NATIONAL ECONOMICS UNIVERSITY
INTERNATIONAL SCHOOL OF MANAGEMENT AND ECONOMICS
HIGHER NATIONALS
BTEC HIGHER NATIONAL DIPLOMA IN BUSINESS (RQF)
Assignment Brief
Unit Code, Number and Title A/618/5064– Unit 20: Organisational Behaviour
Semester and Academic Year Semester 2 | Academic year 2023 - 2024
Tran Huy Phuong | Nguyen Thi Lien Huong |
Unit Assessor(s)
Nguyen Hoang Hieu | Nguyen Minh Hang
OB A2.1: Team dynamics and development
Assignment Title
(Assessment 2 of 2)
Issue Date Friday, 5th April, 2024
Submission Date 10:00 AM, Tuesday, 14th April, 2024
Student name
Student ID
Student declaration I certify that the assignment submission is entirely my own
work and I fully understand the consequences of
plagiarism. I understand that making a false declaration is
a form of malpractice.
Student name / Signature Date:
Submission Format
This assignment (Assessment 2 of 2) covers Learning Outcomes 1, 2, and 3 (LO1, LO2, and
LO3).
This assignment is in a hybrid form, which consists of two parts: part 1 is a group
joint report and part 2 is a collection of individual reflective essays. You will be
assessed individually based on (i) your writing content, (ii) your contribution to the
group work, and (iii) your presentation. The quality of the part 1 of the assignment will
greatly affect the marks given to each group member.
The submission format is in the form of a written assignment and a set of
presentation slides.
The submission format is in the form of an E-report. Please refer the Student handbook
(Vietnamese version, Appendix 2) for the Assignment submission rules.
The file on Turnitin must be in Word format and include the first page of this cover
sheet. The first page of the cover sheet should be in the picture format in order to
ensure the accepted similarity of Turnitin.
The similarity allowed is up to 25% after excluding references.
Name of the file includes Group name/ group number_Unit name_Assessment no.
(E.g. “Group 1_OB_A2.1”)
Ensure that authenticity declaration has been signed electronically.
Include a content sheet with a list of all headings and page numbers.
Plagiarism is unacceptable. Students must cite all sources and input the information by
paraphrasing, summarising or using direct quotes. A Referral Grade is given when
Plagiarism is identified in your work. There are no exceptions.
Your evidence/findings must be cited using Harvard Referencing Style. Please refer to
Reference guiding posted on Moodle. The Reference page is compulsory to upload
on Turnitin.
This assignment should be written in a concise, formal business style using Arial 11 or
Times New Roman 13 font size and 1.5 spacing.
The word limit is 7,000 words (Part 1) and 500 words per individual (Part 2) although
you will not be penalised for exceeding the total word limit.
You MUST complete and submit softcopy of your work on the due dates stated on
Assignment brief. All late work is not allowed to submit. This rule is not waived under any
circumstances.
Read ALL Instructions on this Page and review the Pass, Merit and Distinction criteria carefully.
To pass the assignment, you must achieve ALL the Pass Criteria outlined in the marking sheet.
To achieve a Merit, you must achieve ALL the Merit criteria (and therefore the Pass criteria). To
achieve a Distinction, you must achieve ALL the Distinction criteria (and therefore the Pass and
Merit criteria).
Unit Learning Outcomes
LO1: Reflect on own personality and perceptions to understand how individual difference
informs and influences management approaches
LO2: Apply content and process theories of motivation to create and maintain an effective
workforce
LO3: Participate in a group team activity for a given business situation to demonstrate effective
team skills
Assignment activity and guidance
You will be assigned to work in the same team of 5-7 students over 6 sessions of the
course, from session 6 to session 11. In each class session, your team will be given a task
to implement. This gives you the opportunity to develop your ability to work with others,
based upon the understanding of group and group dynamics. After completing each task,
you should note down a description of your team’s interactions and an evaluation of the
team’s performance.
Using your notes as raw data, you are required to write a report on your team’s interactions
and performance over the class sessions. The report should include a discussion on how
the various concepts and theories are applied in your team activities as well as your
analysis of the team members’ behaviours and the factors and skills that assist or hinder
effective teamwork.
The report should consist of 2 parts: part 1 is a syndicate effort that includes an analysis of
and a reflection on your team’s development and part 2 is a collection of individual team
members’ reflective essays on his/ her own work in the team. Specifically,
Part 1 – syndicate effort (7000 words) - should cover the followings:
1. An introduction of your team using group properties concepts;
2. An analysis of relevant team development theories (Tuckman’s theory and/or
Punctuated-Equilibrium theory) to support the development of team cooperation;
3. A reflection on the application of content and process theories of motivation for
enhancing and maintaining an effective team;
4. Reflect on own personality and perceptions to understand how individual difference
informs and influences management approaches in your team situation;
5. An explanation of factors that make your team effective/ ineffective;
6. A discussion of the relationship between the effectiveness of teamwork and goal
achievement;
7. A description of each individual team member’s contribution to the work of the team.
Part 2 - individual team members’ reflective essays (500 words each) - should cover
the followings:
8. An evaluation of each team member’s performance;
9. A reflection on what you have learned from other team members;
10. A discussion of the impact you had made on your team and how you might change
your behaviour in teams’ works in the future.
Recommended Resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.
1. Robbins, S. P. and Judge, T. A. (2018). Organizational Behavior (18th Edition). Pearson.
Learning Outcomes and Assessment Criteria
Pass Merit Distinction
LO1 Reflect on own personality and perceptions to D1 Adapt personal perspectives,
understand how individual difference informs and traits and attributes to justify
influences management approaches improvements that influence and
P1 Assess own
personality traits and
attributes in terms of
them having a positive or
negative effect on M1 Challenge own
management perspectives and individual
approaches and traits and attributes to
company performance influence and improve
P2 Reflect on the value managerial relationships
and importance of
personality and
perception for effective enhance employee motivation
managerial relationships and create an effective workforce
LO2 Apply content and process theories of motivation
to create and maintain an effective workforce
P3 Apply content and M2 Critically assess the
process theories of extent that employee
motivation for enhancing motivation can be enhanced
and maintaining an and maintained by practical
effective organizational application of content and
workforce, providing process theories of
specific examples motivation
LO3 Participate in a group team activity for a given
business situation to demonstrate effective team skills
P4 Contribute to the
creation and
management of effective D2 Revise personal contribution
M3 Reflect on personal and skills for effective teams to
teamworking in a given
contribution to group
business situation make justified recommendations
behavior and dynamics in
P5 Explore the relevance for own improvement
the creation and
of group behavior and
management of effective
team theory in the
teamworking
creation and
management of effective
teamworking
I. Definition of motivation
Motivation is often categorized into two primary types: intrinsic and extrinsic.
Intrinsic motivation arises from an individual’s own desire and enjoyment in
performing a task, finding personal value in the activity itself. On the other hand,
Extrinsic motivation is driven by the pursuit of external outcomes rather than the
pleasure of the activity. While some view these as distinct categories, others argue that
motivation exists on a continuum, influenced by both intrinsic and extrinsic elements.
https://files.eric.ed.gov/fulltext/ED532670.pdf
https://www.researchgate.net/publication/
259828455_The_effects_of_motivation_in_education
II. Motivation Theories
Theories of motivation including Content theories and Process theories. Content
theories comprise Two-Factor Theory (Herzberg's), Hierarchy of Needs (Maslow's),
Theory of Needs(McClelland's) and Alderfer's ERG Theory (Existence, Relatedness,
Growth). Process theories include Vroom's Expectancy Theory, Adam's Equity
Theory, and Locke & Latham's Goal-Setting Theory.
III. Content theories: Need hierarchy (Maslow)
1, Application
Figure : Maslow hierarchy of needs
Maslow's hierarchy of needs stands as a psychological motivational theory presenting
a structured model of human needs, typically represented as a pyramid comprising
five tiers. These tiers encompass physiological needs, safety needs, love and
belongingness, esteem, and self-actualization. The theory suggests that fulfilling basic
needs such as sustenance and security precedes the satisfaction of higher-order needs.
Although self-actualization represents the pinnacle of human fulfilment, it's a level
attained by few. However, individuals can still experience moments of profound
satisfaction. The hierarchy's sequence is not absolute; for instance, esteem may take
precedence over the need for love in certain circumstances, and individuals can
achieve self-actualization even amidst adversity.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3161123/
In society, individuals are shaped by their social interactions and relationships, and
within Group 23, members recognize the importance of close collaboration and strong
bonds to successfully complete their tasks. Building this connection among team
members facilitates a smooth workflow, allowing them to effectively accomplish their
assignments.
In addressing Esteem Needs, Group 23 members strive to be actively engaged and
learn from one another. Tasks are allocated during the collaborative process, with the
group collectively editing and presenting the final product. Given the diversity of
opinions that arise during the assignment's completion, it is natural to consider and
incorporate appropriate perspectives. Group 23 members collectively voice and apply
the viewpoint deemed most suitable for the task.
As for Self-actualization, everyone in Group 23 aims to demonstrate their value and
contribution to the group exercise, thereby enhancing the overall quality of work and
boosting morale. However, this pursuit of individual recognition may occasionally
lead to conflicts within the group. In such instances, group members engage in open
discussions to resolve disagreements and determine the best course of action moving
forward.
2, Evaluation
When it comes to applying Maslow's theory within our group, we find that there are
some clear advantages. Firstly, we all share a common desire to foster strong
relationships among ourselves, fulfilling our social needs and creating a cohesive and
dynamic team environment where collaboration flows naturally. Additionally, when it
comes to esteem needs, we make a concerted effort to respect each other's
perspectives and rely on one another's feedback to improve our work. This
collaborative approach ensures that tasks are completed efficiently and with
unanimous agreement among all members.
As we strive for self-actualization, we work together to enhance our individual
contributions to the group assignment, aiming to meet both our leader's deadlines and
the objectives of the project as a whole. However, it's important to acknowledge the
limitations of applying Maslow's theory in the workplace. Since each team member
may have different needs and priorities, it can sometimes be challenging for our
leader, Khanh Ngoc, to accurately gauge and address everyone's individual
requirements, which may impact individual motivation within the group.
To navigate these challenges and ensure the successful completion of our tasks, we
rely on open communication and self-expression. By expressing ourselves through our
actions and interactions within the group, we strive to overcome obstacles and achieve
our collective goals.
In the realm of teamwork, Maslow’s Hierarchy of Needs serves as a valuable
framework for understanding and motivating group dynamics
At the foundational level of physiological needs, Group 23 members prioritize basic
necessities like sustenance, rest, and comfort. These essentials form the bedrock of
their well-being, ensuring they are equipped to tackle tasks effectively. In the
workplace environment, provisions such as a well-stocked pantry, ergonomic seating,
and proper lighting contribute to their physical health and overall satisfaction.
Additionally, the availability of coffee and snacks caters to their immediate
physiological needs, aiding in staying alert and avoiding fatigue during work hours.
Moving up the hierarchy, safety needs emerge as a crucial consideration for Group 23.
Seeking stability and security, team members desire assurance that their workplace is
safe, predictable, and conducive to productivity. A supportive work environment,
well-defined policies, and safety procedures all contribute to the group's sense of
security. As the team leader, Khanh Ngoc plays a pivotal role in ensuring that team
members feel protected and confident in their roles, thereby minimizing anxiety and
uncertainty.
As basic needs are met, Group 23 naturally gravitates towards social connections,
highlighting the importance of social needs within the hierarchy. Regular team
meetings, collaborative projects, and team-building activities facilitate social
interaction and camaraderie among members. Ngoc fosters open communication, team
bonding, and a friendly atmosphere, strengthening relationships and enhancing team
cohesion in the process.
Moving towards esteem needs, self-esteem emerges as a critical factor in team
performance. Group 23 members seek recognition for their contributions and respect
from peers. Ngoc acknowledges individual achievements, assigns meaningful roles,
and ensures that team members feel valued and appreciated. Symbolic gestures such
as providing corner offices or leadership opportunities further boost self-esteem and
reinforce the sense of worth among team members.
The highest level of Maslow's hierarchy is reached by self-actualization, representing
the ultimate goal for Group 23. Ngoc strives to guide the team towards reaching their
full potential, encouraging creativity, autonomy, and personal growth. By recognizing
diverse expertise and cultural backgrounds, Ngoc creates an environment where each
member can thrive and contribute uniquely to the collective endeavor.
In summary, Ngoc’s leadership approach seamlessly aligns with Maslow’s principles,
addressing the diverse needs of Group 23 - physiological, safety, social, esteem, and
self-actualization. Through this holistic approach, Group 23 evolves into a cohesive,
motivated, and successful team, propelling them towards collective achievement and
fulfillment.
IV. Process Theories: Goal-Setting Theory ( Locke & Latham)
Group 23 recognizes that motivation is essential for team success. To encourage
participants to work diligently despite the lengthy and demanding course, the group
adopted the Management by Objectives (MBO) strategy. This strategic method, as
proposed by Sherwood (1976), focuses on raising organizational performance
(Pelletiu, 2023). The team followed four crucial steps: goal clarification, collaborative
decision-making, explicit time allocation, and performance evaluation.
Initially, the group's goal is divided into three types: Tangible, Verifiable, and
Measurable.
https://www.mbo.expert/how-management-by-objectives-works
1, Application
Goal types Specific goal
Tangible Individual work, drafting final
submissions, attending online and face-
to-face meetings, assessing the work,
and ultimately submitting the final
assignment.
Verifiable Work for the individual project will
conclude at 9 PM on May 29th, followed
by an online meeting at 9:30 PM the
same day. There will be a face-to-face
meeting scheduled for 9 AM on May
3th. An assessment of the work is set for
5 PM on May 6th, and the final draft is
expected to be finished by 10 PM on
May 13th.
Measurable Finish assignment on 14th may 2024
In the initial stages, Group 23 initiated their collaboration utilizing the Google Meet
app, fostering discussions aimed at establishing a shared objective centred around
achieving a Distinction on the assignment. Through open dialogue and collective
brainstorming sessions, each member of Group 23 actively participated in refining and
solidifying this shared goal. Following this initial virtual collaboration, the team
members further solidified their commitment to the shared objective by convening in
person. Facilitated by their appointed team leader, Khanh Ngoc, these face-to-face
meetings provided the opportunity for in-depth discussions regarding the specific
tasks and responsibilities required to achieve their ambitious goal.
Under the guidance of Khanh Ngoc, the team strategically allocated tasks among
members based on their individual skills and aspirations. This meticulous division of
labor ensured that each member could leverage their strengths effectively while
contributing meaningfully to the collective effort. Subsequently, Team 23 embarked
on a comprehensive planning phase, during which they meticulously identified and
outlined significant milestones crucial to their success. Collaboratively drafting and
revising these milestones, the team ensured alignment with their overarching objective
of attaining a Distinction.
Recognizing the importance of effective communication and coordination, the group
employed a multifaceted approach, incorporating both online and in-person meetings.
This dynamic blend of communication modalities facilitated real-time collaboration
and enabled the seamless exchange of ideas and feedback. Additionally, the team
implemented a structured timeline, with carefully delineated submission deadlines
allowing for ample opportunity to refine and enhance their drafts before final
submission.
Despite the time constraints inherent in their endeavour, each member of Group 23
remained steadfast in their commitment to excellence. Their collective enthusiasm and
dedication were palpable as they actively contributed ideas and offered support to
their peers during the rigorous process of essay revision. Recognizing the pivotal role
of collaborative effort in navigating the complexities of the task, the team remained
steadfast in their pursuit of excellence.
Looking forward, the group ready to undertake evaluation of any proposed
suggestions before their implementation. This approach ensures that decisions are
informed by thoughtful consideration and aligned with the group's shared vision and
values. This collective approach ensures that decisions are informed by diverse
perspectives and grounded in objective evaluation, ultimately contributing to the
realization of their ambitious goals.
2, Evaluation
When Group 23 applies the MBO method to tackle group assignments, it helps keep
everyone on track and productive, ensuring deadlines are met. However, one
weakness of MBO is that it can place too much emphasis on setting goals rather than
developing a systematic plan to achieve them. To overcome this, Team 23 has broken
down the MBO strategy into four stages, making it easier to monitor progress and
complete the work. These steps include clarifying goals, making decisions
collaboratively, allocating time explicitly, and evaluating performance.
On the positive side, this method ensures that team members receive continuous
feedback, enabling them to enhance their assignments regularly. Moreover, because
the assignments are tailored to each team member's capabilities, people feel less
pressured about their tasks, resulting in improved performance. Additionally, through
the exchange process, team members can foster relationships that lead to enhanced
performance overall.
In summary, Group 23 acknowledges both the strengths and weaknesses of the MBO
method when applied to their assignments. By recognizing these aspects, they can
apply the method appropriately to optimize their teamwork and achieve their
objectives effectively.
Members of Team 23 motivated by the project's challenge and the fulfillment that
comes from working with knowledgeable teammates. A bonus based on teamwork or
acknowledgment for their contributions are examples of extrinsic motivators.
Members of Team 23 may be organically motivated by the project's challenge and the fulfillment
that comes from working with knowledgeable teammates. A bonus based on teamwork or
acknowledgment for their contributions are examples of extrinsic motivators.
In Team 23, members might be intrinsically motivated by the challenge of the project and the
satisfaction of collaborating with skilled teammates. Extrinsic motivators could include
recognition for their contributions or a team-based bonus.
