What Makes An Effect

What Makes An Effect

Yifei Li, Professor Hartley, MGT 456, 14/05/2014 — What makes an effective team? Our team was composed of Michael Singletary, Shahar Aframian, Alina Sarkissian, Dain Valdes, Kyle Duncan, and myself, with the goal of shooting a film to complete our project. However, our group disbanded after Shahar decided to leave, citing unmet expectations for the film shoot, and his departure was communicated via email to the professor without prior discussion with us. Subsequently, Alina also wanted to exit the group due to a family emergency, aiming to work on an independent project instead. We held a meeting with the professor to address these issues and decided to write this paper to analyze the situation.

Conflict in groups is common and, at times, beneficial as it encourages members to challenge routines and consider diverse perspectives stemming from differences in background, values, and interests. When managed properly, conflict can promote growth and improve group outcomes. Conversely, unaddressed or poorly managed conflict can lead to group failure, as observed in our case where the group dissolved following Shahar’s exit. Our situation was influenced by underlying issues such as group formation, cohesion, and communication.

Regarding group formation, Rothwell (2007) points out reasons for joining groups—including need to belong, interpersonal attraction, attraction to group activities and goals, and the search for meaning and identity—all of which impact group productivity and cohesion. Our group formed primarily because we were the remaining students not in other groups, leading to less familiarity and weaker bonds among members. Additionally, many members, including myself, tend to be introverted, which hampers open communication and connection.

Furthermore, our group lacked cohesion, which Rothwell describes as a key predictor of group success, driven by attraction and involvement. The level of interpersonal attraction was low due to limited sharing and interaction, resulting in polite but distant behavior and uncomfortable silences during meetings. Involvement was also limited because members juggled other commitments, delaying meetings and increasing stress as deadlines approached. The division of tasks without sufficient collaboration further diminished group integration; tasks like script-writing and storyboarding were handled individually rather than collaboratively, which contributed to misunderstandings and dissatisfaction.

Specifically, the process of developing the film's plot epitomized this issue. Our group simply divided responsibilities without collaborative brainstorming, which is crucial for fostering diversity of ideas and early problem-solving. The group's failure to address conflicts early on, especially Shahar’s dissatisfaction and lack of communication, worsened the situation. When Shahar announced his departure via email, the group responded passively—avoiding confrontation or resolution—which ultimately led to the disbandment.

The conflict management strategies employed were largely avoidance and lack of direct communication, which are ineffective in resolving underlying issues. Shahar's choice to email the professor instead of discussing his concerns with us beforehand exemplifies this avoidance. As a member, I regret not encouraging open dialogue earlier and not addressing his concerns proactively. My perception was that the conflict arose suddenly; however, subtle signs like his complaints about time management indicated deeper dissatisfaction that could have been addressed through honest conversations.

Reflecting on the emotional dimension, I experienced feelings of confusion, frustration, and self-doubt upon learning of Shahar’s departure. I questioned my role within the team, contemplating whether I contributed enough or could have done more to retain him. This introspection revealed my shortcomings in leadership and engagement. As someone whose strengths lay in data analysis and economic problem-solving in past team settings, I found myself less effective in this creative film project. My introverted personality and language barriers further limited my participation in brainstorming and collaborative tasks, leading to feelings of inadequacy and passivity.

This experience highlighted the importance of active engagement and choosing compatible team members. Effective teams are often characterized by good interpersonal relationships and mutual understanding. If the professor assigns teams, early efforts to build rapport and leverage members’ strengths can improve cohesion and performance. As evidenced in our experience, open communication is vital; it ensures issues are addressed promptly, conflicts are managed constructively, and trust is built among team members. Learning from this, I suggest future group projects include structured opportunities for open dialogue, mutual goal setting, and role clarification.

Furthermore, I recognize that active participation and proactive conflict resolution are essential. For instance, if I had engaged more earnestly during the early stages, perhaps some conflicts could have been mitigated. Regular meetings, transparent sharing of concerns, and collaborative decision-making foster a sense of belonging and shared responsibility, reducing misunderstandings and promoting engagement.

In conclusion, effective teamwork depends on multiple factors, including strong cohesion, clear communication, shared goals, and mutual respect. Our experience underscores the importance of addressing conflicts early and openly, fostering emotional safety, and leveraging diverse perspectives. While conflicts are inevitable, their resolution can strengthen team dynamics when managed properly. As I move forward, I will prioritize constructive conversation, active participation, and proactive conflict management to contribute positively to future collaborative efforts.

References

• Rothwell, J. D. (2007). In Mixed Company: Communicating in Small Groups and Teams. 5th ed. Belmont, CA: Wadsworth/Thomson Learning.
• Johnson, D. W., & Johnson, R. T. (2019). Joining together: Group Theory and Group Skills. 13th Ed. Pearson.
• Wheelan, S. A. (2014). Creating Effective Teams: A Guide for Members and Leaders. Sage Publications.
• Hackman, J. R. (2002). Building teams that work. Harvard Business Review, 80(9), 121–130.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
• Harrison, J., & Kessels, J. (2004). Recognizing, managing, and resolving conflicts in teams. Team Performance Management, 10(7/8), 1–15.
• Levi, D. (2017). Group Dynamics for Teams. Sage Publications.
• Maddux, J. E. (2018). Social Psychology. Routledge.
• Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A temporally based framework and taxonomy of team processes. Academy of Management Review, 26(3), 356–376.
• Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a “big five” in teamwork? Small Group Research, 36(5), 555–599.