Simulation Portfolio

Assignment 2: Critical Reflective Writing. Subject # 000111222

Averi Gusstoodentt / Student I.D 1234569: Page 1

Q: Critically reflect upon the role you have played during the simulation project this semester. In your observations, comment upon the team dynamic, the role you have played and how performance could be improved in your group next time. Tie your critical reflections to the academic literature that you have encountered throughout this semester.

Reflecting upon past experience is an important capability for all professionals in order to

develop better communications skills, conflict resolution and enhance future performance.

To look back on the simulation that was conducted as group work this semester has allowed

participating students to gain many practical skills in our industry. This paper will reflect

upon the role that I personally played in this simulation activity, as well as critically analyse

our performance. It could be argued that our team performed well overall; yet more

effective delegation and organisation skills could have been improved. This paper will

comment upon the team dynamics, communication style, as well as suggest possible

improvements in any future simulation activity.

Our team comprised five members and were all delegated with a particular role within the

simulation. Reflecting upon my role as ‘key negotiator’, I felt at the time that this did not

entirely suit my personality profile. Largo and Johns (2008) state than ensuring close

matches between simulation and real-life personality traits are more likely to produce

positive results. For me, perhaps the most challenging part of being assigned this role was

working and communicating effectively with our team in a clear and assertive way.

Occasionally, I felt uneasy negotiating with other team members who I felt had their ‘own

agenda’ and seemed unwilling at times to compromise. In hindsight, this was one of the

biggest challenges I faced in this activity. However, it also allowed me to build my skills and

confidence in these areas over the number of weeks we were involved in the simulation.

Comment [A1]: The introduction starts with some background information to lead the reader into the piece.

Comment [A2]: Reflective writing phrase used here.

Comment [A3]: Student mirroring the assignment question here.

Comment [A4]: The student has embedded their thesis statement in here.

Comment [A5]: The topic sentence here states that this paragraph will discuss ‘the roles’ played in the group activity.

Comment [A6]: First person ‘I’ is usually OK for reflective writing. Please check with your lecturer first however.

Comment [A7]: Using the literature to support the student’s argument here.

Comment [A8]: Student analyses some of the challenges encountered in the group activity.

Comment [A9]: As above

Assignment 2: Critical Reflective Writing. Subject # 000111222

Averi Gusstoodentt / Student I.D 1234569: Page 2

The role that effective communication played within the simulation was of key importance

and the chance to personally critically reflect upon this is also as important. Nixon (2014),

Johnson and Wiggs (2011) and Peterson (2012) all state that effective communication within

a team dynamic is essential. This is further supported by research (Wu & Xiao 2011;

Peterson 2012) that claims that team members need to employ open dialogue and have

clear agendas. To comment upon my communicative style, it appeared that I tried to not

compromise myself but be as Danks (2012, p. 24) states ‘a clear and reasoned thinker and

communicator’. For the most part, our group exchanged information well and it could be

argued that we mostly achieved goals through effective dialogue, clear understanding and

working as a cohesive team. In summary then, it can be acknowledged that our team

communicated effectively throughout this simulation and upon reflection, this clearly aided

us in reaching our overall goals.

Another benefit to reflection is the opportunity to rectify issues that can impede

performance. ‘To improve the self, shows courage, persistence and effective determination’

(DuPont 2013, p. 69). To therefore reflect upon some of the challenges that the simulation

brought to our team, and how we could resolve them, it could be said that effective

delegation and time management seemed to hamper us. At the time, our team noticed that

it was often hard to delegate tasks to team members. This was often due to conflicting

schedules, workloads and other commitments. For me, this was a significant handicap in our

team and perhaps ‘upon reflection’ we should have thought about how to delegate tasks in

a more effective and clearer manner. Ellis (2012) argues that delegation can offer significant

time savings when accomplishing group tasks, and this is something we should have

considered more as we often did not take into account the particular strengths or

weaknesses of the individuals in our team. In addition, it did appear that we experienced

some challenges in our time management principles. In looking back, we had disputes with

individuals arriving to scheduled meetings on time, undertaking simulation activities in a

timely manner, as well as our team not allocating sufficient periods to successfully complete

tasks. These were all significant challenges both to me personally, as well as to the

remainder of the team. To reflect on this, perhaps demonstrates the need for ‘commitment

from each team contributor to be a key agent of change’ (Atkins & Lowe 2011, p. 19).

Comment [A10]: Topic sentence here introduces the next idea of this paragraph.

Comment [A11]: Student uses the literature (and brings sources together) to support the arguments being made.

Comment [A12]: Student uses reflective phraseology to analyse their performance in the group activity.

Comment [A13]: Student analyse what was achieved well in the group.

Comment [A14]: A clear concluding sentence rounds up this paragraph to enhance the argument /reflection being made.

Comment [A15]: Student using a direct quote here as a topic sentence. Remember direct quotes always have page numbers in the citation.

Comment [A16]: Student here is analysing some of the things that didn’t work so well in the group work.

Comment [A17]: Student outlining some of the challenges the team faced and reflecting upon them.

Comment [A18]: As above.

Comment [A19]: Student uses the literature to ‘support’ their analysis of the group dynamic.

Assignment 2: Critical Reflective Writing. Subject # 000111222

Averi Gusstoodentt / Student I.D 1234569: Page 3

Having experienced these issues and to critically reflect upon them, it could be argued that

our team should have been more realistic about the timing of activities, clearly determining

who was responsible and effectively ensure that we could achieve the simulation goals in

adequate time. This understanding has been a valuable lesson to me, and in the future, I will

ensure that sufficient planning and ample time are adequately factored into group activities.

In conclusion, to reflect upon the role I have undertaken during the group simulation

project, it can be maintained that a great deal has been learnt, experienced and confronted.

In commenting upon the team dynamics, as well as the academic literature that has

supported the learning this semester, it can be argued that a new set of knowledge and

understanding has been created. In addition, it has been particularly important to become a

reflective practitioner and that in undertaking such observations helps to improve not only

one's performance but also enhance discipline-specific knowledge.

Comment [A20]: A strong concluding sentence here summarising what was learnt and how it can be bettered next time.

Comment [A21]: The conclusion starts with a wide summarising comment.

Comment [A22]: The student comments on what has been learnt and what has now changed.

Assignment 2: Critical Reflective Writing. Subject # 000111222

Averi Gusstoodentt / Student I.D 1234569: Page 4

References

Atkins, S. & Lowe, S. 2011, Agents of change – a call for effective leadership, University of Boston

Press, Boston, Mass.

Danks, W. 2012, ‘The dynamic boardroom communicator’, Communication Performance

Management, vol. 3, no. 3/4, pp. 82-90.

DuPont, A. 2013, Communication in action – a review, McGraw-Hill, New York.

Ellis, S. 2012, ‘Intellectual teamwork: social and technological foundations of cooperation’, Journal

of Sociology, vol. 32, no. 6.

Johnson, R. & Wiggs, P. 2011, ‘Change management--or change leadership?’, Journal of Change

Management, vol. 3, no. 4, pp. 311-17.

Largo, E. & Johns, M. 2008, Sensing of change management – rulemaking for the 21st Century, Swan

Page, London.

Nixon, D. 2014, Communication traits, Manchester, UK, viewed 16 November 2014,

<http://communication traits/industrial_relations.htm>.

Peterson, H. 2012, Teamwork dynamics, Smithfield Press, New York.

Wu, Z. & Xiao, L. 2011, ‘Team builder: a CSR tool for identifying expertise and team strengths’, Allied

Communications, vol. 12, no. 10, pp. 32-47.

NOTE: This entire paper has been submitted to Turnitin® and other anti-plagiarism software. Under no circumstances copy from this or any other paper.

Comment [A23]: All references to be formatted correctly –in this case UTS Harvard style. Alphabetically arranged –despite the format (web page, journal, textbook). Note how the titles of the resources are often not capitalised throughout. *** Please follow the UTS Harvard referencing formatting as shown on the UTS library website.