This assessment will refer to the first team/leader as “Team/Leader A” and the second as “Team/Leader B.” The leader in Team A has not earned legitimate power, due to the inefficiency to influence and control the behaviors of the member in the team. This incompetence results in a failed attempt to exercise social influence amongst the team members. Contrarily, the leader in Team B demonstrates reward power by providing the team with positive reinforcement after each member promptly arrives at the meeting. Team leader A fails to communicate effectively, by not responding and/or clarifying questions or concerns displayed by the members. Due to his inability to provide the information necessary for the team’s success, the meeting is adjourned without an identified purpose. Consequently, the members failed to learn and relate to the project. Leader A provides negative reinforcement by allowing its members to participate in such activities without resulting in negative consequences.
Evidently, Leader B understands the importance of one of the major dimensions of culture, which is collectivism. Upon the conclusion of the meeting in Team B, the members began to exchange ideas about their personal assignments and deadlines. This interactive behavior is representative of social bonding. The members in Team A focused their attention on other activities, such as utilizing their smartphones and speaking with each other about topics irrelevant to the purpose of the meeting. These unrelated activities occurred throughout the listening stage, which consists of receiving, understanding, remembering, evaluating, and responding to the information presented. Moreover, due to the lack of interest, familiarity, and competence displayed by Leader A, the members are more likely to lose the credibility of their leader and perceive such an individual as incompetent.
While Leader B demonstrates proficiency in interacting with small task groups, Leader A exemplifies the exact opposite. Leader B utilizes the prepared agenda during the feed forwarding stage while identifying tasks and deadlines for each member. Conversely, Leader A fails to provide information about the project and to assign individual tasks. As a result, the members rely on social loafing by agreeing to delegate the logistics of the project to volunteers without providing the information necessary to successfully complete the tasks. This example of social loafing is evidence of the lack of ethical values displayed by the team members. The members in Team A were unsuccessful in examining the characteristics of the leader they selected. Specifically, the members failed to observe important leadership traits, such as team building and management communication skills. For instance, the weakness displayed by Leader A in responding to important group questions is a demonstration of the lack of conformity in aligning the leadership personality with that of the team members. This behavior can be seen as a deficiency in the functional approach to leadership.
Leader A exhibits an inability to appropriately respond to situations that demand immediate and direct attention. An example of this behavior is evident, as Leader A directed an individual’s question to the other members, even when the group dynamic relied heavily on receiving the correct information. Contrarily, Leader B displays a leadership situational approach, by acknowledging the positive behavior and commitment displayed by the team members and rewarding it. Additionally, Leader B focuses on the purpose of the meeting by following his agenda; thus, exemplifying rule-based ethics. In contrast, Leader A’s low ethical value is displayed in his lack of proper preparation and management. Additionally, Leader A exhibits the laissez-faire leadership behavior. For instance, Leader A fails to provide a solution or action plan to execute the project.
1. The inefficient communication between the team leader and members will be recognized and addressed. Additionally, each member will have an opportunity to express their thoughts, questions, and/or concerns. These constructive comments will focus on their individual assessment of collaboration and contribution to the team (Phillips & Gully, 2013, 395). Furthermore, each member will write and verbally acknowledge any inappropriate behavior exhibited during group meetings.
2. As a team, each member will discuss how their individual behavior is negatively affecting the team dynamics and accomplishments. Specifically, the team will assess the issue in developing and meeting deadlines and producing sub-quality work (Brunt, 2013, 198). Additionally, each member will provide ideas to meet deadlines and improve the quality of the team’s work.
3. The team leader will assess his/her meeting planning strategies. Specifically, a list of goals and topics to be discussed will be assigned for the next group meeting. Additionally, the team leader will express his/her genuine interest in guiding the team with the proper knowledge and familiarity of the project. The leader will request the member’s suggestions on improving his leadership style. Furthermore, the leader will provide each member with a detailed agenda for the following group project including individual assignments and deadlines.
1. The team leader will acknowledge the group's consistent productivity. Specifically, the team leader will present all the projects the group has completed during the current and previous months in relation to other groups, including positive feedback and comments received by the management team (Kleinberg, 2012, 282). Furthermore, the leader will provide each member with an annual bonus compensation for their efficiency and productivity. Finally, the team will arrange a departmental gathering to conclude a productive month.
2. Effective communication between the team leader and members will be recognized. Specifically, the importance of receiving, understanding, remembering, evaluating, and responding to presentations during meetings. Additionally, each member will have an opportunity to pursue promotions in several positions within the department. Also, an increase in salary will be awarded at the end of the year.
3. As a team, each member will discuss how their individual behavior has positively affected the team dynamics and accomplishments. Specifically, the team will be recognized for their promptness in meeting deadlines and producing consistent quality work (Swingle, 1973, 23). Additionally, each member will have the opportunity to share future goals they would like to have, as a team.
Brunt, S. (2013). Human resources. A roadmap to cracking the PMP exam: a PMP exam preparation study guide (p. 198). Bloomington, Ind.: Trafford Pub.
Kleinberg, J. L. (2012). Groups for adults. The Wiley-Blackwell handbook of group psychotherapy (p. 282). Chichester, West Sussex, UK: Wiley-Blackwell.
Phillips, J., & Gully, S. M. (2013). Group behavior and effective teams. Organizational behavior: tools for success (2nd ed., p. 395). Mason, OH: South-Western Cengage Learning.
Swingle, P. G. (1973). Performance and participation. Social psychology in natural settings; a reader in field experimentation. (p. 23). Chicago: Aldine Pub. Co.