Advanced Innovative Business Practice

Faculty of Business and Enterprise Assignment Cover Sheet for Undergraduate Courses

STUDENT(S) DETAILS
Student 1 Student 2 Student 3 Student 4 Student 5
Student ID Number(s) 100584957
Family Name(s) Lew
Given name (s) Min
SUBJECT DETAILS
Subject Code BUS30024 Subject Title Advanced Innovative Business Practice
Lecturer’s/Tutor’s Name Monica Van Wynen Tute/Lab day & time Wednesday 10:30am
ASSIGNMENT DETAILS
Title or Topic Addressed Personal Reflection
Due Date 28/05/2018 Date Received 27/05/2018
DECLARATION
I/We hold a photocopy or electronic copy of this assignment which can be produced if the original is lost/damaged;
To the best of my/our belief, no part of this assignment has been copied from any other student’s work or from any other source except where
acknowledgement is made in the text;
No part of this assignment has been written for me/us by any other person except where such collaboration has been authorised by the lecturer
concerned and where acknowledgement is made in the text;
No part of this assignment has been previously submitted as an assessable item, except where authorised by the lecturer concerned and where
acknowledgement is made in the text;
SAFE ASSIGN: For units where Safe Assign facility is available in the Blackboard site
1/we declare that this assignment has been submitted to Safe Assign (as specified in the unit outline) and all identified matches and referencing
have been checked and corrected.
Student Signature(s) M.L.
MARKER’S MAIN COMMENTS
Marker’s Signature Date Grade/Mark

X I / We accept that electronic submission of this cover sheet will be taken as consent to the terms outlined in Points 1 to 5 of the above
declaration by the student/s submitting this assignment.

Personal Reflection BUS30024 Min Lew
2
ADVANCED INNOVATIVE BUSINESS PRACTICE
SEMESTER 1 2018
TUTOR: MONICA VAN WYNEN
TUTORIAL: WEDNESDAY 10:30am
WORDS: 1,098
MIN LEW
100584957
PERSONAL
REFLECTION
BUS30024
Personal Reflection BUS30024 Min Lew
3
Reflecting upon my journey in the unit Advanced Innovative Business Practice, I feel
proud about what I have achieved. During the semester, I appreciated the knowledge
I have learnt throughout my degree as I was given the opportunity to put those theories
into practice. What was most critical, and sometimes challenging, was the extensive
amount of group work. This is something that I have had some experience with, but
never with the same group of students for the duration of a whole semester. This was
a great learning experience, as I got a taste of what it will be like to work with a team
in an industry scenario. The major assignment for this unit involved students selecting
a franchise from overseas to bring into Australia. Students were to work collaboratively
to create a report and infographic, conduct a presentation in a business-style
environment, as well as giving and receiving feedback throughout the semester to
achieve team goals.
To ensure the success of any team, a team charter and project plan must be
negotiated from the outset of the project. Team charters are documents outlining the
teams purpose, strategies, and expected outcomes, as well as what resources are
necessary to carry out timely team goals (Mind Tools 2018). This will provide clarity
for team behaviours from the start of the project, and a guide to refer to, to ensure the
project is on track (Kress 2014). Thus, before my team and I started the major
assignment, we outlined some key expectations and strategies in a team charter.
Some of these expectations included organising regular team meet ups, utilising class
time effectively, doing weekly readings, and always putting in effort to produce high
quality work. Additionally, a project plan was created to outline team goals,
deliverables, roles, and schedules (Haughey 2014). By setting these two documents,
we agreed that we wanted to achieve a high distinction. This was very important to
me, as I put a lot of pressure on myself to do well in my studies.
At times, I feel like I may have taken the assignments more seriously than others, and
may have projected pressure onto my group members. Additionally, I felt extra
responsibility over our chosen franchise (Wow Bao), as this was my original elevator
pitch. This was evident during the report and infographic creation stage. My role was
to collate these documents and thus, required the information for each section. I would
often message group members to send through their information too early when their
parts were uncompleted. Whilst this is effective as work can get done in a timely

Personal Reflection BUS30024 Min Lew
4
manner, work might not be of high quality if members felt like they had to rush to get
their sections completed. Thus, I learnt to understand that individuals work at different
speeds, and have other commitments, so I had to be patient and put my trust in others.
Additionally, the team charter and project plan enabled us to refer back to our
expectations and strategies to overcome these difficulties, and carry out the work in a
timely manner.
Throughout the unit, I had a great time working with my group. We had a diverse range
of skills, yet worked cohesively and understood each other’s strengths and
weaknesses. Each of us had different disciplinary backgrounds, including marketing,
finance, entrepreneurship, and media communications. As discussed by Lau (2013),
working in teams with varying knowledge and skills improves motivation and ability to
learn new things. Thus, we could learn from each other’s discussions, and were able
to play to our strengths. I was comfortable with designing the infographic and report
collaboration, whilst other members felt more confident in research and financial
analysis. According to Belbin’s team roles (Belbin 2018), for a team to perform at its
best, clear roles and responsibilities must be determined. Utilising our strengths,
weaknesses, personality, and behaviours, each group member fell into one or two of
Belbin’s team roles. I naturally wanted to lead the group, as I like to be in control of my
assignments, therefore, I fell into the coordinator and complete finisher role to ensure
tasks were completed. Other team members; Mee, and Gurminder, fell into the team
worker and implementer roles – encouraging action and cooperation, whereas Todd
and Matthew fell into the shaper role to challenge improvements (Belbin 2018).
Therefore, we took advantage of these roles, and worked collaboratively.
However, at times I felt like I needed to give other quieter members the opportunity to
more adequately voice their opinions. This was a hurdle that I had to overcome, as
not giving others the opportunity to discuss ideas can cause a lack of creativity and
optimal solution generation (Hutton 2014). As the semester proceeded, I mitigated this
issue by making a conscious effort to ensure other team members were given the
opportunity to speak, and I encouraged more active participation of others by asking
regular questions and how they felt about ideas. Resultantly, we ensured that
everybody was on the same page and the task was completed efficiently (Hutton
2014).

Personal Reflection BUS30024 Min Lew
5
Furthermore, an aspect that I had difficulty undertaking was giving feedback. Students
were required to conduct BET and BEAR feedback to members of the group. A BET
feedback involves providing positive feedback, whilst the BEAR feedback model
requires giving constructive feedback (Harms & Roebuck 2010). Giving feedback is
important to outline certain weaknesses, and improve team efficiency (Harms &
Roebuck 2010). Conducting the BEAR feedback was a new, confronting experience.
In the past, if I had a problem with a group member, I would keep it to myself.
Moreover, if I felt like a member was not producing adequate work, I would let them
know after the work is done and edit it myself. Thus, providing constructive criticism
face-to-face during an assignment was challenging. To overcome this, when it came
to discussing our feedback, my group members and I did not direct the criticism to a
single person. Instead, we provided our feedback to the entire group. Therefore,
everybody could discuss their feelings, and take on board what was said. This was
highly effective, as we were all able to discuss how our behaviour could be improved,
and how each of us felt, to ultimately increase productivity.
Ultimately, I feel like my strong desire to achieve high marks placed me naturally within
a leadership role in the group. Whilst this had its benefits, such as time efficiency and
consistency, this also put pressure on other members of my group. However, the team
charter, project plan, and constructive feedback, enabled us to understand each other,
and successfully meet our goals and strategies.

Personal Reflection BUS30024 Min Lew
6
REFERENCES:
Belbin 2018, The Nine Belbin Team Roles, Belbin, viewed 20 May 2018,
<
http://www.belbin.com/about/belbin-team-roles/>.
Harms, P.L & Deborah, B.R 2010, ‘Teaching the Art and Craft of Giving and
Receiving Feedback’,
Business Communication Quarterly, vol. 73, no. 4, pp. 413-
431.
Haughey, D 2014,
Project Planning: A step by step guide, Project Smart, viewed 20
May 2018, <
https://www.projectsmart.co.uk/project-planning-step-by-step.php>.
Hutton 2014, ‘Why Teamwork is Important in the Workplace’,
Australian Institute of
Business,
8 July, viewed 21 May 2018,
<
https://www.aib.edu.au/blog/teamwork/teamwork-is-important-in-the-workplace/>.
Kress, S 2014, ‘Team Building 101: What is a team charter and why is it important?’,
Summit Team Building, 13 August, viewed 20 May 2018,
<
http://www.summitteambuilding.com/team-building-101-what-is-a-team-charterand-why-is-it-important/>.
Lau, E 2013, ‘Why And Where Is Teamwork Important?’,
Forbes, 23 January, viewed
20 May 2018, <
https://www.forbes.com/sites/quora/2013/01/23/why-and-where-isteamwork-important/#65f9aa33287a>.
Mind Tools Content Team 2018,
Team Charters: Getting your team off to a great
start,
Mind Tools, viewed 20 May 2018,
<
https://www.mindtools.com/pages/article/newTMM_95.htm>.