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This assessment item relates to course learning outcomes numbers 1, 2, 3, 4, and 5.
The aim of this assignment is to allow participants to explore and develop capabilities in one of the key management areas addressed in the course.
Before starting this assessment please read the marking criteria (in a separate document) and refer to other resources provided on the Moodle site for this course.
Students are to choose either:
Students are then to prepare a literature review about the chosen topic that defines the key terms and outlines key theories or models and application (Approx. 1000 words).
Students must utilise at least three (3) of the diagnostic tools undertaken during the workshops (such as the Johari Window, Thomas Khilman Conflict Questionnaire, The Big 5, ESCI, Belbin Team Inventory etc.) that provide insights into current capabilities or preferences. Students are to contrast the results of the diagnostics tests and compare these to the literature so as to identify key strengths and weakness in their managing others capabilities (Approx. 500 words).
Students are then to identify two areas for improvement. Using your learnings from the literature review and diagnostic tools, develop a realistic plan of activities designed to improve your knowledge and skills over a 6 month period (Approx. 500 words).
Research Requirements: A minimum of 12 scholarly references are to be used that includes at least 8 peer reviewed journal articles included as citations within the report.
Keep in mind that all external sources should be peer reviewed journal articles or scholarly book chapters. If you are in doubt about whether a source is peer-reviewed, or about what constitutes a journal article or scholarly book chapter, you need to ask your lecturer/professor or tutor.
The marking criteria for this assessment task are provided in a separate document, but these criteria include the following components:
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Management capability is the approach used within an organisation to handle its capabilities in order to sustain its position within the industry and to achieve growth (Fairhurst, 2014). These capabilities include attitude towards problem solving, skills, knowledge and leadership. Developing management capabilities is very important to solve the day-to-day issues that arise at work. It is as important as is the development of leadership skills. This report explains how management capabilities can be developed for working in “Teams and Groups”. A literature review of various models and theories reveals the difference between groups and teams, the nexus of group dynamics, stages in the development of a group, need for rules and how to build an effective team. Three diagnostics tools, namely, Johari Window, Emotional and Social Competency Inventory (ESCI) and Thomas Khilman Conflict questionnaire, are used to understand the relationship with others, adaptability and behaviour during conflicts. The results from the diagnostic tools are also compared with the literature review to determine the strengths and weaknesses in managing capabilities. Finally, improvement areas are identified, and a six-month plan is formulated for developing knowledge and skills.
Most of the times, groups and teams are regarded as the same. But to be more specific, a team is a subset of a group (Messik & Allison, 2014). A group is a collection of the people who have similar characteristics or purposes. However, a team is a more specific term for a group of people who have some specific skills and are associated with common service, goal, function or project (Carlson & Hunter, 2013). One can consider an example of the passengers boarding an airline. One considers them as a group. Consider a situation where this group has a common motive of boarding the aeroplane, say, for a project purpose or to participate in a tournament; then one can call this group as a team.
A group is relatively easier to manage. The leader of the group should be completely made aware of the reason each what individual has behind joining the group. Then the leader should define specific goals for them, and a proper set of activities should be scheduled to achieve these goals. Next comes the delegation, that is, the right task should be assigned to the right person as per the skillset of the individual. The right delegation increases the efficiency of the work (Checkoway, 2015).
Study of group dynamics makes it easy to understand the decision-making behaviour. It also helps in understanding the creative thinking and a new idea generation. The group dynamics models were explained very well by (Shi & Wang, 2013). They comprised of processes namely Forming process, Storming process, Norming process, Performing process and Adjourning process. The process starts with knowing each other, followed by some struggle and conflict for power. As time goes by, people come to a consensus by meeting together and resolving the issues among the team members. They then work towards a common goal, like a team to achieve it. Finally, the stage of adjourning comes. Here the relation built is so strong that they find it difficult to part ways due to the relation, trust and respect created in the process of achieving the common goal (Thelwall & Maflai, 2014).
There is yet another model that explains the process of development of a group – Cog's ladder. This model comprises of five stages. They are – polite, reason for being in a specific position, power, esprit and cooperation stage (Shi & Wang, 2013). The first stage is ESPRIT. Here trust, acceptance and respect develop among the team members. In the next stage of cooperation, the identifiable group is formed. The power stage comprises of arguments, criticism and competition. Formulations of clarified purposes by sharing and teamwork is signified by “why we are here” stage. The last stage, polite, comes with low levels of conflicts and information sharing in addition to seeking approvals (Wilkinson & Windfield, 2014).