Sugarcane Sanders 833457863 BSB124 Working in Business
BSB124 Working in Business
Portfolio Part 2
Using Media Richness Theory to Effectively Communicate within Teams
Sugarcane Sanders
Tutor: Peter O’Connor
Word Count: 1,035
Sugarcane Sanders 833457863 BSB124 Working in Business
Table of Contents
1. Introduction 3
2. Critical Incident Analysis 3
3. Theoretical Analysis and Reflection 4
4. Development Area 5
4.1 SMART Goals for Development 5
5. Conclusion 6
6. References 7
Sugarcane Sanders 833457863 BSB124 Working in Business
1. Introduction
In this portfolio I focus on my communication effectiveness, which is one element of interpersonal
effectiveness likely to impact my professional success. Specifically, I will analyse a critical incident that
occurred during the BSB124 group work task using the theory of media richness (Shannon & Weaver,
1949; McShane, Olekalns & Travaglione, 2013). Following this, I will outline several strategies for
interpersonal development using SMART goals to ensure that I become a more effective team member
in future projects.
2. Critical Incident Analysis
Kolb’s (1984) experiential learning cycle dictates that, following a concrete experience, learning occurs
through reflective observation, abstract conceptualisation and active experimentation. In order to
develop my interpersonal skills, this portfolio will incorporate these three steps following the concrete
experience of a critical incident that occurred in my team. The incident is described in table 1.
Table 1: Critical Incident Analysis
Situation At the start of the assignment, we decided as a group that each team member
would be responsible for one part of the presentation. My role was to integrate the
different parts into one cohesive presentation.
Task As I was integrating the different section into a single PowerPoint presentation, I set
deadlines for team members to submit their individual parts.
Action I communicated this deadline to our team via our team Facebook page by posting
on the ‘wall’.
Result Two members of the team did not submit their work by the deadline I had set, and
as a result, I was frustrated as this delayed the completion date of the slides, and
consequently meant that we lost practice time.
Plan Next time I work in a team and set a deadline, I will:
1. Communicate directly with the team members to ensure they receive the
message clearly.
2. If work is not submitted by the deadline, I will try to understand the reason why.
3. Ask if the team members need any assistance with their respective parts rather
than becoming frustrated.
Sugarcane Sanders 833457863 BSB124 Working in Business
3. Theoretical Analysis and Reflection
To understand why this critical incident occurred and how similar situations can possibly be avoided in
the future, I will use the media richness theory (based on Lengel & Daft, 1988). According to this theory,
different forms or ‘mediums’ of communication have different capacities to carry and transmit
information. The theory argues that complicated messages, or messages that carry a lot of information,
should be transmitted using rich mediums such as face to face or video conferencing, whereas simpler
messages can be effectively be communicated using simpler mediums such as email and newsletters.
For example, a simple message regarding the location of a meeting can be adequately communicated
using an email or newsletter, whereas a more complex message such as the rationale for a
departmental restructure should be communicated face to face. The theory also argues that nonroutine
messages should be communicated using media rich channels (see figure 1).
Figure 1: McShane, Olekalns & Travaglione’s (2013) media richness model with my message placed
As described in table 1, my message specified a task deadline for my team mates. Figure 1 shows that
my message was not appropriately placed on the media richness model, explaining why it was not
accurately decoded by my team members. I used a lean-medium richness communication channel,
Sugarcane Sanders 833457863 BSB124 Working in Business
when my message was non-routine in its nature. This means it falls into the oversimplified zone – the
medium chosen did not provide enough data-carrying capacity (McShane, Olekalns & Travaglione,
2013). Additionally, the Facebook ‘wall’ contained many other posts related to other aspects of the
assessment, which can be thought of as ‘noise’ which further reduced the appropriateness of the
medium. Gareis (2006) compared various methods of online communication, and highlighted that whilst
discussion boards (such as a Facebook ‘wall’ post) were convenient in communicating to all team
members, they often meant that members did not respond. Advantages of online chats (such as
Facebook ‘messaging’) meant that team members responded instantly by using higher medium richness
(Gareis, 2006). This indicates that, due to my non-routine message, I should have used a richer medium
such as Facebook ‘messaging’ to ensure all team members were aware of the deadline.
4. Development Area
I have learned that it is important to match the complexity of the message with an appropriately rich
medium. This is something that I did not do effectively throughout our team presentation. I will follow
the media richness theory more appropriately in my next group project to ensure the receiver can
accurately decode my message. In particular, I have realised the effect that noise can have on
communication, and as such, will choose a medium that minimises noise as much as possible. Although
our team was culturally homogeneous, we preferred different communication methods. This was not
made apparent at the start of project, but was discovered throughout. For example, some members
were regularly on Facebook and others were not as active online. This made communication through
Facebook alone a difficult task, and added to the noise effect.
4.1 SMART Goals for Development
My career objective is to become a public relations (PR) professional. As such, my work will often
require me to work in teams to develop strategies for businesses’ problems. This highlights the
importance of developing my communication skills.
Sugarcane Sanders 833457863 BSB124 Working in Business
Table 2: SMART goals
Specific Goal Planned Activities Time frame Measurable Outcome
Choosing an
appropriate
communication
method
When working in a group, draft what
needs to be said to team members
and rank it in terms of its complexity.
Look at the communication methods
available; if we can meet face to
face, try to do this for complex
messages or send via phone
call/instant message.
One year,
starting
Semester 1
2015
Make a record of any
communication failures per
project (such as an
uncommunicated deadline,
misunderstanding of a task,
etc.)
By Semester 1 2016, have
this number at either 1 or 0
communication failures.
Understanding
the
communication
needs of team
members
Ask members when the team is in
the forming stage how they prefer
communication and keep note of
this. Monitor team members’
responsiveness to various
communication methods and adjust
throughout.
Beginning
to the end
of
Semester 1
2015
By the end of Semester 1
2015, for my next group
project be able to identify
the channel each member is
most responsive to.
5. Conclusion
The theories underpinning Kolb’s (1984) learning cycle have informed my reflection about my
interpersonal effectiveness. This was done through reflective observation of my concrete experience;
namely, a critical incident where a deadline was not communicated effectively. Abstract
conceptualisation was used to apply the media richness theory to the critical incident (Shannon &
Weaver, 1949; McShane, Olekalns & Travaglione, 2013). After identifying areas of personal
development, SMART goals were created which will help me improve my interpersonal effectiveness.
This will ensure that I am adequately prepared for the workforce and effective in a team environment.
Sugarcane Sanders 833457863 BSB124 Working in Business
6. References
Gareis, E. (2006). Virtual Teams: A Comparison of Online Communication Channels. The Journal for
Language of International Business, 17(2), 6-21.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New
Jersey: Prentice-Hall
Lengel, R. & Daft, R. (1988). The Selection of Communication Media as an Executive Skill. Academy
of Management Executive, 2(3), 266.
McShane, S., Olekalns, M., & Travaglione, T. (2013). Organisational Behaviour (4th ed). North Ryde,
NSW: McGraw Hill.
Shannon, C. E., & Weaver, W. (1949). The Mathematical Theory of Communication. Urbana, IL:
University of Illinois Press.
Shaw, M. E. (1981). Group Dynamics. New York, NY: McGraw Hill.
Whetten, D. A., & Cameron, K. S. (2011). Developing Management Skills. Upper Saddle River, New
Jersey: Prentice Hall/Pearson.
Assessment Item 3: Portfolio Part II
Title: Portfolio Part ll
Purpose: To reflect on group experiences and identify areas for professional development
Length: 1000 words (excluding title page, references list and STARP table)
Group or Individual: Individual
Optional or Compulsory: Compulsory
Due date: 27th October 2015 11:59pm
Link to unit objectives Objectives 2, 3, and 4, 5 (AoL goals KS 1.1, PC 3.1, TS 4.2 and SE5.2)
Weight: 30%
Brief Description This assessment requires you to draw together the work you have done in analysing your professional strengths and weaknesses. You will reflect on your interpersonal and organisational effectiveness and identify areas for professional development.
Submission requirement
Only submit one electronic version through SAFE ASSIGN in Blackboard. Please complete self-assessment in ReView (see Assessment page for link).
Task
The purpose of the assessment is to reflect on your group experience and develop knowledge of some of the key concepts addressed in this unit and to demonstrate reflective practice, intercultural sensitivity, social awareness and writing skills. The practical focus for the portfolio has been devised to develop the graduate capabilities at QUT, with particular emphasizes on critical, creative and analytical thinking, and effective problem-solving, capacity for life-long learning, the ability to work independently and collaboratively, social and ethical responsibility and an understanding of international perspectives, and characteristics of self-reliance and leadership.
You have 1000 words to reflect on your interpersonal effectiveness and identify areas for professional development. We expect your reflections to be informed by your diary and the reading you have done from the material on the CMD, text book and journal articles.
Here is a guide to how you should allocate the word limit:
Introduction: 100 words
Body: 800 words
Conclusion: 100 words
The content of the portfolio should be based on the activities conducted in lectures and tutorials and your experiences in the group presentation task. You should reflect on what you have learnt about yourself in this unit; how you interact with others and the implications of this for your effectiveness in an organisational setting. You should explore your strengths, the areas you would like to improve, and actions you need to take to allow for areas that are not your natural strengths. You also need to set some goals based on the goal setting approaches covered in the unit.
This is an individual assessment although you will need to draw upon your records of group activities and discussions during the team presentation. The portfolio is testing your ability to reflect upon and learn from your experiences. This means that it does not matter whether you were in a group that worked well together and achieved a high mark, or a group that worked badly together or even failed the group assessment. The key is to demonstrate that you have learned from the experience and have a clear understanding of the requirements for effective group working.
Source material
You need to draw on wider reading to support your reflection. In addition to reading the material on the Course Materials Database (via Blackboard link) you should also make use of the Library databases to find relevant journal articles, and other books, to add weight to your discussion in each section.
There is no magic number of sources that you should use but we are looking for a RANGE of good quality academic material to underpin your reflection.
Portfolio structure
Title page
Title of the assessment and your name and your student ID
Tutor’s name; date and semester assessed and word count (Portfolios that do not include a word count on the cover will be assumed to be over the limit and receive a 10% penalty)
Contents page
Introduction
Identify the purpose and structure of the portfolio
Body of the report
The content of the portfolio should be based on the activities conducted in lectures and tutorials. You should reflect on what you have learnt about yourself in this unit; how you learn best and the implications of this for your effectiveness in an organisational setting. You should explore your strengths, the areas you would like to improve, and actions you need to take to allow for areas that are not your natural strengths in terms of interpersonal effectiveness. You also need to set some goals based on the goal setting approaches covered in the unit.
Interpersonal effectiveness (also refer to ‘steps to complete the body of the portfolio below)
Reflect on your effectiveness by drawing on the material covered in the second part of the unit. Focus on a critical incident from your group experiences, which gave you the opportunity to learn new interpersonal skills, and to reflect on the way you work in teams. Use the STARP table at the end of the handbook and include it in the body of the portfolio. Make sure you reflect on your critical incident using one of the following theoretical perspectives:
1. Group development. Use either Tuckman’s Team Development Model or Gersick’s Punctuated Equilibrium model.
2. Group conflict. Focus on your approach to conflict, using The Dutch Test for Conflict Handling’ from the textbook, (p. 374) in addition to the STARP table.
3. Group communication. Use the communication process model.
Regardless of which of the above options you choose, make sure you clearly specify your area for professional development, your professional development strategy and how you are going to track your progress based on the goal setting approaches covered in the unit.
Ensure that you consider any social and cultural factors that may impact on your interpersonal effectiveness.
Make sure your assignment is written in the context of ‘Organisational Effectiveness’. This means you should justify your decisions to focus on specific components of interpersonal effectiveness, based on what literature has linked to effective performance.
Steps to complete the portfolio:
Review the relevant theory and research related to your reflection. It is not necessary to report all dimensions and definitions; instead, articulate clearly the relevant dimension and “explain” why and how they are relevant to your reflection. An additional literature search of “peer reviewed” journal articles from the Library databases is needed to better understand the theories you choose to review.
Use the critical incident table as the basis for your reflection. Remember to link your reflection back to the theory and research when you discuss your learning. This is how you show your “application” of the theory.
Identify areas of development and design executable strategies to achieve your goal(s). SMART is a good framework to utilize for this purpose. You are expected to research career development strategies and discuss how and why they will help you achieve your career goal. Please consider using the resources on Blackboard to help you set and describe your SMART goals.
Finally, think about a way of measuring and monitoring your progress towards achievement of your goals (again see Blackboard for resources developed to help you with this).
Don’t forget to consider social and cultural factors. This means that you need to consider any social and cultural factors that may impact on your interpersonal and organisational effectiveness. The term ‘social and cultural factors’ collectively refers to interpersonal differences, whether it be age, cultural background (national and professional), gender, geographical location, education, religion, learning styles, personality, and so on. You are not expected to focus on all social and cultural factors, but ones you identify as important, based on your group work and a consideration of your professional goals.
Conclusion
Briefly summarise your key learnings from your reflections on interpersonal and organisational effectiveness, and provide a statement about what you have learned more generally in BSB124 this semester and what it means for your on-going professional development.
References list
Please use APA format for all referencing (see Cite/Write on the Library website for guidance). We expect you to use a RANGE of references (books, journals, newspapers and professional publications). Please only include references for material that you have USED in the portfolio – not material that you have simply read.
Format requirements
Use numbered headings and sub headings
12font, 1.5 spacing
Write in the first person (I) as this is a personal reflection
Ensure that you use non-discriminatory, inclusive language
Number all pages and section headings
The word limit is 1000 words – generally the convention is that 10% over/under the limit is acceptable. Portfolios over/under the 10% limit will receive a 10% penalty. Portfolios that do not include a word count on the cover will be assumed to be over the limit and receive a 10% penalty.
You are expected to draw on a range of academic sources to support the discussion in your reflection; the materials on the CMD should be your starting point.
Appendices are acceptable and will NOT count in the word limit – however make sure that you refer to key content in the body of your portfolio. You will NOT get marks for anything you put in the appendices or the STARP Table, which is not part of the word limit.
The marking criteria and level descriptors are overleaf (please DO NOT ATTACH a copy of these to your submission). The feedback on your report will be created on-line using the ReView software.
All words (excluding the title page, contents page, appendices, STARP table AND references list) are included in the word count. Further guidance in report writing is available from your tutor, lecturer, e tutor and Information Services web site (see QUT Write).
Submit the report in WORD or PDF formats ONLY(other formats will not be accepted) to Safe Assign (electronically). Do not submit to assignment minder.
BSB124 ASSESSMENT ITEM 3 –PORTFOLIO PART II (30%)
Criteria High Distinction (7)(85%+) Distinction (6) (75-84%) Credit (5) (65-74%)
Pass (4) (50-64%) Fail (less than 4) (0-49%)
Assurance of Learning goal KS1.1: Demonstrate and apply integrated discipline (including technical) knowledge across the broad field of business with depth in one or more business disciplines (30%)
Identification, explanation and application of principles of interpersonal effectiveness to reflection Comprehensive and scholarly use of theory which is skilfully and consistently integrated into practice.
There is clear and consistent evidence of in-depth understanding of theory based on additional research and readings of the relevant theory.
Thorough explanations of the links between theory and practice.
Overall scholarly use of theory which is well integrated into practice most of the time.
There is mostly clear and consistent evidence of in-depth understanding of theory based on additional research and readings of the relevant theory
Explanations of the link between theory and practice are given. Theory is applied although its scholarly use could have been further developed. Theory is integrated into practice with some lapses.
There is some evidence of in-depth understanding of theory based on additional research and readings of the relevant theory
Some explanations of the link between theory and practice are given. A beginning use of theory is evident with its integration into practice not fully realised in all areas.
There is some evidence of understanding of theory based on additional research and readings of the relevant theory although it lacks depth.
Only basic explanations of the link between theory and practice are given. Little/no evidence of use of theory which is not integrated into practice.
Little or no evidence of any understanding of theory based on additional research and readings of the relevant theory.
Little or no explanations of the link between theory and practice are given.
Assurance of Learning goal TS4.2: Apply teamwork knowledge and skills for effective collaboration across diverse purposes and contexts (40%)
Reflection of group work experiences and identification of areas for development around interpersonal effectiveness Reflection and identification of areas for development show deep insight into group work knowledge and experiences
Reflection and identification of areas for development show insight into group work knowledge and experiences
Reflection and identification of areas for development show some insight into group work knowledge and experiences
Reflection and identification of areas for development show basic insight into group work knowledge and experiences
Reflection and identification of areas for development show little or no insight into group work knowledge and experiences
Professional development strategy for interpersonal effectiveness Areas of development follow logically from the analysis.
Highly creative design of practical and executable strategies, clearly supported by research.
Clear articulation of measures and methods for monitoring progress. Areas of development follow from the analysis.
Creative design of practical and executable strategies, mostly supported by research.
Measures and methods for monitoring progress are mostly clearly articulated.
Areas of development are somewhat based on the analysis although this could have been more fully linked.
Strategies are practical and executable with some limitations and there is some support from research.
Measures and methods for monitoring progress are articulated. Areas of development show only partial links to the analysis.
There is a beginning attempt to design practical and executable strategies and with basic support from literature
Basic explanation of measures and methods for monitoring progress. Areas of development show little or no links to the analysis.
Strategies are not practical or executable and have little or no support from research.
Little or no articulation of measures and methods for monitoring progress.
Assurance of Learning goal: SE5.2: Demonstrate and apply knowledge of socially-responsible behaviour in analysing and addressing business issues in national and international business contexts (15%)
Consideration of social and cultural factors for interpersonal and organisational effectiveness Portfolio takes full account of relevant social and cultural factors and shows an in-depth understanding of how they may impact on interpersonal and organisational effectiveness.
Portfolio takes account of relevant social and cultural factors and shows understanding in some depth of how they may impact on interpersonal and organisational effectiveness.
Portfolio takes some account of relevant social and cultural factors and shows sound understanding of how they may impact on interpersonal and organisational effectiveness.
Portfolio takes only partial account of relevant social and cultural factors and shows a basic understanding of how they may impact on goal success and interpersonal and organisational effectiveness.
Portfolio takes little or no account of relevant social and cultural factors and shows little or no understanding of how they may impact on interpersonal and organisational effectiveness.
Assurance of Learning goal PC3.1: Use information literacy skills, and communicate effectively and professionally in written forms using media appropriate for diverse purposes and contexts (15%)
Structure and format of the portfolio
Portfolio is coherently organised with correct format closely followed.
Highly reflective writing style adopted throughout.
Scholarly use of language, grammar, spelling and sentence construction throughout. Portfolio is well organised and correct format is followed.
Good reflective writing style adopted.
Correct use of language, grammar, spelling and sentence construction throughout. Portfolio is organised and correct format is mostly followed.
Reflective writing style is adopted with some minor limitations.
Correct use of language, grammar, spelling and sentence construction throughout with minor errors
Portfolio is mostly organised and the correct format is followed with some errors or omissions.
The use of the reflective writing style is limited.
Mostly correct use of language, grammar, spelling and sentence construction. Portfolio is not clearly organised, and there is little regard given to adhering to the correct format.
There is little or no use of the reflective writing style.
Major errors in language, grammar, spelling and sentence construction unclear.
Use of sources and APA referencing style
Relevant & high quality research identified from books & journals that is critically integrated. Referencing consistently accurate. Mostly relevant, good quality sources identified from books & journals that is mostly critically integrated. High level of accuracy in referencing. Some relevant, good quality sources identified from books & journals with an attempt at critical integration. Only minor inaccuracies in referencing
Minimal relevant quality sources identified from books & journals that are not always critically integrated. Some inaccuracies in referencing. Little or no relevant, good quality sources identified with little or no critical integration. References missing or significant errors.
Diversity
group topic is related to diversity . you need to explain according to diversity
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