Assignment Sample on Big Data Analytics

Individual Report

How the group was formed and organised

The group was formed and organised through meetings and skill assessment, the process of group forming includes identifying the individual skills and capabilities of the students and recruit them. Team meetings have benefited in selecting the candidates based on their capabilities and skills helping them in recruiting the most eligible and competent workforce that holds the potentiality of improving the business operations of the organisation (Nikitenko, et al., 2017). Group has also been formed based on the individual skills of the students, skilled and qualified students have been recruited within the firm that contributed towards the growth of the organisation. During developing the teams, the focus was also there to develop a multi-cultural team so that better cultural imparity and creativity can be retained within the organisation. Skill assessment is also a method that is being used to organise and form groups. The skill assessment method is being undertaken by the organisation to monitor the performance of the students and provide them feedback regularly that contribute towards the growth of business establishment (Potnuru, et al., 2019). Team meetings as the method of forming and organising workforce benefits in strengthening the relationship and team collaboration contributing towards achieving the objectives on time.

Team collaboration and relationships for the business establishment help in growing the culture of innovation benefiting them in attracting the customers towards the firm and growing the chances of earning profits. Through team meetings and skill assessment, it also benefits the organisation in sharing information along with encouraging discussion contributing towards the growth of business establishment (Ciasullo, et al., 2017). Team development through the help of meetings and skill assessment benefits the students in examining the self-assessment of the individuals that benefits them in identifying their strengths and weakness (Woodcock, 2017). Eliminating the weakness and performing the activities accordingly contribute towards the growth of team formation and team organising. Team meetings and skill assessment has benefited informing and organising team that assist in growing their personality and behaviour.

How tasks and roles were allocated

The task and roles of the students were allocated on basis of their skills and capabilities that benefit in making the students performing their job roles and responsibilities with higher capabilities. Students are being directed about their responsibility within the organisation are also being offered adequate training so that they can perform their activities with higher accountability and integrity (Sun & Bunchapattanasakda, 2019). Archana worked as project manager, Datawarehouse architect and data loading part. The evidence gathered also explains that tasks and roles were being allocated among the students while identifying all the tasks that need to be performed on basis of priority. All of the students working are being assigned with the particular task which they perform on a priority basis that increases the chances of earning high growth and productivity. Reshmi & Leena were worked on the ETL (Extraction, Transformation, and Loading which includes data cleansing, data quality validation) process together and Mobeen as tableau developer. Tasks and roles of the students are also being allocated based on their strengths and weakness so that they can perform their activities with accountability contributing towards the growth of the organisation (Osborne & Hammoud, 2017). Moreover, agreement with the team members is also being developed so that specific tasks can be performed within time. Task and roles of the students were also being allocated on basis of availability of the resources making it easier for the organisation in performing the task along with developing the productivity of the establishment.

The task and roles were allocated among the students based on the interest of the students so that the best quality of work system and procedure can be maintained. The interest of the students was also being useful for making the students in performing the roles and responsibilities in a coordinated manner contributing towards performing the study in a collaborated manner (Albrecht, et al., 2018). The task and roles of the students were also being allocated on basis of the decisions and instructions of the leaders. The leaders of the organisation instruct and guide the students to perform a specific task that helps them in performing the activities in a coordinated manner contributing towards achieving positive results subsequently. Furthermore, leaders also provide the students with regular feedbacks that assist them in eliminating the challenges within them along with restoring better business operations (Men, et al., 2020).

The tools and methods employed in facilitating communication and management of the group and project

The tools and methods employed in terms of facilitating communication and management of the group and project include using WhatsApp, zoom and face to face meetings. The different types of tools used benefit in developing communication with the management along with contributing towards their growth as a result of which performing the task becomes easier. WhatsApp as a communication tool is used for business purposes where the team can be formed in the app and related information can be passed upon them as a result of which chances of earning success grows exponentially (Lim, 2017). WhatsApp is a fast mode of communication where attachments and screenshots of documents are being uploaded so that better accessibility of information can be gathered contributing towards facilitating communication within the group project. Organisation also uses a different type of tool such as zoom video conferencing; this tool is mostly useful for the organisation interacting with the students working remotely (Heifetz & Lunsky, 2018).  Zoom conferencing help the management in interacting with students and gain their feedback, ideas and suggestions as a result of which increases the chances of achieving the objectives of the organisation on time.

Face to face meeting is also considered as an effective tool and method that are being used to interact directly with the students, make them know about the business practices along with imparting knowledge and learning. The face-to-face meeting help in growing group coordination contributing towards the growth of organisational development. The agile methodology tool has also been used to facilitate communication and management of groups and projects (Ryzhov, et al., 2018). Developing agile methodology practices among the employee’s benefits in developing the superior quality of product contributing towards the growth of the business establishment. Customer satisfaction is also considered one of the most efficient decision-making processes that help the firm in growing its business operations. Agile methodology practices by the students enable them in taking control of the business operations and offering the best in quality of products and services to the customers so that their trust and loyalty towards the firm can be maintained.

Reflect how well points 1 to 3 were done and could be done differently next time

My personal learning experiences during the module session has benefited me in knowing that the group was formed on basis of meetings and skill assessment. I feel that the team development activities could have been implemented that would have made it easier to recruit students within the organisation. Moreover, I also think that Belbin’s team role would also have been an appropriate strategy that could have been implemented. The team role strategy would have made it easier for me to identify the personality and individual skills of the students and offer them particular job roles and responsibilities that contribute towards their development (Mann & Walsh, 2017). I have also learned that the task and roles of each individual were being divided on basis of the skillsets and capabilities of the students. WhatsApp, zoom meetings and face-to-face meetings were the most effective way of facilitating communication as it helps in developing a relationship with the students and contribute towards its development (Farrell, 2019). I also felt that different approaches can also be considered such as developing the knowledge base among the students so that they can gather learnings and experiences benefiting them in contributing towards the growth of the organisation. Moreover, eagerness and teamwork among the students also need to be grown so that the best result and output can be gathered. The students can look forward to arranging the activities and performing them on basis of their priority (Farrell, 2018). I also feel that employee engagement activities can be undertaken so that better employee performance and productivity can be maintained.

Based on your answers to point 1 to 4 propose a model for similar future group work projects

Tuckman’s FSNP model will be an appropriate model for carrying out similar future group work projects as it will help in arranging meetings with the teams and explaining to them about each stage of team development activities. Tuckman’s FSNP model of team formation and organising aids in exchanging feedback about the projects and ideas that enables the firm in growing the capabilities of the students and make them computable towards performing their job responsibilities with accountability. Tuckman’s FSNP model of team formation and team organisation benefits in developing the students’ traits and characteristics as a result of which it grows the chances of earning high growth and productivity.

References

Albrecht, S., Breidahl, E. & Marty, A., 2018. Career Development International. Organizational resources, organizational engagement climate, and employee engagement, 3(5), p. 9.

Ciasullo, M., Cosimato, S., Gaeta, M. & Palumbo, R., 2017. Comparing two approaches to team building: a performance measurement evaluation. Team Performance Management: An International Journal, 2(3), p. 6.

Farrell, T., 2018. Operationalizing reflective practice in second language teacher education. Journal of Second Language Teacher Education, 5(1), pp. 1-20.

Farrell, T., 2019. Reflective practice in ELT. London: Equinox.

Heifetz, M. & Lunsky, Y., 2018. Research in developmental disabilities. Implementation and evaluation of health passport communication tools in emergency departments, 72(1), pp. 23-32.

Lim, F., 2017. Advanced Science and Technology Letters. An analysis of synchronous and asynchronous communication tools in e-learning, 143(46), pp. 230-234.

Mann, S. & Walsh, S., 2017. Reflective practice in English language teaching: Research-based principles and practices. London: Routledge.

Men, L., O’Neil, J. & Ewing, M., 2020. Public Relations Review. Examining the effects of internal social media usage on employee engagement, 46(2), p. 101880.

Nikitenko, G. et al., 2017. Calitatea. Development of human resources of the organization with the help of the team-building model, 18(157), p. 132.

Osborne, S. & Hammoud, M., 2017. Effective employee engagement in the workplace. International Journal of Applied Management and Technology, 16(1), p. 4.

Potnuru, R., Sahoo, C. & Sharma, R., 2019. Team building, employee empowerment and employee competencies: Moderating role of the organizational learning culture. European Journal of Training and Development, 4(7), p. 9.

Ryzhov, Y. et al., 2018. Measurement. Optimization of requirements for measuring instruments at metrological service of communication tools, 123(2), pp. 19-25.

Sun, L. & Bunchapattanasakda, C., 2019. Employee engagement: A literature review. International Journal of Human Resource Studies, 9(1), pp. 63-80.

Woodcock, M., 2017. Team development manual. London: Routledge.

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