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Self-Reflection Paper:

What I Learned as A Reconnaissance Team Member

Ben Brosseau

University of Charleston, West Virginia

ORGL-430 Developing Teams

Dr. Williams

August 18th, 2024

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Self-Reflection Paper: What I Learned as A Reconnaissance Team Member

Several years ago, I was the Joint Terminal Attack Controller (JTAC) assigned to a Ranger

Reconnaissance Team. My six-man team comprised our team sergeant, two reconnaissance

sergeants, a communications sergeant, an intelligence sergeant, and myself, the forward

observer. We undertook a rigorous training exercise, a two-week, self-sustained operation

conducted across more than 500 kilometers of desert terrain. This operation aimed to validate

our unit's long-range reconnaissance capabilities in a desert environment. This experience was

pivotal in our team development, testing our mettle and pushing us to our limits.

Knowledge of Team Development

At that time, I had been in the military for over ten years and served on multiple teams

and in team leader positions. However, I approached teams with a task-oriented mindset,

mainly overlooking the nuances of individual morale and emotions. I never seriously considered

theoretical frameworks such as the stages of team development as described by (Ryan, 2008,

pp. 38-39). This reflection marks a significant shift in my approach, highlighting the importance

of understanding the stages of team development and emotional intelligence in fostering

effective teamwork.

Problems/Conflicts/Obstacles

We faced a couple of significant challenges as a team during this exercise. Firstly, I was

the reconnaissance company fire support chief who oversaw all the JTACs and was not

permanently assigned to that particular team. Due to my unfamiliarity with the established

dynamic of this team, I had to rapidly acclimate to our Team Sergeant’s leadership style and the
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team’s personality. Secondly, the attached intelligence sergeant was not a trained

reconnaissance operator from our company but a direct attachment from another battalion. His

level of understanding proved to be a friction point in the communication and execution of

tasks. We were not well-versed in the capabilities of his collection equipment, and he was

unfamiliar with our Tactics, Techniques, and Procedures. The concept of emotional intelligence,

as highlighted by Goleman (1995), became crucial in navigating these interpersonal challenges

and improving team cohesion.

Satisfying Aspects of the Team

The most satisfying part of this team experience was the camaraderie we rapidly

developed through shared failures and successes. Despite the challenges, with expert guidance

from our team sergeant, we overcame a litany of obstacles and setbacks to achieve some

significant goals. This experience emphasized the importance of team identity and how effective

leadership can unify team members under a common purpose (Boss, 2018).

Team Motivation

I did not find motivation an area of struggle for us as a team. Individually, we were all

mature Non-Commissioned Officers (NCOs) who addressed setbacks with dogged

determination, albeit with the requisite volume of vulgarity to accompany the tasks. On one

particular occasion, there was a significant communications failure in the chain of intelligence

reporting. Our higher headquarters leadership, not out in the desert with us, had figuratively

thrown us under the bus to cover for their mistake. Our team sergeant used the method of

uniting us against the headquarters and effectively challenged us to prove them wrong with
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stellar and undeniable performance. This method could appear as an insubordinate and

unconventional approach to motivational leadership. However, it motivated us to excel in our

tasks and deliver tangible results, proving our worth to higher headquarters leaders.

Team Identity

Team identity begins with the team leader. In this case, our team sergeant was an

incredibly unflappable professional. He did not mince his words or carry on as a passive "yes-

man" but always found a way to meet our commander's intent regardless of the circumstances.

His attitude permeated our team and caused us to work to the best of our ability as problem

solvers with great ingenuity. This experience underscored the role of leadership in shaping team

identity and performance (Ryan, 2008)

Personal Contribution

With my job specialty being to control the employment of all surface-to-surface and air-

to-ground fire support assets, I could readily gauge my contribution based on the number of

targets destroyed and mission success. I am most proud of my unofficial contributions, which

were as surprising to me as those of my team members. It quickly became apparent that I had

the most significant experience in off-road diving, vehicle recovery, and maintenance. After the

first vehicle recovery operation, I was responsible for all vehicle recovery operations and

conducted two significant mechanical repairs under night vision. This showed me that while we

have designated roles and responsibilities, natural talent or experience should be recognized. If

our assistant team leader, whose job scope covers this area, were not a humble professional, he
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would have ignored my experience and not employed it to the detriment of the team’s success

(Belbin, 1993).

Team Member vs. Team Leader

A quality team leader versus team member relationship is crucial to team success. Our

team sergeant exemplified effective leadership by setting clear expectations and allowing us to

operate autonomously within our areas of expertise. He was constantly involved to provide

insight and assurance but did not meddle in our tasks. A perfect example of this is him telling

me he would drive our vehicle because he wanted me to focus entirely on my job controlling

aircraft. His approach highlights the difference between enabling leadership and

micromanagement, as discussed in the course readings (Boss, 2018)

Rewarding Team Members

During an extended operation in a stressful environment, it is imperative to

appropriately reward team members for their contributions to the team's success. Boss (2018)

emphasizes timely and meaningful recognition is a powerful tool for sustaining team

performance. This recognition helps maintain unit cohesion and boost individual morale. One of

the ways we do this in the military is by presenting awards to soldiers for their exceptional

performance in a particular situation. After this training exercise, I was incredibly honored to

receive a commendation award from my team sergeant and a coin from our regimental

commander. It was a complete surprise as I thought I was doing my job. This recognition was a

significant motivator for me as it solidified my relationship of trust and mutual respect with my

team sergeant and showed me that my efforts were not mute.

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Monitoring Team Performance

According to the team's Standard Operating Procedure (SOP), we had a daily sync to

curate our intelligence reports before sending them to our higher headquarters. While very

brief, our team sergeant stressed its importance. This sync was the perfect time to ensure we

were all on the same page and hear any concerns from each team member. Active listening was

crucial during these meetings, allowing us to maintain accuracy in our intelligence reports and

adapt to the evolving situation. This practice of regular performance reviews aligns with

effective team management strategies (Boss, 2018).

Change in Perspective

Dan and Chip Heath (2010), in Switch: How to Change Things When Change Is Hard,

argue that understanding the human element in decision-making is critical to leading teams

through change. Throughout this course, I have learned that prioritizing the human rather than

the task will drastically improve our overall success in the team environment. In the military, we

always put the mission first, which, while sometimes necessary, can lead to personnel burnout

and, in turn, mission failure. Therefore, prioritizing the humans will ensure longevity in team

performance and improve the probability of mission success.

Skill Improvement

One area of improvement identified during this course is my communication style,

particularly in high-stress situations. My lack of applied emotional intelligence in

communication could be abrasive. I performed my tasks well in stressful situations but

sometimes communicated tactlessly, like a “social hand grenade” (Boss, 2018). This led to our
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attached intelligence sergeant hesitating to speak with me because he thought I was angry with

him. When our communications sergeant informed me about this, I had to prioritize repairing

that nascent relationship. I am now much more cognizant of my communication methods,

especially with new team members, prioritizing building trust and respect versus bulldozing

more reserved teammates with my dominating speech (Goleman, 1995).

Application to Current Leadership

As a direct result of this course, I have reprioritized my approach to leadership in a team

environment. I now understand that the phases of team development are natural and should be

guided and nurtured, not stifled or squashed. Belbin (1993) lays out the unique types of team

members and how we can best employ them in different positions, not simply assigning bodies

to tasks but aligning individual talent against specific problem sets. This approach leverages

individual problem-solving capabilities to maximize team performance (Ryan, 2008, pp. 44,

Table 3.1).

Conclusion

This course has significantly deepened my understanding of team dynamics and

leadership. Through exploring concepts such as emotional intelligence, team identity, and the

stages of team development outlined by Ryan (2008), I now appreciate the complexity of

leading and participating in a team. This course has shifted my perspective from a purely task-

oriented approach to one that values team interactions' emotional and relational aspects. I have

learned that successful leadership involves guiding the team through tasks and nurturing the

team’s growth and cohesion.

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I plan to apply these insights by being more attuned to my team members' emotional

and developmental needs. I will prioritize creating a supportive environment where open

communication is encouraged and team members feel valued for their unique contributions.

Additionally, I will implement strategies to assess and improve team performance regularly,

ensuring we continually evolve and adapt to meet new challenges. By incorporating the lessons

from this course, I aim to foster a more cohesive, motivated, and effective team capable of

achieving our shared goals.

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References

Belbin, R. M. (1993). Team roles at work. Butterworth-Heinemann.

Boss, J. (2018, February 4). 6 Signs Of An Emotionally Intelligent Team. Forbes.

https://www.forbes.com/sites/jeffboss/2018/02/04/6-signs-of-an-emotionally-

intelligent-team/#3a23c36565c1

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.

Heath, D., & Heath, C. (2010). Switch: How to change things when change is hard. Crown

Business.

Ryan, R. (2008). Leadership Development (1st ed.). Butterworth-Heinemann.

https://viewer.ebscohost.com/EbscoViewerService/ebook?

an=298268&callbackUrl=https%3a%2f

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