Presentation on theme: "TOGETHER EVERYONE ACHIEVES MORE"— Presentation transcript:
1TOGETHER EVERYONE ACHIEVES MORE The “Why” and “How” of Working in Teams
2What is a team?In simplest terms, a team is people working effectively together to achieve an agreed-upon goalExample 1Example 2Note the important components of this simple definition: together, effectively, agreed-upon, and goal.Example 1 is a link to a YouTube video of an advertisement for public transportation. In it, penguins work together to defeat a predator. Ask students to name the components of teamwork illustrated by the video.Example 2 is a link to a YouTube video of the Pilobolus dance troupe. In it, members of the troupe work together to create amazing shadow images. Again, ask students to name the components of teamwork illustrated by the video.
3Familiar Examples Athletic team Volunteer committee Business team Quality improvement teamDiscuss formal/informal nature of these types of teams—some may be both. What are the goals of these example teams?
4Why Use Teams? Benefits to the business, organization or system: Enhanced creative thinking needed for innovationPromote employee involvement and buy-in (commitment) to the company’s successA team generates results that are greater than those that could be produced by its individual membersEmployee involvement leads to employee commitment to success of the project. (Emotional and intellectual investment in the success of the business and potentially greater employee job satisfaction and less employee turnover.)
5Effective Team Characteristics Team is not too big or smallMembers are competent in their team rolesThe team has a clear goal and all members are committed to accomplishing itEach member feels comfortable sharing his/her ideasTeam members are willing to consider new ideasThe team marks project milestones and assesses progress toward the goalDecisions are made via consensus
6Why Use Teams? Benefits to the team member: Improved professional and personal skillsBetter understanding of the whole company/system and how it worksPreparation for upward professional growth (promotion)Team member = employeeLearning how to be an effective team member (and leader) allows employees to practice and demonstrate some of the skills needed for success in the workplace. There are very few jobs that allow employees to work individually with input only from a supervisor or client. On a personal level, communicating and negotiating with team members from other units in the company (or other academic disciplines) allows employees to practice not only their verbal communication skills but also listening and critical thinking.
7External Support for the Team Management supports and encourages the work of the teamThe team is provided with sufficient resources to accomplish the task or goalTeam accomplishments are recognized
9Stages of Team Development FormingStormingNormingPerformingTransforming/Adjourning
10Forming The Forming stage includes polite but not deep conversation Team members meet and introduce themselvesA facilitator or leader is assigned or selectedThe team may set ground rules for the processDiscussions about the project scope, goals and timeframe beginThe Forming stage includes polite but not deep conversation
11Storming The Storming stage is uncomfortable, but entirely normal. Members may compete for leadership of the groupConflicting ideas are expressedSome members speak little; others dominate the discussionMembers argue about how to accomplish project goals and how to measure successThe Storming stage is uncomfortable, but entirely normal.
12PerformingMembers understand their roles and trust one another to complete tasksObstacles are easily overcomeProductivity is high; each member contributes his/her skills and knowledgeIn the Performing stage, decision-making becomes easier because the group is truly functioning as a team.
13Norming Members reconcile differences Members now feel part of a productive groupThe team reaches agreement on goals and how to achieve themInformation is freely sharedDuring the Norming stage, teams begin to make significant progress.
14Transforming/Adjourning After goals are met, results evaluated and accomplishments acknowledged:The team may be dismissed,The team may be assigned a new project, orSome members may leave the team and new members join for a new project.
16Diagnosis? Dysfunctional Team Behaviors Members who:Dominate every conversationWithdraw from the process altogetherAct verbally or physically aggressiveNaysay/block every ideaIgnore the task at hand/perform unrelated tasks
17Dysfunctional Behaviors Can Be Prevented Recognize that group dynamics involve skills that must be learned; not everyone on a team may have mastered all of the skills required for successful teamworkStart by establishing—as a team—ground rules for operating the teamInstructors may need to lead students through a step-by-step process of team-building. Most students will have experienced group work; this does not mean that they possess good group interaction skills or attitudes or that they have been part of a successful team. Instructors should not assume that adult students already know how to work in teams. Group dynamics are a set of skills that cannot be taken for granted and must be taught.
18What are Ground Rules?Ground rules are written agreements among team members about how they will conduct themselves within the group.Rules typically address how members will:Behave toward one anotherMake decisionsSolve problemsPrevent and manage conflict
19Ground Rules Guidelines The rules should be established by the whole team.The team may modify the rules when necessary.The team should review the rules when needed if group interaction appears to be deteriorating.The team should decide what happens if a member does not follow the ground rules.
20Creating Ground RulesBuild ground rules around behaviors that support:Relationship-buildingTask performanceEffective teamwork
21Relationship-building Behaviors that promote healthy team relationship-building include:Open communicationActive listeningEncouraging one anotherResolving conflictAcknowledging feelingsSetting and following standards
22Task PerformanceProductive behaviors toward reaching the team’s goal include:Asking questionsResearching and providing informationClarifying and summarizing informationAnalyzingPrioritizingPlanningTaking actionSeeking agreementHolding the team accountable for accomplishing tasks
23Effective TeamworkEffectiveness is influenced by behaviors indicating positive attitudes toward the team and its work, such as:Acknowledging a shared goalTaking turns speaking and listeningAccepting feedback on ideasFollowing the agreed-upon processReflecting on accomplishments
24Barriers to Team Performance ConformityDiffusion of responsibility (“not my job”)GroupthinkObedience to authority vs. empowered creativityLack of management support or resourcesAsk students how each of these barriers effects the potential team outcomes. Their answers may be something like the following: “Conformity means that the team will do what has always been done in the company. Nothing new will come out of the process.” “Diffusion of responsibility means that no one takes ownership for specific tasks needed to accomplish the team goals, so nothing gets done.” “Groupthink? Is that a bad thing?” [groupthink occurs when the team is so conflict-avoidant that the members don’t consider all possible solutions to a problem; harmony is more important than achieving the best outcome]“Obedience to authority implies that team members are afraid to think outside the box, unlike empowered creativity.”“If there is a lack of support, the team may have wonderful ideas that can never be carried out. This will lead to bad morale in the future and employees not wanting to serve on teams in the future.”
26Team AccountabilityAt the beginning of the process (usually Storming), the team needs to negotiate and create a document that describes:Important outcomes for which the team is responsible (a list)Milestones that indicate progress along the way to accomplishing the goal (a timeline)Indicators of success with explicit performance standards (description of subtasks and the degree to which they will be performed in achieving outcomes)As with instructional design, team accountability “begins with the end in mind.” In other words, the team decides what their end goal is and then decides what accomplishment of that goal looks like—the end product. To keep the team moving toward the goal, the members decide upon milestones of progress that demonstrate they are working productively.
27Team AccountabilityThe team should review the document at each team meeting and:Indicate milestones reached with the accomplishment dateDiscuss milestones that are behind schedule and make a plan for accomplishing associated tasksRenegotiate and revise outcomes as new information or external feedback indicatesDocument all work along the way and prepare a written report describing the process and accomplishmentsNote that documentation of the both the process and products will be required by the organization’s management. Team members may find their participation and success included in their annual performance reviews.
29Effective teams… Consist of competent, committed members Go through several stages of developmentWork collaboratively in an atmosphere of respect and trustHave a clear goal to accomplishUnderstand how success (achievement of their goal) will be measuredBenefit both the team members and their organizationThe NC-NET Employability toolkit contains many lessons on teamwork that can be adapted for use in both academic and CTE courses.