Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Team building
Tuckman model Groups vs. Teams Why do teams fail? What makes teams work? Background on TB
QUIZ!
Think of teams, committees, task forces, groups, etc., that you have been a member of What are the differences between good and poor teams?
What needs to happen to make a difference if you want to develop good teams?
Team Building
You Americans have caught on to our secret of productivity in Japan teams! But we will still win. You think all you need to do is to put people together in groups and something will happen. We know thats only the beginning. -- President of Matsushita
80% of Fortune 500 companies have half their employees working in teams
56% of large companies with over 5,000 employees use virtual teams Industry Week reports that 68% of small companies use teams, with over 25% having 25-99% of employees in teams
When it just doesnt work our the way you planned The failure of teams
6 out of 10 work teams fail
It may take a year or more for new teams to reach pre-team performance levels
SDWTs work least well during downsizing (when most needed)
Lack of skills on task or as team members Missing basic talents: abstract thinking, social intelligence, emotional resilience, work attitude Lack of energy due to low meaningfulness, respect, or trust Lack of clear focus: mission, vision, values, strategy, tactical goals Unclear, inconsistent, conflicting, or overloaded roles Uncertain measures of performance for team & individual Lack of timely feedback with accountability & coaching
Members are adequately trained in their specialization areas as well as in team membership skills.
Wide diversity of information and inputs are necessary.
A high quality decision is required; the decision is so important that judgment of several qualified people is a must.
The problem is poorly structured (e.g., unclear objectives, vague alternatives, uncertain outcomes).
Team Presentations
Risk-Taking
Social Emphasis
High
Low
High performing team: Task focus, quality, productive, reflective, espirit, etc.
4. Performing 1. Forming
Adjourning
Joining
Reforming
X X X X X
Key incidents
X X X
Negative experiences
16 weeks
Microlab
Stage 1: Forming
Assessing resources & setting direction
1.
Stage 2: Storming
Positioning, influence, conflict, complementarity
Stage 3: Norming
Identity, cohesion, monitor norms
Stage 4: Performing
Maintain high performance
What is our understanding of the goals and objectives which this team was organized to achieve? How can we ensure we are all going in the same direction? 2. What special skills, information, backgrounds, and expertise do each of us bring to this team? 3. What structure, format, style and schedule do we prefer for our meetings? 4. What roles do each of us prefer on a team? What are our strong and weak roles? Which do we over/underuse? 5. What are our preferred styles of working and relating? How can these differences be used to complement each other, and be sequenced for more effective problem solving? 6. What stresses each of us? How might our styles change under pressure? What can we look for as signs of stress? How can we give useful and acceptable feedback and support at these times? 7. About what are we most likely to disagree? What are our preferred modes of conflict and conflict resolution? How can we disagree constructively? 8. What can we do to enhance the identity and cohesiveness of this team? How can we create our own team culture? 9. What norms do we bring from other team experiences? What norms would we like to explicitly include or avoid? 10. How can we ensure a team culture in which we can freely question and update restrictive norms? 11. How can we best monitor and discuss our team processes so we can continue to develop and improve?
Assume you are a consultant to a particular group. Observe a team meeting or committee meeting. In class, describe the stages of the meeting and interpersonal dynamics (see what to observe in a group web article What did they do that was effective and ineffective; explain the dynamics that led to such behavior; make recommended changes
Category
Description
Interventions
One person spoke more than others Members directed most communication to most frequent talker Topic change was initiated by primary talker Primary talker initiated moving to decision
Encourage leader to be gatekeeper Distribute leadership to others Leader attend late and empower others to begin work Discuss interaction and implications of styels
So add other categories of what to observe and continue elaborating on the chart Category Description Possible interpretation & implications
Emergence of leader Potential imbalance of introvert and extravert Risk of dominance or development of passive norms High task orientation Possible underdevelopment and utilization of members skills
Interventions
One person spoke more than others Members directed most communication to most frequent talker Topic change was initiated by primary talker Primary talker initiated moving to decision
Encourage leader to be gatekeeper Distribute leadership to others Leader attend late and empower others to begin work Discuss interaction and implications of styels
The Learning Organization: Reflective learning on all three levels: Individual, team, organization
3S Team Reflection
STAY: What did we do that worked well for us and we should continue? STOP: What did we do that got in our way and we should discontinue? START: What didnt we do that would make us more effective and we should start?