Introduction
This reflective essay explores my personal performance and learning experiences during group work on the Responsible Plastic Management (RPM) program as part of my Business Studies curriculum. The RPM program focuses on developing strategies for sustainable plastic use, a critical issue in modern business and environmental contexts. The aim of this reflection is to critically evaluate my contributions to the group, identify key challenges encountered, and assess how these experiences have shaped my learning and professional skills. Using Gibbs’ Reflective Cycle (1988) as a theoretical framework, alongside Belbin’s Team Roles theory, this essay will provide a structured analysis of my role as a Teamworker and Implementer within the group dynamic. The reflection is divided into key sections addressing critical issues, theoretical application, and relevance to my academic and professional development, before concluding with actionable goals for future improvement.
Context and Description of the Group Work Experience
The RPM program required my group to collaborate on designing a business strategy to reduce plastic waste in a hypothetical company. My role involved coordinating team inputs and ensuring tasks were completed on time, aligning with my identified strengths as a Teamworker and Implementer under Belbin’s Team Roles framework (Belbin, 2010). Initially, the group faced challenges in communication, as differing schedules and opinions on the project scope led to delays. I found myself mediating discussions to maintain harmony while pushing for practical solutions, such as creating a shared timeline. However, our group also struggled with unequal task distribution, with some members contributing less, placing additional pressure on others, including myself. This experience highlighted the complexities of group dynamics and prompted deeper reflection on my performance and the broader implications for teamwork in business settings.
Critical Reflection on Key Issues
Using Gibbs’ Reflective Cycle (1988), I can systematically evaluate my experience. The first stage, description, has been outlined above. Moving to feelings, I initially felt frustration due to the lack of accountability in the group. This emotion arose from my Implementer traits, as I value structure and task completion (Belbin, 2010). However, as a Teamworker, I also felt a responsibility to support struggling peers, which occasionally conflicted with my desire for efficiency. Evaluating the situation, a positive aspect was the eventual success in delivering a cohesive strategy, thanks to improved communication in later stages. Conversely, a significant negative was the time lost to initial disorganisation, which could have been mitigated by stronger leadership. Analysing this further, I recognise that my reluctance to assume a more directive role—possibly due to fear of conflict—hindered early progress. Indeed, literature suggests that effective teams require a balance of roles and clear leadership to navigate challenges (West, 2012).
Application of Theory to Experience
Belbin’s Team Roles theory provides a useful lens for understanding my contributions and limitations. As a Teamworker, I prioritised group cohesion by encouraging quieter members to share ideas, fostering inclusivity. As an Implementer, I ensured that theoretical concepts were translated into actionable steps, such as assigning specific responsibilities for researching plastic alternatives. However, Belbin (2010) notes that Implementers can be overly rigid, and I occasionally dismissed alternative approaches too quickly, potentially stifling creativity. Reflecting on Gibbs’ (1988) action plan stage, I identify the need to be more adaptable in future collaborations. Furthermore, Tuckman’s stages of group development (1965, cited in West, 2012) are relevant here; our group lingered in the ‘storming’ phase due to initial conflicts, and my role could have been to facilitate a quicker transition to ‘norming’ through proactive conflict resolution. This theoretical insight underscores the importance of balancing personal tendencies with team needs, a principle directly applicable to business environments where diverse teams are common.
Relevance to My Learning and Professional Development
This experience has been instrumental in shaping my understanding of teamwork and sustainability in business. The RPM program exposed me to the practical challenges of implementing responsible practices, such as balancing cost with environmental impact—an issue widely discussed in sustainability literature (Elkington, 1997). Personally, I have gained insight into my strengths in fostering collaboration and executing plans, but also identified weaknesses in assertiveness and flexibility. These lessons are directly relevant to my future career aspirations in business management, where effective teamwork is critical. Moreover, grappling with real-world issues like plastic management has heightened my awareness of corporate social responsibility, a core concept in modern business studies. As Gibbs’ (1988) cycle suggests, reflection enables learning from experience, and this process has equipped me with a framework to continuously improve my collaborative skills.
Conclusion
In conclusion, reflecting on my performance in the RPM program group work has revealed both strengths and areas for development. My roles as a Teamworker and Implementer facilitated group cohesion and task completion, yet challenges such as communication breakdowns and unequal contributions highlighted limitations in assertiveness and adaptability. Applying Gibbs’ Reflective Cycle and Belbin’s Team Roles theory, I have critically assessed these experiences, identifying actionable insights for future projects. Moving forward, I set the following goals to address major issues raised: first, to develop leadership skills by taking initiative in conflict resolution; second, to enhance flexibility by actively considering diverse perspectives; and third, to improve time management within groups by advocating for structured planning from the outset. These goals align with my broader aim of becoming a competent business professional capable of navigating complex team dynamics and contributing to sustainable practices. This reflective process has therefore not only deepened my self-awareness but also reinforced the value of theoretical frameworks in personal and professional growth.
References
- Belbin, R.M. (2010) Team Roles at Work. 2nd edn. Routledge.
- Elkington, J. (1997) Cannibals with Forks: The Triple Bottom Line of 21st Century Business. Capstone Publishing.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit, Oxford Polytechnic.
- West, M.A. (2012) Effective Teamwork: Practical Lessons from Organizational Research. 3rd edn. Wiley-Blackwell.
(Note: The word count of this essay, including in-text references, is approximately 1,020 words, meeting the specified requirement. The content has been tailored to reflect an appropriate level of critical analysis and theoretical application for a 2:2 undergraduate standard in Business Studies.)
