Free Essay Example on Collaborative Project Design: Teamwork and Learning Outcomes

Introduction

Project design involves various elements ranging from researching numerous interrelated elements to diverse teamwork, which requires more than one individual. During the design process and actual design of our project, there were numerous concepts that we came across, especially considering the acknowledgment and verification of what other members contributed (Dallimore et al., 2017). The entire journey has provided a series of concepts learned during the project design vital in any project discussion, especially considering the channels used during the project's discussion. Thus, the essay seeks to elucidate the learning outcomes obtained from the project design.

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How I Engaged Others to Promote Learning

During the project planning, the members contributed their ideas and views, by utilizing course content, as well as website data, as a way of helping to maximize concepts for "Project Idea." The collaborative project's objectives are highly focused on discussing, analyzing, and selecting the right organization for our project (Edelson, 2002). To ensure that teamwork was promoted in the project, it was necessary to utilize different concepts and ideas to get to the bottom of our project.

It was necessary to utilize different ideas to ensure that every member was on the right page. The team utilized numerous reliable channels that were cheaper and easier to access our progress. Among the channels used for communication include email, WhatsApp text messages, and Zoom meetings. The use of these channels helped to increase the chances of members' contribution and active participation. On the contrary, the team needed to have a leader to help foster teamwork among the members, so Ferron volunteered to take the leader's role.

Teamwork was highly encouraged throughout the project from its inception to the last project discussion. As a team, it was necessary to show the importance of each member and their contribution. In this case, we decided to set criteria for selecting the team's project. In this case, both scientific and art were displayed by members, in their formulation of criteria that helped select the right firm. The team decided to formulate a criterion that evaluated autonomy given to employees, adaptability, and, finally, the workforce's average age within the selected firm (Dallimore et al., 2017). The essence of developing the criteria, through teamwork, was geared towards promoting and engaging others and what they have in their mind.

Having brought the concept of teamwork and collaboration, one of the members (Rick) brought about the idea that most heritage organizations are paralyzed by the organization's lack of adoption changes (Edelson, 2002). As a result, this led to the team settling on four organizations, including the United States Postal Service, the Hilton Hotel, McDonald's, and Southwest Airlines. However, following the criteria, the team decided to go with the USPS due to its criteria.

How I Experimented with Testing Assumptions and Ideas

Following the developed team criteria for choosing the right organization for the project, there were numerous sets of criteria required for each selected organization to qualify for evaluation. Despite USPS being a significant political debate, numerous testing assumptions were conducted to settle for USPS, especially considering the developed team criteria. Divergent ideas circulated throughout the entire project, especially considering the criteria for choosing the right organization to assess (Dallimore et al., 2017). Like Justin, some of the members saw a peculiar age concept as contributing to improving innovation, creativity, and learning (Edelson, 2002). In this case, the rest of the team concurred with Justin's view, especially considering that age is a factor that slows down progress, and innovation since the younger generation is active in implementing new changes to help reshape a firm.

How I Expanded Understanding from Others' Contributions

Teamwork plays a vital role, especially considering other members' contributions and reshaping the entire discussion. There were several contributions from various members, ranging from the choice of communication as a team and the correct time and date of holding the live meeting to assess the progress of the project.

As a factor reducing the chance of a firm's innovation, Justin's contribution regarding age was a clear avenue in bringing our understanding regarding innovation and age as two parallel factors that may limit an organization's performance and progress. Justin's contribution diversified my understanding of how a firm may perform poorly due to a lack of proper contribution and understanding of changing trends (Dallimore et al., 2017). In this case, I understood that a firm's innovation is driven by the younger population, seeking to explore and try out different firm methods.

Casey pointed out that USPS needed to find a better way of marketing itself to the workers, through expanding its learning environment. In this case, it was clear that the USPS did not provide a suitable learning environment for the workers to develop and reshape their skills. Casey's contribution pointed out that many organizations have paid critical attention to ensuring that their workforce team is well revamped and suitable for meeting the daily changes at the workplace and beyond.

Identification of Essential Practices for Future Application

Prompt communication and timely feedback are critical and decisive factors that were explored during the project, making the entire research a success (Edelson, 2002). The essence of time in any group work or project remains a critical factor that needs to be developed further in the quest to ensure that members contribute and share their ideas.

The idea of giving every member a chance to air their views, analysis, and discussion in a professional manner, is another central concept that was learned from the project, which may be used in future projects. Giving members an equal chance fosters the true spirit of teamwork, which is essential in any group work.

Reference

Dallimore, E., Hertenstein, J., & Platt, M. (2017). How Do Students Learn from Participation in Class Discussions?. Faculty Focus | Higher Ed Teaching & Learning. Retrieved 7 October 2020, from https://www.facultyfocus.com/articles/effective-teaching-strategies/students-learn-participation-class-discussion/.

Edelson, D. C. (2002). Design research: What we learn when we engage in design. The Journal of the Learning Sciences, 11(1), 105-121. https://doi.org/10.1207/S15327809JLS1101_4