TABLE OF CONTENT

INTRODUCTION

Observing how employees respond at work is one of the most important criteria for figuring out whether a
company will continue to exist. In addition to helping teams find efficient working methods, this field of
study also offers useful guidance for handling issues that could crop up while they're doing their jobs.
This report describes and evaluates Group 3's operations as well as its development from the first to the
last week.

TASK 1: An introduction about Group 3 using Group Properties Concepts.

Group 3 was created with the intention of completing the group duties necessary for Assignment 2 of
the Organizational Behaviour module. It is made up of a total of six members, including: Quách Hải Yến,
Nguyễn Phương Anh, Nguyễn Ngọc Anh, Nguyễn Như Quỳnh, Nguyễn Lê Hà Chi, and Trần Quỳnh
Trang.
Roles, Norms, Status, and Size are the four characteristics that will be discussed while using the
Group Properties Concept.
1.1 Roles of Group 3
Team members are allocated to various roles and missions within each group of the Organization
Behaviour module, and they must assume these responsibilities during the execution of the
activities in assignment 2. Belbin Role Model (1981) was therefore introduced and completed
gradually over a two-week period (from week 7 to week 9) due to the fact that members
continually communicated their behavior, strengths and weaknesses throughout this time.
Additionally, the team leader was appointed around week 8 in order to keep up with the module's
development. By using the aforementioned classification technique, our team has categorized
each member's unique rules as shown in the table below:

Names Contribution Role Explanation

Classification
 Quách - Task 1: Introduction Þ Shaper - Establish the group's
Hải Yến about Group 3 Þ Coordinator objectives and guidelines
(Leader) - Task 7: Description Þ Completer- while also giving each member
team member’s Finisher a mission.
distribution to the group- - Charged for balancing team
work of assignment 2 members' ideas and
encouraging others to
incorporate various points of
view into a consensus.
- Pay attention to and analyze
various events (such as
conflicts) in order to take the
proper action.
- Control the final report's
quality, including assignment
deadlines and content.
- Continually update group-
related changes.

Nguyễn - Task 2: Analysis Þ Implementer - Actively participate in

Lê Hà Chi Tuckman’s theory to Þ Monitor class discussions and
support the team Evaluator provide their thoughts.
development - Quicken the process of
converting general concepts
into concrete actions,
whether during decision-
making or in educational
activities.
- Actively participates
in the completion of tasks
 during tutoring and lecture
activities and provides
useful information for
group work.

Nguyễn - Task 3: Reflection the Þ Specialist - Provide original and creative

Ngọc Anh motivation theory using Þ Plan suggestions on how to use
Maslow’s theory Þ Implementer contigency theories in the
task.
- Making remarks on other
people's assigned efforts in
an effort to get Merit.

Nguyễn - Task 4: How individual Þ Plan - Propose comments to

Như difference informs and Þ Implementer team members towards
Quỳnh influences management their tasks as to enhance the
approaches and effective quality of the group work
managerial leadership activities and the
assignment.
- Actively participates in
the completion of tasks
during tutoring and lecture
activities and provides
useful information for
group work.

Nguyễn - Task 5: Factors impact on Þ Resource - Assist the leader in

Phương team effectiveness/ Investigator converting the assignment's
Anh ineffectiveness Þ Shaper draft version from Google
Docs to Words.
- Encourage team members
to take part in activities as a
 group.
- Support fixing the
grammar errors in the final
report.

Trần - Task 6: Relationship Þ Monitor - Highly involved in the

Quỳnh between the effectiveness Evaluator assigned activities both in
Trang of teamwork and goal Þ Implementer lectures and tutor class.
achievement - Build relationships among
team members as well as
bring them together.
- Gather and summarize the
ideas of other members and
the outcomes of the lecture
activities in order to assist
others with the assignment.

1.2 Norms
Group 3 has developed a behavioral standard that all team members must abide by in order to
accomplish shared objectives. This standard was adopted internally by the group members both
verbally and in writing during the course of teamwork.
· Individual’s performance: To ensure the continuous advancement of the entire project,
team members' performance will be assessed based on their "on-time submission". In
order to assess the assignment's overall quality and discuss the final report, each member
of the group is also needed to attend a face-to-face meeting on Tuesday's tutor session
and morning lecture.
· Contribution: To fully engage in class activities and internal group meetings, everyone
must be on time (attendance), regardless of whether they are taking tutored or lecture
classes. When evaluating contributions, idea contribution frequency is also taken into
account.
 · Decision-making process: Every decision must be founded on the unanimous consent
of the whole team, even if the leader will have the most influence on the group. The
leader in particular was responsible for breaking down the large job into manageable
tasks. To minimize disputes and inequality, team members are encouraged to voice their
opinions regarding whether or not the duties are distributed evenly. This fosters a sense
of respect among the team members.

· Resolving conflicts: Every dispute must be resolved right away in order to prevent any
bad effects from slowing down the job's development.

1.3 Status

Name Status

Quách Hải As the team's elected leader, Yen appears to have the most influence over both
Yến the decision-making and the assessment processes. Her outgoing nature also
(Leader) makes her very active in forming connections with other team members to
ensure that everyone contributes equally to projects and activities in class. As a
result, in addition to being in control of her own tasks, Yen is also in charge of
those of the other team members.

è High status

Nguyễn Lê Since she has never missed a tutor class lecture since the group-forming stage,
Hà Chi Chi is regarded as one of Group 3's hardest-working members. She has also
demonstrated her support for others by consistently writing down significant
information that is discussed in class. Additionally, despite being an introvert,
Chi was very active in group projects.
è High status
 Nguyễn Ngoc Anh has done a fantastic job of participating to both the lecture and tutor
Ngọc Anh class' activities despite being the most introverted member of Group 3. Her
ability to conduct research is particularly advantageous since she could back up
her claims with precise evidence. Additionally, she encourages and motivates
the group's participants to put forth more effort and gain a higher score band
while also seeing to it that the ideas she initiated are put into practice.
è Medium status

Nguyễn One of the most reclusive members of the group is Quynh. As a result, she
Như Quỳnh constantly strives for an environment free of tensions where everyone may
joyfully collaborate. Although there were adjustments made that affected her
work during the completion of the assignment, she was very supportive and
willing to make the necessary changes. She has also demonstrated her
commitment to effort by contributing to group projects.
è Medium status

Nguyễn Phuong Anh can provide creative ideas with the goal of leading the team to a
Phương Merit grade as a student with a strong academic record. She is therefore seen as
Anh possessing the group's expert power. Additionally, Anh makes a significant
contribution to the quality management process alongside the leader, ensuring
the final report is flawless.
è Medium status
 Trần Trang has been a really helpful team member, not just during class activities but
Quỳnh also while working in groups. She helped other team members do their jobs in
Trang addition to concentrating on her own. In reality, she was the one who gathered
the findings of each member's personality and leadership exam so that she could
summarize them for the benefit of the other members.

è Medium status

1.4 Size

With 6 members (all of us are female) as compared to the other groups' 5 or 7, Group 3 is
seen to have the edge over the other teams in terms of size. In the Organizational Behavior
module, our group thus falls under the category of a small group. In truth, this has several
benefits for us, including easier job allocation (tasks are divided into smaller ones) and more
effective idea development. In addition, because our group consists of all females, so each task in
this assignment is carefully implemented from theory to vocabulary.
However, teamwork will lead to the limitation of time being dependent. An individual
cannot decide on a time period to meet and exchange knowledge together without the consent of
other team members. In addition, during group study, it is easy to lead to conflict. It is difficult to
avoid that each person in the group will have different views and personalities, so the harmony in
the group will sometimes be unfavorable.

TASK 2: An analysis of Tuckman’s theory to support group behavior and team

development.

The Five Stages of Group Development, often known as Tuckman Theory, was discovered and
constructed by psychologist Bruce Tuckman in 1965. Tuckman defines group development as
five stages: forming, storming, norming, performing, and adjourning. According to this theory,
the first approach is when the team members first meet, and the last moment takes place when
the team completes the project. The effectiveness of the team is determined by the progress made
through each stage and the product produced by the team (Bonebright, 2010).

a. Forming

Individuals are organized into groups during the initial stage of group formation, known as
forming. This is the time when the members are still inexperienced with the task, have problems
communicating, etc. Through group exercises in the classroom, everyone began to get to know
each other during the classes. Communication helps the group build the ability to work together
as well as boost the group's ability to exchange ideas. These pieces of information were gathered
during Group 3's first meeting:

 The strengths and weaknesses of each members in Group 3

 Overall aim: Merit
 Group’s schedule:
 Tuesday, April 18th: First meeting
 Tuesday, April 25th: Second meeting
 Friday, May 5th: Draft of Part 1
 Wednesday, May 10th: Draft of individual task
 Friday, May 12th: Third meeting
 Monday, May 15th: Submission of the assignment

Hai Yen, as the team leader, connected and established a task assignment table for each team
member to ensure fairness throughout the working process. Although there was some initial
hesitation, under Yen's direction, the team members progressively grasped each other's ways of
working and became more comfortable offering ideas and suggestions. To ensure the group's
success, regulations on discipline and the obligation to contribute, which are suggested by the
members, are implemented.

b. Storming

Members' personalities are gradually revealed at Storming stage, and they could break the rules,
sparking problems among members for a variety of reasons. A few minor disagreements
emerged throughout Group 3's work, but they were swiftly addressed. For example, the members
disagreed over the idea that the writing was not well expressed, causing readers to be confused.
The group leader recognized this problem and suggested that everyone gather for a meeting to
discuss the problem, get everyone's feedback, and then modify the content of the paper to make it
as logical as possible. As a result, group disagreements are settled. Conflict is evidently a part of
teamwork, as can be seen; hence, the ability of the team to manage the issue and get back on
track is crucial for the team to succeed.

c. Norming

The term "norm" refers to the process by which members of a group learn to tolerate different
viewpoints from one another. This is the point at which everyone is on the same page and
working toward a shared objective. It is easier to work in groups and fosters a more productive
environment when members can establish and abide by new norms, which decreases conflict
(Runkel et al., 1971). As a result, during their activities, Group 3 overcame their conflicts and
appreciated one another. The group also established a variety of rules regarding deadlines, the
standard of the work, how disagreements should be handled, etc. to assure a work schedule,
maintain fairness for everyone involved, and reduce unneeded conflict. As a result, the group's
working productivity increased dramatically, and the group's activities became more lively and
less stressful. For instance, the members value each other's values and perspectives. In order to
manage work effectively and finish projects on time, everyone is in agreement that each task
should have a defined deadline. Furthermore, the leader suggests that members who are unable to
attend the meeting tell other members in order to postpone or adjust the meeting.

d. Performing

When it comes to this stage, it can be noted that the members of Group 3 have made remarkable
strides up to this point. The objective of the group is more clearly defined; each member makes
every attempt to finish the work on time and in accordance with the original expectations. The
team leader increased the efficiency of conflict resolution by assigning and reassigning
responsibilities to team members. Following that, everyone strives to help each other by
expanding their knowledge and skills to review one another's work, improving performance.
Arguments between members are quite rare because group cohesion is constantly increased
during the working process. The team has thoroughly embraced the concept of teamwork at this
time, and members no longer doubt the talents of their teammates. Group 3's performance level
is regarded as being at the highest level.

e. Adjourning

The Adjourning phase is the final stage of a project when team members leave to take on
additional responsibilities. Those who operate together as a team will lament and long for the
group's memories once they no longer work together (Runkel et al, 1971). After the group's
shared aim is achieved, everyone must accept that the group is disbanding and that everyone is
moving on their own path. Similar circumstances apply to Group 3: before the semester
finishes, members have only a few weeks to complete the project. Everyone collaborates to
revise the final sketch, which is then submitted and presented. When the assignment is over, the
team ceases to collaborate and instead focuses on developing personal ties. Members of the team
have the will to gather, communicate, and assist when someone is having difficulty even when
things get tough.

f. Evaluation of Tuckman’s theory

Some of the theory's benefits can be seen when applied to the teamwork process. For starters,
the theory provides a clear framework for understanding the stages of group development, such
as the five stages of team development, which are formation, saturation, norm, implementation,
and pause. Group 3 members have a clear and effective direction as a result of these 5 steps,
which contributes to effective teamwork. Tuckman's hypothesis also tracks the evolution of the
members' relationships. The implementation of the theoretical model, for example, makes it
easier to monitor the connections among the members of Group 3. Relationships can vary at
every phase, with the most dramatic changes occurring between the forming and storming
periods. In these two phases, team members became more comfortable communicating with one
another as they became more aware of each other's personalities, strengths, and shortcomings.
This is crucial for encouraging team members to interact, communicate, and work together
successfully.

In addition, despite the advantages it provides, Tuckman's theory still looks constrained. Miller
(2003) contends that the model's linear processes do not adequately capture the advancements
made by tiny groups. Group 3 in particular spent a considerable amount of time in the
Performing phase before relapsing into the Storming phase, during which everyone in the group
began voicing their opinions at meetings and conflicts developed. Groups advance linearly
through each of the five phases, according to Tuckman's hypothesis. As a result, the evolution of
Group 3 might not be recognized by Tuckman's technique.

TASK 3: A reflection on the application of content and process theories of motivation for
enhancing and maintaining an effective team

Robbins and Judges (2018) indicated that the process clarifying a person’s “intensity, direction,
persistence of effort” toward the achievement of the goal is called Motivation. To evaluate and
explain motivation, a variety of theories have been proposed.

In the case of team 3, Maslow's hierarchy of needs and Locke's Goal-setting theory will be
analyzed to help improve performance and maintain team effectiveness.

3.1 Content theory

The internal variables that motivate and influence human action are primarily the subject of the
content theory of motivation, commonly referred to as need theory. These theories often view
motivation as the result of inner forces that urge someone to act or move (thus, "motivate") in the
direction of meeting their own needs (Papertyari, n.d).

Maslow's theory of motivation would be applied to analyze group motivation.

 Figure 1: Maslow’s Hierarchy of Needs

Maslow's hierarchy of needs explains human motivation based on the pursuit of different levels
of needs: (1) Physiological, (2) Safety, (3) Social, (4) Esteem, and the highest level of needs is
(5) Self-actualization (CFI, 2023). However, the two lowest needs in the hierarchy of needs
which are Physiological and Safety needs, are more suitable in terms of working in organization
rather than in group. Thus, this study would only analyze the three higher needs in the case of
group 3.

3.1.1 Belonging needs

All members are allowed to contribute and build up the ideas to unanimously the goals of the
group and individuals. In an offline meeting, if a member could not attend due to personal
reasons, she would be provided with the note after the meeting so as not to be missing
information, creating a feeling of being connected with the others.

3.1.2 Esteem needs

The higher status of Belonging needs is Esteem needs. Here, the member wants to be respected
and acknowledged by other friends when she gives an opinion or contributes to the common
work. However, as a group leader - Yen could not agree with all opinions, but needs to choose
what is most suitable for the group's goals. The rejection requires an explanation as to why it was
not chosen, and then she could provide some necessary and appropriate factors as the basement
in order to assist individuals giving several ideas. Due to it, members could feel that they are
respected. All these things bring more interest to them in doing their tasks.

At the same time, members also need to respect their leader by voicing their approval or giving a
more appropriate opinion when disagreeing. As such, the group would be operated based on the
respect of each other.

3.1.3 Self-actualization needs

Maslow's theory of needs further shows that each individual has certain influence and strengths.
When individuals realize their value and importance to the group, they have a tendency to want
to express themselves. Therefore, Yen, the leader of group 3, allows her members to choose a
question they wanted to do which they made sure was suitable for their knowledge and ability.
In addition, Yen also encouraged and affirmed the importance of all members in completing the
tasks towards achieving the group's Merit goal. All of these help them express themselves at
their best.

3.2 Process theory

Understanding the mental processes that shape behavior is made possible by process theories of
motivation. It explains how employees make decisions and choose behaviors to suit their
requirements (Papertyari, n.d).

To have a further assessment of our group's motivation, Locke's Goal-setting theory would be
applied. Goal-setting theory shows the dramatic effects of goal specificity, challenge, and
feedback on performance, which all results in higher performance (Robbins and Judges, 2018).
According to Locke and Latham (2015), the theory consists of five principles in defining order:
(1) Clarity, (2) Challenge, (3) Commitment, (4) Feedback, (5) Complexity (Almasaeid &
Anagreh, 2020).
 Figure 2: Locke’s Goal-setting theory principles
(Source: Almasaeid & Anagreh, 2020)

3.2.1 Clarity

Team 3 agreed to set the goal of achieving Merit for the group assignment of the Organizational
Behavior (OB) subject. Giving this clear goal assists team members understand apparently the
work to be accomplished instead of each person following a separate criterion which she thinks
is the best.

3.2.2 Challenge
Locke and Latham (2015) point to inspirational goals when they are difficult enough. However,
it is difficult for members to act if the goal is too challenging.
Therefore, to ensure that the goal is possible for everyone, the leader of group 3, Yen, allows the
members to choose the part that suits each person's ability and skill. Then, she gives the criteria
for each task and the deadline to complete the work for the teammates. The members also do not
hesitate to seek help from the others when facing difficulties. Thanks to that, the initial problems
(which could be mentioned as not creating a seamless connection between tasks, or not
participating in some general meetings, or appearing conflicts when giving opinions) are no
longer complicated to solve, even though members still have to work independently.
3.2.3 Commitment
Goals that receive acceptance from individuals who implement them could create motivation.
When it comes to a goal, not everyone wants to pursue it. Therefore, it is important when
members are committed to the group's goals. Before starting the project, the team had a meeting
to discuss the requirements in the assignment brief. All members agree on what needs to be done
and understand its importance in getting Merit as they all want to get there. They are willing to
accept other goals and difficulties when they understand what is required and expected of them.
3.2.4 Feedback
During work, in order to motivate individuals to achieve their goals, feedback on their progress
and performance is necessary. Locke's theory also shows that people perform better when they
receive feedback on their performance. This feedback can be measurements, statistics, or
comments from others. For group 3, the Team Leader will be the one who observes the working
process of each member through the content they do on the shared docs that have been sent
before. Members update the information and content they do on the group's document for
everyone to grasp. Thanks to that, during the evaluation meeting, Yen can make comments on
the member's work as if the content is complete and has met the Merit criteria, and if not, then
how it should be continued to achieve the goal. Not only the team leader, other members also
participate in giving feedback on the work of others with the common purpose of creating an
effective strategy to accomplish the objective. Feedback is given based on the desire to build a
successful group work, so there are compliments for what has been done, and suggestions for
missing or redundant information. After receiving feedback, members actively adjust and add
content to make the sections more cohesive and avoid rambling.
3.2.5 Task Complexity
The goals that are formulated need to be taken into account in terms of their complexity. If a goal
is complicated, breaking it down into smaller parts might help the person stay motivated and
focused (Indeed, 2022). In this circumstance, a group task is complicated because it includes
different pieces of knowledge, so it is necessary to break them down for each person.
Yen has allowed the members to actively choose the work so that they can ensure the partial and
common goals. The members selected their tasks based on two criteria: (i) ability to complete
and (ii) knowledge of that aspect. When doing the appropriate part, the work efficiency of each
individual would be enhanced.
Each member has a relatively different personality and way of working, so the motivation of
them could be different and vary depending on the stage of work.

Name Level of Explanation

motivation

Quách Hải High Yen is proactive and clearly shows her ambition to get Merit.
Yến When she becomes the leader, she wants to observe the
progress of the group and direct the other members to act in the
right direction to achieve the goal.

Nguyễn High Chi is a person who often comes up with ideas, she shows her
Lê Hà Chi brainstorming ability in all matters, so she is always highly
motivated.

Nguyễn High Ngoc Anh is not a big talker, but she did a good job. She is
Ngọc Anh meticulous and has rich experience, so the work is carefully
arranged. She always puts herself in a highly motivated state to
be able to work.

Nguyễn High Quynh is always up to date with information and new changes
Như opportunely. She shows high motivation when she effectively
Quỳnh uses knowledge to apply it to her work, so her work results are
always good.

Nguyễn High Phuong Anh follows the disciplined working method which is
Phương clearly expressed in her results. She does not like to be left
Anh behind and always wants her work to be elaborate and logical,
so to ensure good results, she works with high motivation.

Trần High Trang is a person who easily integrates. She is willing to help
Quỳnh others. She is proactive and knows what she has to do. Her
Trang enthusiasm inspired everyone.
However, in general, level of motivation of group 3 is high. All the members want to show
their skills and knowledge through the work. After being anonymous on the goal and the leader
set deadlines for the members, the motivation of group 3 has increased. They feel satisfied with
the goals and tasks chosen by themselves. However, group motivation reaches its peak when
members support and feedback each other's work. To keep members motivated, team leader
regularly check the team’s working progress to give feedback as soon as possible. In addition,
people also help individuals to solve problems when having an ask in order to avoid the reducing
situation of personal motivation. By applying motivational theories during four weeks of work,
group 3 achieved the best motivational status to complete the group project.

TASK 4: Reflect on your own personality and perceptions to understand how individual
difference informs and influences management approaches and effective managerial
leadership in your team situation.

Group 3’s members with their personal individual traits and proficiency, standout
distinguishably yet combine perfectly in order to reach the full optimal potential of a team as a
whole. Due to the difference of capabilities in different areas, members can support each other
depending on personal strengths to ensure the group's performance and productivity. The Big
Five Model and the Myers Briggs Type Indicator (MBTI) will be utilized to analyze personal
traits, taking into account successful frameworks employed in personality characteristics and
individual variations research. The results of all members' personality characteristic tests are
shown in the following table, which allows you to look at each member's personality, strengths,
weaknesses, potential career preferences, and interpersonal interactions.

Member MBTI Traits analysis

Quách INFP Hai Yen is a Mediator (INFP) and known for having a reserved or
Hải Yến demure exterior, she has a dynamic, passionate interior life. Idealistic and
compassionate, she wants for meaningful connections with people and
feels compelled to lend a hand. These traits alone help her to be extremely
empathetic to listen to other team members and still manage to apply all
 these high standard qualities into the group work. Considering the nature
of the Mediator is caring and helpful, Yen can offer real advice for others
without any hesitation. With her open-mindedness, it enables her to apply
to the task with an imaginative and creative approach. Moreover, as a
leader, Yen is responsible for every step and plans as the team moves
forward with dedication on reminding deadlines, updating announcements
of the project. This induces extreme quality in the task that each member
does. Since the INFP nature is deeply rooted in her behaviors of leading
the team, openness in observing and giving feedback makes her appear as
having a democratic management style.

Nguyễn INFP Being another INFP which is the Mediator, Chi warmth and affection
Lê Hà radiate as she communicates with other team members. Despite the fact
Chi that she is an introvert, her agreeableness on the way she behaves,
working on her tasks and the input of her effort makes a huge impact to
influence others. Her agreeableness also affects all matters of view
objectively, articulating her opinions and decisions for other team
members so as to quicken the time and the effort of the task. She also
leads her way of doing her job with a consultative approach. Gathering
both agreeableness consultative approaches create a more easy-going
dynamic in the team which makes others finish the tasks in a much less
pressure. This is the difference between her and the leader.

Nguyễn ISFP Ngoc Anh, being an Adventurer (ISFP) tends to be peaceful, easy-going,
Ngọc and down-to-earth individuals. She has a strong need for personal space
Anh and values time alone to recharge. Also, since she is pragmatic yet
optimistic, she naturally built a harmonious, relaxed environment where
she can have the personal freedom to express her creativity and do things
her own way. However, her creativity and “go with the flow” nature,
Anh’s approach to managing her own task with the Laissez-Faire
Management Style, which balances the high level of innovation and self-
sufficiency. Her personality type checks in the box conscientiousness as
 she delivers her advice and effort to work on her own task calmly.

Trần ESFJ Quynh Trang, on the other hand, differentiated her style in informing and
Quỳnh managing that influences the approaches from the rest of the team. Since
Trang the rest of the team members are all Introverts, only Trang is classified as
an Extroverted - ESFJ. Trang brought to the team a connecting energy
which is “Sensitive and Warm - a prominent trait of Consul. Consuls are
strong team players, and win-win situations.” (16personality.com)
However, ESFJ's other traits, which are a strong sense of duty and
practical skills, makes Trang not only responsible for her to meet her
obligations, but also excellent at managing the tasks that are handed to
her. This induces the “two-way communication” factor of the democratic
management styles, in which “contributions are not just valued but
actively encouraged”.

Nguyễn INFP Like the leader, Phuong Anh is also an INFP, known as the
Phương Mediator. However, that does not mean she blends in and loses her own
Anh essence in such a group setting. Her empathic nature contributes to her
will to always be in service and in help if there is needed. This trait also
induces the understanding character which makes them profoundly
compromising and light-hearted to work with. As a diplomat, she listens
to others’ perspectives comprehensively so she could offer the best input
since she is intune with their ideas. Also, her nature is honest enough to
be accountable to fix the situational problems that the team is dealing
with. This makes her extremely responsible. She would also be leaning
toward the democratic style as she still allows herself to be more
openness, yet at the same time, being balanced with the
conscientiousness that she puts into her work and standards.

Nguyễn INTJ Nhu Quynh, an INTJ - the Architect, with an extreme

Như independence in both thinking and working, INTJ traits are determined,
 Quỳnh rational and critical even though they make her hard to work with. INTJ is
energized by time alone (Introverted), focus on ideas and concepts rather
than facts and details (iNtuitive), make decisions based on logic and
reason (Thinking) and prefer to be planned and organized rather than
spontaneous and flexible (Judging). Therefore, she is on the
conscientiousness side of the team that impacts on the outcomes of the
tasks. Even though she does not join often in the discussion of the team
setting, her work is more deeply focused due to her introverted nature.
She has an Autocratic management approach to her tasks that are
disciplined and ready to thrive for quality of the project.

As there are participants from various backgrounds, it is crucial to understand their behavior.
This presents a problem for the manager as she must collaborate to move the team ahead.
Fiedler's Model will be applied in the group 3’s case, this model asserts that a leader's
effectiveness depends on the circumstances. This notion will reveal the leadership style the
leader belongs to as well as the leadership style most suited to the current situation of the team.
Fiedler distinguishes between task-oriented and relationship-oriented leaders. (Fiedler, 1958)
The team leader is Quach Hai Yen, as we contemplate her leadership style, LPC (Least Preferred
Coworker) they assessed her in connection with their own perceptions and determined that her
team leadership style is relationship-focused. This is also illustrated as Yen concentrates on
interpersonal interactions between others, with the goal of improving the bond of relationship in
order to foster a productive yet friendly team environment. She, who values relationships, places
a high priority on fostering a positive work environment, a cohesive team, and the happiness of
both the individual and group members. Effective relationship-oriented leadership encourages
collaboration and effective cooperation, establishing a healthy work environment and
relationships.

Three parts of the model will evaluate the effectiveness of Hai Yen’s leadership role which are
the leader-member connection, task structure, and position authority. Regarding leader-member
connection, all of the group's members believe in Hai Yen responsibility and the administration
she has displayed in the team setting; the members have voluntarily accounted for their personal
tasks and actively oppose their ideas. In terms of the task structure, she has indicated adequately
in order to help team members commit to accomplishing the best possible outcome. Last but not
least, Hai Yen as a team leader treated everyone with equality and respect with helpful advice
and handed each of the member advantageous documents.

In precise, group 3 will measure the team's accomplishment in two stages: both at the start of the
meeting and after all the objectives have been achieved. The leader-member relationship and task
structure are certainly of low quality during the initial stage, since team subordinates are
handling the assignment and seeing each other in the first encounter. This indicates that the
group's status is "unfavorable". In the second stage, the task induces position power is low but
the leader member relationship and task structure are high, following a period of bonding and
compromising with each other. This implies the group's condition is "favorable." Combining
these 3 characteristics, the current leader of Group 3 is a relationship-concentrated leader.

By investigating theoretical and conceptual frameworks, the endeavor of group 3 members is

clearly illustrated. First, it is indisputable that each individual corporate and aid one another
effectively while maintaining a good bond. Under the distribution of the leader as well as the
volunteer of the individuals, each person has their own duties. Remarkably, the group has chosen
a leader with a leadership style that is suitable to the team's status, allowing the group's work to
progress fluently. Together, each member's working conditions are presented while they work,
easing the job distribution of the leader. Which eventually combines to meet the team’s
objectives optimally.

TASK 5: An explanation of factors that make your team effective/ineffective

The present study involves a cohort of six individuals, and the group's performance is assessed
based on two distinct components, namely, in-class tasks and group-based assignments.
Regarding the assessment of the group's performance on in-class tasks, the presented information
pertains to the group's performance in class, the quality of the assignment, and the level of
participation exhibited by the group members. Data collection will commence from session 7, as
all prior assignments are completed independently.

Based on the aforementioned statistics, it is evident that the quantity of individuals participating
in classes from the seventh week onwards is sufficient. During the period spanning from week 7
to week 10, the level of work efficiency exhibited by Group 3 was moderate when compared to
other groups. During the period spanning from week 8 to week 11, the group members engaged
in increased interaction and discussion, thereby gaining a deeper understanding of one another.
This facilitated the development of strategies for effective group functioning, which in turn led to
gradual but steady improvements in work performance over time. Consequently, the efficacy of
task completion in the eleventh week exhibited the highest level of quality.

Thus, during the assignment's development phase, the group's initial performance was deemed
ineffective. During the deliberation process regarding the formulation of regulations, delegation
of responsibilities, and determination of objectives, the participants exhibited a reluctance to
articulate their perspectives. However, our group has become more at ease subsequently, leading
to an expedited and more efficient completion of the assignment.

5.1. Factors affecting team effectiveness

A team effectiveness framework is a method or model that assists organizations and executives
in understanding how effectively their groups operate and improving team creation,
development, and orientation to eventually raise productivity and achieve common objectives.
Below is the demonstration of a team effectiveness framework.

5.1.1. Context

a. Adequate resources

Members of the group acquired knowledge through lectures and tutorials, which they
subsequently implemented in practical scenarios via in-class exercises. Furthermore, every
individual within the group consistently engages in the examination and exploration of the topic
through a multitude of sources, including but not limited to online resources, printed materials,
and video-sharing platforms such as YouTube.

b. Leadership and structure

Our team adheres to a communication network model known as the wheel model, wherein a
dominant leader provides guidance to facilitate the completion of tasks in assignments. The tasks
are divided into equitable segments, and each team member is afforded the autonomy to select
the assignments in which they will partake. The group leader disseminates a spreadsheet
containing tasks and corresponding due dates to the entire team. Individuals who opt for tasks of
comparatively lesser duration will be held accountable for additional responsibilities, such as
generating presentation slides or drafting the content to be exhibited during the presentation.
Furthermore, Group 3 availed themselves of the lectures and tutorials provided to develop their
concepts, make contributions to their assignments, and seek guidance and evaluation from the
instructor. In addition, Group 3 arranges meetings outside of regular working hours to provide
assistance and motivation to its members during the completion of assignments.

Advantages Disadvantages

- Less chance of misunderstanding as instructions If the leader is not responsible and

and commands are mainly delivered by a single communicative, the group work will
authority. suffer.

- Goal-oriented approach.

c. Climate of trust

A sense of connection is established among individuals when there is a mutual belief and trust in
one another. The belief in the leader and fellow members is posited to enhance productivity and
mitigate conflict among the group. The presence of trust among members facilitates the
discussions and decision-making process in the event of a dispute.

d. Performance, evaluation, and reward

In addition to the prescribed deadline established by the instructor, our group leader has
implemented internal deadlines to ensure the timely and effective delivery of our work. These
deadlines have been established in accordance with our team's objectives and goals. Prior to the
national holiday, it is recommended that individuals submit their completed activities to avoid
potential forgetfulness. Given that the upcoming national holiday spans a duration of five days,
the group has collectively resolved to engage in a review of each member's respective tasks,
making any necessary alterations as deemed fit, and subsequently seeking verbal feedback from
the instructor. Subsequently, the collective opted to convene the ultimate assembly prior to May
10th, with the intention of exchanging constructive criticism and guidance concerning the
modification, prior to formally presenting the conclusive rendition of the task. Each member is
obligated to assess and provide feedback on the works of their peers. As a result of completing
the project ahead of schedule, we have been afforded an additional opportunity to meticulously
scrutinize and refine our work.

5.1.2. Composition

a. Size of team

Group 3 comprises a modest number of six individuals, thus qualifying as a small group. The
advantage of being a small group lies in the ease of establishing trust and unity. As the bond
between each member strengthens, the group's motivation and performance improve accordingly.

b. Member flexibility

Given that everyone in the group is enrolled in the same lecture and tutorial, it may be practical
to meet during designated breaks or after class to engage in comprehensive discussions and offer
recommendations aimed at enhancing the efficiency of the assignment. Furthermore, we arrange
a virtual conference via MS Teams to accommodate any member who may be unable to
participate in the in-person meeting.

5.1.3. Work design

a. Autonomy

Individuals within the group possess the ability to function independently in order to fulfill
assigned responsibilities. Nonetheless, it is imperative for every team member to ensure that their
job's gravity and efficacy do not compromise the collective productivity of the team.
 b. Skill variety

Each member of the group possesses unique expertise in diverse skills that aid and augment one
another in the execution of the assignment. As an illustration, Yen, the group's leader, possesses
exceptional organizational and leadership management abilities. She is accountable for directing
and overseeing the comprehensive quality of each member's assigned tasks.

5.1.4. Process

a. Specific goals

Initially, each member possesses distinct objectives for the score, with some striving for a Pass
while others aspire for a Merit score. Following a series of meetings and deliberations, a
consensus was reached regarding the targeted score, which was determined to be Merit. Our
team has resolved to exert our utmost endeavor in completing each segment of the assignment to
achieve the most favorable results and the highest possible grade.

b. Conflict

The potential for conflicts is a common occurrence when collaborating in a group setting. The
occurrence of conflicts was most prevalent during the completion of exercises in the classroom,
which were subsequently discussed during scheduled meetings. In our group, communication
often leads to conflict, as certain members provide feedback on the tasks of their peers in the
assignment, and may suggest alterations. Fortunately, issues are promptly resolved, thereby
mitigating any adverse effects on our productivity.Due to the absence of emotional animosity
among the members of the group, resolving conflicts is a more straightforward process.

c. Team efficacy

The group's formation commenced in week 7, following a period of individual assignments from
week 1 to week 6. As a result, the group's interaction was limited due to a lack of familiarity
among its members, and a lack of enthusiasm towards the assigned tasks in class. By the end of
the seventh week, the group members had effectively utilized a considerable amount of time
engaging in discussions related to the assignment, while simultaneously acquainting themselves
with one another. The collective gradually expanded and began to operate with greater efficiency
through enhanced collaboration, achieving a state of interconnectedness and harmony in the
delegation of responsibilities among its members.

d. Task identity

The allocation of tasks is equitable among all team members, ensuring that each individual
contributes to the fullest extent possible. Moreover, in the event that a team member is
responsible for a task of lesser scope or duration, they will be assigned additional duties, such as
generating presentation materials or providing support to other team members.

5.2. Factors affecting team ineffectiveness

a. Size of team

Given the small size of the group, there exist certain drawbacks associated with collaborative
efforts. One factor to consider is the allocation of workload among individuals, whereby smaller
groups may entail a greater amount of assigned tasks. Secondly, due to the limited size of the
group, there is a constraint on human resources, which consequently restricts the availability of
comprehension and relevant data. This may lead to a potential decline in the performance of the
assignment.

b. Strangeness

As previously stated, the lack of familiarity among group members may impede effective
communication and potentially result in social discomfort. Furthermore, the personality factor is
a crucial determinant of the collective performance of the group. Individual differences in
personality may pose a significant challenge during group discussions and collaborative efforts
on the assignment. The initial phase of the project may be particularly susceptible to such
difficulties.

c. Online meeting

The presence of personal commitments among group members, such as part-time employment
beyond regular school hours, poses an inescapable challenge in coordinating virtual meetings.
Moreover, virtual meetings give rise to intricate communication obstacles that surpass those
encountered during face-to-face meetings.

TASK 6: A discussion of the relationship between the effectiveness of teamwork and goal
achievement
First of all, team 3 has some goals through this Organization Behavior course in general and
through this assignment in particular. First, the group's goal is to get Merit in this assignment.
Each member of the group wanted to try their best and get a high score, so they all agreed to set a
goal of Merit. In addition, the team wants to understand and firmly grasp the knowledge of the
course by applying it well and clearly in the assignment, thereby achieving high marks in the
whole essay. Next, from this group work opportunity, team members want to improve their
teamwork skills through working, communicating and understanding each person in the group.

And to achieve those goals requires that team effectiveness be good, the relationship between
team effectiveness and goal achievement is a proportional relationship; If the team
effectiveness is good, the percentage of achieving the goal will be large, conversely if the team
effectiveness is bad, it will not be able to achieve the goal.

For group 3, in the first week from the start of the test, the group lost direction in achieving the
goal when there were influencing factors that made the teamwork not highly effective. The first
week the group did not have a team leader to coordinate activities, so the members were not
motivated to work and were confused about how to do and work direction. At the same time,
because of that, group members do not have connection and interaction with each other, making
communication and information exchange limited. The team does not set a specific deadline for
each piece of work, the meetings lack members, there are many problems with low
improvement, leading to the failure to achieve the overall goals of the team. However, from the
second week on, the team made significant improvements from communication to resolving
outstanding issues. The group elected a team leader and the team leader put a lot of effort into
uniting the team members. Each member is also very responsible for the assigned work and all
strive to contribute their ideas to help the assignment be completed in the most complete way.
The deadline has been clearly set and the members are aware that they will have to do the
assigned work with the most care. All team members have connected and understood each other
better, making teamwork more fun and effective, from which all work towards achieving
goals.

Overall, the team was very effective in the process to achieve the goal. The first week, when
the team members did not clearly understand their roles in the group, the teamwork was not
effective and the goals set out in advance seemed a bit far away. However, from the second week
on, when the members have a clear understanding of their role in the group, the effect can be
immediately seen. Each member of the group when giving opinions is respected and considered,
making the working process faster and more convenient, from which all members are very
satisfied every time they complete a piece of work. As a result, with the effectiveness of the
teamwork process mentioned above, group 3 was able to achieve the goals set by the group
with great quality.

TASK 7: Description of each member’s contribution to the work of the group

Teamwork is increasingly becoming an essential requirement for assigning and coordinating
work. Group 3 was established to work together to complete the assignment 2 of the
Organizational Behavioral Behavior module. Accordingly, each team member will be assigned
to perform specific tasks in order to contribute to the overall work content of the group.
Quach Hai Yen - perform task 1 and task 7 out of a total of 7 tasks. As a team leader, Hai
Yen establishes the group's objectives and guidelines while also giving each member a mission.
Yen is also responsible for assigning work to each member of the team appropriately based on
the workload, completion deadline as well as the capacity of each person. In addition, she
controls the final report's quality, including assignment deadlines and content and pays attention
to and analyzes various events (such as conflicts) in order to take the proper action.
Nguyen Le Ha Chi - she implements task 2 in the assignment. As the coordinator of group 3,
Ha Chi is always proactive and helps the team leader to manage as well as speed up the
teamwork of team members. She has the ability to quickly grasp and synthesize the ideas of the
whole group. In addition, Chi always cares and helps other team members when they have
difficulties in performing their tasks.
 Nguyen Ngoc Anh - Despite being the most reserved member of Group 3, Anh has done a
good job of engaging in both the lecture and tutor class's activities. She was assigned task 3, she
would be able to support her arguments with specific proof thanks to her research skills. She also
ensures that the ideas she originated are put into action while inspiring and motivating the
group's members to work harder to get a better score band. In addition, she also supports other
team members in designing slides for presentations.
Nguyen Nhu Quynh and Nguyen Phuong Anh assigned by leader to do task 5 and task 6.
They make suggestions for improvements to team members' tasks in order to improve the
standard of the collaborative activities and the assignment. In addition to performing the assigned
work, they also assist the leader in converting the assignment's draft version from Google Docs
to Words and supporting fixing the grammar error carefully. Thanks to their sense of humor and
concern for the feelings of others, they can encourage team members who are introverts to take
part in activities as a group.
Tran Quynh Trang has been a really helpful team member. In addition to performing task 6
under the assignment of the leader, she also making remarks on other people's assigned efforts in
an effort to get Merit. With her agility and creativity, she undertakes the ideation and design of
slides to serve the group's presentations.
Overall, the team members of Group 3 have contributed equally to the mutual group work, but
some notable minor errors have been noted, such as the absence of two members (Ngoc Anh and
Nhu Quynh) from tutor class and the extra effort made by three members (Hai Yen, Ha Chi, and
Quynh Trang) to coordinate group work and manage quality through their participation in
activities outside of their assigned tasks, such as summarizing the content, understand the
progress of the work being done and ensure employees complete the work on time.

CONCLUSION
In conclusion, Group 3 with 6 members had a very effective teamwork process. The members
have come together to learn and analyze theories, concepts or frameworks to better understand
each team member and to be able to work as a team in the most effective way. In general, Group
3 has made great efforts towards the common goal.
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