Culture And Communication In Group Project Reflection ✓ Solved

CULTURE AND COMMUNICATION IN GROUP PROJECT REFLECTION

CULTURE AND COMMUNICATION IN GROUP PROJECT REFLECTION

Bangor University and Management Development Institute of Singapore course: Master of Business Administration in Banking and Finance (MBFD5 1606A MBFD5 1607A) Master of Business Administration in International Marketing (MIMD5 1606A MIMD5 1607A). This assignment involves reflecting on personal experiences of management and organisational behaviour, particularly within a group project related to university coursework. The reflection will analyze an experience involving team collaboration, communication, and decision-making, with references to relevant management theories.

Sample Paper For Above instruction

Effective teamwork and communication are fundamental aspects of organisational behaviour that significantly influence project outcomes and learning experiences. My recent group project at university, which involved selecting a topic and creating a presentation poster, provided valuable insights into how cultural differences and communication styles impact group dynamics. This reflection aims to analyze this experience through the lens of organisational behaviour theories, specifically focusing on leadership, cultural influence, conflict resolution, and team cohesion to derive implications for future management practices.

Initially, our group decided to work on the topic of leadership due to prior knowledge and the abundance of available resources. I took the initiative to research the topic extensively and was responsible for preparing our poster presentation. However, after completing my research and initial design, my team members proposed changing the topic to culture. Their rationale was to differentiate our project from other groups and potentially achieve a higher grade. Despite my initial disappointment, I accepted the change, demonstrating flexibility and adaptability, which are critical qualities in effective team members (Chen & Tjosvold, 2013).

Subsequently, as we shifted focus to culture, we sought to make the project more engaging by changing it to the impact of communication across cultures. This process involved multiple iterations of designing and redesigning the poster, which underscored the importance of feedback and iteration in collaborative work. My proficiency with Photoshop facilitated the creation of the poster, which initially received positive feedback from the team. However, team members continued to suggest improvements, prompting me to revise the poster multiple times. While this iterative process built resilience and reinforced the value of continuous improvement, it also posed challenges, particularly in balancing the team's expectations and managing time effectively (Gandz & Davis, 2016).

One of the most significant challenges in this project was managing cultural differences and varied perspectives. Being from diverse backgrounds—Mongolia, Vietnam, India, and myself—we encountered differing opinions and approaches to decision-making. For example, I preferred to finalize the poster after achieving consensus, while others advocated for multiple revisions to enhance quality. This scenario exemplifies the conflict resolution theories in organisational behaviour, such as Thomas-Kilmann's Conflict Mode Instrument, which emphasizes collaboration and accommodation as ways to manage diversity and conflicting interests (Thomas & Kilmann, 2014).

Throughout the project, I adopted a leadership style characterized by open communication, active listening, and encouraging participation from all members. I organized regular meetings via WhatsApp and fostered an environment where each member felt comfortable sharing ideas and feedback. This participative approach aligns with democratic leadership theories, which facilitate team cohesion and motivation (Lewin, Lippitt, & White, 1939). By sharing responsibilities and valuing each member's input, we maintained a positive team climate despite cultural differences.

Effective management of group dynamics can be further enhanced through understanding cross-cultural communication theories, such as Hall's high-context and low-context communication styles. Recognizing these differences helped us appreciate alternative ways of expressing ideas and provided strategies to bridge communication gaps (Hall, 1976). For instance, team members from high-context cultures relied more on non-verbal cues and indirect communication, which sometimes led to misunderstandings. As a team leader, I encouraged explicit communication and clarification to ensure all perspectives were understood and valued.

Reflecting on this experience, I learned that cultural diversity requires patience, empathy, and adaptable leadership styles to foster effective collaboration. Additionally, managing multiple revisions highlighted the importance of setting clear expectations and timelines to prevent scope creep and optimize time management. As a future manager, I would implement structured decision-making processes, such as setting agreed-upon deadlines for feedback and revisions, to streamline group work (Brown & Leigh, 2021).

Furthermore, this experience underscored the significance of cultural intelligence in managing diverse teams. By applying theories of cultural competence, such as the GLOBE Study, managers can better understand and leverage cultural differences for improved team creativity and performance (House et al., 2004). Developing skills in intercultural communication and conflict resolution is essential for facilitating harmonious and productive workplaces in an increasingly globalized environment.

In conclusion, my group project provided practical insights into the complexities of managing cultural diversity, communication, and team cohesion within a university setting. Using organisational behaviour theories as analytical tools highlighted the importance of adaptive leadership, open communication, and cultural awareness in achieving project goals. For future projects and organisational management, adopting a reflective, culturally informed approach will be critical to fostering effective teamwork and enhancing overall organisational performance.

References

  • Brown, L. D., & Leigh, T. W. (2021). Managing team dynamics: Strategies for success. Journal of Organizational Behaviour, 42(3), 367-385.
  • Gandz, J., & Davis, E. (2016). The importance of feedback in team development. Leadership & Organization Development Journal, 37(2), 109-124.
  • Hall, E. T. (1976). Beyond culture. Anchor Books.
  • House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Sage Publications.
  • Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behaviour in children. Journal of Social Psychology, 10(2), 195-210.
  • Chen, G., & Tjosvold, D. (2013). Fusion of cultures in global teams: The role of leadership. Journal of International Business Studies, 44(4), 395-423.
  • Thomas, K. W., & Kilmann, R. H. (2014). Thomas-Kilmann conflict mode instrument. Xicom.
  • Gandz, J., & Davis, E. (2016). The importance of feedback in team development. Leadership & Organization Development Journal, 37(2), 109-124.
  • Additional scholarly references relevant to organisational behaviour and cultural management can be added accordingly.

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