1.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Working in Teams Prepared by: Dr. Norris Dorsey

2.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Uses of the MBTI v Better understand your own and others’ behavior in teams. v Develop a language for talking about individual differences in an objective manner. v Understand how individuals’ different ways of approaching a problem can improve team performance.

3.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Understanding the MBTI v Reflects back what you say about yourself in a systematic way. v Profiles what you prefer to do, not what you can do. v Letters represent ends of one scale, your actual score is somewhere along the scale.

4.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Myers-Briggs Type Indicators (MBTI) v 1st Letter –Energizing: Orientation of your energy either: u E xtroversion: towards the outside world, people activities and things u I ntroversion: toward the world inside you, emotions and impressions.

5.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Myers-Briggs Type Indicators (MBTI) v 2nd Letter –Attending: what a person pays attention to, either: u S ensing: noticing what is actual, taking in information through the five senses, focus on specifics first. I N tuition: noticing what might be, take in information through a 6th sense, focus on the overall pattern first.

6.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Myers-Briggs Type Indicators (MBTI) v 3rd Letter –Deciding: how a person makes decisions, either u T hinking: preference for structuring information to decide in a logical objective way u F eeling: preference for structuring information to decide in a personal, values oriented way.

7.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Myers-Briggs Type Indicators (MBTI) v 4th Letter –L iving: orientation to the outside world, how you deal with life: either u J udging: preferring a planned organized life u P erceiving: preferring a spontaneous, flexible life

8.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Creating Teams Using MBTI v Homogeneous Groups –Start fast. –Reach agreement easily. –People feel comfortable. –Generate fewer creative solutions. –Tend to have collective blind spots. v Heterogeneous Groups –Start Slow. –Have more conflict and have difficulty. reaching agreement –People feel less comfortable. –Generate more creative solutions. –Catch errors and over sights.

9.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Steps In Creating Winning Teams Practice Provide Constructive Feedback Organize for Task Build Trust Agree on Team Process Agree on Rules of Behavior Practice Dialog Skills Correct Practice Reflect

10.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Build Trust v Objective: –Make personal connection to other team members –Understand how personal experiences shape individual responses and behaviors –Appreciate the diversity in personality and decision styles –Learn about the personal goals and values that others bring to the team –Identify areas that will cause conflicts in team v Tools –Icebreakers –Team Building Exercises –Share formative experiences –Share goals –Share values

11.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Agree on Rules of Behavior v Sources of conflict and how do we resolve them – Work Preferences – Communication Preferences – Scheduling difficulties v Other norms of behavior – Punctuality (How do we handle being late?) –Attendance (What happens when people miss meetings?) – Problem solving (How do we do this?) – Voting u Consensus u Majority u Two stage – Communication u How (Phone, email...) u When (Mornings, evenings...)

12.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Practice Dialog Skills v Employ a positive tone – Listen and don't interrupt – Be open-minded and respect each other's opinions – Challenge ideas not people – Make certain that all team members have a chance to be heard v Inquire before you advocate – Understand what the other person is saying before arguing your position – Check for understanding (repeat other person’s position) before responding v Recognize defensive reasoning – People hold assumptions that are not justified by data but they think are valid – People reach conclusions that do not follow from their assumptions or data – People draw conclusions that they have not tested – People behave in a manner that contradicts what they espouse – People read a situation based on their feelings rather than on data v Find a way to air “undiscussables” positively – Encourage people to share doubts and misgivings publicly – Recognize when people are being polite when they are uncomfortable with a decision

13.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Agree on Team Process v Start Meeting with a “Check in” – Allows people to share state of mind they are bringing to the meeting v Agree on Goals – Assign time to each goal – Make sure that time reflects group’s priority – If out of time, capture goals on a “parking lot” v Assign Roles – Facilitator – person who will run the meeting and enforce rules – Note-taker – person who will take notes and distribute to team – Time keeper – person who call time v Set Rules – Is this a divergent conversation? (exploratory and open) – Is this a convergent conversation? (decisions to be made) – Will we go around and have everyone take turns? – Will we have someone report out and others question? v End Meetings with a “Check out” – Did we accomplish our goals? Are their undiscussables that need airing? – What went well? What did not go well?

14.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Organize for Task v Determine tasks – Read and understand assignment? – Collect data? – Do additional research on... ? – Perform data analysis? – Write up assignment? – Edit final product for quality? v Define the output of each task – Written summary of facts – Draft of straw solution – Spreadsheet output for numerical analysis – Final written answer in word processing file v Assign task responsibility – (individual or all team members) v Create “To Do” list – Task  Person  Output  Due Date  Status v Review and Update “To Do” list at each meeting

15.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Provide Constructive Feedback and Advice (Four Types) v Constructive Feedback – Balance strengths and weaknesses – Tell them what they do that you like – Recognize accomplishment and praise successes v Advice – Tell them what they are doing to hurt the team – Cite specific data (Example: team rule (behavioral or interpersonal) violated – Be interested, helpful and use a positive tone v Destructive – Points out how the person’s actions are wrong – Finds fault, nit picks and is never satisfied – Uses a negative tone of voice v Punishment – Designed to hurt the person and put them down – Destroy their self-confidence

16.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Student Questions v 1.“How can I make sure that everyone on the team carries their own weight? (How do I deal with social loafing?)” v 2.“What should I do when one member of the team is dominating the rest of the group?” v 3.“How can I get my ideas heard by the team?”

17.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. How Groups Become Teams u Forming – group members attempt to lay the ground rules for what types of behavior are acceptable. u Storming – hostilities and conflict arise, and people jockey for positions of power and status. u Norming – group members agree on their shared goals, and norms and closer relationships develop. u Performing – the group channels its energies into performing its task.

18.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. The Contributions of Teams v Well-managed teams are powerful forces that can deliver all desired results –Teams can increase productivity, improve quality, and reduce costs –Teams can enhance speed and be powerful forces for innovation and change –Teams can be useful learning mechanisms –Team members can provide one another with feedback, identify opportunities for growth and development, train, coach, and mentor

19.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Building Effective Teams v Team effectiveness is defined by three criteria –Productive output of the team meets or exceeds the standards of quantity and quality –Team members realize satisfaction of their personal needs –Team members remain committed to working together again

20.  Copyright, Shahid Ansari and Jan Bell, 2002. Permission granted to CSUN faculty for use in teaching their courses. Questions & Answers v No questions, thank you