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Creating a Plan for Positive Influence

Written on March 31, 2017   By   in Essays

Creating a Plan for Positive Influence
Employees can make or break a company. A large business project is getting underway: Learning Team A is chosen for the task. Before the project begins, the team is asked to create a plan for positive influence.
Each member has a distinct personality and different work and personal experiences to bring to the group. The team members will take three self-assessments: DISC (Dominance, Influence, Steadiness, and Conscientiousness), Emotional Intelligence, and the Values and Attitudes Insights. After completion of the assessments, members will discuss the results of the assessments as a whole. reviews
The team will discuss ways to increase motivation, satisfaction, and performance of the team members. The team will also address specific differences in attitudes, emotions, personalities, and values and each influences behavior. Finally, the team will address how to effectively implement each of the differences to positively influence the team and put it in writing.
DISC Results
The team consists of 4 members. The DISC results are as follows. Two of the members, Denise and Cynthia, have a predominately Dominance Style with a sub-style as The Producer. Their tendencies include being told what, when, or how to do something, being reluctant to change thoughts or feelings, and making sure tasks are completed on time. Their growth opportunities include learning to broaden perspectives, being more effective outside comfort zones using methods such as considering other viewpoints and finding different ways to complete goals, showing more confidence in others by assigning meaningful tasks, and scheduling more free time for themselves. The assessment lists the following as ways to improve Personal Empowerment: ask team members for their input regarding completion of the task, get a majority vote when making important team decisions, and be more genuine toward others feelings and their own.
Cheryl exhibits the Cautious Style with a sub-style of The Assessor. Her tendencies include a natural curiosity about people, care what others thing of her, underestimates time required to complete a task, and being intuitive and observant. Her growth opportunities include being more attentive to detail and follow-through, not letting her curiosity get in the way, taking breaks during the day, and when under pressure she should remain positive as this will help control her thoughts and emotions. Her suggested Personal Empowerment Pointers include being attentive to expectations, focus on priorities-sort by order of importance, and take ???me time.???
La Tasha falls into the Interactive Style with the sub-style The Impresser. Her tendencies include achieve results with flair, prefers to share in work and goals, and is concerned with looking bad. Her growth opportunities include pacing herself to better complete tasks in a timely manner, being more selective when making choices regarding tasks, do not hesitate to ask others to complete their portions, and learn to enjoy time-off. Her Personal Empowerment Pointers include pacing herself, maintaining perspective, and taking a stress- management class.
Emotional Intelligence Scores
The emotional intelligences scores drastically varied among Team A members. The scores ranged between 27 and 47. According to the instructions provided with the assessment scores will fall between 10 and 50. People with a low score may have a harder time as a manager, difficulty with sales presentations, and working in a team environment.
Values and Attitude Insights
The last set of assessments scored personal values, job satisfaction, job involvement, and attitude toward workplace diversity. These scores are of a more personal nature and vary from member to member. In one category, attitude toward workplace diversity, scores of each member were comparatively close.
Motivation, Satisfaction, and Performance
According to Robbins and Judge (2007), ???A work team generates positive synergy through coordinated effort. Their individual efforts result in a level of performance that is greater than the sum of those individual inputs.??? Team A realizes each person is an individual and will not react or perform in the same manner of the next member. Reasons include differences in learning styles, personal issues, and moral issues. The team recognizes members can use strengths and weaknesses to learn, teach, and encourage one another. Communication and trust are important to this team as it builds camaraderie. These factors help the teams in ways such as allowing us to feel safe in asking for help in solving problems or issues, giving a nudge to the member who may be procrastinating, or letting the other member know she is doing an excellent job. Motivation is the drive or desire a person uses to complete a task or job. (n.d.) defines motivation as, ???Internal and external factors that stimulate desire and energy in people to be continually interested in and committed to a job, role, or subject, and to exert persistent effort in attaining a goal.???
A team charter is an excellent way to share, review, and adopt a plan of action for a specific task. It is a written document with input from each member, stating areas of strengths and weakness, expectations, rules, and problem resolutions. Each member must read and agree to the charter. The charter helps reduce potential problems therefore motivation, satisfaction, and performance are not easily compromised.
Team A members stated her DISC assessment was quite accurate and showed a variety of styles and sub-styles. The assessments with the exception of one proved just how diverse Team A is. Each member states there is a good mixture of diversity and the team works well together. A trusting relationship is in the making because of the excellent communication in Team A.

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