Relfection of my First Experience as a

Project Manager in a Health Camp

Reflective learning is the reflective learning is the process of internally examining and exploring

an issue of concern triggered by an experience which creates and clarifies meaning in terms of self

and which results in a change conceptual perspective (Boyd & Fales 1983). This reflective writing

describes an event that occurred in a breast cancer screening camp using the Belbin team profile.

The event was held in a rural village of Gorkha district in Nepal in October 2012 where such a fa-

cility was not available. Back then, I used to work as a registered nurse in one of the biggest gov-

ernment hospitals in the country, and we were facing a lot of patients who were in their last stages

of breast cancer. Provided that they had received such screenings early on, they could have avoided

such a fate. Hence, the management of the hospital had decided to provide screening facilities and

awareness campaigns in various parts of the country, and I was chosen to the head the project in one

district.

The biggest challenge I faced was team formation. I had to make sure that the most capable people

were selected. However, I had more capable people than required. Using Belbins teamwork self-

perception inventory, I chose two doctors, five nurses, ten spot boys and myself as the manger. The

following nine team roles are identified in the inventory: plant, resource investigator, co-ordinator,

shaper, monitor evaluator, team-worker, implementer, completer-finisher and specialist.

An implementer is conservative, dutiful, predictable, and has organising ability, practical common

sense, hard-working and self-discipline. A co-ordinator is calm, self-confident, controlled and has a

strong sense of objectives as well as a capacity for treating and welcoming all potential contributors

on their merits and without prejudice. A shaper is highly-strung, outgoing, dynamic and has a drive

and readiness to challenge inertia, ineffectiveness, complacency or self-deception. A plant is indi-

vidualistic, serious-minded, unorthodox, and has a genius, imagination, intellect, knowledge. A re-

source investigator is extroverted, enthusiastic, curious, communicative and has a capacity for con-

tacting people and exploring anything new and an ability to respond to challenge. A monitor-eval-

uator is sober, unemotional, prudent and has a proper judgement, discretion and hard-headedness. A

team-worker is socially orientated, mild and sensitive, and has an ability to respond to people and

situation and to promote team spirit. A completer-finisher is painstaking, orderly, conscientious,

anxious and has a capacity to follow through perfectionism. A specialist is single minded, self-start-

ing and dedicated, and provides knowledge or technical skills in rare supply. (Belbin 1993b)

These roles could also be classified as action (completer-finisher, implementer, shaper), social (co-

ordinator, resource investigator, team-worker) and thinking (monitor-evaluator, plant and specialist)

roles. Each role has its own individual contribution to the team (Belbin 1993a). Instead of being an

individual nature, each role is a cluster of behaviours, and a candidate can have more than one pre-

ferred team role (Belbin 1993a). Some of these roles could be either preferred, manageable or least

preferred (Belin 2010).

Firstly, I prepared a questionnaire to be filled in by as many staff as possible to find out the most

preferred candidates for the job. After analysing the questionnaire, I then asked the most-favoured

candidates if they were available on the day of the project. The first team was formed from among

those who scored the highest score on the Belbin inventory. However, I also prepared another back-

up team from the pool of less-preferred candidates in case some members did not make it to the

camp. There are five stages involved in a newly formed team - forming, storming, performing and

adjourning (Mind Tools 2009 - 2011). The team I formed also went through these stages. In addition

to this, according to the Honey and Mumford Learning Styles Questionnaire, each team member

also has his or her own self-identification and contribution to form an effective team, namely ac-

tivist, pragmatist, theorist add reflector (Honey & Mumford 1986).

I was initially hesitant to take on this project due to lack of experience and expertise. However, the

choice of the team members and their experience and expertise contributed to the success of this

project. The choice of the team members was made using the Belbin inventory of teamwork self-

perception. Hence, the use of the Belbin inventory which helped choose the right persons made this

project successful. I learnt to be clear about the dynamics of team formation and the type of mem-

bers that should be chosen in forming a team. I also learnt other management skills, which however,

are beyond the scope of this reflective writing.

There were a few crisis situations during the project, and I learnt that I was quick to lead such situa-

tions without waiting for discussion and group decisions. At times when the group lost focus, I

could steer the group towards a direction. At the same time, I would also listen to the views of oth-

ers and encourage less participate members. By making roles and responsibilities clear to each

member, jobs were completed more effectively and without any kind of disharmony. I have learnt

that one has to be honest in group works, and not be distracted by the desire to be liked. It is also

important to clear ones point so that there are no confusions. It is also necessary to offer a respon-

sibility to a team member if they choose to, rather than taking the task, as the lesser the tasks the

leader takes, the more time s/he has other tasks.

References:

Belbin, M. R. 1993a, Team Roles at Work, Butterworth-Heinemann, Ltd, Oxford.

Belbin, M.R. 1993b, Management Teams: Why They Succeed or Fail, Butterworth- Heinemann,

Jordan Hill, Oxford.

Belbin, M. R. 2010, Team roles at work, 2nd edn, Elsevier Ltd., Oxford, UK.

Boyd, E.M. & Fales, A.W. 1993, Reflective learning key to learning from experience Journal of

Humanistic Psychology vol. 23, no. 2, pp. 99-117.

Mind Tools 2009-2011, Team building toolkit, Mind Tools Limited, London.

Honey, P. and Mumford, A. 1986, The Manual of Learning Styles, Berkshire, Peter Honey.

Appendix A

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Team Formation Exercise PART 1 : Honey & Mumford Learning Styles Questionnaire

This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning habits that help you benefit more from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style.

There is no time limit to this questionnaire. It will probably take you 10 - 15 minutes. The accuracy of the results depend on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick by it (). If you disagree more than you agree put a cross by it (x). Be sure to mark each item with either a tick or a cross.

X 1. I have strong beliefs about what is right and wrong, good and bad 2. I often act without considering the possible consequences. X 3. I tend to solve problems using a step-by-step approach. 4. I believe that formal procedures and policies restrict people. 5. I have a reputation for saying what I think simply and directly. X 6. I often find that actions based on feelings are as sound as those based on

careful thought and analysis. X 7. I like the sort of work where, I have time for thorough preparation and

implementation. X 8. I regularly question people about their basic assumptions. 9. What matters most is whether something works in practice. X 10. I actively seek out new experiences. X 11. When I hear about a new idea or approach, I immediately start working out

how to apply it in practice. X 12. I am keen on self discipline such as watching my diet, taking regular

exercise, sticking to a fixed routine. 13. I take pride in doing a thorough job. X 14. I get on best with logical, analytical people and less with spontaneous,

irrational people. 15. I take care over the interpretation of data available to me and avoid jumping

to conclusions. 16. I like to reach a decision carefully after weighing up many alternatives. 17. Im attracted more to novel, unusual ideas than to practical ones. 18. I dont like disorganized things and prefer to fit things into a coherent

program. 19. I accept and stick to laid down procedures and policies so long as I regard

them as an efficient way of getting the job done. X 20. Like to relate my actions to a general principle. 21. In discussion I like to get straight to the point. X 22. I tend to have distant, rather formal relationships with people at work. 23. I thrive on the challenge of tackling something new and different. 24. I enjoy fun-loving, spontaneous people.

UTS: FACULTY OF DESIGN ARCHITECTURE AND BUILDING

X 25. I pay meticulous attention to detail before coming to a conclusion. X 26. I find it difficult to produce ideas on impulse. 27. I believe in coming to the point immediately. X 28. I am careful not to jump to conclusions too quickly. X 29. I prefer to have as many sources of information as possible - the more the

data to think over the better. X 30. Flippant people who dont take things seriously enough usually irritate me. 31. I listen to other peoples point of view before putting my own forward. 32. I tend to be open about how Im feeling. 33. In discussions I enjoy watching the maneuverings of the other participants. 34. I prefer to respond to events on a spontaneous flexible basis rather than plan

things out in advance. X 35. I tend to be attracted to techniques such as network analysis,

flowcharts, branching programmes, contingency planning etc. 36. It worries me if I have to rush out a piece of work to meet tight deadlines. X 37. I tend to judge peoples ideas on their practical merits. 38. Quiet, thoughtful people tend to make me feel uneasy. 39. I often get irritated by people who want to rush things. 40. It is more important to enjoy the present moment than to think about the past

or future. X 41. I think that decisions based on a thorough analysis of all the information are

sounder than those based on intuition. X 42. I tend to be a perfectionist. 43. In discussions I usually produce a lot of simultaneous ideas. 44. In meetings I put forward practical realistic ideas. X 45. More often than not, rules are there to be broken. X 46. I prefer to stand back from a situation and consider all the perspectives. X 47. I can often see inconsistencies and weaknesses in other peoples arguments. 48. On balance I talk more than I listen. 49. I can often see better more practical ways to get things done. 50. I think written reports should be short and to the point. X 51. I believe that rational, logical thinking should win the day. X 52. I tend to discuss specific things with people rather than engaging in social

discussions. 53. I like people who approach things realistically rather than theoretically. 54. In discussions I get impatient with irrelevancies and digressions. X 55. If I have a report to write I tend to produce lots of drafts before settling on the

final version. X 56. I am keen to try things out to see of they work in practice. X 57. I am keen to reach answers via a logical approach. X 58. I enjoy being the one that talks a lot. 59. In discussions I often find I am the realist, keeping people to the point and

avoiding wild speculations. X 60. I like to ponder many alternatives before making up my mind. X 61. In discussions with people I often find I am the most dispassionate and

objective. 62. In discussions Im more likely to adopt a low profile than to take the lead

and do most of the talking. 63. I like to be able to relate current actions to a longer term bigger picture. 64. When things go wrong I am happy to shrug it off and put it down to

experience. 65. I tend to reject wild, spontaneous ideas as being impractical. X 66. Its best to think carefully before taking action. X 67. On balance I do the listening rather than the talking. X 68. I tend to be tough on people who find it difficult to adopt a logical approach. 69. Most times I believe the end justifies the means. X 70. I dont mind hurting peoples feelings so long as the job gets done.

71. I find the formality of having specific objectives and plans stifling. 72. Im usually one of the people who put life into a party. 73. I do whatever is expedient to get the job done. X 74. I quickly get bored with methodical, detailed works. X 75. I am keen on exploring the basic assumptions, principles and theories

underpinning things and events. X 76. Im always interested to find out what people think. X 77. I like meetings to be run on methodical lines, sticking to laid down agenda

etc. X 78. I steer clear of subjective or ambiguous topics. 79. I enjoy the drama and excitement of a crisis situation. X 80. People often find me insensitive to their feelings.

You score one point for each item you ticked . There are no points for items you crossed ! . Simply indicate on the lists below which items were ticked.

2 7 1 6

4 13 3 9

5 15 8 11

10 16 12 19

17 25 14 21

23 28 18 27

24 29 20 35

32 31 22 37

34 33 26 44

38 36 30 49

40 39 42 50

43 41 47 53

45 46 51 54

48 52 57 56

58 55 61 59

64 60 63 65

71 62 68 69

72 66 75 70

74 67 77 73

79 76 78 80

Totals 16 8 2 13

Activist Reflector Theorist Pragmatist

Diagram

Appendix B

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Team Formation Exercise PART B: BELBINS Teamwork Self-Perception Inventory

For each section, distribute a total of ten points among the sentences which you think best de-scribe your behaviour. These points may be distributed among several sentences: in extreme cases they might be spread among all the sentences or ten points may be given to a single sen-tence. Enter the points in the Self Perception Inventory: Points Table at the end of the document.

1 What I believe I can contribute to a team:

(a) I think I can quickly see and take advantage of new opportunities. (b) I can work well with a very wide range of people. (c) Producing ideas is one of my natural assets. (d) My ability rests in being able to draw people out whenever I detect they have something of val-

ue to contribute to group objectives. (e) My capacity to follow through has much to do with my personal effectiveness. (f) I am ready to face temporary unpopularity if it leads to worthwhile results in the end. (g) I am quick to sense what is likely to work in a situation with which I am familiar. (h) I can offer a reasoned case for alternative courses of action without introducing bias or preju-

dice.

2. If I have a possible shortcoming in teamwork, it could be that:

(a) I am not at ease unless meetings are well structured and controlled and generally well conduct-ed.

(b) I am inclined to be too generous towards others who have a valid viewpoint that has not been given a proper airing.

(c) I have a tendency to talk a lot once the group gets on to new ideas. (d) My objective outlook makes it difficult for me to join in readily and enthusiastically with col-

leagues. (e) I am sometimes seen as forceful and authoritarian if there is a need to get something done. (f) I find it difficult to lead from the front, perhaps because I am over-responsive to group at-

mosphere. (g) I am apt to get too caught up in ideas that occur to me and so lose track of what is happening. (h) My colleagues tend to see me as worrying unnecessarily over detail and the possibility that

things may go wrong.

3 When involved in a project with other people:

(a) I have an aptitude for influencing people without pressurizing them. (b) My general vigilance prevents careless mistakes and omissions being made. (c) I am ready to press for action to make sure that the meeting does not waste time or lose sight

of the main objective. (d) I can be counted on to contribute something original. (e) I am always ready to back a good suggestion in the common interest. (f) I am keen to look for the latest in new ideas and developments. (g) I believe my capacity for cool judgments is appreciated by others.

UTS: FACULTY OF DESIGN ARCHITECTURE AND BUILDING

(h) I can be relied upon to see that all essential work is organized.

4 My characteristic approach to group work is that:

(a) I have a quiet interest in getting to know colleagues better. (b) I am not reluctant to challenge the views of others or to hold a minority view myself. (c) I can usually find a line of argument to refute unsound propositions. (d) I think I have a talent for making things work once a plan has to be put into operation. (e) I have a tendency to avoid the obvious and to come out with the unexpected. (f) I bring a touch of perfectionism to any team job I undertake. (g) I am ready to make use of contacts outside the group itself. (h) While I am interested in all views, I have no hesitation in making up my mind once a decision

has to be made.

5 I gain satisfaction in a job because:

(a) I enjoy analyzing situations and weighing up all the possible choices. (b) I am interested in finding practical solutions to problems. (c) I like to feel I am fostering good working relationships. (d) I can have a strong influence on decisions. (e) I can meet people who may have something new to offer. (f) I can get people to agree on a necessary course of action. (g) I feel in my element where I can give a task my full attention. (h) I like to find a field that stretches my imagination.

6 If I am suddenly given a difficult task with limited time and unfamiliar people:

(a) I would feel like retiring to a corner to devise a way out of the impasse before developing a line. (b) I would be ready to work with the person who showed the most positive approach, however dif-

ficult he/she might be. (c) I would find some way of reducing the size of the task by establishing what different individuals

might best contribute. (d) My natural sense of urgency would help to ensure that we did not fall behind schedule. (e) I believe I would keep cool and maintain my capacity to think straight. (f) I would retain a steadiness of purpose in spite of the pressures. (g) I would be prepared to take a positive lead it I felt the group was making no progress. (h) I would open up discussion with a view to stimulating new thoughts and getting something mov-

ing.

7 With reference to the problems to which I am subject in working in groups:

(a) I am apt to show my impatience with those who are obstructing progress. (b) Others may criticize me for being too analytical and insufficiently intuitive. (c) My desire to ensure that work is properly done can hold up proceedings. (d) I tend to get bored rather easily and rely on 1 or 2 stimulating people to spark me off. (e) I find it difficult to get started unless the goals are clear. (f) I am sometimes poor at explaining and clarifying complex points that occur to me. (g) I a conscious of demanding from others the things I cannot do myself. (h) I hesitate to get my points across when I run up against real opposition.

Self-Perception Inventory: Points Table

Transpose the scores taken from the points table above, entering them section by section in the table below. Then add up the points in each column to give a total team-role distribu-tion score.

Section a b c d e f g h Total1 2 2 2 2 2 102 3 4 3 103 4 2 4 104 3 3 4 105 4 3 3 106 4 4 2 107 1 3 3 3 10

Grand Total 70

Sect IM CO SH PL RI ME TW CF

1 g d f c a h b e2 a b e g c d f h3 h a c d f g e b4 d h b e g c a f5 b f d h e a c g6 f c g a h e b d7 e g a f d b h cTOT