OB- Final Reflective Report Gabi
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Oxford High School, Oxford**We aren't endorsed by this school
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Management
Date
Dec 19, 2024
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Final Reflective ReportStudent: Gabriela Ciocan, 2155…………………………Organization Behaviour[Date]
Table of Contents1.Introduction-3087............................................................................................................22.Issue Two- Communication -93........................................................................................32.1Concrete experience-174...........................................................................................32.2Reflective Observation- 243.......................................................................................32.3Abstract conceptualization- 172.................................................................................42.4 Active experimentation-168............................................................................................53.Issue Two- Motivation -86................................................................................................53.1Concrete experience-160...........................................................................................53.2Reflective Observation-175........................................................................................63.4Active Experimentation- 99.......................................................................................74.Issue Three- Leadership-164............................................................................................74.1Concrete experience-147...........................................................................................84.2Reflective Observation-223........................................................................................84.4Active Experimentation- 197.....................................................................................95.Conclusion-287..............................................................................................................106.References.....................................................................................................................127.Appendix.......................................................................................................................131
1.Introduction-3087The purpose of this reflective study is to examine how organisational behaviour (OB)was used to our group project as we created the poster that examined theorganisational behaviour issues Next PLC encountered(The Independent, 2020). Iwill evaluate these difficulties based on my professional and personal experiences aswell as all the theories and concepts I have learned from studying OB. My goal is tooffer well-thought-out suggestions for addressing these problems and enhancingorganisational performance by introspection and analytical thought.Writing reflectively is essential for personal growth, experiential learning,critical thinking enhancement, career advancement, communication skillimprovement, and overall well-being. We can learn more about our intentions,morality, and behaviour by utilising it to examine our thoughts, feelings, andexperiences. Understanding the knowledge gap between theory and practice improvescomprehension and critical thinking. By writing reflectively, I may also hone mycraft, adapt to changing conditions, and maintain an open mind to new information.It's a form of self-care that also enhances mental health (Mullins, 2021). TheExperiential Learning Theory was developed by David A. Kolb and encourageslearning via active participation with real-world circumstances. The theory is based ona four-phase learning cycle that includes real experience, abstract conceptualization,reflective observation, and active experimentation. Kolb identified four distinctlearning styles: accommodating, convergent, divergent, and assimilation. Divergentlearners excel in reflective observation, while assimilators prefer practical problemsolving and abstract conceptualization. Converges excel at problem-solving andexploratory learning, whereas accommodates learn best through practical experience (UniversityofFlorida.,2023).This study highlights communication, motivation, and leadership as criticalorganisational behaviour concerns while examining the effects these elements have onteamwork, employee morale, and production. Through the use of OrganisationalBehaviour theory and an analysis of our collective work experiences, we hope tosuccessfully solve these challenges.2
2.Issue Two- Communication -93The first challenge in the context of organisational behaviour was communication,which we faced when our group prepared the poster presentation. A fundamental aspect ofhuman interaction is communication, which is the exchange of information between people.Communication includes three components: the sender, the message, and the recipient. Thereare various forms of communication, including written, oral, and nonverbal. To exchangeideas and achieve shared goals, all are necessary. In reality, effective communication is thecornerstone of our efforts, guiding us towards the accomplishment of our objectives in bothbusiness and human resources (S. P.Robbins, 2021).2.1Concrete experience-174While studying at the University of West London in the module of OrganisationalBehaviour, we were instructed to work as a group to create a poster. The first challenge wehad in the group was communication. Initially, in class, we formed our groups, selected thegroup leader, and assigned tasks to each group member. However, when our tutor suggestedadding a new member to our group due to a misunderstanding, things became problematic.As a result, I failed to add the new member to our Whatsapp chat, and because we hadalready had a few discussions about the topic, we encountered a few miscommunicationissues, and she overlooked important points and was unsure of her role within the group.Miscommunication occurred, and she overlooked important details and was uncertain abouther role within the group. We decided to have in-person meetings to clarify roles and dutiesin order to address this. We had difficulties with scheduling, but in the end we were able tomeet in person. Furthermore, in an effort to improve communication, we moved away fromour prior reliance on WhatsApp, promoting frequent email updates and active participation.This tactical change significantly enhanced our channels of communication and teamworkduring the project.2.2Reflective Observation- 243Through careful observation, I've come to understand how crucial goodcommunication is to the success of any collaborative effort. The difficulties we ran into werean unsettling reminder of how important it is for team members to communicate in an openand honest manner. The consequences of early misunderstandings about the integration of anew team member were a notable finding. She was unintentionally left out of our group chat3
by me, the group leader, which caused confusion and misunderstandings about herresponsibilities and participation in the project. This demonstrated how important it is to haveopen lines of communication and to make sure that everyone in the team is informed andparticipating in relevant conversations and updates. Further, the difficulties we encounteredin arranging in-person meetings highlighted the limitations of depending exclusively onsynchronous communication techniques. In-person conversations are beneficial for buildingrelationships and setting expectations, but they can be difficult to plan.I notice that thepractical way to overcome scheduling restrictions and promote productive communicationand teamwork is to switch to email. This change gave the team more freedom in how updatesand information were shared, ensuring that everyone was aware and engaged throughout theproject.Basically, I've come to understand how crucial it is for communication tactics to beflexible and adaptable when it comes to group dynamics. By identifying and addressingcommunication barriers early on, groups can foster a more inclusive and collaborativeenvironment that will ultimately improve performance and successes.2.3Abstract conceptualization- 172We can gain a deeper understanding of communication dynamics by looking at ourgroup assignment situation and applying communication theories like Lasswell's Model ofCommunication (1948), Shannon and Weaver's communication process model, and thefindings from Keogh's 2014 research. These models provide systematic ways to examineinformation flow and factors affecting the efficiency of group communication (S. P.Robbins,2021).A mathematical viewpoint on communication is offered by Shannon and Weaver'scommunication process model, which suggests that human contact may be divided into sixfundamental components: sender, encoder, channel, noise, decoder, and receiver (Brooks,2020). When I sent out the invitation to join the group, as group leader I acted as the sender.But when the newcomer was unintentionally left out, things went wrong. This collapse can beattributed to "noise" in the channel, i.e., misconceptions or presumptions made by the groupfacilitator and other participants about the new member's comprehension of our groupdynamics (Brooks, 2020). This case emphasises how important it is to communicate information clearly andprecisely in order to reduce misconceptions and promote productive group discussion.4
2.4 Active experimentation-168The technique of adopting structured communication protocols into action involvesevaluating the effectiveness of pre-established channels of communication, such asasynchronous email updates or in-person meetings, in terms of minimising ambiguityand promoting teamwork. Taking part in simulated communication scenarios as a group to look into variousapproaches to discussing and resolving conflicts, therefore improving ourcommunication strategies.Seeking feedback from team members on the efficacy of communication tactics andbeing open to changing our strategies in response to their suggestions, promoting anenvironment of ongoing improvement. Trying out various platforms and tools for communication, such project managementsoftware or group document sharing apps, to promote instant cooperation and easeinformation sharing. Proactively encouraging every group member to offer their opinions and participate indebates, creating a welcoming environment for communication, and using a range ofperspectives. Group dynamics and efficiency will be further enhanced by cooperatively analysingthe results of our communication trials, identifying areas for growth and success, andincorporating our findings into future communication strategies.3.Issue Two- Motivation -86As a strong force behind our choices and actions, our motivation confronted us withchallenges throughout our group effort. Motivation influences our choices and behaviours bypromoting goal-oriented behaviours that start from an ambition to advance in a profession orpursue specific objectives, such as a pay increase or promotion. Employee performance isinfluenced by motivation as well as a range of characteristics, such as skills and experience.Motivation is therefore essential to motivate and lead individuals to fulfil the goals andobjectives of an organisation (Robbins & T.Judge, 2015).3.1Concrete experience-160A few major motivation-related obstacles I met as we made the posters for the groupproject on Organisational Behaviour. Given its importance to both productivity and fostering5
a healthy work environment, motivation has emerged as a key problem. Vague instructionsand goals were the primary source of the problems our project faced. None of the group wasable to stay motivated and involved at first because of the early ambiguity surrounding theproject's objectives. Without a clear idea of what we needed to do, it became harder for us tostay committed to the project. The different levels of motivation among the team memberswere also observed. While some appeared to be more engaged and less driven, others hadhigh amounts. This disparity threw off the equilibrium of our group dynamics andconsiderably impacted both the project's expected completion date and our unity as a whole.To improve the project's results and create unity among colleagues, it was imperative toovercome these motivational obstacles.3.2Reflective Observation-175While I was making the posters for the organisational behaviour group project, I raninto a number of major motivation-related roadblocks. The key issue that arose wasmotivation, which is essential for both productivity and creating a happy work atmosphere.The main issue our project ran into was a lack of explicit goals and guidelines. At first,everyone's desire and involvement was hindered by the vagueness around the project'saims. Next, my oversight in failing to include our newest member and her lack ofinvolvement significantly affected the team's motivation. It got more and more difficult tostay committed to the project without a clear knowledge of our tasks. In addition, I saw thatteam members differed in their desire and commitment; some were enthusiastic while othersweren't as committed. Our group dynamics became dissatisfied and it had a big effect on ourtimeframe for finishing the project and our unity as a whole. It became necessary to getbeyond these psychological barriers in order to improve project results and promote unitywithin the team.3.3Abstract conceptualization- 201Applying Maslow's hierarchy of needs and Herzberg's theory to our group project'smotivational issues provides valuable insights into team member motivation and satisfaction.Maslow's hierarchy of needs states that people are motivated by a sequence of goals,beginning with basic physiological needs and progressing to safety, social belongingness,esteem, and self-actualization (Watson, 2013). Within our project, we identify the followingneeds.6
Physiological Needs: Clear project objectives respond to our needs for stability and securitywhilealsomeetingourbasicneedforconfidence.Safety needs: Confusion over project expectations emphasises the need of a safe andpredictableworkenvironmentinpreservingoursenseofsecurity.Belonging needs: Different levels of motivation emphasise the importance of belonging andacceptance,aswellasthevalueofteamwork.Self-esteem needs: Recognising contributions meets our need for acknowledgment within thegroup.Self-actualization: With clear aims and opportunity for progress, we can realise our greatestpotential(Brooks,2020).Setting specific goals, according to Herzberg's theory, is essential for job stability andpleasure.Recognition and meaningful work improve happiness and intrinsic motivation.Recognising and doing important work increases satisfaction and intrinsic motivation(Watson,2013).Understanding these frameworks enables us to effectively manage motivational challengesand provide a supportive working environment for all team members.3.4Active Experimentation- 99Setting defined project objectives will reassure the team and serve as a firmfoundation for our efforts. To ensure a consistent and predictable work environment, clearly identify projectstandards and assessment criteria. Promoting frank conversation and teamwork fosters a sense of belonging andacceptance among team members. Recognising and appreciating individual contributions on a regular basis boosts teamconfidence and recognition. Providing opportunity for individuals to grow and enhance their skills through well-defined goals and enjoyable work. Creating a healthy team culture that prioritises internal motivation and job satisfactionin order to foster commitment and enthusiasm for the project.7
4.Issue Three- Leadership-164Getting a group of people to work together to reach a shared goal is called leadership. Alot of writing has been done on typical leadership styles and how to find the right one for you,whether it's transactional, transformational, bureaucratic, or "let it go" style. "Being a greatleader means recognising that different situations may call for different approaches," saysDaniel Goleman, a psychologist who is best known for his work on emotional intelligence(Dugan, 2017). Getting a group of people to work together to reach a shared goal is calledleadership. In the business world, this can mean giving employees and coworkers a plan tomeet the goals of the company. Influence from other people, not power or control, is whatmakes someone a leader. Other people don't have to be "direct reports" for a leader to beeffective. Leadership skills basically mean being able to plan and carry out projects, inspireothers to take action, and bring people together around a shared goal. (Robins & Judge, 2016)4.1Concrete experience-147Leadership is something I've come to appreciate in my roles as team leader and postermaker. I, as the team leader, am legally responsible for the outcome of our current endeavour.I need to make sure that everyone is committed to what they're doing and on the same pagewith the larger purpose and output targets. But it's not uncommon for me to struggle withmotivating teammates while simultaneously giving them explicit directions. While someteam members seem disinterested, others are quite engaged in getting things done and comingup with new ideas. As a result of our differing viewpoints and the lack of a defined leadershipstructure, decision-making also grew more challenging. This caused progress to cease andraised emotions within the team. Effective team leadership, motivation, and cooperation arecrucial in overcoming these obstacles, and leadership is recognised as a critical component indoing so (Martin, 2016).4.2Reflective Observation-223Our group's leadership challenges throughout presentation preparation taught me a lotabout team leadership. When I originally accepted the role of group leader, I was eager to geteveryone on the same page and finish the project with only a few meetings and someWhatsApp chats. Nonetheless, I learned during that time that delegation is one facet ofleadership. The essential team leadership skills include relying on team members towards acommon objective, demonstrating clear obstacles, motivating people around a commoncause, and guiding them away from disagreements and barriers. Reflecting on my past8
actions, I realise that my approach to leadership lacked adaptability and inclusivity. My teamwas unmotivated and disengaged because I failed to address their individual needs and goals.Also, I should have known better than to assume that everyone on the team would feelcommitted and responsible for the project's success without actively promoting open channelsof communication and soliciting input from each and every one of them. Moving forward, Iwill be more deliberate about adopting a leadership style that values transparency, empathy,and candour and that fosters engagement from all stakeholders. By including everyone indecision-making, being forthright and honest with them, and fostering an environment wherethey feel safe expressing their thoughts and opinions, I aim to boost team spirit, morale, andperformance in upcoming projects. 4.3Abstract conceptualization- 209Through thinking about and processing what happened in our group after facing real leadership challenges, I learn vital information about what makes a good leader. Using Trait Theories of Leadership, which are based on the idea of leadership qualities, shows that some people are naturally more likely to be leaders (Dugan, 2017). This view is different from the Path-Goal Theory, which focuses on how leaders shape team relations, motivation, and goal attainment. By looking at our experiences through these academic lenses, we can learn more about how personality traits and leadership behaviours affect each other. This will help us improve as leaders and help our teams develop important qualities (M.Pedler, et al., 2016). Here's a concise application of the theory: Unclear Direction: The group leader may not have given clear instructions, which led to doubt and ambiguity among team members, making it harder for group to work together and be motivated.Limited Communication: If the group's communication lines weren't working well, it could have slowed down the flow of information and made it harder to work together, which could have led to misunderstandings and different ideas. Lack of Leadership Presence: Not stepping up and offering support may have left a leadership void, which affected how the team worked together and the success of the project(Dugan, 2017). 4.4Active Experimentation- 197Getting Regular Feedback Sessions: Getting regular feedback sessions where teammembers can talk about their thoughts and worries about the way the leader is doing9
things encourages a culture of continuous improvement and makes sure that the waythe leader is doing things stays in line with what the team needs. Having Leadership Workshops: Setting together workshops on leadershipdevelopment and good communication gives everyone on the team, including thegroup leader, the tools and knowledge they need to deal with problems and encourageteamwork.Role-play: Different team members take turns leading different parts of the projectusing a rotational leadership model. This pushes everyone to share responsibility andgives everyone a chance to learn from different leadership styles. Using more than one way to communicate, like regular team meetings, virtualcollaboration platforms, and instant messaging apps, makes it easier to shareinformation and keeps everyone on the team informed and involved throughout theproject's lifecycle. Promoting Peer Mentoring: Starting a programme where more experienced teammembers teach their less experienced teammates best ways to be leaders and offeradvice and support improves everyone's leadership skills and encourages people toshare their knowledge and help each other.5.Conclusion-287When I think about what we talked about when we looked at communication,motivation, and leadership in the context of workplace behaviour, it's clear that these issueshave a big effect on how well teams work together, how happy employees are with their jobs,and how productive they are. The way we talked about these topics as a group has shown ushow hard it is to manage group dynamics and meet our objectives.Being able to talk to each other was key to working well together, and having clear lines ofcontact helped everyone do well. We learned that communication needs to be open todifferent points of view and fluid so that everyone feels like they belong on the team. Similarly, motivation was a key part of both individual and group success. This showshow important it is to have both internal and external factors for building commitment andinterest. It's important to know what each team member wants and needs in order to build amindset of success and empowerment. What we've seen and done shows that being a leader ismore than just setting goals. It also means giving people ideas, pushing them to do better, andhelping them grow. An effective leader has both natural qualities and skills that they have10
learned. You need to be able to change and care about other people in order to lead teams tosuccess.Researching communication, drive, and leadership in workplace behaviour has taughtus a great deal about how groups work and how to run a successful business. These ideas andcorporate behaviour theory can help us solve these issues and make workplaces where peoplewant to work together, share their thoughts, and learn.11
6. ReferencesUniversity of Florida. , 2023. Kolb’s four stages of learning, Kolb’s Four Stages of Learning. University of Florida - Center for Instructional Technology and Training , Issue Available at: https://citt.ufl.edu/resources/the-learning-process/types-of-learners/kolbs-four-stages-of-learning/( Access 23 04 2024).Brooks, I., 2020. (2020) Organisational Behaviour. 5th ed. Harlow: Pearson Prentice Hall. (an e-book of 3rd edition accessible from http://lrs.UWL.ac.uk/eresources/ebooks.jsp ).Dugan, J. P., 2017. Leadership Theory Cultivating Critical Perspectives. San Francisco: Jossey-Bass.Financial Times, 2022. Next Faces HMRC probe over incorrect staff payments. Financial Times, Issue Available at: https://www.ft.com/content/28192d0c-f710-4203-a558-50b5517d57eb (Accessed: 03 April 2024).M.Pedler, Burgoyne, J. & Boydell, T., 2016. A Manager’s Guide to Self-Development. 6th ed.International: McGraw-Hill.Martin, J., 2016. Organizational behaviour and managemented. 3rd ed. London: Thomson Learning (an e-book accessible from http://lrs.UWL.ac.uk/eresources/ebooks.jsp ).Mullins, L. J., 2021. Essentials of Organisational Behaviour. 3rd ed. Harlow: Pearson Prentice Hall. (an e-book accessible at http://lrs.UWL.ac.uk/eresources/ebooks.jsp.Robbins, S. P. & T.Judge, 2015. Essentials of Organizational Behaviour. 9th ed. International: Pearson Prentice Hall.S. P.Robbins, &. T. A. J., 2021. Organizational Behaviour. Harlow: Pearson Prentice Hall.The Guardian, 2022. Next apologises to staff after it problems cause months of underpaying.The Guardian, Issue Available at: https://www.theguardian.com/business/2022/jul/17/next-apologises-to-staff-after-it-problems-cause-months-of-underpaying (Accessed: 03 April ).The Independent, 2020. Next accused of destroying documents in equal pay claim by shop-floor staff. The Independent, Issue Available at: https://www.independent.co.uk/news/business/next-equal-pay-claim-documents-discrimination-b1185617.html (Accessed: 3 April 2024).Watson, T., 2013. Management Organization and Employment Strategy (RLE: Organizations). New York: Routledge.12
7. AppendixTask 1- Poster Presentation13
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