Testing your groups and teams iq
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The document discusses key concepts regarding groups and teams, including: 1) Groups are differentiated from collections of people based on control and influence, meeting personal needs/goals, and acceptance/intimacy. 2) Problems people face entering new groups include identity issues and acceptance. 3) Teams must work interdependently to accomplish goals and can control at least part of their operations, unlike simple groups. 4) Group process refers to the relationships between members and how they work together on tasks.
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This document discusses key concepts related to differentiating between groups and teams. It addresses the following:
- Criteria that differentiate a group from a collection of people include goals, interdependent relationships, and mutual influence.
- True differences between groups and teams include teams existing primarily in work organizations, requiring interdependent work to accomplish goals, and having some control over operations.
- Group process refers to the relationships between group members and the task they are meant to accomplish.
- Successful team development depends on having tasks that are complex, important and challenging; leaders to orient the team; and emphasizing both tasks and relationships.
- Conflict is a necessary and often beneficial part of team development, consisting
Ratan team building
This document discusses teamwork and defines it as people working together for a common purpose while subordinating individual interests. It identifies characteristics of effective teamwork including common goals, clear roles, decision-making processes, communication, and relationships. The document also discusses stages of team development and lists skills needed for teamwork such as listening, discussing ideas, and respecting others. Finally, it provides guidelines for effective team membership which include listening, sharing information, and supporting other members' contributions.
The Four Stages Of Team Development
The document discusses the four stages of team development: forming, storming, norming, and performing. In the forming stage, team members first meet and learn about the project and each other. The storming stage involves addressing tasks, roles, and conflicts as members confront opinions. During norming, members focus on working together respectfully. In the performing stage, members work interdependently without guidance to achieve goals. Understanding these stages can help determine a team's success or failure.
Teamwork
To go fast, go alone. To go far, go together.
... African proverb
A team is a collection of people with complementary skills who regularly interact to pursue common goals.
Building a Rotary Team by Michel P. Jazzar
Here are the core elements required for building an effective team:
1. Clear goals and objectives - The team must have a shared understanding of the goals/objectives and a strategy to achieve them.
2. Well-defined roles and responsibilities - Each member's specific roles and responsibilities must be clearly defined to avoid duplication or gaps.
3. Effective communication - Open communication channels allow for sharing of information, feedback and coordination of efforts.
4. Trust and respect among members - Team members must feel comfortable sharing ideas and providing constructive feedback to each other.
5. Commitment to the common purpose - All members must be fully committed to achieving the shared goals above individual or departmental interests.
6. Ap
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This document discusses building effective Rotary teams. It provides acronyms to define team and system, and outlines Tuckman's five stages of team development: forming, storming, norming, performing, and adjourning. Key factors for team success include having a clear strategy, roles, open communication, rapid response, and effective leadership. Building consensus and avoiding challenges like personal agendas and conflict are also discussed.
Chapter 15 Motivating Employees Ppt15
The document discusses understanding groups and teams in organizations. It defines different types of groups, describes the stages of group development, and explains how factors like roles, norms, conformity, and cohesiveness influence group behavior. It also discusses the advantages and disadvantages of group decision making. Teams are compared to groups, and characteristics of effective teams are listed. Current challenges in managing global teams and using social networks are also examined.
Chapter 07 groups and teams in an organization
Groups and teams are important parts of any organization. A group is defined as two or more individuals who interact and share a collective identity. Groups form to fulfill members' needs for belongingness, support, security, recognition, and proximity. Both formal and informal groups exist in organizations. Team dynamics, properties like roles and norms, and concepts like groupthink must be understood to utilize groups and teams effectively. While groups focus on individual goals, teams emphasize mutual accountability and collective goals to produce outcomes through shared roles and responsibilities. The formation of cohesive and diverse groups and teams is crucial for organizational decision-making.
Group Behavior
The document discusses groups and teams in the workplace. It defines different types of groups and teams, and describes characteristics like roles, norms, status, size, and cohesiveness. It also outlines factors that influence team effectiveness, such as diversity, developing team players, and using teams for quality management. While teams can outperform individuals, the document notes teams are not always the appropriate solution and three tests should be applied to see if a team fits the situation.
Group & team
This document discusses group dynamics and team building. It defines groups as having common interests and ongoing interaction, while teams have complementary skills working toward shared goals and accountability. Teams have shared leadership, mutual accountability, and measure performance directly through collective work.
The document outlines four stages of group development: forming, storming, norming, and performing. It describes the characteristics and critical skills at each stage. Finally, it discusses types of groups including formal vs informal and theories of group formation such as propinquity, social systems, balance, and exchange.
Soft Skills.docx
Team building involves activities that enhance social relations and define roles within a team. It aims to improve performance through aligning around goals, building effective relationships, reducing ambiguity of roles, and finding solutions to problems. There are four main approaches: setting goals to strengthen motivation; clarifying roles to reduce ambiguity; solving problems; and building interpersonal relationships through trust and communication. Team building can positively impact team effectiveness by improving cohesion, motivation, and process outcomes like role clarity. However, challenges include a lack of teamwork skills, difficulties with virtual/global teams, and using it as a quick fix without addressing underlying issues. Team building is applied in schools, organizations, and sports to develop team identity, increase cohesion through goal setting
Team Building
By the end of todays session student will able to;
Define and Differentiate group & team
Explain roll of team member
Discuss on the advantages of working in teams
Discuss the characteristics of effective team player and team
Explain the stages in team development life cycle
Evaluate and analyze managerial action
Mu0011 management and organisational development
This document provides information about an assignment for a Master of Business Administration course. It includes 6 questions related to organizational development topics like importance of organizational development, organizational change strategies, ethical dilemmas, human process interventions, goal setting, and characteristics of a learning organization. Students are instructed to answer all 6 questions within 6-8 pages by the given deadline. They are also provided with contact details to get fully solved assignments.
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This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
2 questions.docx
This document provides an overview of a unit on building high-performance teams. It discusses the four determinants of team performance known as the "four Cs": context, composition, coordination, and change. Context refers to how the organization's culture, structure, and systems support teamwork. Composition examines the skills and experiences of team members. Coordination focuses on how well members communicate and make decisions together. Change considers a team's ability to adapt over time. The document emphasizes understanding these factors when designing teams and resolving conflicts that could hinder performance.
Managing Matrix Organization
The document discusses matrix organizations and how to create a productive one. A matrix organization has employees report to both functional and project managers. Key points:
- Matrix organizations emerged in the 1960s aerospace industry and are well-suited for project-driven environments.
- There are different types like balanced, functional, and project matrices that determine how authority is shared.
- Creating clear roles, communication processes, training programs, and addressing challenges like department loyalty can make a matrix organization more productive.
- Scenarios and strategies are provided for a project manager meeting their first cross-matrix team with various issues. Focusing on goals, roles and building trust are emphasized.
TEAM-DEVELOPMENT MODELHorace DillardHRM345 Building Effecti.docx
TEAM-DEVELOPMENT MODEL
Horace Dillard
HRM345: Building Effective Teams
Colorado Technical
July 25, 2015
Preparing the team to work together
Train the members on how to work together as a team
Design activities that will bring the team members together and help them know each other.
Build good relationship and trust among the team members.
Teach the team members about different styles of working together and conflict resolution skills.
Every team goes through a series of developmental stages as they set out to accomplish a particular task. Working in a team needs good planning and a lot of preparation in order to successfully accomplish a particular project or task . As a team leader, it is very important to prepare the team to work together before they embark on a particular task. The first thing I will do is to train the team members on the importance of teamwork and how to work together as a group. I will start by explaining the task ahead of them and make it clear to each team member that they are expected to work together to successfully finish the task. I will design and put in place activities that will help them to get to know each other so that they can learn to accommodate each other before they start working. I will build trust and good relationship among the team members by organizing in-person meetings and activities which will bring the members together and warm up their relationships. I will coach the team members about the various work styles that applies to team work and how resolve any conflicts that may arise in the course of work so as to prepare them to work and face any challenge together as a team (Maginn, 2004).
2
Training and development activities that build trust and productivity
Encourage open communication among the team members.
Hold trust building exercises to enhance team spirit.
Ensure the team has a shared goal and commitment.
Encourage regular interaction among the members.
Institute training programs to build competence of the members.
Trust is a driving force for the cooperation of members of any given team and therefore building trust between the team members is the first step to ensuring good performance the team. In order to ensure there is trust among the team members, I will encourage them to communicate openly and be willing to share ideas and information amongst themselves so that they can empower each other to work together as a team. I will hold trust building exercises to enhance team spirit which is a very important ingredient for the good performance of a team. I will make sure that every team member shares the common goal of the team and establish total commitment towards achievement of the goal. I will ensure that everybody in the team understands what is expected of them and what needs to be done at both team and personal levels. I will also encourage regular interaction between the members which will encourage them to share their experiences and have respect fo ...
INTRA TEAM PROCESS IN LEADERSHIP
The document discusses several aspects of building and maintaining trust within a team, including establishing credibility, open communication, consistent behavior, avoiding gossip, appreciating individual skills, keeping sensitive information confidential, and showing confidence in team members' abilities. It also addresses how to handle distrust by placing a high value on integrity and communicating that value, as well as focusing on vision, values, compensation, and work environment. The key factors for trust are business competence, people orientation, and authentic leadership behaviors.
Leadership Intra and inter process
The document discusses several aspects of building and maintaining trust within a team, including establishing credibility, open communication, consistent behavior, avoiding gossip, appreciating individual skills, keeping sensitive information confidential, and showing confidence in team members' abilities. It also addresses how to handle distrust by placing a high value on integrity and communicating that value, as well as maintaining others' self-esteem through support and praise.
Individual and team dynamics.
This document provides an overview of individual and team dynamics. It discusses key aspects of individual dynamics including having a positive attitude. It also defines team dynamics and outlines Kurt Lewin's stages of team development: forming, storming, norming, performing, and adjourning. Additionally, it identifies characteristics of effective teams such as clear goals, diversity, leadership, trust and respect, and managing conflict. Potential troubles with teams like social loafing are also examined.
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This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.
Class 7 mind, body, and spirit
This document discusses various ways of knowing beyond rational or cognitive learning, including experiential learning, narrative learning, embodied learning, spiritual learning, and learning through emotions. It addresses topics like informal and incidental learning, reflective practice, communities of practice as sites of social and situated learning, and embodied and spiritual forms of learning. Learners are asked to consider the implications of these ideas and to share examples of how they engage students in reflective practice or embodied/spiritual learning.
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This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
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This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
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The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on chapters they read from Lindeman's book The Meaning of Adult Education. Specifically, it asks what struck them about the book, what they found meaningful when skimming chapters, and what quotations from Lindeman they found particularly meaningful or applicable today.
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This document provides an overview and agenda for an adult learning course. It includes:
1) Introductions to the instructor, Dr. Terry Carter, and an exercise to introduce five theoretical orientations of learning.
2) A discussion on developing a philosophy of practice as a medical educator.
3) Instructions for joining the course blog site on Rampages and an overview of the expectations and assignments for the semester, including readings and due dates.
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The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
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The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
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5) Discussing what they know about adult learning principles.
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This document provides guidance on developing effective case studies for medical education. It begins by defining a teaching case and describing the various forms cases can take. Key recommendations are provided for initial moves when introducing a case, such as providing an overview, establishing an analytic framework, and using questions to engage learners. Facilitation techniques are discussed, emphasizing listening to learners and avoiding taking on an expert role. The document also addresses common challenges in case discussions and offers strategies for closing a case effectively. Indicators of a successful case discussion are outlined. The document concludes by having participants develop and practice introducing their own medical case.
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POGIL (Process Oriented Guided Inquiry Learning) is a teaching method where students work in groups to answer questions about a model or concept without being directly taught the answer. It differs from team-based learning (TBL) which focuses more on applying concepts that were directly taught. POGIL is used to guide student discovery of new content through questions, while TBL applies previously learned material. The document provides instructions for creating a POGIL exercise including developing content and process objectives, guiding questions without direct answers, and an application exercise. It also outlines upcoming class sessions on instructional project guidelines and case-based learning.
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This document provides an agenda and overview for an instructional strategies course for teaching in medicine. It includes:
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This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
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