more effectively.

This report is based on your Self-Perception plus 4 Observer Assessments.

Strengths

You are likely to:

o have an eye for detail and be able to undertake careful, sustained work. It is important to promote this strength so that others can recognise it more fully.

Possible Weaknesses

You may:

o have a balanced outlook, but have difficulty in finding a perfect role fit owing to a lack of definitive Team Role preferences.

Understanding your Contribution (based on your self-perception)

Looking at the results solely from your self-perception (not taking any observer views into account), you have highlighted two possible contributions you can make. Below is some advice on how to play to your strengths further in these areas:

To play your Implementer role to better effect, share your affinity for structure and method in your work habits with your colleagues. Where processes provide the best approach to work, be instrumental in establishing and upholding these systems.

To play your Teamworker role to better effect, be sensitive to the circumstances of individual team members – especially where personal difficulties and conflicts could arise – and be ready to offer your support when required.

RAJASHEKAR REDDY KUKUDALA

Feedback and Development Suggestions

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 9 Report printed on 14-Apr-2021

This report is ideal for handing to and discussing with your line manager. It will provide an insight into your preferred way of working and the environment in which you thrive. Alternatively, this report is also a useful aid for any manager or recruitment specialist who wants to find out more about the individual in terms of their preferred working style and environment.

This report is based on your Self-Perception plus 4 Observer Assessments.

Key points

RAJASHEKAR REDDY KUKUDALA is likely to place a high value on following up and seeing a project through to completion. It is perhaps worth exploring how RAJASHEKAR REDDY interacts with colleagues who do not share his priorities in this area.

Work Environment

RAJASHEKAR REDDY is ideally suited to work refining and making improvements. Ideally, RAJASHEKAR REDDY should report to a person who shares knowledge of his subject area and who will appreciate the importance of such improvements. If any major changes are contemplated in the terms of reference of the job, provide RAJASHEKAR REDDY with an overview of these changes, but allow him to attend to the subject matter and the detail.

Others have observed that RAJASHEKAR REDDY might be best suited to:

o studying to gain the knowledge the team requires

o work where versatility is needed

o developing new ideas

On the other hand, Observers have indicated that he might be less suited to work where:

o others need scope to consider the best course of action

o there is a need for quiet, concentrated work

RAJASHEKAR REDDY KUKUDALA

Observed Team Role Strengths and Weaknesses

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 10 Report printed on 14-Apr-2021

The bar graph in this report shows your Observers' responses broken down into the strengths and associated weaknesses for each Team Role. An associated weakness is termed allowable if it operates alongside the observed strengths of the Team Role.

This report is based on 4 Observer Assessments.

Associated Weaknesses Strengths

PL

RI

CO

SH

ME

TW

IMP

CF

SP

RAJASHEKAR REDDY KUKUDALA

List of Observer Responses

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 11 Report printed on 14-Apr-2021

When observers complete an Observer Assessment, they can tick or double-tick adjectives which they think apply to you. This report shows the ticks received for each word, in descending order. Words which denote your associated weaknesses are shown in italics.

This report is based on 4 Observer Assessments.

Please note: if the Observer Assessments were completed in a different language to the one specified for this report, the equivalent word or phrase is used.

studious 5

willing to adapt 5

imaginative 4

motivated by learning 4

self-reliant 4

helpful 4

encouraging of others 4

disciplined 4

methodical 4

accurate 4

free-thinking 4

dedicated to subject 4

pushy 4

inventive 3

perfectionist 3

impartial 3

over-talkative 3

inflexible 3

inconsistent 3

absent-minded 3

persevering 3

meticulous 3

consultative 3

perceptive 3

practical 3

resistant to change 3

oblivious 3

confident and relaxed 3

caring 3

unenthusiastic 3

corrects errors 3

impatient 3

creative 2

enterprising 2

challenging 2

territorial 2

sceptical 2

restricted in outlook 2

outspoken 2

manipulative 2

frightened of failure 2

confrontational 2

diplomatic 2

realistic 2

outgoing 2

analytical 2

reluctant to allocate work 2

persuasive 2

fearful of conflict 2

reliable 2

engrossed in own area 2

indecisive 2

original 1

tough 1

seizes opportunities 1

shrewd 1

hard-driving 1

over-sensitive 1

inquisitive 1

broad in outlook 1

logical 1

efficient 1

over-delegating 1

impulsive 1

fussy 1

competitive 1

unadventurous 1

procrastinating 1

uninvolved with specifics 1

eccentric 0

conscious of priorities 0

keen to impart expertise 0

RAJASHEKAR REDDY KUKUDALA

Suggested Work Styles

SPI completed on 13-Apr-2021 © BELBIN 2011 Page 12 Report printed on 14-Apr-2021

This report looks at the combination of your top Team Roles and suggests working styles that may be suitable. Phrases are provided which summarise the relevant working styles.

This report is based on your Self-Perception plus 4 Observer Assessments.

Team Roles Work Style

1 2 3 4

CF SP

Refining

"I use my meticulous approach and knowledge to perfect things."

CF SH

Enforcing Standards

"I won't allow poor standards to have an adverse impact on the achievement of

goals and objectives."

CF IMP

Deploying Quality Processes

"I am at my most effective when I can improve procedures as I apply them."

SP SH

Autonomous Working

"My determination and self-reliance are my strengths."

© BELBIN 2011

Glossary of Terms

Self-Perception Inventory (SPI) The Self-Perception Inventory is the questionnaire an individual completes to ascertain his or her Team Roles. The questionnaire consists of eight sections, with each section containing ten items. The individual is asked to allocate ten marks per section to those statements which best reflect his or her working styles.

Observer Assessment (OA) The Observer Assessment is the questionnaire completed by people who know the Self-Perception candidate well. We recommend that observers are chosen from among those who have worked with the individual closely and recently and within the same context (e.g. within the same team), since Team Role behaviours can change over time and in different situations, offering advice on managing this.

Team Role Strength These are the positive characteristics or behaviours associated with a particular Team Role.

Team Role Weakness This is the flipside of a strength: negative behaviour which can be displayed as the result of a particular Team Role contribution. If someone is playing a particular Team Role well and their strengths outweigh their weaknesses in the role, it is called an “Allowable weakness”. Weaknesses become ‐“non allowable” if taken to extreme or if the associated Team Role strength is not displayed.

Percentiles A percentile is a way of measuring your position in relation to others (the rest of the population). If a group of people take a test and receive scores, these can be distributed from highest to lowest and an individual’s score can be judged in relation to the scores of others. If a person’s score is in the 80th percentile, this indicates that 20% of people have scored more highly for this measure.

Percentages Percentages represent a proportion of the whole. If you take an aptitude test and score 70 marks out of a possible 100, your score is 70%.

Strong example of a Team Role A strong example is someone who appears to play a particular Team Role to especially good effect. To qualify as a strong example of a particular Team Role, someone needs to be in the 80th percentile for that Team Role according to their Self-Perception. Once observer assessments are added, their feedback is also taken into account to determine whether or not someone qualifies as a strong example.

Points Dropped Some items in the Self-Perception Inventory pertain to claims about oneself rather than a valid Team Role contribution. If you have made more claims than 90% of the population, your Team Role feedback will take this into consideration.

Department of Mechanical and Construction Engineering Faculty of Engineering and Environment

Dr Allan Osborne | KB7036/AT7026 People in Project Management Page 2 of 4

Module Handbook

1 Module Information

1.1 Module Title

People in Project Management

1.2 Module Code Number

KB7036/AT7026

1.3 Module Level and Points

Level 7 and 20 points

1.4 Module Leader

Dr Allan Osborne

1.5 Academic Year

Semester 2 2020-21

2 Module Overview

2.1 Module Abstract

Of all the variables that contribute to the success or failure of projects, the most neglected one, and therefore in need of the most attention, is the project team itself. The module aims to provide a clear and concise overview of the key concepts and theories of project, social and organisation psychology about effective project team dynamics. Of equal importance, the module will also explore the key concepts and theories associated with management and organisational behaviour which influence people and project- orientated team working. Grounded in the social, management and organisation sciences, but with an underlying practice-based focus on effective teamwork, the module will enable you to understand and participate in and effectively lead real and virtual project-orientated teams.

2.2 What Will I Learn on this Module?

Group dynamics are the meaningful actions, processes and changes that occur within and between groups of people. Groups come in all shapes and sizes, and their functions are many and varied. To understand groups and their dynamics, you must understand how people interact and function while working together in formalised organisational contexts. The module aims to unite and contextualise selected key theories associated with team dynamics from psychology and the social sciences with selected key theories related to groups, teams and management processes from management and organisation sciences. The overarching aim is to equip and empower you with the knowledge, skills and abilities to create, participate in and lead real and virtual project-orientated teams.

2.3 How Will I Learn on this Module?

The module will adopt an integrated approach to learning and teaching. This approach will include a formal scheduled teaching programme and a constructively aligned programme of academic staff-guided independent learning. You will examine selected concepts and theories related to how groups operate in organisations during formally scheduled instruction. You will also study specific chapters of the essential reading textbooks, complete applied tasks, critique case studies and watch online video presentations.

2.4 How Will I Be Supported Academically on this Module?

Academic staff will provide guidance, 1:1 support (where possible), or use an interactive asynchronous online peer support forum on the University’s virtual learning environment (VLE) to support you in your studies. Academic staff will use guided independent learning activities, e.g., directed reading. You will supplement this structured support with independent learning activities.

Dr Allan Osborne | KB7036/AT7026 People in Project Management Page 2 of 5

2.5 What Will I Be Expected to Read on this Module

You can find the reading list for this module at http://readinglists.northumbria.ac.uk and from the Reading List link on the Blackboard (Bb) site. The module leader recommends you buy a copy of the current edition of the essential reading textbook by Daniel Levi and David A. Askay called Group Dynamics for Teams. You can read the publisher’s blurb about Levi and Asky’s textbook at https://uk.sagepub.com/en- gb/eur/group-dynamics-for-teams/book259292 The Module Weekly Learning Schedule will direct you to read selected chapters of Levi and Askay’s textbook each week.

2.6 What Will I Be Expected to Do on this Module

The module leader expects you to:

• Attend the fortnightly 2-hour digital seminar that is facilitated by an academic staff member. The session may require you to work with some of your peers to complete structured tasks assigned by the module leader. These tasks are focused and designed to help you demonstrate your achievement of the module learning outcomes when you submit your coursework. The digital seminars are primarily intended for on-campus students, but remote learning students are more than welcome to attend.

• Watch the Panopto lecture and YouTube video presentations assigned by the module leader. It would be best if you took notes while doing so to help you prepare to write your coursework.

• Complete the tutor-directed learning and formative assessment tasks assigned by the module leader. You will be required to read the specified chapter(s) of the essential reading textbook by Levi and Askay and complete questions at the end of each chapter of the essential reading textbook. These structured tasks will help you prepare to write your coursework.

• Attend the weekly 1-hour digital lectorial that is facilitated by an academic staff member. The tutors will use Bb Collaborate to host the session. These sessions will help to reinforce your tutor- and self- directed learning to help you prepare to write your coursework.

• During live digital lectorials and seminars, please observe netiquette: the rules for acceptable online behaviour. Be respectful, polite, and professional. Join Bb Collaborate sessions with the Share Video and Share Audio options disabled. The faculty member leading the Bb Collaborate session will invite you to turn these on as appropriate. Use the Raise Hand function if you have a question or want to comment. Open the Collaborate Panel and use the Chat function to type a question or contribute to a chat.

• Conduct yourself professionally with respect for all students and academic staff members in all sessions; this includes any threads you place on the Bb discussion board. You must adhere to the University’s Handbook of Student Regulations when interacting with others. If you do not, your misconduct will be discussed with you and possibly referred to the University’s Student Excellence Team for independent review.

2.7 When Will I Be Expected to Attend a Formally-Scheduled Teaching Session?

2.7.1 Newcastle Campus Students

You will have two categories of formally-scheduled teaching that will take place either weekly or fortnightly. These are:

• Lectorials are, as the name suggests, a combination of lecture and tutorial teaching modes designed to improve opportunities for you to engage with your peers in a large cohort. If you are a full-time on-campus student, you will see on your timetable that you must attend a weekly lectorial. If, however, you are a part-time off-campus student, the University will not have published a timetable for you. Nevertheless, if you would like to attend lectorials, you are more than welcome to do so. Should you not attend, the lectorials will be video recorded to watch later.

• All Groups Lectorial: Thursdays at 13:00 to 14:00 via Bb Collaborate on Timetable Weeks 27 to 35 and 39 to 41.

• Workshops are a group of students engaged in a focused area of study to exchange information, complete activities, and hold discussions.

If you are a full-time on-campus student, you will see on your timetable that you must attend a fortnightly workshop. If, however, you are a part-time off-campus student, the University will not have published a timetable for you. Nevertheless, if you would like to attend a fortnightly workshop, you are more than welcome to do so. As the workshops are only accessible to timetabled groups, if you are a

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part-time off-campus student and want to join a workshop, you should place a thread to the module leader on the Module Discussion Board. You should note that workshops will not be video recorded.

• Group 1 Workshop: Wednesdays at 13:00 to 15:00 via Bb Collaborate on Timetable Weeks 27, 29, 31, 33, 35, and 40.

• Group 2 Workshop: Thursdays at 16:00 to 18:00 via Bb Collaborate on Timetable Weeks 27, 29, 31, 33, 35, and 40.

• Group 3 Workshop: Wednesdays at 13:00 to 15:00 via Bb Collaborate on Timetable Weeks 28, 30, 32, 34, 39, and 41.

• Group 4 Workshop: Thursdays at 13:00 to 15:00 via Bb Collaborate on Timetable Weeks 28, 30, 32, 34, 39, and 41.

2.7.2 Amsterdam Campus Students

You will have two categories of formally-scheduled teaching that will take place either weekly or every three weeks.

• Lectorials are, as the name suggests, a combination of lecture and tutorial teaching modes designed to improve opportunities for you to engage with your peers in a large cohort. You will see on your timetable that you must attend a weekly lectorial. Should you not attend, the lectorials will be video recorded to watch later.

• Lectorial: Wednesdays at 09:00 to 10:00 via Bb Collaborate on Timetable Weeks 27 to 35 and 38 to 40.

• Workshops are a group of students engaged in a focused area of study to exchange information, complete activities, and hold discussions.

You will see on your timetable that you must attend a workshop every three weeks. You should note that workshops will not be video recorded.

• Workshop: Wednesdays at 13:00 to 17:00 in LWB A8.34 and A8.38 on Timetable Weeks 29, 32, 35 and 40.

3 Module Learning Outcomes (MLOs)

On completion of the module, you will be able to:

3.1 Knowledge and Understanding

1. Define and evaluate selected key theories and concepts associated with teams' main characteristics and processes, the issues facing teams, and the organisational context of teams.

2. Critically appraise selected key theories and techniques associated with the groups and teams in an organisation, organisational structures and management processes.

3.2 Intellectual/Professional Skills and Abilities

3. Empowered with the knowledge, skills and abilities to create, participate in and effectively lead real and virtual project-orientated teams.

4. Critically review the literature on team dynamics, management and organisational behaviour and engage with what others have written through evaluative discourse.

3.3 Personal Values Attributes

5. Exhibit the professional ethics characteristics of a Northumbria University postgraduate student. You will have the opportunity to reflect on how these are related to your values and review your personal, professional development plan.

4 How Will I Be Assessed?

4.1 Formative Assessment

Academic staff on the module will assess you in a formative manner to help build your confidence and highlight any misunderstandings you may have of the theoretical and professional concepts presented in the module. Your formative feedback will be given to you either verbally by academic staff on the module

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during formally-scheduled teaching sessions or digitally using the University’s VLE. Your formative feedback aims to help you learn and prepare for the submission of your summative assessment.

4.2 Summative Assessment

Academic staff on the module will assess you in a summative manner by two pieces of inter-related coursework. Academic staff on the module will use Coursework 2 to evaluate your ability to satisfy all the module’s learning outcomes. You will use Bb to submit your coursework. Academic staff on the module will use digital feedback tools to issue your feedback for Coursework 2. Coursework 1 is the peer review of your draft Coursework 2.

5 Research-Rich Learning

Northumbria University is a research-rich and research-directed higher education institution. As a result, research-focused teaching and learning activity is central to the philosophy of all taught programmes and at the core of the student experience. This module is therefore designed to enable you to explore and evaluate published key research relevant to the subject. This includes the potential for you to realise the personal satisfaction that comes from studying, evaluating and challenging existing knowledge. The module implicitly provides you with academic staff-guided research-informed scheduled and independent learning programmes that will support you while engaging in research-related discussions and debates. The module will also facilitate your ability to learn more about your chosen discipline and facilitate the development of your research-related enquiry skills and literature searching and reviewing techniques. Secondary to developing a research-centric focus to your personal skills, abilities and subject-related knowledge will be your acquisition of a range of finely tuned postgraduate employability skills, including problem-solving, academic verbal and written communication, critical reasoning and thinking, and digital literacy.

6 Attendance

The University has a well-established student attendance monitoring policy. As a result, if you are an on- campus student, the University expects you to attend all formally-scheduled on-campus and online teaching sessions. Lectures will introduce you to the essential theories concerning research design and methods. Seminars will guide you through the process of selectively applying some of these theories and methods by introducing you to research-related IT applications. This approach will allow you to begin the process of critically analysing the theories concerning research design and methods. Your independent and tutor-directed study will need to be conducted in your own time. Off-campus students will engage with the lectures and seminars differently; they will be required to review the video recordings of the lecture PowerPoint presentations and to participate in tutor-directed and student independent learning programmes.

7 Notional Student Workload

The module includes a total of 200 hours of notional student workload. Although this is a nominal figure, (as students work at different paces), the breakdown of time is as follows:

• Lectures 22 hours

• Seminars 10 hours

• Tutor-guided independent learning 56 hours

• Student independent learning 112 hours

8 Module Communication

The module leader will set up a discussion board on the Bb site called Module Discussion Board for you to use to ask general questions about the module and coursework to your peers and the module leader. If you want to ask your peers or module leader a question about the module or assessment, you will need to create a thread or contribute to an existing thread on the relevant discussion board. Before doing so, you will need to create a Bb Profile that includes a portrait photograph of yourself. The module leader will try to answer all questions placed on the forum regularly (normally twice weekly); sometimes, your peers may answer your questions before the module leader. The expectation is that all students, i.e., full- and part-time on-campus and off-campus, will use the forum so that the cohort will gain the benefit of the

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questions and answers. By doing so, no one loses out or gains an unfair advantage. The discussion board will also help to create an online academic community. It would be best not to use the discussion board to ask a personal/sensitive question to the module leader. In these instances, you should send a Bb Message to the module leader. Should the module leader deem your question not to be personal or sensitive in nature, he will ask you to place your question on the discussion board.

9 Module Teaching Team Correspondence Details

Dr Allan Osborne – [email protected] Dr Kelechi Anyigor – [email protected]

10 Guidance for Students on Policies for Assessment

The University has several policies for assessment. The following information, which is available to you from the link below, provides guidance on these policies, including relevant procedures and forms.

(1) Assessment Regulations and Policies (a) Assessment Regulations for Taught Awards (b) Group Work Assessments Policy (c) Moderation Policy (d) Retention of Assessed Work Policy (e) Word Limits Policy

(2) Assessment Feedback (a) Anonymous Marking Policy

(3) Late Submission of Work and Extension Requests (4) Personal Extenuating Circumstances (5) Technical Extenuating Circumstances (6) Student Complaints and Appeals (7) Academic Misconduct (8) Student Disability and Unforeseen Medical Circumstances

https://www.northumbria.ac.uk/about-us/university-services/academic-registry/quality-and-teaching- excellence/assessment/guidance-for-students/