Building Effective Teams
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This document discusses building effective teams. It begins by outlining the objectives of understanding characteristics of effective teams, team dynamics, and leadership styles that increase effectiveness. It then describes Beckhard's model of team effectiveness which includes goals, roles, processes, and relationships. Various aspects of goals, roles, processes, and relationships that contribute to effectiveness are discussed. Tuckman's model of team development (forming, storming, norming, performing) is also presented. The document concludes with an example team task of building a freestanding structure to hold a chocolate bar as high as possible.
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Building Effective Teams
- 1. Building Effective Teams “The whole is greater than the sum of the parts” David Dixon 2009
- 2. Objectives • Gain an increased understanding of the characteristics of effective teams • Understand the dynamics of effective teams • Consider how different leadership styles can be used to increase team effectiveness
- 3. Apprentice DVD • What helped the teams to works towards their goals? • What got in the way? What do high performing teams look like? The ratio of We’s to I’s is the best indicator of the development of a team
- 4. Beckhard’s model: Team effectiveness hierarchy Goals (What the team is trying to accomplish) Roles (Who does What) Processes (How the work gets done) Relationships (how the members interact)
- 5. What is the team trying to accomplish? • Clear: understood by all the team • Owned • Specific and measurable • Shared • Team members do not have conflicting goals Goals
- 6. Who does what in the team? • Complete clarity of role • Boundaries and responsibilities • Openness and shared perception of role • Is there conflict, e.g. do roles overlap? Roles
- 7. How members work together • Decision making - how are decisions made? • Communication - are there agreed systems? • Meetings - are they run efficiently? Are the timing and frequency appropriate? • Leadership style - have the leader and team agreed the most appropriate style? Processes
- 8. The quality of interaction in the team • Are working relationships open and co- operative? • Are there values governing interactions? • How are feelings, attitudes and emotions dealt with? Relationships
- 9. Tuckman’s team development model
- 10. Features of Forming • Team goals being identified • Uncertainty about roles and responsibilities • Politeness – people keeping real feelings to themselves • Team looking to leader for direction
- 11. Features of Storming • Decisions hard to reach • Power struggles • Low morale • Team members cease to contribute because they don’t feel valued
- 12. Features of Norming • Differences of opinion accepted • Climate of trust and support • Team members work co-operatively • Team members take on responsibility
- 13. Features of Performing • Team energised by tasks • Confidence that goals will be achieved • Shared leadership • Team talk is ‘we’ not ‘I’
- 14. • Build a structure that will support a small chocolate bar as high as possible from the ground • You may use only the materials provided. The structure must be freestanding, not secured to the surface on which it rests. Time allowed:15 minutes Team task
- 15. Further reading VLE – www.wickersleyvle.net StaffZone > PDP Enrolment key = “wickersleypdp”
Editor's Notes
- Say something like, 'I was in a friend's car while we did the school run with his children. One of his children is four years old and is trying to learn to do up her own seat belt. I watched as she struggled to put it on. I was about to help, when my friend sensed this and stopped me. His daughter took another two minutes but was eventually successful. When I asked him afterwards why he let her struggle so, especially as we were running late, he told me that she had to learn sometime and it did not make it okay to rob her of that, just because we were under time pressure.‘ 'This is exactly what coaching is like. Part of your role as a coach/manager is to let people struggle a bit so that they can learn on their own. It is particularly important, when work is so busy, to remind yourself that if you don't allow time now for them to learn, will any other time really be that much better? Today's course will help with some of those common coaching dilemmas.‘ Given the increasing trend for pupils to take responsibility for their own learning, it would be surprising if professional development for the adults in schools did not place a similar emphasis on self-direction. There is also a fast-growing appreciation of the power of effective individualised support in the form of coaching or mentoring, and for collaborative forms of learning. Indeed, the value placed on such learning relationships by school leaders and teachers at all stages of their careers has led to the integration of coaching, mentoring and collaborative learning within many professional development programmes, from initial teacher training to headship preparation and leadership development.