Residential 2002

Paper Summary:

This paper evaluates a team development simulation, known as the Residential. The paper describes the development of the particular team during the 2002 cycle. The paper evaluates the development of the team using the "Tuckman's wheel" model. The paper applies this particular model based on the assumption that it clearly reflects the development of crucial factors such as leadership, motivation and communication. The paper also refers to other theories of organizational behavior and the researcher's empirical experience. The paper concludes by illustrating the nature of organizational behaviour within an integrated management module.

Table of Contents
1 Introduction
2 Environment of Residential 2002
3 Stages
3.1 Forming Stage
3.1.1 Leadership
3.1.2 Communication
3.1.3 Motivation
3.2 Storming Stage
3.2.1 Leadership
3.2.2 Communication
3.2.3 Motivation
3.3 Norming Stage
3.3.1 Leadership
3.3.2 Communication
3.3.3 Motivation
3.4 The Change of the Teams's Composition
3.4.1 Leaders
3.4.2 Communication
3.4.3 Motivation
4 Positive View of Learning During Residential 2002
4.1 Leadership
4.2 Communication
4.3 Motivation
5 A Learning Organization
6 Conclusion
7 References
8 Bibliography

From the Paper:

"Before briefing teams on tasks objectives, tutors, who acted as senior managers, held a short introduction on level of performance being expected from participants and on several aspects of future environment. This briefing was designed to introduce friendly atmosphere within teams, reduce stress of team members and to help teams to duly apply different models and theories in managing team development. Each teams consisted of 7 members of different genders with various cultural and educational backgrounds. Except for the last task the composition of teams was constant. When teams were defined, the special team names were introduced to support the fast establishing of teams`s self-identity. Teams were given number of tasks to do within teams: baskets and water, maze, minefield, eggs, ballista and exhibition. The fact that senior managers wrote down task objectives on paper helped participants to clearly understand their tasks. During task-related activities team members were supposed to develop group related skills such as relationship building, leading, helping, delegating, planning, setting and accomplishing goals, taking actions and applying entrepreneurship skills. The successful task accomplishment required the specialization within the team according to the perceptive abilities of its members. During the briefing session senior managers put on the board the team roles of team members within "Belbin's model" (Belbin, 1994) helped team members to get the primary idea of their team composition."

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