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Successful collaboration and team dynamics (Learning Team B, 2017)
- 1. SUCCESSFUL COLLABORATION AND TEAM DYNAMICS Learning Team B: Tierney Fondren, Amanda Jacobs, Troy Maleport, Regina Oladehin. Brenna Solum Com/516 7/31/2017 Patricia Westergaard
- 2. WHY TEAMS? “Learning teams fill several essential functions that are especially beneficial to working adult learners.” (Sperling, 2017) Better work environments Makes everyone feel like a community Improves work
- 3. WHY ARE TEAMS EFFECTIVE ”We join groups because groups are able to accomplish things that individuals cannot accomplish when they work alone.” (Introduction to Teams, 2017) Increased productivity Enhanced employee quality of work Increased motivation Reduced conflict
- 4. CONFLICT RESOLUTION AS LEARNING OPPORTUNITIES • Constructive Conflict • Focus on the issues • Respect • Flexibility • Supportiveness • Cooperation • Commitment to conflict resolution Conflict is the disagreement and disharmony that occurs in groups when differences are expressed regarding ideas, methods, and/or members (University of Phoenix, n. d.). • Destructive Conflict • Personal attacks • Insults • Defensiveness • Inflexibility • Competition • Conflict avoidance (University of Phoenix, n.d.)
- 5. CONFLICT RESOLUTION AS LEARNING OPPORTUNITIES The Four R’s Method of Conflict Resolution Reasons for the conflict Reactions & Group Reactions Results & Consequences of the Conflict Resolutions & Resolution Method
- 6. TEAM LEARNING • “Human learning is not as uniform and cannot be described in such specific models and sequences” (Illeris, 3/01/2015, para. New inspiration). • Working in a team has conflicts, but allows students to see other points of view • Can help grow new ideas you may have not thought of on your own • Critique from peers allows for personal growth and learning
- 7. • Regina- auditory learner. Normally likes to work quickly, but wants the group work to help her slow down more with her work. Likes to be able to listen to others while working with them. • Troy- hands-on learner & auditory. Not one for reading or research, but likes to ask questions and get clarification. • Brenna- hands-on & global learner. Likes to get her “hands dirty” when learning a new task, and likes to look at the big picture of things. • Tierney- kinesthetic learner. Find enjoyment and learns better with “hands-on” learning. Also an auditory learner. She finds podcasts to be beneficial opposed to listening to a lecture. • Amanda- visual learner. Like to have visuals (presentations, graphs, pictures ect) when learning to help retain information. Will also doodle on notes and use colors to help study. TEAM LEARNING STYLES
- 8. CRUCIAL COMMUNICATION SKILLS FOR AN EFFECTIVE LEARNING TEAM • Keep an open mind • Engage active listening • Communicate openly and freely • “Effective communication can eliminate much of the stress and negative feelings sometimes associated with working closely as a team” (Gluck, n. d.).
- 9. CRUCIAL COMMUNICATION SKILLS FOR AN EFFECTIVE LEARNING TEAM • Practice giving and receiving feedback • Energize the team with new ideas or humor • Be respectful • “Poor communication can lead to misunderstanding and conflict in a Learning Team” (Hereford, n. d.).
- 10. THE PURPOSE OF USING THE LEARNING TEAM CHARTER • Chartering is the most important step in creating an effective Learning Team (University of Phoenix, 2014). • Purposes: • Define team task • Allocate resources • Set goals • Commit members • Make plans
- 11. THE PURPOSE OF USING THE LEARNING TEAM CHARTER “Using the Charter to Achieve Team Success” • Establishing meeting times • Managing team conflict • Record keeping
- 12. EFFECTIVE COMPONENTS NECESSARY FOR TEAM SUCCESS • Communication • Respect • Group Atmosphere • “Being able to work in a supporting atmosphere that encourages response and feedback not only strengthens the group functionality but allows group roles to be carried out.” (Avila University Ed-Tech, 2014, para. 4).
- 13. EFFECTIVE COMPONENTS NECESSARY FOR TEAM SUCCESS CONT. • Conflict Resolution • Leadership • “The Readiness Assurance Process” • “The idea of the Readiness Assurance Process is for an individual to prepare themselves for group work, by doing their own preparation before class activities.” (Avila University Ed-Tech, 2014, para. 8)
- 14. MOTIVATIONAL STRATEGIES TO INCREASE PRODUCTIVITY Give Support Maintain good team spirit Encourage creativity Keep from getting bored
- 15. MOTIVATIONAL STRATEGIES FOR INCREASED PRODUCTIVITY CONT. • Intrinsic; internal, for the simple pleasure of doing something. • Extrinsic; external, a means to an end, for a higher goal. • “The coaches agreed that each team is different and is motivated in different ways.”
- 16. REFERENCE • Gluck, S. (n.d.). Effective Communication and Teamwork. Retrieved from http://www.smallbusiness.chron.com • Hansen, B., Wade, G., & Hamel, T. (2003). Successful coaches' views on motivation and motivational strategies. Journal of Physical Education, Recreation & Dance, 74(8), 44-48,53. Retrieved from https://search.proquest.com/docview/215767389?accountid=458 • Hereford, Z. (n.d.). Good Communication Skills. Retrieved from http://www.essentiallifeskills.net • Illeris, K. (3/01/2015, Spring). The Development of a Comprehensive and Coherent Theory of Learning . European journal of education, 50(1), 29-40. Retrieved from http://el2ne5ae7f.search.serialssolutions.com/?ctx_ver=Z39.88- 2004&ctx_enc=info%3Aofi%2Fenc%3AUTF- 8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Aj ournal&rft.genre=article&rft.atitle=The+Development+of+a+Comprehensive+and+Coherent+Theory+of+Learn ing&rft.jtitle=European+Journal+of+Education&rft.au=Illeris%2C+Knud&rft.date=2015-03-01&rft.issn=0141- 8211&rft.eissn=1465- 3435&rft.volume=50&rft.issue=1&rft.spage=29&rft.epage=40&rft_id=info:doi/10.1111%2Fejed.12103&rft.exter nalDocID=EJED12103¶mdict=en-US • Introduction to Teams (2017). University of Phoenix
- 17. REFERENCE • Reference; Avila University Ed-Tech. (2014). Team Based Learning. Retrieved from Avila University Ed-Tech, COM/516 website. • Sperling, J. (2017). Why Learning Teams. University of Phoenix • University of Phoenix. (n.d.). Conflict and cohesion in groups. Retrieved from the University of Phoenix, website. • University of Phoenix. (n.d.). Getting to results. Retrieved from University of Phoenix, website. • University of Phoenix. (2001). Teams in the workplace. Retrieved from University of Phoenix, website.
Editor's Notes
- Dr. Sperling stated “ that creating collaborative learning environments in which working adults can share the practical knowledge that comes from their life and work experience”. He also states that teams can provided a sense of community and support that is invaluable in helping working adults cope with the challenge of balancing school with other life demands. We are going to be the new teachers of the future leaders of this country. We as educators have to work together to make sure the students are getting the best education they deserve. If by talking to somebody else they can help me be a better teacher, then so be it. We put things aside to better somebody else.
- According to the article Introduction to teams, “teams are a way to undertake continuous improvement design to increase productivity” If we can get people to work together to make a job more efficient then the employee will be happier about their job. By empowering teams the article Introduction to Teams states that quality of work becomes better because workers have a say, where they did not before. Working together as a team can help get rid of negative social environments. Introduction to Teams states ”Teams may also provide employees with social rewards like friendships, self-esteem, and a feeling of control” We all like to feel a part of something bigger and that we helped create that. The beginning founder of UOP believed so much in teams that he based a whole university on it. I believe that we have ample examples and learning opportunities throughout this program to be successful. We are being taught each and every week how to develop as better leaders. This has motivated me to soak and absorb as much as we can to help those we are teaching.
- Speaker notes: Whenever working in Learning Teams, there will be some conflict, but conflict should not always be seen as a bad thing. There are two types of conflict presented here. First, we have Constructive Conflict. When conflict is constructive team members remain focused on the issues. They do not allow the disagreements to take them off task. Team members discuss the differences in a respectful tone and keep their minds open to others’ ideas. Extra support is given when needed, and all team members cooperate to accomplish goals set by the team. In the end there is a commitment to resolving any conflicts so that the team can move forward smoothly. The second type of conflict addressed in this slide is destructive conflict. The characteristics of destructive conflict begin with personal attacks. When ego begins to play a role in the conflict and the conflict moves into the realm of affective conflict. Affective conflict occurs when team members personality differences, different communication styles, and emotions get involved (University of Phoenix, n.d.). Destructive conflict continues with insults and defensiveness. Team members may be unwilling to compromise and begin to compete for power or position in the group. Often this leads to conflict avoidance rather than resolution. This type of conflict brings productivity to a screeching halt.
- Speaker notes: There are a few lessons to be learned as we figure out how to approach conflict resolution. In this model we see the four R’s of conflict resolution: reasons, reactions, results, and resolution. First, we learn to identify the reason for the conflict. Is the conflict substantive, revolving around the content bring put forth, or is it procedural, surrounding the process the team will use to accomplish the goal? The conflict could also be affective or involving personality issues(University of Phoenix, n.d.). Next, we have to consider how the group is reacting to the conflict. Is the reaction constructive or destructive? Third, what are the results of the conflict? Are the consequences so grave that they will stop group productivity? Last, what method will the team use to resolve the conflict? At the end of day, conflicts will arise when working with a team, but the end result should be a more cohesive and productive team.
- Speaker Notes: This quote from The Development of a Comprehensive and Coherent Theory of Learning shows that each person cannot be placed into a certain type of learning, nor should be expected to be as such. When working in a group, there is bound to be a conflict in learning styles. Each person has been working mainly on their own their entire school career. Some students being confident, working people who are set in their ways. Being put into a group setting forces us to be looked at and critiqued in a exposing way. Students are face to see their flaws in their work, and have to discuss with others how to improve. This allows for growth and learning in a different way than just being told what to think by an instructor. By discussing opinions, and helping each other work on a project helps teach patience, understanding of differences, and how to talk to peers respectfully.
- Speaker Notes: Listed here are the different types of learning styles given by each of my team mates in Group B. Some of us have similar learning styles, others different. We are all adults of varying age, and live in different parts of the United States. We each are unique people, and thus learn in unique ways. We mostly agree that we like some kind of communication and “hands-on” experience. Hands-on is difficult to achieve when working in a strictly online course. But, this is forcing us to break outside our comfort zone and begin to learn in a different way. This is an important lesson for us in how we will teach and think about groups as teachers ourselves.
- Speaker notes: One of the key components to creating a successful Learning Team is communication. Open, positive communication can help any Learning Team to move quickly and efficiently through the tasks set before them. There are several skills that are crucial in communicating in a team setting that will promote productivity and cause things to move along smoothly. The first skill we want to take a look at is open mindedness. Most of the time when we think about working in teams, negative feelings come quickly, but if we are going to create a successful Learning Team, we have to turn that thinking around. This change comes when we approach the situation with an open mind. Instead of assuming that our team members will subtract from our learning experience, we can come in with the expectation that each team member has something of value to contribute and their support can only help with creating a positive outcome. One of the most important communication skills is active listening. It involves taking notes, asking questions, and repeating what has been said in order to gain clarity (Gluck, n. d.). Active listening ensures that all parties are receiving the same information (Hereford, n. d.). Another communication skill crucial to team success is open communication. When we communicate openly we create an environment where team members feel safe to share their ideas without judgment or ridicule (University of Phoenix, n. d.). This open exchange of information can give Teams the opportunity to really understand what other team members have to offer.
- Speaker notes: There are three more communication skills that I believe are crucial to a successful Learning Team. Next let us talk about giving and receiving feedback. As a team we are expected to give and receive critiques that will make the team efforts successful. There can be no voice that is too small to be heard. Team member count on one another to provide them with information that optimizes their particular contributions to the team. The offering of the slightest suggestion can make the difference between an “A” and a “B”. There can also be no egos that are to big to take an offered suggestion. One of the reasons we work in teams is because it is a vehicle for shared reflection (University of Phoenix, n. d.). This is partly because we have other people to draw from when we don’t have the answers as individuals. When working in teams, sometimes the productivity will slow down. This could be fatigue or just a plain old lack of motivation. When those times come the team can get a big jolt through one team member sharing a fresh idea or just saying something humorous just to get the river flowing again (University of Phoenix, 2001). Not every moment should be used for joking around because this would get the team off focus, but every now and then a light moment is just what we need. The last communication skill essential to Learning Team Success is simple, be respectful. Earlier we talked about people communicating openly and freely. This happens easily when there is a respectful tone in all conversations or discussions in the group. When the respect is there a sense of camaraderie and success will also be there (Gluck, n. d.). Whenever we interact in a group or team setting, there is an expectation of mutual respect.
- Speaker notes: When establishing a Learning Team there are three phases the team goes through. Those three phases are storming, norming, and performing. A good team charter will help teams push through the storming and norming phases, and get on to the performing stage (University of Phoenix, 2014). The purposes of establishing a good Charter are to, first define the team task. This is the point where each team member gets a clear understanding of the Learning Team’s assignment. This will ensure that team members are all on the same page. Next resources are allocated. When defining the team task each member is given some part of that task to complete. When allocating resources, each team member is given what he needs to complete his part, or told some way to get it. Next, goals are set for the team. We all know that the ultimate goal for any team is to complete it’s task. There may be some small goals set throughout the process that team members must come to an agreement on so that each team member is working on the same phase of task completion as the rest of his team. The team charter also provides a way to document each team members commitment to doing his fare share of the task or assignment. This provides accountability to the other teammates. Making plans is that part of chartering that sets the team up for the duration of the task. In the plan making phase decisions are made about how to proceed with the task completion. Teams also decide together different ways to address team conflict. Teams set ground rules and guidelines, make decisions about time management and deadlines, and the also ensure fair contribution and collaboration (University of Phoenix, 2010). The Learning Team Charter is the team’s pathway to success.
- Speaker notes: When we create the team charter, we already know the basic decisions that we make as discussed in the previous slide, but there is a bit more. When we talk about time management that is not only a discussion about deadlines. The team also establishes meeting times. Presenting, discussing, collaborating, assigning, reporting, and deciding are important things that happen in meetings (University of Phoenix, n. d.). The Learning Team Charter also helps the team establish guidelines for resolving conflict. This is not a part of the Charter, but the Learning Team Log helps to keep a clear record of when each team meeting occurs, who was in attendance, and what the team accomplished. This record keeping mechanism reinforces accountability among teammates.
- Speaker Notes: Communication is the foundational building block for successful group collaboration. Almost everything that has been read in class has touched in some part on the importance of good communication. Respect is a core aspect for building a welcoming group atmosphere to promote quality work and cooperation amongst team members. Group atmosphere is a concept that conveys the overall impact of all the necessary attributes for a successful and functional team. Good teams are comfortable with proposing new ideas and perspectives with the knowledge that their idea won’t be ridiculed no matter the validity of the idea itself. Good teams are successful because a good atmosphere built on respect and communication can accomplish far more than a team without those components.
- Speaker Notes: Conflict resolution is a an important component for successful teams to maintain that success. Conflict can divide a group and splinter the cohesion to make collaboration possible. Conflict resolution is a crucial skill necessary for successful group work. Leadership is another effective component. Effective leaders prevent conflicts from arising and they keep the team focused to get the project or job done in the best way possible. The RAP is a good component for team success. Everyone prepares before each meeting to stay focused and be prepared for the group work for that particular project or day. It is an effective component to ensure that each team member is doing the work they agreed to do by coming to the group ready to work.
- Speaker Notes: Here are a few motivational factors. Some of the motivational strategies are pretty straight forward. Boredom can kill productivity almost as quickly as poor team cohesion. While this may not necessarily increase productivity, keeping from becoming bored will help keep productivity. Encouraging creativity helps increase productivity by showing support for new ideas, this also helps maintain good team spirit which promotes productivity through creativity. There are many forms of motivation but they all fall into intrinsic or extrinsic. Intrinsic motivation is more personal, it’s why you want to do something, your personal motivation. Extrinsic is external, it comes from someone else. Extrinsic is more akin to, for example. A cheerleader that cheers on the football team giving them motivation to win.
- Speaker Notes: Intrinsic and Extrinsic motivation are two of the main categories of motivation. The best examples of both kinds can be found in sports. This quote is taken from an article in the University Library entitled ‘Successful coaches’ views on motivation and motivational strategies.’ It shows that there is no right or wrong way, no set method of motivating a team. We find the motivation that works for us and we use it, be it an internal motivation to not procrastinate or an external motivation to do your share of the group work and do it well.