BSL 4060, Team Building and Leadership 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Summarize the determinants of high-performance teams. 1.1 Discuss the four Cs of team performance. 1.2 Explain how each of the four Cs contributes to improved performance. 4. Explain the importance of teamwork in an organization. 4.1 Explain the two types of self-directed work teams and the three generic team types. 4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork. Reading Assignment Chapter 1: The Search for the High-Performing Team Chapter 2: Context: Laying the Foundation for Team Success Please use the Business Source Complete database in the CSU Online Library to read the following article: Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams from organization development practitioners. OD Practitioner, 46(3), 68-75. Unit Lesson This unit begins with a brief history of team building. The first efforts to improve organizations came from T- groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants in T-groups learned to communicate in a more open and honest manner, accept responsibility for their behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded that while T-groups did help individuals become more comfortable with their ability to manage interpersonal relationships, T-groups had virtually no impact on organization or team performance. The team-building paradigm was created to shift from an unstructured T-group to a more focused and defined process for training a group in collaborative work and problem solving. UNIT I STUDY GUIDE The Foundation for Team Success BSL 4060, Team Building and Leadership 2 UNIT x STUDY GUIDE Title The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider in relation to the first C include the following.  How important is effective teamwork to accomplishing this particular task?  What type of team (e.g., task team, decision team, self-directed team) do I need?  Do my organization's culture, structure, and processes support teamwork? The second C is composition, or the skills, attitudes, and experience of the team members. According to Dyer, et al. (2013), one should consider the following questions.  To what extent do individual members have the technical skills required to complete the task?  To what extent do they have the interpersonal and communication skills required to coordinate their work with others?  To what .

1. BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved
performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the
three generic team types.
4.2 Discuss how an organization's context of culture, structure,
and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU
Online Library to read the following article:

2. Warrick, D. D. (2014). What leaders can learn about teamwork
and developing high performance teams
from organization development practitioners. OD Practitioner,
46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first
efforts to improve organizations came from T-
groups (training groups) and from the National Training
Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest
manner, accept responsibility for their
behavior, and engage in relationships based on equality rather
than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on
organizational performance. They concluded
that while T-groups did help individuals become more
comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization
or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a
more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success

3. BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a
platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer,
Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
particular task?
-
directed team) do I need?
, and processes
support teamwork?
The second C is composition, or the skills, attitudes, and
experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
he technical
skills required to complete the task?
communication skills required to coordinate their
work with others?

4. complete the task?
The third C is competencies, or the formal and informal
processes that are independent of individuals.
According to Dyer, et al., (2013), some of the most important
competencies are as follows.
culate their goals, metrics, and the means
required to achieve them?
decisions, and effectively communicate,
including giving and receiving feedback?
team?
The fourth C is change. Management teams need to change and
adapt to be effective over time (Dyer et al.,
2013). At the conclusion of this unit, students should
understand the context of a team and the importance of
the four Cs in the design and building of high performing teams
When designing high-performing teams, one must realize that
conflict can arise and must be dealt with
immediately. If no action is taken to address or resolve
conflicting issues, team morale, motivation, and
productivity can decrease.

5. BSL 4060, Team Building and Leadership 3
UNIT x STUDY GUIDE
Title
High-performing teams consist of members whose attitudes,
skills, and competencies will enable them to
achieve team goals. As these team members build effective
relationships, they are more likely to successfully
communicate, make decisions, and set goals that will benefit the
organization as a whole. Therefore, their
objectives are accomplished, and members become more
cognizant of his or her strengths. Weaknesses are
also identified, and changes are made in order to improve team
performances (Dyer et al., 2013).
In most organizations, if employees are constantly complaining
or resigning, there is an obvious reason for
discontent. In some cases, the problems stem from above.
Leadership is huge in instilling faith and support in
the hearts of members. In addition, team members like to know
that their supervisors are willing to do the
same work as they are asked to perform, that they are honest in
their delivery of information and feedback,
and that they are vision-oriented to create opportunities for each
team member to excel in various respects
and to contribute successfully to the team’s milestones.
When laying the foundation for team success, it is imperative
that leaders know the steps necessary to build
an effective team, understand the importance of rewarding team
members for their work, and continuously

6. being offered team development opportunities. Supervisors must
always ask themselves this question: “Does
the organization’s context of culture, structure, and systems
support teamwork?”
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References
Campbell, J., & Dunnette, M. (1968). Effectiveness of t-group
experiences in managerial training and
development. Psychological Bulletin, 70, 73-103.
Dyer, W. G. Jr., Dyer, J. H. & Dyer, W. G. (2013). Team
building: Proven strategies for improving team
performance (5th ed.). San Francisco, CA: Jossey-Bass.

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