Introduction
Aspects of Team and Leadership Behaviour entail communicating verbal and nonverbal messages in the most appropriate manner to lessen resistance. The research features the importance of words in the communication process.
The research focuses on the importance of communication in the group’s goal accomplishment process. The research centers on communication as the catalyst in a leader –follower relationship. Leadership and the group’s organizational behavior are important factors to the accomplishment of the group’s goals and objectives.
Hotel group reporting
Table 1
The Players
Table 2
The interaction
Analysis and Theories of Leadership and Group Behavior
George Goethals (2006) emphasises the group leader in the case can quality as a dynamic leader. Peter’s dynamicity includes acting as moderator for the group. The leader is very successful in persuading the group members to do their best in presenting their individual parts during the presentation of the hotel industry case study.
Phillips emphasised (2008) the leader focuses on maximizing the diverse talents, abilities and expertise of each group member. The leader ensures that each member’s report or action complements the reports or actions of the other members of the hotel industry report.
The group leader excellent synergises every group member’s talents, abilities, expertise, and behaviour to accomplish the group’s goals and objectives. This is in compliance with Robert Lussier’s (2009) theory the successful leader leads the members of the group to achieve the group task with flying colors. As responsible members of the group, the members willing comply with the instructions of the leader. The leader’s management style is very effective.
From the answers of the members, there are no complainants. The questioning statement of member 1 regarding the assignment of the report topic to member 3 indicates that member 1 is comparing the topics assigned to him and the topics assigned to member 3, member 4, and member 2. The united answer shown in the last statement indicates the members are obedient members of the report organization.
In addition, member 1’s statement brings out one particular team member behaviour that can be interpreted or misinterpreted as proud and insulting to the other members of the group. Member 1 seems to underestimated the capacity of the other members to contribute their own beneficial share to the betterment of the hotel case study as well as the enhancement of the group’s brainstorming and other group analysis.
Further, member 3’s immediate respond to the member one’s questioning the capacity of member 3 to produce a high quality report is rebutted by member 3. From the sound of member 3’s answer, member 1 seems to rate member 3’s research and reporting ability as a mediocre classmate scouring helplessly though the university library for books pertaining to the topic of weaknesses of the hotel discussed in the case study.
Silently, member C does not to prove to member 1 that member 3 can easily come up with a high quality report on weaknesses after four hours of scanning several books on opportunities, Member 2 is clearly proud of being chosen to report on the weaknesses part of the hotel case study.
The leader prefers member 2 to report the weaknesses because the leader has a personal opinion or judgment member 2 is the best person I the group to present a tough topic such as fish. The leader chooses member 2 to report the weaknesses compared to member 3 because of openness.
The leader chooses member 2 to report the weaknesses because the leader believes that member 2 is the best reporter in the group. The leader feels that member 2 can easily comprehend the complexities of the hotel case study task. The leader believes that member 2 can be counted upon to research on the weaknesses of the Hotel discussed in the case study.
The leader assigns each member a topic to discuss. West reiterated (2008) each member understands the leader’s instructions to research the university library for each assigned topic grounded on the hotel case study. The leader understands that all the four members are well versed in using computers to search for relevant information. The relevant information focuses on the members’ ability to locate the most appropriate materials to back up the group’s SWOT analysis.
Naturally, each of the four members of the hotel case study group will automatically use the online library to search for related secondary resources on the topic threats. Using the internet and the university library for relevant literature on the strengths, weaknesses, opportunities, and threats is a natural consequence of good leadership style.
The good leadership style takes into consideration the culture of each member. The good leadership style takes into consideration the time saved in searching relevant resources. Good leadership style takes into consideration the time needed to accomplish each task assigned to the members of the hotel case study group.
Instructing the members to find resources under tedious or physically draining alternatives may discourage some members of the group to give their full cooperation, loyalty, or dedication. Consequently, some of the disgruntled members may not give their full support to achieving the leader’s instructions as well as accomplishing the group goals and objectives.
In addition, Lelie Barksick (2007) emphasised the leader’s assignment of the topics was perfectly executed. The responses of the four members clearly show that they are happy with the leader’s decision making activities. The majority of the group members do not feel any bias in the leader’s instructions to allow member 2 to report on the weaknesses of the hotel case study.
All four members feel satisfied with the leader’s instructions because each member of the group is given an equal burden, weight, or work. Each member is given similar opportunities to achieve the group goal of presenting a very excellent case study solution. Each member feels happy that they are not given exhausting assignments or tasks. The members eagerly said yes to the leader’s instructions because they members feel the can easily perform the assigned tasks of researching their individual topics.
Knapp (2002) reiterated the case study clear shows that the leader is very adept in his task to bring out the best from each group member. The leader’s success is grounded on the group’s members’ reactions to each instruction given by the leader. The leader in the hotel case study exhibits a positive outlook on the group members.
The members feel positive or enthusiastic because the leaders trust the group members. The leader in the hotel case study does not blurt out threats or endanger the lives or property of the group members. The leader in the case study does not act in a way that results to the resignation of the strong or intelligent group members (Knapp 2002).
In terms of Berne’s transactional analysis, the leader communicates as a father to four children. Member 1 acts like a parent by questioning the leader’s hidden agenda. Member 1 believes the leader’s hidden agenda is to humiliate member 1. Based on member 1’s questioning the leader’s intentions, the other members look at the other members as similar adults.
In addition, member 3’s answer stating the leader prefers member 2 over member 3 creates a slight animosity between the group members. Here, member 1 brings a distorted interpretation of the leader’s preference as to who will report on the weaknesses portion of the hotel case study (Hargie 1997).
Member 1 interprets the leader’s instructions as tinted with bias (Konjin 2008). Clearly, there are several variables that influence how the group member interprets the leader’s commands, orders, or talks. The receiver’s culture may distort the original message.
The group members’ personal factors include the message receiver that include age, gender, race, and other factories that the biases of each member of the group or the human players may taint the original message. The group member receives and interprets the messages from the leader based on the group member’s own culture, language, or background. Likewise, the receiver may interpret the messages based on the interpretations of other parties (Hargie 1997).
According to Robert Lussier (2009), the more advanced leader, just like in the current hotel case study, leads the group members to achieve the group’s task with flying colors. The research shows that group leader must make each member complement the other members.
The leader must incorporate each member’s diverse talents, behaviour, abilities, wants, and needs in making group instruction. The leader must act in the best possible way to bring out the best in each group member. The group leader should synergise every group member’s talents, abilities, expertise, and behaviour to accomplish the group’s goals and objectives.
Conclusions
Based on the above discussion, leadership and team organizational behaviors are important variables to the accomplishment of the group’s goals and objectives. Words and actions are important in the communication process. The communication process involves using tact when leaders approaching diverse group members.
The communication contributes to the favorable and unfavorable behavior of the group members. Indeed, leadership is a very important factor in the communication process between the leader and the subordinate (member). Indeed, aspects of team and leadership behaviour include sending both verbal and nonverbal messages in the most appropriate manner to reduce resistance.
Recommendations
In terms of recommendation, the leader and the group members must break the behavioural resistance between the group members and the leader in order to achieve a synergysed group goal and objective to present a high quality SWOT analysis report. The leader must have a heart to heart talk with the group members to dispel any inner misgivings or differences within the case group. Failure to comply may prevent the accomplishment of the group’s goal of presenting a high quality SWOT analysis report.
References
Barkasick, L. (2007) Unlock Behavior, Unleash Profits. London, McGrawHill Press.
Gill, R. (2006) Theory and Practice of Leadership. London, Sage Press.
Goethals, G. (2006) The Quest for a General Theory of Leadership. London, Edward Elgar Press.
Hargie, O. (2006) The Handbook of Communication. London, Taylor & Francis Press.
Knapp, M. (2002) Handbook of Interpersonal Communication. London, Sage Press.
Konjin, E. (2008). Mediated Interpersonal Communication. London, Taylor & Francis.
Lussier, R. (2009) Leadership: Theory, Application, & Skill Development. London, Cengage Press.
Phillips, K. (2008) Diversity and Groups, London. Emerald Press.
West, R. (2008) Understanding Interpersonal Communication: Making Choices in Changing Times, London. Cengage Press.