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What is a TEAM? What is a Team? Teams differ from groups because they include the following basic elements of cooperative learning: Goals are shared Information is circulated Roles are assigned Materials are managed Teammates depend on each other to complete tasks successfully Students gain respect for each other’s contributions to the team Why are Teams important? Expectations in the Workplace: How have things Changed? Organizational Effectiveness Problem Solving Interpersonal Skills Computation Creative Thinking Oral Communication Career Development/Motivation Reading Teamwork Writing Listening Leadership Bruce Tuckman Tuckman's stages of Team Development Forming • When team members first come together as a team Storming • Team discover teamwork is more difficult than they expected Norming • Team moves beyond the storming stage and begins to function as a team Performing • Team is now functioning as a high performance team. Stage 1: FORMING • Team Building – Define team – Determine individual roles – Develop trust and communication – Develop norms • Task – Define problem and strategy – Identify information needed Forming Forming The Dimensions of Style (Jungian Model) Introversion/Extraversion— What energizes you? Sensing/Intuiting— What is the focus of your attention? Thinking/Feeling— How do you make decisions? Judging/Perceiving— How do you structure your behavior? Team Charter • • • An agreement between the team and its sponsor A communication tool between the project and the organization A high-level guide for the project Forming Components of a Team Charter Objectives: Scope: Forming Goals of the team. Fundamental aspects of the project that will not change: objectives, limits, initial assumptions, timeframes. Roles/Responsibilities: Duties & assignments for each member of the team. Key Activities: Defined by the workplan to foster accomplishment of the project. Key Deliverables: Tangible outcomes of the project, usually in the form of documents. These should be tied directly to Key Activities. Timeline/Schedule: Target dates for completion of the project and its various phase, activities, etc. Milestones: Dates of key accomplishments of the team. Critical Success Factors: Any factors that must occur to ensure success of the project. Metrics: Information looked at regularly and systematically to monitor, control, and improve our work. Risks: Anything that prevents the team from completing the key activities. Boundaries: Factors that limit the scope of work (e.g. timeframes). Forming Team Charter Validation Objective Scope Roles & Responsibilities Key Activities Key Deliverables Timeline/Schedulebasis? MilestonesCritical Success Factors Metrics Risks Boundaries Sponsor - Does it accurately described the project? Is the project well defined? Have they been determined for all team members? Will they allow team to meet its objectives? Are they tangible, and do they demonstrate results? Is the schedule sufficient to finish the project on a timely Do they support accomplishment of the project? Do they ensure team’s success? Do they accurately measure results, and support critical success factors? Are they full documented, and do they significantly impede success? What elements are in, and out, of the project? Is the sponsor at a high enough level in the organization to clear barriers, provide resources, etc? Stage 2: STORMING Storming During the Storming stage team members: – realize that the task is more difficult than they imagined; – have fluctuations in attitude about chances of success; – may be resistant to the task; and, – have poor collaboration. Storming Diagnosis Storming • Do we have common goals and objectives? • Do we agree on roles and responsibilities? • Do our task, communication, and decision systems work? • Do we have adequate interpersonal skills? Negotiating Conflict • Separate problem issues from people issues. • Be soft on people, hard on problem. • Look for underlying needs, goals of each party rather than specific solutions. Storming Addressing the Problem Storming • State your views in clear non-judgmental language. • Clarify the core issues. • Listen carefully to each person’s point of view. • Check understanding by restating the core issues. Avoid Team “Toxicity” Storming • A frenzied work atmosphere in which team members waste energy and lose focus on the objectives of the work to be performed. • High frustration caused by personal, business, or technological factors that cause friction among team members. • “Fragmented or poorly coordinated procedures” or a poorly defined or improperly chosen process model that becomes a roadblock to accomplishment. • Unclear definition of roles resulting in a lack of accountability and resultant finger-pointing. • “Continuous and repeated exposure to failure” that leads to a loss of confidence and a lowering of morale. To Communicate Well . . . • Listen well • Observe carefully • Give feedback constructively Storming Communication Behaviors to Observe • Who participates • Who doesn’t • How do people take turns? • Who talks to whom? • Who responds to whom? • How are interruptions handled? Storming • Is silence O.K.? • Is anyone dominating the conversation? • How are decisions made? – By consensus? – By voting? – By one person? Storming And be sure to observe your own feelings, reactions, and behaviors Four Principles of Communication Storming • All communication takes place on the content and relationship level • We cannot not communicate • Often the problem with communication is the assumption of it • Metacommunication is very useful Common Problems in Teams Hogging • Talking too much Flogging • Beating a dead horse Frogging • Jumping from topic to topic Bogging • Getting stuck on an issue Storming Common Problems in Teams • And one more… Dead buffaloes • Tiptoeing around a contentious issue Storming Stage 3: Norming Norming • During this stage members accept: – their team; – team rules and procedures; – their roles in the team; and, – the individuality of fellow members. • Team members realize that they are not going to crash-and-burn and start helping each other. Behaviors • Competitive relationships become more cooperative. • There is a willingness to confront issues and solve problems. • Teams develop the ability to express criticism constructively. • There is a sense of team spirit. Norming Giving Constructive Feedback • Be descriptive. • Don't use labels. • Don’t exaggerate. • Don’t be judgmental. • Speak for yourself. Norming Giving Constructive Feedback Norming • Use “I” messages. • Restrict your feedback to things you know for certain. • Help people hear and accept your compliments when giving positive feedback. Receiving Feedback • • • • • Listen carefully. Ask questions for clarity. Acknowledge the feedback. Acknowledge the valid points. Take time to sort out what you heard. Norming Stage 4: PERFORMING Performing Team members have: – gained insight into personal and team processes; – a better understanding of each other’s strengths and weaknesses; – gained the ability to prevent or work through group conflict and resolve differences; and, – developed a close attachment to the team. Recipe for Successful Team • Commitment to shared goals and objectives • Clearly define roles and responsibilities – Use best skills of each – Allows each to develop in all areas Performing Recipe for Successful Team Performing • Effective systems and processes – Clear communication – Beneficial team behaviors; well-defined decision procedures and ground rules – Balanced participation – Awareness of the group process – Good personal relationships