Team ability and social competence are crucial in the new economy. In the globalized world, where the workforce is becoming increasingly diverse, working in diverse teams is even more important. What the effects of diversity on teamwork are and how the ability to work in diverse teams can be trained are questions that the author is interested to explore in this research paper.
In doing so, Chapter I takes a theoretical approach by starting to explain diversity in the workforce as a trend as well as the types of diversity. Since diversity has contrasting effects on teamwork, both disadvantages and advantages are analysed in the third section. In order to make use of the positive aspects of working in diverse teams and still avoid or minimize the negative effect of differences at the same time, diversity should be effectively managed, which is discussed in the last section of Chapter I.
Admittedly, diversity training can only be achieved by working in a diverse team. How can the ability to work in diverse teams be trained at universities? Chapter II intends to answer this question by providing the example of MARKSTRAT as a means of creating heterogeneous learning teams. As the paper shows, by bringing together students from eight universities with seven different nationalities, Markstrat Slagelse 2007 created an opportunity for students to not only teach them skills implementing marketing strategies but also enable them to collect the most valuable experience by working in culturally, socially, gender- and age-diverse teams. In order to present the work process in it, one team has been singled out to depict team development and interpersonal interaction among its team members, including how they became acquainted with one another, where disagreements came from, what was done to resolve conflicts in order to improve common understanding and reach mutual decisions. In order to vividly describe the dynamics of cooperation in this group, four phases including forming, storming, norming, and performing have been differentiated.
As a member of this team, the author bases the study of these interactions on direct participation and/ or observations of the work process. By exploring the effects of diversity in teamwork in both theory and practice, the author hopes to shed light on the importance of the constructive use of diversity in teamwork and thereby contribute to creating the awareness of diversity training.
Table of Contents
Introduction
Chapter 1 Diversity in Teamwork
1.1 Diversity as a Workforce Trend
1.2 Types of Diversity
1.3 The Impacts of Diversity on Teamwork
1.3.1 Disadvantages of Diversity
1.3.2 Advantages of Diversity
1.4 Managing Diversity
Chapter 2 MARKSTRAT as a Model for Diversity Training
2.1 What is MARKSTRAT
2.2 Demographic Diversity in MARKSTRAT SLAGELSE 2007
2.3 Teamwork in MARKSTRAT SLAGELSE 2007 - Group OO as an Example
2.3.1 The Team Members in the Group OO
2.3.2. From Forming to Performing: The Team Development in the Group OO
Conclusion
Objectives & Core Themes
This work explores the multifaceted effects of diversity on teamwork performance and evaluates how diversity can be managed effectively to leverage its potential for creativity and innovation. The primary research focus lies in applying these theoretical concepts to a practical case study, specifically using the MARKSTRAT simulation to analyze team development, conflict resolution, and the collaborative dynamics within a heterogeneous group.
- Impact of workforce diversity on team performance
- Advantages and disadvantages of heterogeneous team structures
- Application of the MBI (Mapping, Bridging, Integrating) model for managing diversity
- Practical analysis of team development phases in a business simulation
- Development of intercultural competence through 'learning by doing'
Excerpt from the Book
2.3.2. From Forming to Performing: The Team Development in the Group OO
In order to describe the dynamics of cooperation in teamwork, the phase model of group development is worth introducing. It describes the status form of a group as it moves through development phases in response to either external or internal factors. As revealed previously, the work process and group development may differ from team to team, depending on how individuals interact in each stage. Yet in general, researchers maintain that most teams will trace their development through these four phases: forming, storming, norming, and performing,35 which the author prefers to use in analyzing the team development in Group OO.
Forming phase (from Sunday, 28th of January to Tuesday, January 30th): As the first stage of group work, this phase is typically characterised by test behaviours and a ‘wait and see’ attitude of the team members. In order to discover what behaviours are acceptable, and how to handle each other, the group is explored and scanned. In attempting to identify tasks and orientate himself, each group member was curious to find out how he should see himself in comparison to the others, with whom understood better, how he could present or position himself most favourably.36
This was the case especially when this group met with group members. Being uncertain about the simulation and the other team members, the atmosphere on the first two days was friendly, polite, yet somehow distant. All the team members were flexible with role arrangement. As an English native speaker, Charlene was elected as the President of the firm. She was also pleased to accept this team proposal. Other issues such as who should be responsible for R&D, who should do marketing etc. were also quickly settled. Each member showed high flexibility and made a kind of ‘I do everything’ impression.
Summary of Chapters
Introduction: This chapter defines the core concepts of diversity and outlines the research objective of examining how diversity influences teamwork performance and training.
Chapter 1 Diversity in Teamwork: This section investigates the growing workforce trend of diversity, categorizes its various forms, and details both the potential negative impacts and the distinct benefits for team performance, concluding with management strategies.
Chapter 2 MARKSTRAT as a Model for Diversity Training: This chapter introduces the MARKSTRAT simulation as a pragmatic business learning environment, analyzing specific demographic factors and a detailed longitudinal study of team development and conflict resolution within a designated study group.
Conclusion: The final section synthesizes findings on the necessity of diversity management and confirms that structured simulation exercises provide valuable practical experience in intercultural competence and conflict handling.
Keywords
Diversity, Teamwork, MARKSTRAT, MBI Model, Conflict Management, Group Development, Heterogeneous Teams, Intercultural Competence, Business Simulation, Workforce Trend, Organisational Diversity, Psychological Diversity, Performance, Learning by Doing, Team Dynamics
Frequently Asked Questions
What is the core focus of this research?
The work examines how diversity impacts teamwork, analyzing both the challenges—such as miscommunication—and the advantages, such as increased creativity, and how these can be managed effectively.
What are the primary thematic areas covered?
The paper covers the definition and classification of diversity, the impacts of diversity on team performance, the MBI management model, and a case study of a university simulation.
What is the main objective or research question?
The study aims to determine how students can develop essential team abilities and social competence through practical 'learning by doing' in a diverse team environment.
Which scientific method is utilized?
The author uses a combination of literature review and a qualitative case study based on direct observation and participation in the MARKSTRAT SLAGELSE 2007 simulation.
What is discussed in the main body of the work?
The main body details the theoretical foundations of diversity management, followed by an in-depth empirical look at a specific group (Group OO) moving through the phases of team development.
Which keywords best describe this work?
Key terms include Diversity, Teamwork, MBI Model, Conflict Management, Group Development, and Intercultural Competence.
How does the author characterize the MBI model?
The MBI model consists of Mapping to understand differences, Bridging to facilitate communication, and Integrating to resolve conflicts and build on collective ideas.
Why was the MARKSTRAT simulation chosen for this analysis?
MARKSTRAT serves as a risk-free, competitive environment that forces participants from various cultural and academic backgrounds to interact and manage real-world business challenges within a limited timeframe.
What outcome did the author observe regarding conflict in Group OO?
The author noted that conflict was not driven by demographic differences as initially assumed, but rather by varying communication styles and expectations, which were eventually resolved through open discussion.
- Arbeit zitieren
- Diplom-Wirtschaftamerikanistin Xiumei Liu (Autor:in), 2007, Diversity in Teamwork - MARKSTRAT as a Model for Diversity Training, München, GRIN Verlag, https://www.hausarbeiten.de/document/73776
