Week 7 Group Project Report. Write A Logically Organized Gro ✓ Solved

Week 7 Group Project Report. Write a logically organized gro

Week 7 Group Project Report. Write a logically organized group report that applies course concepts to design all components required in this project. Include a title page, table of contents, clearly labeled sections with titles, a breakdown of who did what, and a reference page. Use correct APA format, proper spelling and grammar, and include in-text citations. Provide significant details and specifics in each section.

Paper For Above Instructions

Title Page

Course: Group Dynamics and Professional Development

Project Title: ACD-PBX Analysis and Professional Development Plan

Group Members: Levi Modl, Patrick Braceros, [Other Member Names if applicable]

Instructor: [Instructor Name]

Date: December 2, 2020

Table of Contents

  1. Title Page
  2. Executive Summary
  3. Introduction
  4. Project Objectives
  5. Design and Components
  6. Application of Course Concepts
  7. Breakdown of Contributions
  8. Discussion and Recommendations
  9. Conclusion
  10. References

Executive Summary

This group report presents an analysis of the ACD-PBX (Automatic Call Distribution–Private Branch Exchange) project alongside a professional development plan for team-based instruction and facilitation. The report documents goals, design components, roles and responsibilities, and integrates course concepts such as team composition, communication, conflict resolution, and instructional design. Recommendations for implementation and evaluation are provided to support effective group collaboration and learning outcomes.

Introduction

The aim of this project is to design a complete group project deliverable that both addresses technical ACD-PBX considerations and models best practices in team-based learning and professional development. Effective group projects require clear organization, role clarity, deliberate instructional design, and mechanisms for assessment and feedback (Katzenbach & Smith, 1993; Mannix & Neale, 2019). This report outlines the design components and demonstrates how course concepts inform each element.

Project Objectives

  • Develop a functional ACD-PBX analysis and proposal with technical specifications.
  • Model a professional development module for instructors to facilitate group work.
  • Demonstrate application of group dynamics theories to improve team performance.
  • Produce deliverables meeting APA formatting, organized sections, and clear attribution of contributions.

Design and Components

The project design includes requirements analysis, system architecture, user and stakeholder needs, implementation plan, timeline, and evaluation strategy. For the ACD-PBX analysis, the technical components include call routing logic, queue management, reporting metrics, and integration with existing PBX infrastructure. Instructional components include learning objectives, activities, assessment rubrics, and timelines tailored for group-based authentic tasks (Caruso & Wooley, 2018).

Timeline and milestones are constructed to balance technical development with reflective activities: initial requirements (week 1), prototype design (week 2–3), integration and testing (week 4–5), documentation and training materials (week 6), and final presentation (week 7). This timeline serves as a guide adaptable to course length and scope (Kozlowski & Ilgen, 2006).

Application of Course Concepts

Team Composition and Diversity: Groups are formed to maximize complementary skills and perspectives while managing diversity-related challenges (Mannix & Neale, 2019). Role assignment follows Belbin-inspired role balancing to ensure functions such as coordination, analysis, and implementation are covered (Belbin, 2010).

Stages of Team Development: Project planning anticipates Tuckman’s stages (forming, storming, norming, performing, adjourning) and builds explicit milestones to help teams advance effectively (Tuckman, 1965). Facilitated reflections are scheduled after each milestone to accelerate norming and performance.

Communication and Feedback: The plan mandates clear communication norms, audience analysis for stakeholder deliverables, and structured feedback loops using rubrics and peer evaluation to support accountability and learning (Salas et al., 2008).

Conflict Resolution and Psychological Safety: Processes for acknowledging differing viewpoints, active listening, and evidence-based decision-making are incorporated. Psychological safety is promoted to allow candid feedback and experimentation without fear of retribution (Edmondson, 1999).

Instructional Design: Learning objectives are stated in measurable terms and linked to authentic tasks; instructors scaffold complexity and use group tasks to simulate real-world unpredictability while aligning with assessment criteria (Caruso & Wooley, 2018).

Breakdown of Contributions

  • Levi Modl — Lead analyst: requirements gathering, technical architecture, and prototyping.
  • Patrick Braceros — Instructional design lead: learning objectives, professional development modules, and evaluation strategy.
  • [Member 3] — Documentation and APA formatting, literature synthesis, and final editing.
  • [Member 4] — Testing coordination, timeline management, and presentation materials.

Discussion and Recommendations

Group-based projects yield richer learning when tasks are authentic and interdependent, but success depends on explicit design and facilitation (Caruso & Wooley, 2018). Recommendations include:

  1. Adopt clear role descriptions and rotating leadership to develop skills across members (Katzenbach & Smith, 1993).
  2. Design assessment to include individual and team measures, with regular formative feedback (Johnson & Johnson, 2009).
  3. Provide instructor scaffolding early to mitigate anxiety in controversial or unpredictable discussions (Mannix & Neale, 2019).
  4. Implement short reflection cycles and peer reviews to support emergent interdependence and learning transfer (Salas et al., 2008).

Conclusion

This report organizes the ACD-PBX project as a model for high-quality group work: it integrates technical design with deliberate instructional practices and team process supports. By applying established research on team dynamics, communication, and instructional design, the group increases the likelihood of producing a technically sound system while maximizing learning and professional development for all members (Hackman, 2002; Edmondson, 1999).

References

  1. Belbin, R. M. (2010). Team Roles at Work. Butterworth-Heinemann.
  2. Caruso, H. M., & Wooley, A. W. (2018). Harnessing the power of emergent interdependence to promote diverse team collaboration. Diversity and Groups, 11.
  3. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.
  4. Hackman, J. R. (2002). Leading Teams: Setting the Stage for Great Performances. Harvard Business Review Press.
  5. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
  6. Katzenbach, J. R., & Smith, D. K. (1993). The Wisdom of Teams: Creating the High-Performance Organization. Harvard Business School Press.
  7. Kozlowski, S. W. J., & Ilgen, D. R. (2006). Enhancing the effectiveness of work groups and teams. Psychological Science in the Public Interest, 7(3), 77–124.
  8. Mannix, E., & Neale, M. A. (2019). What differences make a difference? The promise and reality of diverse teams in organizations. Psychological Science in the Public Interest, 6(2), 31–55.
  9. Salas, E., Cooke, N. J., & Rosen, M. A. (2008). On teams, teamwork, and team performance: Discoveries and developments. Human Factors, 50(3), 540–547.
  10. Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.

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