Australian School of Business School of Management

MGMT1002 MANAGING ORGANISATIONAL BEHAVIOUR

LEARNING JOURNAL SEMESTER 2 201!

Ma"#$ng c"$te"$a an% &e$ght' ()"*o'e: This journal is a record of your learning process. It is a tool that will assist you to develop your critical thinking, self-reflection, and action planning skills. ore specifically the !earning "ournal provides two functions in # T$%%&. The e'ercises in the !earning "ournal will prepare you for tutorial activities. It assists you to apply the theoretical concepts of this course to practical pro(le)s. +)e %ate , ')-m$''$on *"oce%)"e. Bring the relevant section of your learning journal to your tutorial each week, co)pleted *a paper or electronic version is fine+. ,ach student-s tutorial preparation will (e rando)ly checked twice across weeks . to $.. If not co)pleted, $%/ will (e su(tracted fro) your !earning "ournal )ark *i.e. &.01&0 of the )arks+. A )a'i)u) of &%/ can (e deducted fro) your !earning "ournal )ark *i.e., 0 1 &0 of the )arks+. 2ote. This !earning "ournal docu)ent contains the tutorial preparation for weeks . to $$3 this is the docu)ent which is due in week $$. There will also (e tutorial preparation for weeks $& and $. which needs to (e downloaded fro) BlackBoard3 this will (e included in the rando) checks for co)pletion (ut not collected to (e )arked. An overview of the tutorial preparation for weeks . to $. is (elow. 4our final, co)pleted !earning "ournal needs to (e su()itted at the (eginning of your week $$ tutorial in person to your tutor. Assign)ents su()itted at )ore than $0 )inutes past the hour in which your tutorial starts, or su()itted via e)ail are considered late. Su()it an electronic copy via the 5turn-it-in- link on Black Board (efore the tutorial ti)e slot. Assign)ents that have not (een uploaded to 5turn-it-in- will not (e )arked. A''e''ment "e/)$"ement' , /)e't$on'. This journal accounts for &0/ of your overall course )ark3 the (reakdown is listed (elow. IM(ORTANT NOTE0 1OU ARE E2(E3TE+ TO +EMONSTRATE INTEGRATION O4 SOLUTIONS5E2AM(LES AN+ THEOR1 IN THE (RE(ARATION EVER1 6EE7. (RE(ARATION 6ITHOUT THEOR1 INTEGRATE+ 6ILL RE3EIVE LESS THAN 809 O4 THE MAR7 ALLO3ATION 4OR EA3H (RE(ARATION TAS7.
6eek . 9 0 < Tutorial preparation to (e )arked ,'planation of the Big 0 di)ensions. 7o)plete $ page in the ta(le.$ )ark for accurate infor)ation3 $ )ark for using theory 8 references to structure analysis. :oint;counterpoint analysis on tea)work. $ page analysis. $ )ark for accurate infor)ation3 $ )ark for using theory 8 references to structure analysis. Tea) agree)ent preparation. $ page. $ )ark for accurate infor)ation3 $ )ark for using theory 8 references to structure analysis. Tea) agree)ent co)pleted. 2B 4our tutor )ay re=uest revisions to this agree)ent across weeks 0 to >. arks allocated to this week include the original tea) agree)ent 8 the revisions. & )arks for addressing all aspects of tea) agree)ent3 & )arks for identifying realistic ways to refine tea) agree)ent in the tutor )eeting. Averview 8 analysis of your tea)work to date, co)piled individually $ page. $.0 )arks for reflective thinking3 $.0 )arks for using theory 8 references to structure analysis. y analysis of a leader. $ page. $ )ark for accurate infor)ation3 $ )ark for using theory 8 references to structure analysis. Structured study tea) de(rief in the $ page ta(le. $ )arks for reflective thinking3 $ )ark for analytical approach to evidence *not description1narrative+ 7o)pleted Tea) e)(er :BACI!,S worksheets and Action plan for your ne't tea). The separate action plan is$ page for strength and $ for develop)ent area. . )arks for reflective thinking3 . )ark for analytical approach to evidence *not description1narrative+ :oint ; counterpoint on organisational display rules. $ page. $ )ark for accurate infor)ation3 $ )ark for using theory 8 references to structure analysis. :oint;counterpoint on organisational culture. $ page. Develop & =uestions for practice =uiE3 topic1s will (e allocated to your study tea) and it is e'pected you will coordinate the full coverage of that topic1s. !ength: pages $ $ $ 2A arks & & & 9

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6ee# !0 (e"'onal (RO4ILE %e-"$ef

T)to"$al lea"n$ng o-:ect$;e' fo" th$' &ee# $. Apply the Big Cive fra)ework to understand your personality. &. ,'plain how your Big Cive attri(utes will i)pact future (ehaviour. .. Identify (ehaviours you can change to i)prove your work effectiveness.

T)to"$al ("e*a"at$on $. 7o)plete the :ersonal :BACI!,S survey. Details a(out how to co)plete the survey and receive the feed(ack will (e availa(le on BlackBoard. 7o)plete the ta(le on the ne't page. Include definitions and research evidence that links each di)ension to specific work (ehaviour1s. Drawing on this infor)ation, identify how so)eone could increase (ehaviours that fit this personality di)ension. &. 7reate a reference list for the infor)ation gathered in point &. A suggested reference is: Barrick, . B., 8 ount, . F. *&%%0+. 4es, personality )atters: oving onto )ore i)portant )atters. Human Performance, 18, 4, .0>-.?&. In addition to Barrick 8 ount *&%%0+, find and incorporate insights fro) three additional references.

Di)ension

Definition

Gow does this trait i)pact work (ehaviourH

6hat could so)eone do to increase (ehaviours that fit this personality di)ensionH

Apenness

This involves an individual-s receptiveness to his or her surroundings. It also involves the degree to which they choose to freely e'press their true feelings and opinions.

#enerally, the worker is )ore i)aginative, artistically sensitive and intellectual. It is also predicted that high perfor)ance is associated with this trait in training scenarios.

Gave an open )ind, (e )ore willing to try new things and step out of their co)fort Eone.

7onscientiousness This involves the vigilance, thoroughness, and care one takes in doing their work. It co)es with an i)plication that the individual wants to succeed and has a desire to do well A person-s ,'traversion outgoingness, talkativeness and energy. A )ore outward focus which is associated with group as opposed to individual activities. Agreea(leness
Being cooperative, war), kind and considerate as well as sy)pathetic.

Individuals with this trait tend to (e )ore responsi(le, dependa(le, persistent and achieve)ent-oriented. This trait predicts strong jo( perfor)ance.

Don-t (e afraid to fail and set achieva(le and realistic goals to (e a(le to start s)all and (uild up.

ore likely to freely interact with tea) )e)(ers and are usually )ore friendly. This trait predicts high perfor)ance in )anagerial and sales roles.

Build up self-confidence and increase nu)(er of social interactions.

6orker is )ore good natured, cooperative, trusting and easier to work with. The (est type to work with. 6orker tends to (e cal)er, enthusiastic, and secure and reacts to situations (etter.

Being a(le to stay cal) in e)otionally stressful situations, (eing less reactive to stress, even te)pered and less tense. Beference list for the a(ove ta(le:

,)otional sta(ility

Be open-)inded, and respect everyone-s opinions. Seek to understand the reasons (ehind people-s words and actions. Be a(le to distinguish (etween work and other things and not take things personally.

$. Barrick 8

ount *&%%0+ ; 54es personality )atters3 )oving onto )ore i)portant )atters.-, Human illett, B., 7acioppe, B. 8 6aters- arsh, T. $>>@, Arganisational Behaviour: !eading ., 5Big Cive personality profiles of

performance, $@,9, .0>-.?& &. Bo((ins, S. :., and .. anaging in Australia and 2ew Iealand, :rentice Gall, Sydney.

c7a(e, F. A., Jan 4peren, 2. 6., ,lliot, A. "., Jer(raak, Dece)(er &%$., :ages <>@-?%?

conte't-specific achieve)ent goals-, Journal of Research in Personality, Jolu)e 9?, Issue <,

4ou will use the following worksheets to de(rief your personality feed(ack during the tutorial. 7o)pleting these will assist to write your :ersonal Beport due week 9.
Act$on (lan fo" MGMT1002 (e"'onal (RO4ILES

The purpose of this action plan is to e'plore how your personality )ay i)pact how you colla(orate with and lead others at work. 1. Loo# o;e" <o)" (e"'onal (RO4ILE. 2ote down any o(servations you have a(out your :ersonal :BACI!,S. Cor e'a)ple, what have you scored high and low on, what data surprises you etcH Gigh assertiveness, low gregariousness, high achieve)ent striving, )oderate cautiousness, )oderate altruis), high cooperation, high an'iety, )oderate anger, )oderate i)agination, high intellectual orientation

2. 4oc)' on t&o a'*ect' of <o)" *e"'onal$t<. 3hoo'e one *e"'onal$t< t"a$t that $' a 't"ength an% anothe" *e"'onal$t< t"a$t that $' a &ea#ne'' $f o;e"%one. Alte"nat$;el< <o) co)l% choo'e one *e"'onal$t< t"a$t that $' -oth a 't"ength an% &ea#ne''. Tho"o)gh act$on *lan' &$ll con'$%e" the f$ne=g"a$ne% %$ffe"ence' a-o)t ho& one *e"'onal$t< t"a$t can -e a 't"ength an% &ea#ne'' that $'0 &hen a 't"ength -ecome' a &ea#ne''> an% $%ent$f< &hen a &ea#ne'' -ecome' a 't"ength. 3om*lete the ta-le -elo&. :ersonality trait a. Identify a personality trait that usually or in the past has (enefited your work (ehaviour Ach$e;ement= 't"$;$ng Gow did your personality influence your (ehaviour in a tea) you have worked inH Being achieve)ent striving within a tea) led )e to constantly strive for success. Through (eing driven, I tended to (e )ore on top of things and I was a(le to have a positive i)pact on the tea) that I worked with. Being either a source of inspiration or support, I was a(le to use )y trait to )otivate others through )y persistent hard work and goal setting. An'iety caused )e to worry a lot in a tea) and so)eti)es caused )e to dou(t )yself and the a(ility of others around )e. It also caused )e to (e disheartened and afraid whenever things were not going to plan. Curther)ore, this personality trait )ade )e disappointed in )yself if the results were not as good as e'pected. Develop an action plan for how you )ay continue or adjust the i)pact of your personality in your # T$%%& study tea). Identify two ways you plan to continue to utilise this personality trait in your # T$%%& study tea). *$+ Setting realistic goals, helping others set and realise goals, and keep the conscientiousness at a high and healthy level (y (rainstor)ing and )aintaining discipline *&+ aking sure tasks aren-t too achieve)ent oriented so we won-t (e too scared if we fail s)all goals. Being a(le to strike a (alance. Identify two (ehaviours you will engage in to overco)e the potential negative i)pact this personality trait )ay have on your # T$%%& study tea). *$+ Do not (e afraid of failure when atte)pting tasks and consistently )aintain realistic and achieva(le goals in order so that an'iety does not worsen the situation. *&+ editate (efore group )eetings to ensure that social an'iety doesn-t (eco)e an issue. Being rela'ed and focused will allow )ore efficient tea) )eetings and (etter interactions.

(. Identify a personality trait that usually or in the past has negatively i)pacted your work (ehaviour An?$et<

#oals should always (e S ABT Specific: Measura(le: Achieva(le: Related: Ti)e-fra)ed: defined and easily understood =uantitative and =ualitative assess)ent challenging and realistic to a current 1 future jo( or your ne't study tea) to a specific date

(e"'onal (RO4ILES Glo''a"< B$g 8 %$men'$on ,'traversion B$g 8 facet Assertiveness #regariousness Ill)'t"at$;e -eha;$o)"' *to score high on this di)ension+ Take charge Try to lead others Start conversations Talk to a lot of different people at parties Turn plans into actions Set high standards for )yself and others Avoid )istakes Stick to )y chosen path Anticipate the needs of others Gave a good word for everyone Don-t have a sharp tongue Don-t contradict others 6orry a(out things #et stressed out easily #et angry easily #et irritated easily Gave a vivid i)agination Spend ti)e reflecting on things !ike to solve co)ple' pro(le)s !ove to read challenging )aterial

7onscientiousness Achieve)ent striving

7autiousness Agreea(leness Altruis) 7ooperation ,)otional Sta(ility *is low on an'iety 8 anger+ Apenness to e'perience An'iety Anger I)agination Intellectual orientation

6ee# @0 Team&o"# A G$;$ng , Rece$;$ng 4ee%-ac#

T)to"$al lea"n$ng o-:ect$;e' fo" th$' &ee# $. Identify and differentiate various types of groups and tea)s. &. Autline the range of characteristics of effective tea)s.

T)to"$al *"e*a"at$on $. Bead the point ; counterpoint discussion 5sports tea)s are good )odels for workplace tea)s- on page &>& of your te't(ook. Kse this, lecture )aterial, other readings and your e'perience to identify argu)ents for (oth sides of the de(ate. 4ou could (e allocated to either side of the de(ate in the tutorial. ,'pected length: $ page dou(le spaced of written notes in essay for)at with argu)ents in sentences and paragraphs, as well as references+.

A significant si)ilarity (etween sports tea)s and workplace tea)s is that co))on goals foster tea) cohesion *6eldon and 6eingart, $>>.+. This in turn ensures that all players work together to achieve a si)ilar or identical goal. Also all players have an understanding of how they will achieve the goals. This also )eans that all players know their roles in the tea).

Curther)ore, successful tea)s score early wins. This )eans that good tea)s know how to play their strengths and in turn allows the) to esta(lish specific advantages *Barrick et al., $>>@+. Curther)ore, tea)s )ay snow(all )o)entu) and just constantly succeed. Also, a good start )eans a solid foundation for the future.

Additionally, successful tea)s avoid losing streaks that ulti)ately cause de)oralisation *Bo((ins et al., &%$$+. This )eans that good tea)s recognise their weaknesses and learn fro)

the) and know when to cut their losses. Gowever, (eing slightly (ehind can (e strong )otivation and co)e(acks can (e )ade.

oreover, winning tea)s have sta(le )e)(ership. A sta(le roster for an e'tended period of ti)e )eans enhanced tea) che)istry and cohesion. Another i)plication of this is that all players can understand each other and know what their tea))ates are thinking and act accordingly.

An the other hand, all sporting tea)s aren-t alike, which )eans that it is difficult to find a universal co)parison. Also, different sports need different or specific types of players. In turn, this )eans that they are a lot )ore varied and co)ple'. This i)plies a lot )ore unforeseen factors that can affect work tea)s.

Curther)ore, work tea) outco)es cannot always (e easily defined as either wins or losses. There is very rarely a (lack or white situation for the work environ)ent. Therefore, sport tea)s )etaphors tend to oversi)plify the situation and are too si)ple for the co)ple' world of work. The rules are also a lot )ore co)ple' in the work environ)ent (ut to put it si)ply, a lot of e)ployees can-t relate to sport )etaphors and won-t understand the reference. Beferences: Barrick .B., Stewart #.!., 2eu(ert .". and ount .F., 5Belating )e)(er a(ility and

personality to work-tea) processes and tea) effectiveness-, Journal of Applied Psychology, "une $>>@, pp. .??->$ Bo((ins S.:., "udge T.A., illett B., Boyle . &%$$, Organisational Behaviour, <th ,dition,

:earson ,ducation, Australia. 6eldon ,. and 6eingart !.B. $>>., 5#roup goals and group perfor)ance-, British Journal of ocial Psychology, pp. .%?-.9
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6ee# 80 Team Ag"eement

T)to"$al lea"n$ng o-:ect$;e' fo" th$' &ee# $. Apply work design principles to your study tea). &. Apply tea)work fra)eworks to your study tea).

T)to"$al ("e*a"at$on In the tutorial this week you will (e allocated into a tea) for your 57ase Study- assign)ent due week >. Tea)s )ake (etter decisions when individuals co)e to )eetings prepared. Curther)ore, recall that #ersick-s *$>@@+ punctuated e=uili(riu) theory illustrates initial )eetings can have a lasting i)pact on tea) effectiveness. 7o)plete the following =uestions to prepare for your first tea) )eeting. ,'pected length: $ page dou(le spaced of written notes in essay for)at *argu)ents in sentences and paragraphs, as well as references+.
$. Cor the content of university assign)ents, what are )y: *a+ strengthsH *(+ weaknessesH

e.g. I a) good at writing 1 gra))ar 1 researching 1 synthesiEing argu)ents 1 editing. Be analytical a(out your strengths and weaknesses (y providing e'a)ples and evidence for your argu)ents.
&. 6orking in tea)s, what are )y: *a+ strengthsH *(+ weaknessesH

Kse fra)eworks fro) the lecture 81or te't(ook to structure your thinking, and (e )ore analytical with your approach to this =uestion. Cor e'a)ple: :eterson, anni', 8 Trochi), &%%>+3 and "ehn *$>>0+. arks, athieu, Iaccaro *&%%$+3 Behfar,

The Tea) Agree)ent docu)ent you will work on in the tutorial is located on BlackBoard. Ca)iliarise yourself with this docu)ent prior the tutorial.

$a+ Cor the content of )y university assign)ents, I think that )y strengths lie in writing, gra))ar and editing. As evident fro) feed(ack of previous assign)ents, I have great written e'pression and strong co))unication skills, (eing a(le to e'press ideas in a clear and concise )anner. This can (e attri(uted to )y high scoring results for intellectual orientation. I (elieve that )y writing skills are strong and that I a) a(le to understand co)ple' ideas and articulate the), (ut at ti)es I can overco)plicate things for )yself if I a) not careful.

$(+ Cor the content of )y university assign)ents, I tend to struggle with )otivation levels. "udging fro) )y previous assign)ents, I realise I do leave things very last )inute. Curther)ore, I also find it difficult to )aintain concentration on the task at hand when a lot of distractions are present. Additionally, I (elieve )otivation also affects )e in the way that I so)eti)es a) not ade=uately prepared for )eetings. Therefore, I )ust set )yself realistic, (ut difficult goals and discover ways which I can i)prove )y ti)eliness and overall )otivation.

&a1(+ I (elieve that )y strengths working in a tea) are cooperation, leadership and coordination. According to the te)porally-(ased fra)ework of arks, athieu, Iaccaro *&%%$+,

tea) processes are the )eans (y which )e)(ers work interdependently to utilise resources in order to yield )eaningful outco)es. This is vital in goal acco)plish)ent and I (elieve I possess the skills necessary in order to orchestrate task work activities and cooperate with tea) )e)(ers in order to reach goals. Curther)ore, drawing on the conflict resolution concepts of Behfar3 :eterson, anni' 8 Trochi) *&%%@+, I a) also capa(le of (eing proactive in pro(le)

solving. Due to )y personality, I tend to not have any conflicts with people and so tea) effectiveness will (e i)proved. Additionally, "ehn-s *$>>0+ fra)ework on the (enefits and detri)ents of intragroup conflict reveals how relationship and task conflicts tend to have a negative i)pact on tea) processes and although I seek to avoid conflicts with other tea) )e)(ers, this also (eco)es a weakness, as this leads to a lack of new ideas and
10

(rainstor)ing )ay (eco)e stagnant. Curther)ore, avoiding conflict )ay result in )e not properly co))unicating all of )y ideas if the rest of the tea) has agreed upon an idea. Beferences: Behfar F."., :eterson B.S., anni' ,.A. and Trochi) 6. .F &%%@, 5The critical role of conflict resolution in tea)s: A close look at the links (etween conflict type, conflict )anage)ent strategies, and tea) outco)es-, Journal of Applied Psychology >., no. $, pp. $?%-@@ "ehn F.A. $>>0, 5A )ulti)ethod e'a)ination of the (enefits and detri)ents of intragroup conflict-, Administrative cience !uarterly, pp. &0<-@& arks .?< .A., athieu ".,. and Iaccaro S.". &%%$, 5A te)porally (ased fra)ework and ta'ono)y of tea) processes-, "he Academy of #anagement Revie$, Jol. &<, 2o. . *"ul., &%%$+, pp. .0<-

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6ee# B0 T"$al ")n &$th <o)" 't)%< team

T)to"$al lea"n$ng o-:ect$;e' fo" th$' &ee# $. Identify 5(est practice- in tea)work and work design. T)to"$al ("e*a"at$on $. Gand in your Study Tea) Agree)ent to your tutor. &. In the tutorial this week you will co)plete a case study called 5project planning-. Becall that tea)s )ake (etter decisions when individuals co)e to )eetings prepared. :repare for this )eeting (y reading the project planning case study (elow and co)pleting the individual ratings in Step $. The S$t)at$on 4our fir) has just assigned you to a newly for)ed tea) which is to take over a confidential project presently (eing handled (y three partners. 4our tea) has (een assigned responsi(ility and authority to first design a plan for )anaging the project and then, after the e'ecutive co))ittee has reviewed and accepted your plans, carry out the project. At this stage you and your tea) know virtually nothing a(out the project, other than it is e'pected to grow in scale re=uiring additional people. The Ta'# Despite the lack of infor)ation regarding the project, your tea) )ust now design a preli)inary plan for )anaging the :roject. An the ne't page is a list of &% )anage)ent activities *A through T+ arranged in rando) order. 4our task is to rank order these activities according to the se=uence you would follow in planning, organiEing, i)ple)enting, and controlling the project. This se=uence will (e reviewed (y the e'ecutive co))ittee (efore you are given the go-ahead to (egin work. $. #o over the list of activities on the ne't page and, without discussing it with anyone, rank order the )anage)ent activities according to the se=uence you think should (e followed in )anaging the project. Start with L$,L the first activity through L&%,L the last activity. If, while working through this, you change your )ind, cross out *do not erase+ your old response. 6hen you work in your tea) during the tutorial, donMt change your individual ranking. &. In your tutorial ti)e, as a tea), agree to the se=uence of activities that should (e followed. Avoid voting on ite)s in dispute (y going (ack to the logic you have adopted to solve the pro(le).
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Management Act$;$t$e'

Ste* 1 Individual Banking

Ste* 2 Tea) Banking

Ste* ! Suggested Banking

Ste* @ Difference (etween Steps $ 8 . ? % < 0 % % > % 0 % . % % 9 % % &

Ste* 8 Difference (etween Steps & 8 . @ % $ 0 $% % $% % ? % ? % % . % $% 9

A. B. 7. D. ,. C. #. G. I. ". F. !. . 2. A. :. N.

Cind =ualified people to fill positions. easure progress toward and1 or deviation fro) the :rojectMs goals. Identify and analyse the various jo( tasks necessary to i)ple)ent the :roject. Develop Strategies *priorities, se=uence, ti)ing of )ajor steps+. Develop possi(le alternate courses of action. Deliver appropriate conse=uences for individual perfor)ance. Assign responsi(ility 1 accounta(ility 1 authority. Set projects o(jectives *desired results+. Train and develop personnel for new responsi(ilities 1 authority. #ather and analyse the facts of the current :roject situation. ,sta(lish =ualifications for new positions. Take corrective action on project *recycle :roject plans+. 7oordinate day-to-day activities. Deter)ine the allocation of resources *including (udget, facilities, etc+. easure individual perfor)ance against perfor)ance o(jectives and standards. Identify the negative conse=uences of each course of action. Develop individual perfor)ance o(jectives which are )utually agreea(le to the individual and his1her )anager. Define scope of relationships, responsi(ilities and authority of new positions. Decide on a (asic course of action. Deter)ine when and how overall progress will (e )easured.

0 $? $9 $$ . &% < & @ $ ? $> $< $0 $@ 9 $&

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6ee# C 5 D0 Team meet$ng' &$th t)to"

T)to"$al lea"n$ng o-:ect$;e' fo" th$' &ee# $. Apply decision )aking tools to assist analysis of case studies. &. Identify gaps in your case study analysis. .. Beview how your study tea) is working together. The agen%a fo" <o)" meet$ng $'0 $. Averview of your 7ase Study analysis *0)ins+. &. Nuestion and answer session on your 7ase Study *0)ins+. .. Averview 8 analysis of your tea)work to date *0)ins+ 9. Nuestion and answer session on your tea)work *0)ins+. 0. Any outstanding issues addressed *0)ins+. T)to"$al *"e*a"at$on O;e";$e& of <o)" 3a'e St)%< anal<'$'. The tea) is e'pected to (e prepared to talk through the decision )aking tools de)onstrated in the week < lecture highlighting the theoretical fra)eworks they will use to support their analysis of the case study. a. Cish(one diagra) that e'plores the case study pro(le) at four different levels: individual, tea), organisational, and industry 1 (roader conte't. (. Brainstor)ing: what solutions e)ergedH c. Gow did you 5categorise, eli)inate 8 rank- these potential solutionsH d. Gow - how diagra) that e'plores how the selected solution will (e i)ple)ented. :repare for this section of the )eeting as a tea). Bring your notes for each of the tools *a to d a(ove+ to the )eeting. Indicate which tea) )e)(er was responsi(le for co)piling the ideas for each tool. These notes do not need to (e in the !earning "ournal. O;e";$e& , anal<'$' of <o)" team&o"# to %ate. :repare for this section of the )eeting individually (y writing $ page dou(le spaced in essay for)at in your learning journal *argu)ents in sentences and paragraphs, as well as references+. !ist references on a separate page3 this is not included in the $ page analysis. a. De(rief the project planning e'ercise. ,'plore if any individual and1or tea) decision )aking (iases were evident, as well as analyse how the key tea) process phases were

14

e'ecuted * arks,

athieu, Iaccaro, &%%$+ and conflict was )anaged *Behfar, :eterson,

anni', 8 Trochi), &%%>+. (. Identify whether your tea) agree)ent is (eing i)ple)ented, and e'plain why1why not. Identify one aspect of the tea)work, which if i)proved, would i)prove your tea) perfor)ance and via(ility. Suggest an action plan which would i)prove this aspect of tea)work. ,nsure your action plan applies S ABTO goal principles. O;e";$e& , anal<'$' of m< 't)%< team&o"# $n m< 't)%< team. Through the project planning e'ercise, an analysis can (e derived evaluating the group-s tea)work. 6hilst deli(erating over the ranks of certain activities for the project planning e'ercise, (oth individual and tea) decision-)aking (iases were elucidated. 6ithin our tea) there was a variety of personalities with the assertive and e'traverted )e)(ers tending to have a greater i)pact on decision-)aking than those who weren-t. 7oincidentally, those who weren-t as assertive or e'traverted were also highly agreea(le, which led to certain )e)(ers not (eing a(le to properly e'press their own thoughts. Curther)ore, there was a presence of tea) decision-)aking (iases that also affected our choices. The overconfidence (ias present in our group ensured that there was a tendency to overesti)ate the pro(a(ility that our judg)ent in arriving at a decision was correct and this led to a few errors *Bo((ins et al., &%$$+. Additionally, our tea) encountered an anchoring (ias that involved the tendency to fi'ate on initial infor)ation and failing to ade=uately adjust for su(se=uent infor)ation *Tversky and Fahne)an, $>?9+. Both the transition and action phases of our tea) process were acco)plished =uite easily due to the cohesiveness of our group. 6e were a(le to for)ulate tea) strategy, set goals and plan work as well as )onitor progress towards goals, support each other and coordinate activities =uite s)oothly due to the co)(ination of conscientious and achieve)ent striving personalities in our group * arks et al., &%%$+.

15

Additionally, we were a(le to overco)e any conflicts with ease due to successfully discussing the differences of opinions openly and (eing prepared to )anage the conflict appropriately if it were to arise *Behfar et al., &%%@+. Gowever, due to the )i' of our personalities there was little to no conflict in tea) decision-)aking. Beferences: Behfar F."., :eterson B.S., anni' ,.A. and Trochi) 6. .F &%%@, 5The critical role of conflict

resolution in tea)s: A close look at the links (etween conflict type, conflict )anage)ent strategies, and tea) outco)es-, Journal of Applied Psychology >., no. $, pp. $?%-@@ arks .A., athieu ".,. and Iaccaro S.". &%%$, 5A te)porally (ased fra)ework and ta'ono)y

of tea) processes-, "he Academy of #anagement Revie$, Jol. &<, 2o. . *"ul., &%%$+, pp. .0<.?< Bo((ins S.:., "udge T.A., illett B., Boyle . &%$$, Organisational Behaviour, <th ,dition,

:earson ,ducation, Australia. Tversky A. and Fahne)an D. Septe)(er $>?9, 5"udg)ent under uncertainty: Geuristics and (iases-, cience, pp. $$&9-.$.

16

6ee# E0 Lea%e"'h$*
T)to"$al lea"n$ng o-:ect$;e' fo" th$' &ee# $. 7o)pare 8 contrast insights fro) trait, transfor)ational, transactional and ethical leadership theories. &. 7ontrast transfor)ational with transactional leadership and link the ethical i)plications for leaders in your answer. T)to"$al *"e*a"at$on $. 7o)plete the Tea)s :BACI!,S survey, prefera(ly after you have su()itted your 7ase Study Beport. Details a(out how to co)plete the survey and receive the feed(ack will (e availa(le on Black(oard. a. In the tutorial we will (e e'ploring the nature of leadership in relation to a nu)(er of theories. 4ou need to look at Budolph #iuliani in particular his leadership post >1$$. (. Besearch Budolph #iuliani on the internet. Cor your key sources of infor)ation identified, include the we(sites in a reference list. c. 7o)plete the =uestionnaire (elow. d. Analyse Budolph #iuliani leadership style fro) the perspective of: *$+ trait theory, specifically e'traversion3 *&+ transfor)ational and transactional leadership theories3 and *.+ ethical leadership. In your analysis draw on theory *use references fro) lecture and te't(ook+, =ualitative evidence *such as e'a)ples of their (ehaviour1decisions+ and =uantitative evidence *your ratings (elow+. $ page dou(le spaced in essay for)at in your learning journal *argu)ents in sentence and paragraphs, as well as references+. !ist references on a separate page3 this is not included in the $ page analysis. Th$' lea%e"0
$. &. .. 9. 0. <. Gas a clear understanding of where the organisation is going. Gas a clear sense of where he1she wants our organisation to (e in 0 years. Says things that )ake e)ployees proud to (e a part of the organisation. Says positive things a(out the work unit. ,ncourages people to see changing environ)ents as situations full of opportunities. 7hallenges )e to think a(out old pro(le)s in new ways.

R)%ol*h G$)l$an$
Strongly disagree Neutral Strongly agree

$ $ $ $ $ $

& & & & & &

. . . . . .

9 9 9 9 9 9

0 0 0 0 0 0

17

Th$' lea%e"0

R)%ol*h G$)l$an$
Strongly disagree Neutral Strongly agree

18

?. @. >. $%. $$. $&. $.. $9. $0. $<. $?. $@. $>. &%. &$. &&. &.. &9. &0. &<. &?. &@. &>.

Gas ideas that have forced )e to rethink so)e things that I have never =uestioned (efore. Gas challenged )e to rethink so)e of )y (asic assu)ptions a(out )y work. 7onsiders )y personal feelings when i)ple)enting actions that will affect )e. Takes into account )y personal needs. ,nsures the interests of e)ployees are considered when )aking decisions. 7o))ends )e when I do a (etter than average jo(. Acknowledges i)prove)ent in )y =uality of work. :ersonally co)pli)ents )e when I do outstanding work. ,ncourages staff to i)prove their jo(-related skills. Suggests training to i)prove )y a(ility to carry out )y jo(. 7oaches staff to help the) i)prove their on-the-jo( perfor)ance. Feeps records of )y )istakes. 7oncentrates his 1 her full attention on dealing with )istakes and errors. Disciplines e)ployees who violate ethical standards. 7onducts his1her personal life in an ethical )anner. Gas the (est interests of e)ployees in )ind. Discusses (usiness ethics or values with e)ployees. Sets an e'a)ple of how to do things the right way in ter)s of ethics. Defines success not just (y results (ut also the way that they are o(tained. !ikes to have a lot of people around the). ,njoys talking to people Is a cheerful, high-spirited person Ksually prefers to do things with other people

$ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $

& & & & & & & & & & & & & & & & & & & & & & &

. . . . . . . . . . . . . . . . . . . . . . .

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Lea%e"'h$* %$men'$on Transfor)ational: Idealised influence Transfor)ational: Inspirational )otivation Transfor)ational: Intellectual sti)ulation Transfor)ational: Individualised consideration *support+ Transfor)ational: Individualised consideration *personal recognition+ Transfor)ational: Individualised consideration *develop)ental leadership+ Transactional: anage)ent (y e'ception ,thical leadership ,'traversion

6h$ch $tem' %o I com-$neF $8& .-0 <-@ > - $$ $& - $9 $0 - $? $@ 8 $> &% - &0 &< - &>

1$% 1$0 1$0 1$0 1$0 1$0 1$% 1.%

19

M< anal<'$' of the lea%e"'h$* of R)%ol*h G$)l$an$

An analysis of the leadership style of Budolph #iuliani can (e used in order to deter)ine an ideal leader figure. In e'a)ining #iuliani-s specific style, it is i)portant to approach it through the perspectives of transfor)ational and transactional theories, ethical leadership, and trait theory, specifically e'traversion. Trait theory follows the notion that all leaders possess certain personal =ualities, which distinguish the) as leaders *#eier, $><?+. 6ith regards to #iuliani-s leadership style, it can (e argued that the strong e'traversion =ualities he had typified hi) ideal as a leader. #iuliani-s high conscientiousness and openness to e'perience are shown through his hard working and uni=ue approaches, accentuating the e'isting research which links these traits to leadership *Firkpatrick and !ocke, $>>$+. Gowever, his e'traversion is the )ost significant trait which ties )ost strongly with leadership and this can (e seen through the Big Cive fra)ework, specifically his a)(ition and energy, which have the strongest relationship with leadership of all traits *"udge et al., &%%&+ Another perspective of leadership can (e attained through analysing the transfor)ational and transactional theories of leadership. Transfor)ational leaders are those who can inspire people to put their self-interests second and have an e'traordinary effect on followers *Bass et al., &%%.+. #iuliani changed the view of 2ew 4orkers after >1$$ through his inspirational speech and urged )any to assist in re(uilding the K.S and stay strong despite the tragedy at hand. An the other hand, transactional leaders are those who )otivate people in the direction of goals (y sti)ulating role and task re=uire)ents *!owe et al., $>><+. #iuliani had developed these skills through his work as a )ayor and lawyer in )aking significant trade-offs and cleaning up organised cri)e, as well as e'ploiting networking and his profile to achieve what was necessary. 7onversely, o(serving #iuliani-s leadership style through an ethical leadership perspective produces undesira(le results. According to Bo((ins et al. *$>>@+, unethical leaders e'ploit their charis)a to Penhance power over followers, directed at self-serving ends.Q This is evident in his aggressive prosecution as a lawyer and his use of )edia to cover arrests as well as his disrespect for (oth wo)en and children. Therefore #iuliani-s leadership style is =uestiona(le in so)e aspects.
20

Beferences: Bass B. ., Avolio B."., "ung D.I., Berson 4., 5:redicting unit perfor)ance (y assessing transfor)ational and transactional leadership-, Journal of Applied Psychology, April &%%., pp. &%?-$@ #eier ".#., 5A trait approach to the study of leadership in s)all groups-, Journal of %ommunication, Dece)(er $><?, pp. .$<-&. "udge T.A., Bono ".,., Ilies B. and #erhardt .6., 5:ersonality and leadership: A =ualitative and =uantitative review-, Journal of Applied Psychology, August &%%&, pp. ?<0-@% Firkpatrick S.A. and !ocke ,.A., 5!eadership: Do traits )atterH-, Academy of #anagement &'ecutive, ay $>>$, pp. 9@-<% !owe F.B., Froeck F.#., Sivasu(ra)ania) 2., 5,ffectiveness correlates of transfor)ational and transactional leadership: A )eta-analytic review of the !N literature-, (eadership !uarterly, Call $>><, pp. .@0-9&0. Bo((ins, S. :., illett, B., 7acioppe, B. 8 6aters- arsh, T. $>>@, Arganisational Behaviour: !eading and anaging in Australia and 2ew Iealand, :rentice Gall, Sydney.

21

6ee# 100 Team Mem-e" (RO4ILES %e-"$ef

T)to"$al lea"n$ng o-:ect$;e' fo" th$' &ee# $. Knderstand the Tea) e)(er :BACI!,S feed(ack. &. ,'plain how your (ehaviour in the study tea) i)pacted its effectiveness. .. Identify (ehaviours you can change to i)prove your tea)work effectiveness.

T)to"$al *"e*a"at$on $. Bead through the Tea) e)(er :BACI!,S worksheets and #lossary *see the ne't couple e)(er :BACI!,S feed(ack, reflect on your study tea) of pages+ to fa)iliarise yourself with the tutorial activity. &. Before you look at your Tea) e'perience (y identifying a strength and weakness for (oth your tea) as a whole and you individually. The strength and weakness you select )ust )ap onto the tea) (ehaviours and facets listed in the glossary. Kse the ta(le on the following page to engage in this reflection.

22

$. 6hat was a key strength of your study tea)H

!ist three (ehaviours that descri(e this strength 1 weakness Tea)work: Transition :rocess Tea)work: Interpersonal process :rofessional Skills: 7o))unication Tea)work: action process Tea) taskwork :rofessional Skills: Ti)eliness

Illustrate the issue (y e'plaining a critical incident *i.e. a situation 1 e'a)ple that occurred+. Kse the full space provided and (e analytical3 not descriptive nor a narrative of what happened. 6hen we first joined together, we all =uickly (eca)e co)forta(le with each other and therefore our cohesiveness and individual co))unication skills were high. 6e were not afraid to voice our opinions and faced little conflict due to the a(undance of agreea(le personalities in our group. 6e all )otivated each other through hu)our and this allowed us to keep our e)otions in check. Curther)ore, we were e'tre)ely swift in for)ulating our tea) strategy and setting ourselves goals that we wanted to achieve together. Throughout the report, we lacked consistent goal )onitoring so at ti)es we lost direction while co)pleting our designated duties. Although we were a(le to support each other through feed(ack and possessed great coordination for activities, we still got confused due to a lack of goal )onitoring. At ti)es during group )eetings, our lack of knowledge and theory of appropriate topics )eant that discussion was =uite stagnant and therefore we weren-t a(le to undertake a deep analysis. Curther)ore, this was reflected in our ti)eliness in )eeting deadlines as we were =uite (ehind our ti)e schedule. I (elieve )y co))unication within the group was =uite strong and this helped our tea) especially in the earlier stages. Through using )y words to )otivate others, prevent conflict and (e supportive of other tea) )e)(ers, tea) dyna)ics were certainly i)proved. Also, through researching relevant infor)ation I was a(le to gain a thorough knowledge and understanding of the relevant topics and theories as well as provide an analysis of the). Additionally, through careful listening and (eing responsive to feed(ack I was a(le to learn a lot )ore a(out topics I was not confident with. In the (eginning, I was not very confident with our tea) direction so I (elieve I was not very strong when it ca)e to for)ulating a tea) strategy and the initial stages of goal setting and work planning. Curther)ore, I (elieve I found difficulties in )onitoring goal progress due to the lack of follow through (y the group. Gowever, we were a(le to support each other through feed(ack and were highly coordinated. Additionally, I (elieve that at ti)es I a) =uite disorganised when it co)es to ti)e )anage)ent so I left so)e of )y parts too late and found )yself working on sections in late parts of the night. Also, as a result, I was =uite disorganised when it ca)e to tea) )eetings and instead drew on )y pre-e'isting knowledge a(out the topics and theories and (asing )y analysis on a very shallow perspective of the topic. 23

&. 6hat was a key weakness of your study tea)H

.. 6hat was a key strength you contri(uted to your study tea)H

Tea)work: interpersonal process Tea) taskwork :rofessional skills: 7o))unication

9. 6hat was a weakness of yours in your study tea)H *e.g., looking (ack, what would have you done differentlyH+

Tea)work: transition process Tea)work: action process :rofessional skills: ti)eliness

24

STE( I0 Anal<'e <o)" G'elfH an% Gothe"H "at$ng' to $%ent$f< &hethe" each %$men'$on $' a 't"ength o" %e;elo*ment a"ea.
Team -eha;$o)"

a. I%ent$f< &hethe" the"e $'

a ga* -et&een 'elf , othe" "at$ng'. If 'o &h$ch "at$ng $' h$ghe" 'elf o" othe"F 2o difference 1 Self 1 Ather 2o difference 1 Self 1 Ather 2o difference 1 Self 1 Ather 2o difference 1 Self 1 Ather 2o difference 1 Self 1 Ather 2o difference 1 Self 1 Ather

(. Self="at$ng a-o;e5 -elo&

cla'' no"mF If -elo& cla'' no"m $t $' a %e;elo*=ment a"ea. A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+

c.

Othe" "at$ng' a-o;e5 -elo& cla'' no"mF If -elo& cla'' no"m $t $' a %e;elo*ment a"ea.

d. O;e"all $%ent$f< each team

-eha;$o)" a' a e$the" a 't"ength o" %e;elo*ment a"ea Strength 1 develop)ent Strength 1 develop)ent Strength 1 develop)ent Strength 1 develop)ent Strength 1 develop)ent Strength 1 develop)ent

$. &. .. 9. 0. <.

Tea)work: transition process Tea)work: action process Tea)work: interpersonal process Tea) taskwork :rofessional skills: co))unication :rofessional skills: ti)eliness

A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+ A(ove *strength+ 1 (elow *develop)ent+

Is there a consistent pattern in colu)n a a(oveH Specifically, is there consistently no difference in self and other ratings, are self ratings consistently higher, or are other ratings consistently higherH 6hat does this )eanH 4es, there is a consistently higher rating for self. This )eans that there was a lot of personal (ias involved when self evaluating so the results are skewed. Identify one (lind spot that your Tea) e)(er :BACI!, highlights to you. That is, what insight did you have a(out your tea) (ehaviours that you did not know (eforeH 6hy is this (lind spot i)portant to youH :rofessional skills: ti)eliness. I did not realise how i)portant (eing ti)ely in co)pleting )y own work is for the tea). I didn-t realise that having a slow down in )y part would affect the other sections so )uch. It is i)portant to )e (ecause it provides )e an avenue for which I can i)prove in the future and (etter contri(ute to any future tea)s.

25

STE( II0 Act$on (lan Select t&o team -eha;$o)"' to foc)' on fo" <o)" c)""ent 5 f)t)"e :o- a 't"ength an% %e;elo*ment a"ea.

a. Team -eha;= $o)"

(. 6h< $' th$' team -eha;$o)" $m*o"tant to <o)F

c.

Ho& %$% <o)" -eha;$o)" $m*act <o)" MGMT1002 't)%< teamF $.e. &hat &a' the o)tcomeF

A 't"ength to ma$nta$n , to -)$l% on I ("ofe''$onal '#$ll'0 comm)n$cat$on

7o))unication is i)perative in all aspects of life and especially when working in tea)s. It allows everyone and )yself to (e on the sa)e page of understanding and (eing an effective co))unicator also )eans that the tea) can function (etter as a whole. I (elieve that (eing on ti)e is a really i)portant thing in all circu)stances. Therefore, (eing on ti)e when it co)es to co)pleting set tasks and duties is also i)portant for )e. 2ot (eing a(le to fulfil this tea) (ehaviour to a satisfactory degree )otivates )e to seek to i)prove for the future.

Through fluent and effective co))unication, we were a(le to voice all of our ideas together and that allowed us to all have a )utual understanding of our goals. Curther)ore, conflict )anage)ent and e)otional )anage)ent were )ade easier through just talking everything out and ensuring that everyone understands. Through not )anaging )y ti)e effectively, so)e of the tasks and duties of other tea) )e)(ers was slowed down and delayed. Additionally, through a lack of organisation I was not a(le to fully research the relevant infor)ation and thus tea) )eetings weren-t as effective as they could-ve (een.

d. +oe' <o)" *e"'onal$t< %"$;e th$' -eha;$o)"F If 'o $%ent$f< the facet , e?*la$n &h< "ele;ant. I (elieve that personality did play a part as I a) =uite an e'troverted person at ti)es and I don-t )ind e'pressing )y own opinions. Although I have low gregariousness, I still a) a(le to interact with others with )y high interpersonal skills.

e. 6hat OB theo"< hel*' <o) )n%e"'tan% th$' team -eha;$o)"F 6h<F The Big Cive fra)ework helps )e (etter understand this tea) (ehaviour (ecause the trait of e'traversion is a (ig deter)inant of co))unication. Also, it shows how other traits such as agreea(leness and openness to e'perience enhance one-s co))unication. aslow-s hierarchy of needs helps )e understand this tea) (ehaviour (ecause I (elieve that ti)eliness is closely linked to )otivation. Fnowing what people use as )otivation allows a clearer perspective on why ti)eliness can (eco)e an issue for people. 26

An a"ea to %e;elo* an% *"act$ce I ("ofe''$onal '#$ll'0 t$mel$ne''

4es, I (elieve that )y high achieve)ent striving personality facet )eans that I set )y goals too high at ti)es and when these goals are failed I lose )otivation. Curther)ore, )y high intellectual orientation )eans that I spend a lot of ti)e thinking a(out the task instead of actually doing it.

Team Mem-e" (RO4ILES Glo''a"< Team -eha;$o)"' $. Tea)work: transition process 4acet' Cor)ulating tea) strategy 1 I Ha"%l< an< '#$ll. :ri)arily in a responsive )ode and Lseeing what happenedQ. 2 I Some '#$ll. Gad a general idea a(out what the tea) was trying to acco)plish, (ut little consideration for when to change strategy. So)e contri(ution to work planning, (ut tasks set were not sufficiently specific or linked to one another. ! I A%e/)ate '#$ll. So)e contri(ution to developing the tea)-s strategy. @ I Goo% '#$ll. 7ontri(uted to developing the tea)-s strategy in co)pleting tasks. #ood contri(ution to work planning and goal setting, so)e suggestions for contingency planning. 8 I 3om*lete '#$ll. Significant contri(ution to developing the tea)-s overall strategy in co)pleting tasks, including when to adjust the strategy. Significant contri(ution to work planning, including prioritising tasks and )aking contingency plans.

#oal setting and work planning

2o contri(ution to goal setting and work planning. Ge 1 She was often confused a(out what they were trying to acco)plish, or was resistant to contingency planning. ,ither L)onitored everythingL or hardly anything at all. 2o co)parison of progress with goals. 6as not aware of othersM actions and provided little feed(ack.

7ontri(ution to work planning, (ut no contri(ution to contingency planning

&.

Tea)work: action process

onitoring progress towards goals

So)e )onitoring of progress using relevant infor)ation, (ut co)parison of progress with goals wasn-t clear. Affered feed(ack when necessary, (ut didn-t appear to take this role seriously. A few (reakdowns in coordination, (ut these did not lead to )ajor tea) pro(le)s. Insufficient or too )uch contact with others to esta(lish coordination.

Assessed tea) progress, (ut didn-t discuss concerns effectively. Affered feed(ack to others occasionally, though usually only when asked. So)e coordination with others, (ut little leadership of group coordination.

ade good assess)ents of tea) progress and generated discussion of progress with tea). A(served othersactions and offered feed(ack 8 task related support. ade so)e atte)pt to help others where appropriate. 7oordinated activities well, contact with others was appropriate

Support for other tea) )e)(ers

7oordination activities

any coordination (reakdowns. 7ould not effectively co)(ine their contri(ution into the tea).

Actively )onitored progress toward tea) goals using data and (ench)arks. Begularly co))unicated progress to tea). :roactively o(served others- actions and offered feed(ack 8 task related support3 took a strong coaching role with tea) )e)(ers. 7learly understood roles and responsi(ilities then organised activities appropriately. A)ount of contact with others was appropriate given the tasks

27

Team -eha;$o)"' .. Tea)work: interpersonal process

4acet' otivating 8 confidence (uilding

1 I Ha"%l< an< '#$ll. !ow confidence and Lgoing through the )otions.L 6hen faced with adversity, he1she started to give up. Instigated conflict in the tea) which was not productive. Task-(ased disagree)ents deteriorated and (egan to get personal.

7onflict )anage)ent

,)otion )anage)ent

Apathetic a(out the task and a(out the tea), tea)work is Lso)ething else that they have to do.

2 I Some '#$ll. otivated, (ut did not share this with the tea). 7ould deal with adversity, (ut it did not (ring out the (est in the). Discussed tea)work issues with relatively little ill feelings developing. Sought consensus that did not under)ine the tea) efforts. So)eti)es task(ased disagree)ents turned into interpersonal conflict. Supported tea) )e)(ers if a(solutely necessary.

! I A%e/)ate '#$ll. otivated, and spurred the tea) on when there was a slu)p in the tea). 7ould negotiate and handle conflict so that the task was not hindered.

@ I Goo% '#$ll. otivated, and typically spurred the tea) on

6orked through cognitive 8 interpersonal conflict sufficiently so the tea) task was not hindered and there was no illfeeling.

Supported other )e)(ers- e)otionally, (ut so)eti)es spent too )uch 1 too little ti)e dealing with interpersonal and e)otional reactions. Knderstood key concepts and used appropriate ter)inology.

Supported other )e)(ers- e)otionally, and when the tea) was down i)ple)ented appropriate strategies

8 I 3om*lete '#$ll. Gighly )otivated, shared a sense of confidence. :roactively spurred the tea) on, even in adverse conditions Apenly discussed tea)work issues, anticipated and prevented potential interpersonal conflict. If any interpersonal conflict developed, dealt with it =uickly and effectively. Always kept conflict task-(ased. Supported other )e)(ers- e)otionally, encouraged others to feel positively toward one another, and proactively tried to even out the ups and downs of tea)work. Gad a co)prehensive knowledge of key topics, and drew on a wide range of sources. 7riti=ued ideas in a (alanced, logical way. 7ontri(uted nu)erous, different 8 novel ideas.

9.

Tea) taskwork

Fnowledge of topic 8 theory

2o evidence of knowledge. Inaccurate or inappropriate choice of theory. Cew ideas were generated and shared with the tea). 7ritical analysis was li)ited.

So)e knowledge of concepts, (ut presented theory uncritically, or )isunderstood key ideas. 7ontri(uted a few ideas. 7ritical analysis of these ideas was usually logical and (alanced, (ut was so)eti)es too )acro or too )icro in thinking.

Analysis

7ontri(uted so)e analysis of ideas and theories, and joined others in generating new ideas.

Gad a reasona(le knowledge of key topics, and used a variety of sources. Selected appropriate theories for the task. Analysed a range of infor)ation, and introduced so)e new ideas.

28

Team -eha;$o)"' 0. :rofessional skills: ti)eliness

4acet' :reparation for )eetings Ti)eliness

1 I Ha"%l< an< '#$ll. 7a)e to )eetings with nothing prepared. Barely )et deadlines. Kna(le to )ake and i)ple)ent plans. Barely co))unicated relevant infor)ation

2 I Some '#$ll. 7a)e to )eetings with so)e things prepared. So)e deadlines )et, (ut often despite lack of planning. Shares infor)ation and opinions, (ut the )essage is often not clearly shared, with either too )uch or too little infor)ation !istened to so)e tea) )e)(ers (ut not others :rovided and took on feed(ack when asked

! I A%e/)ate '#$ll. 7a)e to )eetings ade=uately prepared ostly )et deadlines (ut so)ewhat disorganised in planning own work. Shares infor)ation and opinions in as needed, (ut so)eti)es the content is not always relevant !istened when necessary Seeks and acts on feed(ack only when there are pro(le)s

@ I Goo% '#$ll. 7a)e to )eetings well prepared Ksually )et deadlines. #ood )anage)ent of ti)e and planning of own work. Shares infor)ation and opinions regularly and efficiently

8 I 3om*lete '#$ll. 7a)e to )eetings e'tre)ely well prepared with a good range of )aterial. 7onsistently )et deadlines. anaged his 1 her ti)e e'tre)ely well. 6illing to proactively, effectively and succinctly share relevant infor)ation and opinions Actively interested in )e)(ers- ideas and could su))arise key points :roactively seeks and acts on feed(ack fro) )e)(ers, as well as )e)(ers outside the tea) *eg tutor, 8 relevant e'perts+

<.

:rofessional skills: co))unication

7o))unication at and (etween )eetings

!istening

Ignored other )e)(ers ideas and )essages (etween )eetings Defensive when feed(ack is provided

Always listened to all other )e)(ers ideas Seeks and acts on feed(ack fro) )e)(ers regularly

Besponsive to feed(ack

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6ee# 110 Emot$on' , moo%' at &o"#

T)to"$al lea"n$ng o-:ect$;e' fo" th$' &ee# $. ,'plain how e)otions i)pact (ehaviour in the workplace. &. Discuss the i)pact e)otional la(our has on e)ployees 8 the organisation. T)to"$al *"e*a"at$on $. Cinish the # T$%%& Tea) e)(er :BACI!,S worksheets. 7reate an action plan for the ne't work 1 study tea) you work in. Kse your analysis fro) the worksheets and focus on a strength to (e )aintained and an area of develop)ent. ,'pected length: & page dou(le spaced in essay for)at in your learning journal *argu)ents in sentences and paragraphs+. 2o references are needed, however principles of goal setting and action planning need to (e evident. &. The list (elow provides a suggested action plan list to draw fro). a. 6hat is the goal I want to achieveH (. 6hy is this i)portant to )eH c. 6hat (ehaviours will I undertake to achieve this goalH d. 6hat is the )ain o(stacle I will encounterH e. Gow can I overco)e these o(staclesH f. 6hat )easure of success can I use to evaluate )y process towards this goalH .. Bead the point ; counterpoint section on page $.. of your te't titled, 5the costs and (enefits of organisational display rules-. Think through the issues, decide which side of the de(ate you sit, and list your argu)ents (elow using e'a)ples to (ack up your points. Build and e'tend points fro) the te't, not )erely replicate the). Gint: e'a)ples fro) your e'perience and1or newspapers )ay assist. ,'pected length: $ page dou(le spaced in essay for)at in your learning journal *argu)ents in sentences and paragraphs, as well as references+. !ist references on a separate page3 this is not included in the $ page analysis.

$. Strength Action :lan In order to )aintain )y proficiency in the tea) (ehaviour of co))unication, an action plan will
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(e e)ployed. The goal of this action plan is to sharpen )y skills so that I can proactively, effectively and succinctly share relevant infor)ation and opinions in future tea) )eetings. Also, I seek to develop a deeper understanding of other people-s ideas and proactively seek to ac=uire, act on and give feed(ack. Being a(le to )aintain this skill is i)portant to )e (ecause naturally I seek to i)prove and (eco)e a (etter person overall. Additionally, I want to (eco)e )ore pleasant to work with as a tea) )e)(er in future tea)s in (oth university and the workforce. 7o))unication is an i)portant life skill so I want to develop it as (est as I can. In order to achieve this goal, I will actively seek to listen to others and jot down notes during )eetings. Also, I will proactively seek and act on feed(ack, providing honest feed(ack to others if re=uired. I will (e (etter prepared for )eetings so I have relevant opinions to share and given the opportunity will share )y thoughts. oreover, there will (e so)e o(stacles whilst striving to achieve this goal. Seeking to talk a lot and neglecting others opinions, staying )otivated, (eing afraid to e'press )y honest opinions in fear of rejection and having 5sufficient- preparation to (e a(le to share valua(le insights are a few of the )ain o(stacles which will (e encountered. In order to overco)e these o(stacles I will set )yself a list of guidelines to stick (y. This includes waiting for )y tea) to fully e'press their opinions (efore allowing )yself to interject, setting )yself achieva(le goals, reassuring )yself and (acking )y own opinions, as well as conducting the necessary study and research in order to develop a solid perspective. I will )easure )y success in acco)plishing the goal through setting criteria and a ti)e fra)e for )yself. The action criteria includes: not allowing )yself to share )y opinion until others fully finish, forcing )yself to take a page of notes each tea) )eeting, raising at least 0 relevant points per )eeting, sharing and asking for feed(ack at the end of each )eeting and reading the re=uired )aterial and research at least three other relevant articles (efore each tea) )eeting. I seek to work on these things in )y ne't study tea) in Session $ &%$9.
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&. Area of Develop)ent Action :lan In order to develop )y skills in the tea) (ehaviour of ti)eliness, an action plan will (e e)ployed. The goal of this action plan is to sharpen )y skills so that I will (e a(le to co)e to tea) )eetings e'tre)ely well prepared and e=uipped with a thorough knowledge of relevant topics. Also, I desire to (e a(le to consistently hit deadlines set for (oth personal goals and tea) goals. Additionally, I want to (e a(le to )anage )y ti)e well overall to save )e the stress of last )inute rushing. The reason why it is so i)portant for )e to thoroughly develop this skill is (ecause I want to (eco)e a (etter tea) player and learn to (e professional in (oth university tea)s and tea)s in the la(our force. The reason (eing is that I don-t want to hold (ack other people fro) co)pleting their tasks through delays in su()itting )y work. Also, (eing ti)ely and organiEed is an incredi(ly useful life skill and thus I want to i)prove )yself and properly e=uip )yself for the workforce. The (ehaviours that I will undertake to achieve this goal include thoroughly looking through re=uired )aterials, e'tending )y research, taking consistent notes and esta(lishing )y own perspectives on topics. Also, I will change )y attitude and approach to work and prioritise according to ease of co)pletion and closeness of deadline. Curther)ore, I will organise )y ti)e through the usage of a diary, so I can keep track of tasks and activities to do as well as their deadlines. So)e of the o(stacles I will encounter in atte)pting to develop this skill will inevita(ly (e procrastination, persistence and having the correct )indset. I tend to have the )indset that there is always a lot of ti)e and so I leave things last )inute. Gowever, in order to overco)e these o(stacles, I will split all (ig tasks into s)aller, )ore achieva(le parts. Additionally, I will change )y )indset so that there is always not enough ti)e, essentially causing )e to co)plete tasks a lot earlier. Also, I will setup incentives in order to fulfil these goals.
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In order to evaluate progress, I will designate specific sessions to co)plete set tasks during the week, split (ig tasks into s)aller tasks with achieva(le deadlines, strive to achieve tasks as early as possi(le with the use of incentives such as food or certain wants and sort out a weekly routine so that studying, leisure and work all have e=ual ti)e in )y schedule. I will work on this in )y ne't study tea) in Session $, &%$9.

.. The ai) of organisational display rules is to enhance an organisation-s custo)er service and in turn i)prove the (usiness as a whole. The reason why these rules e'ist in )any organisations is (ecause it si)ply works. Gaving e)ployees who are a(le to project a positive )ood to custo)ers will ensure that each individual e'perience is )e)ora(le. As evident in !ongin-s *&%$&+ article, not only )ay a lack of e)otional restraint and professional de)eanour cause an unhappy custo)er e'perience, it can also cause the custo)er to avoid your organisation altogether. Curther)ore, first i)pressions are crucial in deter)ining the effectiveness of an initial sales encounter. In )y e'periences while working in the retail industry, there is a real difference when greeting custo)ers with a s)ile and interacting with the) in a friendly )anner when they first enter the store. This creates a sense of welco)e and a non-stressful at)osphere as they (rowse through the store and ulti)ately the chance of the) )aking a purchase increases. Therefore as !iao and 7huang *&%%9+ suggest, the research clearly shows that organisations with e'ceptional custo)er service tend to have higher profits than those with poor custo)er service. Additionally, through )y personal e'periences I discovered that having such display rules i)posed upon )e (y the organisation allowed )e to raise )y )ood even though I was in a (ad )ood. Gaving the e'pectation to fulfil these display rules as a part of )y jo( duties, I felt o(ligated to lift )y )ood and hold )yself with a professional, friendly and happy de)eanour. This is highlighted (y Beal et al. *&%%<+ who suggest that having organisational display rules in
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place increases the chances that e)ployees will display the e)otions e'pected of the). It is not unreasona(le that e)ployers re=uest a friendly )anner and a s)ile fro) their e)ployees, as it is an unspoken e'pectation in the retail and service industry that e)ployees uphold such de)eanour when at work.

Besearch: Beal D."., Trougakos ".:., 6eiss G. . and #reen S.#., 5,pisodic processes in e)otional la(or: :erceptions of affective delivery and regulation strategies-, Journal of Applied Psychology >$, no. 0, pp. $%0?-<0

!iao G. and 7huang A. &%%9, 5A )ultilevel investigation of factors influencing e)ployee service perfor)ance and custo)er outco)es-, Academy of #anagement Journal 9?, no. $, pp. 9$-0@.

!ongin, C. *&%$&, Apr %>+. 6hatever happened to service with a s)ileH ydney #orning Herald. Betrieved fro) http:11search.pro=uest.co)1docview1>@&@?.0@0HaccountidR$&?<.

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