Student IDs: I25031718/ I25030701/ I25031466/ I25030721/ I25030579

Assignment 1:

1. Introduction

Effectiveness links to the productivity and profit that an organization achieves (Burhan
Ismael et al., 2021). A team consists of individuals who collaborate and utilize
complementary skills to achieve a shared goal (Kowalski and Ślebarska, 2022). An effective
team indicates productivity and strong collaboration among members to achieve its goals.
This definition applies to virtual teams which rely on digital communication tools to
coordinate tasks.

Team development includes five stages: forming, storming, norming, performing, and
adjourning (Robbins, Judge and Judge, 2018). Due to inconsistent goals or interests among
members, conflict is an inescapable issue in teams. In virtual teams, conflicts are more
complicated due to communication barriers, cultural diversity, and technical issues (Baker et
al., 2024). These challenges can cause delays, misunderstandings, and low effectiveness in
teamwork (Kowalski and Ślebarska, 2022).

A multinational manufacturing corporation, NISSEI, formed a development team to build a

new global research project in 2020. This team included five employees from various
nationalities: Vietnam, Japan, Thailand, Europe, and Canada forming a virtual team. This
team size is ideal for improving team effectiveness; however, it still faces increasing
challenges and conflicts caused by complex team composition affected by time zones,
technical levels, and cultures.

2. Individual differences

Firstly, team members had diverse personalities. Some were extroverted and proactive, while
others were introverted and preferred written communication, posing challenges to team
alignment. According to Radović, Matić and Opačić (2020), based on the Big Five model,
personal traits significantly influence collaborative performance, particularly extraversion
and openness.

Secondly, attitudes toward jobs can shape how team members collaborate, closely linked to
task performance and conflict management (Başoğul, 2021). In the team, disagreements arose
when some positive-attitude members embraced innovation and met deadlines, while others
insisted on conservatism and failed to fulfill obligations, creating tension.

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Student IDs: I25031718/ I25030701/ I25031466/ I25030721/ I25030579

Thirdly, NISSEI’s team members possessed different abilities, impacting team dynamics and
collaborative performance. Abilities are classified into intellectual and physical, both
affecting performances. Particularly, in remote settings, technical skills are important to
working efficiency (Schrammel and Marschalek, 2024).

Finally, emotional intelligence (EI) is vital in conflict management. In NISSEI’s remote

team, which exacerbated feelings of isolation and stress, high EI who tried to resolve conflict
constructively were more welcome, whereas low EI who frequently had emotional outbursts
tended to drive the team to aggravate conflict. Jordan and Troth (2021) highlight that while
EI may not affect individual performance, it significantly enhances group performance and
conflict resolution.

3. Recommend a conflict management strategy for better teamwork

To manage conflicts in NISSEI’s remote team, the Thomas-Kilmann Conflict Mode

Instrument (TKI) should be applied. This tool, widely used by research and practical teams,
has proven effective in conflict management (Pennington, 2024). First, the team leader
should administer the TKI assessment to understand each member's natural conflict style
(competitive, collaborative, accommodating, avoiding, or compromising). Next, the leader
customizes conflict resolution strategies based on these identified styles. In this case, the
team members who are introverted and avoid conflict should be encouraged towards more
open communication, while those who are highly competitive might benefit from guidance
on collaborative problem-solving. Finally, the leader should train this model members to
recognize the limitations of their default conflict style and encourage adaptability. This
involves teaching them to assess situations and consciously adopt different styles as needed,
promoting effective and constructive conflict resolution.

4. Recommend ways of motivating the employees using relevant motivational theory.

To motivate members, team leaders can apply the Self-Determination Theory, which
highlights three key psychological needs: autonomy, competence, and relatedness. In detail,
leaders should set clear objectives while allowing employees to control their workflow; and
foster competence by providing skill development opportunities like training and mentorship.
To improve relatedness, leaders focus on building social connections through virtual team-
building activities, informal check-ins, and recognition programs, enhancing a sense of
belonging and reducing loneliness due to lack of face-to-face direction.

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In remote settings, where communication tools and internet quality are crucial, ensuring a
stable connection and thorough communication is essential. Updating modern communication
technologies to enhance connection and communication quality will also motivate team
members to work more effectively and help avoid unexpected conflicts.

5. Conclusion

NISSEI’s experience highlights individual differences as the main cause of conflict in remote
settings. Understanding individual differences can help in designing effective strategies to
handle conflict in a team and leveraging motivational theories can foster a more cohesive and
productive virtual work environment.

Thus, the key components of an effective virtual team to prevent conflicts have been listed,
including effective remote leaders who can employ strategies to build trust and motivation
among members (Dinh et al., 2021); clear and consistent communication among team
members; and the use of collaborative tools ensuring connection stability and data security
(Baker et al., 2024; Schrammel and Marschalek, 2024). Additionally, Wang et al. (2021)
highlight two other important components in virtual situations such as social assistance to
balance work and private life, and particularly, individuals’ self-discipline. These essential
elements can help remote teams foster a cooperative, effective, and conflict-free work
environment, guaranteeing long-term success in the virtual workplace.

(837 words)

References

Baker, A.W. et al. (2024) ‘The Impact of Remote Work on Team Dynamics and Management
Strategies’, Journal of Ecohumanism, 3(5), pp. 963–983. Available at:
https://doi.org/10.62754/joe.v3i5.3949.

Başoğul, C. (2021) ‘Conflict management and teamwork in workplace from the perspective
of nurses’, Perspectives in Psychiatric Care, 57(2), pp. 610–619. Available at:
https://doi.org/10.1111/ppc.12584.

Burhan Ismael, N. et al. (2021) ‘The role of training and development on organizational
effectiveness’, Ismael, NB, Othman, BJ, Gardi, B., Hamza, PA, Sorguli, S., Aziz, HM,
Ahmed, SA, Sabir, BY, Ali, BJ, Anwar, G.(2021). The Role of Training and Development on
Organizational effectiveness. International Journal of Engineering, Business and
Management, 5(3), pp. 15–24.

Chuang, Y.-T., Chiang, H.-L. and Lin, A.-P. (2024) ‘Information quality, work-family
conflict, loneliness, and well-being in remote work settings’, Computers in Human Behavior,
154, p. 108149. Available at: https://doi.org/10.1016/j.chb.2024.108149.

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Student IDs: I25031718/ I25030701/ I25031466/ I25030721/ I25030579

Dinh, J.V. et al. (2021) ‘Developing team trust: Leader insights for virtual settings’,
Organizational Dynamics, 50(1), p. 100846.

Hamkar, N.A., Bashar, H. and Hikmat, H. (2024) ‘Effective Communication as a Tool for
Achieving Organizational Goal and Objective’, Journal for Research in Applied Sciences
and Biotechnology, 3(3), pp. 242–248. Available at: https://doi.org/10.55544/jrasb.3.3.37.

Jordan, P.J. and Troth, A.C. (2021) ‘Managing emotions during team problem solving:
Emotional intelligence and conflict resolution’, in Emotion and performance. CRC Press, pp.
195–218. Available at:
https://www.taylorfrancis.com/chapters/edit/10.1201/9780429187636-4/managing-emotions-
team-problem-solving-emotional-intelligence-conflict-resolution-peter-jordan-ashlea-troth
(Accessed: 5 February 2025).

Kowalski, G. and Ślebarska, K. (2022) ‘Remote working and work effectiveness: a leader
perspective’, International Journal of Environmental Research and Public Health, 19(22), p.
15326.

Pennington, G. (2024) ‘Managing conflict styles to accelerate leadership effectiveness’, BMC

Proceedings, 18(1), p. 28. Available at: https://doi.org/10.1186/s12919-024-00313-1.

Radović, S., Matić, J.S. and Opačić, G. (2020) ‘Personality traits composition and team
performance’, Management: Journal of Sustainable Business and Management Solutions in
Emerging Economies, 25(3), pp. 33–42.

Robbins, S.P., Judge, Timothy and Judge, Tim (2018) Organizational Behavior. Pearson.

Schrammel, M. and Marschalek, ilse (2024) ‘Virtual Social Labs – Requirements and
Challenges for Effective Team Collaboration’, Journal of Responsible Technology, 20, p.
100095. Available at: https://doi.org/10.1016/j.jrt.2024.100095.

Wang, B. et al. (2021) ‘Achieving Effective Remote Working During the COVID‐19
Pandemic: A Work Design Perspective’, Applied Psychology, 70(1), pp. 16–59. Available at:
https://doi.org/10.1111/apps.12290.

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Assignment 2

1. Enhancing Essential Management Skills: A Strategic Approach for Departmental

Managers

As a Regional Manager, equipping departmental managers with essential competencies is

crucial for effective leadership. Recent evaluations highlight challenges in three key areas:
Communication, Leadership, and Motivation.

Effective communication ensures clarity, teamwork, and productivity (Cambridge Dictionary,

2024). Research shows that 92.5% of respondents link strong communication to
organizational success (Hamkar, Bashar and Hikmat, 2024). However, communication alone
is not enough—leaders must also inspire and guide their teams, as key behaviors like
supportiveness and problem-solving drive 89% of business success (McKinsey, September
10, 2024). Strong leadership, in turn, fosters motivation, a crucial factor in employee
engagement and job satisfaction. Studies indicate that effective motivation strategies can
enhance performance by 73.5% (Paais and Pattiruhu, 2020).

Since these three factors are deeply interconnected, addressing them collectively is key to
improving managerial effectiveness. The following Action Plan outlines a structured
approach to developing these essential skills.

2. Action Plan

Overall Objective:

Equip departmental managers with enhanced competencies in communication, leadership,

and motivation to create effective team leadership and organizational success.

A detailed timeline provided in the appendix outlines key activities and milestones across the
three integrated phases.

Phase 1: Communication & Effective Communication Development

Objective:

Improve department manager’s communication skills for clarity, professionalism, and

assertiveness.

1.1. Communication Workshop (Internal & External Training)

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Student IDs: I25031718/ I25030701/ I25031466/ I25030721/ I25030579

 Covers fundamentals of verbal and non-verbal communication, best practices for clear
communication, and advances strategies tailored to managers.
 Delivered jointly by an external communication expert and the internal HR trainer on
Day 1 at an on-site training facility for around 3 hours.
 Managers will acquire communication skills, with improvements measured using pre-
and post-workshop assessments.
1.2. Interactive Learning & Practical Application
 Consists of group discussions where managers share personal communication
challenges and brainstorm solutions, followed by role-playing sessions simulating
interactions with superiors, peers, and external stakeholders.
 Conducted immediately after the workshop in breakout sessions for around 2 hours
with real-time coaching.
 Increase in confidence and improved application of communication skills, as reflected
in immediate feedback and follow-up surveys.
1.3. Performance Evaluation
 Evaluation via structured feedback from peers and employees, along with pre-and
post-training tests.
 Implemented at the end of the workshop and one week later using an online
evaluation platform.
 Clear identification of progress and areas to further improve on.

Phase 2: Leadership Development

Objective:

Improve leadership skills in decision-making, team motivation, and coaching

2.1. Leadership Workshop (External Training by Experts)

 Focuses on core leadership theories and various leadership styles, effective decision-
making, team management strategies, and developing emotional intelligence.
 Seminar lasting for 3 hours led by an external leadership consultant at an on-site
training facility.
 Participants will gain actionable leadership skills, which will be evaluated through
interactive exercises and reflective feedback.
2.2. Coaching Program Stage 1: Be Coached (External Training)

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Student IDs: I25031718/ I25030701/ I25031466/ I25030721/ I25030579

 One on one coaching sessions where managers get assisted by an external coach in
setting SMART leadership goals and developing tailored strategies.
 Conducted over 3 weeks after the workshop via in person sessions.
 An improvement in leadership skills which will be tracked through regular progress
reviews.
2.3. Coaching Program Stage 2: Be a Coach (Internal Training & Application)
 Department managers mentor assistant managers and supervisors using techniques
learned in the phase prior.
 Scheduled for 3 weeks after phase 2.2, these on-site mentoring sessions will focus on
improving problem-solving, decision-making, and motivation skills.
 An establishment of a robust leadership pipeline, assessed through mentor/ mentee
feedback and team performance improvements.

Phase 3: Motivation and Employee Engagement

Objective:

Equip managers to motivate employees, enhance morale, and improve team performance

3.1 Workshop on Motivation Strategies (External Training by Experts)

 Explores intrinsic and extrinsic motivation, customized strategies for diverse team
needs, and best practices for sustaining engagement and productivity.
 2.5 hours session led by an external motivational coach at an on-site training facility.
 Employees will have increased engagement and job satisfaction, as measured by post-
workshop surveys.
3.2 Real Time Application & Performance Monitoring (Internal Implementation &
Evaluation)
 Implementation of motivational techniques in everyday situations, with performance
tracked over 1-2 months.
 Managers apply these strategies in their respective departments, with periodic reviews
and adjustments based on employee feedback collected by the regional manager.
 Increased team productivity and morale.

Conclusion

As outlined in the report, enhancing the four skills among managers is crucial for improving
team performance and organizational success. The structured action plan which incorporates

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Student IDs: I25031718/ I25030701/ I25031466/ I25030721/ I25030579

workshops, coaching programs, and real-time applications ensures practical skill

development for the managers involved. By following the Gantt chart, managers can
systematically enhance their skills within the planned timeline.

(748 words)

References:

Cambridge Dictionary (2024) ‘Effective Communication’. Available at:

https://dictionary.cambridge.org (Accessed: 30 January 2025).

Hamkar, N.A., Bashar, H. and Hikmat, H. (2024) ‘Effective Communication as a Tool for
Achieving Organizational Goal and Objective’, Journal for Research in Applied Sciences
and Biotechnology, 3(3), pp. 242–248. Available at: https://doi.org/10.55544/jrasb.3.3.37.

Paais, M. and Pattiruhu, J.R. (2020) ‘Effect of motivation, leadership, and organizational
culture on satisfaction and employee performance’, The journal of asian finance, economics
and business, 7(8), pp. 577–588.

What is leadership: A definition and way forward | McKinsey (no date). Available at:
https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-leadership#/
(Accessed: 30 January, 2025).

Nguyen Thi Duyen

Student ID: I25030721
Nguyen Phuong Anh
Student ID: I25031466
Le Thi Minh Hong
Student ID: I25030579
Jeongyoon Yoo
Student ID: I25031718
Vincentius Nicholas
Student ID: I25030701