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UNDERSTANDING
TEAMWORK
BBA-MM 4-2
GROUP 6
MEMBERS:NERVAEZ, CHARMAINE T. (Popularity of Teamworks)
ORAPA, LOVELY JANE E. (Creating Creative Teams)
PAGLINAWAN, DEZZA B. (Turning Individuals into Team players)
PALADA, KIMBER C. (Stages of Team Development)
PARAKIKAY, GLADYS L. (Teams of Quality Management: 1-2)
PEREZ, LEOJEN F. (Teams of Quality Management: 3-5)
DE VERA, RANDY C. (Beware: Teams are not always the Answer)
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UNDERSTANDING TEAMWORK
Team is a group (two or more) whose individual efforts result in performance. It
is made up people who are different only in their areas of skill and who are equal whenthey sit down together as a work group, although all teams are groups, not all groups are
teams.
Teamwork is vital for the success of the organization or company, especially
when it comes to reaching goals. Teamwork trickles down from the owner of the
business to the managers and other employees.
The owner of a company should have a true understanding of what it means to
work with other individuals and how to treat them with respect. If the owner of a
company does not know how to treat his or her employees, the business will not be a
success and turnover within the company will increase. The employee force is thegreatest asset to any company and a high turnover rate is detrimental. Teamwork should
be evident in the day to day business of any organization.
I. POPULARITY OF TEAMWORKS
Why Have Teams Become So Popular?
Teams typically outperform individuals.
Teams use employee talents better.
Teams are more flexible and responsive to changes in the environment.
Teams facilitate employee involvement
Team Versus Group: Whats the Difference
WORK GROUP- A group that interacts primarily to share information and to make
decisions to help each group member perform within his or her area of responsibility.
WORK TEAM- A group whose individual efforts result in a performance that is greater
than the sum of the individual inputs.VV
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II. CREATING CREATIVES TEAMS
So how can you harness the progress principle to improve your teams creativity
and performance? Here are three things you can do today.
Outline clear goals.No one can hope to make progress if they dont know what
theyre working toward. Make sure your employees understand what youre
trying to achieve, why those goals matter, and how their contribution helps. And
if your goals change, be sure to tell them or, even better, bring them into the
process so they understand whats going on.
Give them autonomy. Clear goals are good telling employees precisely how to
achieve them isnt. When some managers hear about the need for goal clarity,
they think it means they need to micromanage, says Amabile. On the contrary,
letting employees determine the best way to proceed helps them build skills, flex
their creativity, and feel a sense of agency.
Set an example of support. Amabiles research showed that little things can have
an outsized impact on employees attitude toward work. So set an example for
your team by giving compliments liberally and letting people know you
appreciate their efforts. You can get a positive contagion effect going if you treat
your co-workers with respect, says Amabile. With just a few words, youll
boost the inner work life of the person you say it to, and in turn, that can enhancehow you feel at work.
III. TURNING INDIVIDUAL INTO A TEAMPLAYERS
1. SELECTION -Make team skills one of the interpersonal skills in the hiring
process.
2. TRAINING - a process that empowers teams to improve decision-making,
problem solving and team development skills in order to achieve business results.
3. REWARDS- Rework the reward system to encourage cooperative efforts rather
than competitive (individual) ones. It also continues to recognize individual
contributions while still emphasizing the importance of teamwork.
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Stages of Team Development
Approach-Avoidance. In the first stage of team development you have a group
of individuals coming into the team with little knowledge of each other. In this
stage members want to be part of the team, but they also have some reluctance.
They fear that they as individuals may not be accepted..
Power-Control. The second stage of team development is one of the most
uncomfortable for any team. It is the stage where members no longer question the
value of the team. Instead, they see the team's value and now they want the
members to recognize their own personal strengths.
Intimacy. The third stage feels really good. This is one of the most comfortable
stages of team development, but it can also be one of the most dangerous. In
intimacy team members no longer disagree, but support each other in everything.
In the intimacy stage you hear a lot of statements like, "That's a great idea." Or
"We really like what you are saying."
Differentiation. The fourth stage is when the group members recognize each
other's strengths and weaknesses. Each person is willing to listen to one another
with renewed respect. The ability to share strengths and weaknesses leads the
group to its most important task.
Closure. The final stage of team development is when team members have
completed their task, and they are ready to evaluate their work.
IV. TEAMS OF QUALITY MANAGEMENT
There is a growing recognition in business and healthcare that the use of teams can
significantly enhance the control that an organization exerts over achieving regulatoryrequirements. In a Harvard Business Review article, Professor Robert Simmons hasnoted that the age of empowerment has created teams that exercise greater control over
work processes. Team members exercise control over their work processes which is the
essence of Dr. Deming's concept of building quality into a product or service.
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Organizations can enhance the performance of their teams in addressing QEHS
(Quality, Environmental, Health, and Safety Policy) issues by using the following proven
methods:
1. What-Why-How
-method to clarify the requirements a team must meet and to engage the team inmeeting and exceeding expectations.
2. Performance indicators
- For tracking and trending QEHS data specific to each team.
- Performance indicators are frequently compared to the dashboard on a car.
- They give feedback to the people who have their hands on the wheel when it
- Comes to QEHS performance. Effective control depends on havingimmediate
- Measurement processes located in the team's work area.
3. Self-assessments
- To provide internal feedback in highly regulated work settings.- Self-assessment is the foundation for instilling rigor in the daily conduct of
work. Management must set the expectations that teams will examine themselves for
consistency in the use of best work practices, effective communication, and adherence to
procedures. Self-assessment helps teams emerge from relying on tribal knowledge abouthow the organization functions by identifying areas where processes need to be flow
charted, where work instructions need to be formalized, and where training needs to be
standardized and documented.
4. The star technique
-used to rotate team responsibilities in the QEHS arena.- In the star technique, responsibility for a regulatory issue, such as reducing a
scrap rate, or minimizing exposure to safety hazards, rotates among the team members.
This does not mean that the issue is dumped on a single person to work on, but rather that
responsibility for leading the team's efforts is divided up among the various teammembers. The individual responsible for reducing safety hazards will lead the discussion
within team meetings about how to accomplish this goal. With the rotation of
responsibility, no individual is worn out by being the permanent leader in a specificcompliance area. Rotation allows people to learn new knowledge and improves their
commitment to compliance and rigorous conduct of work when they are not in the lead
role.
5. Safeguarding
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-valuable tool in healthcare settings and used in a variety of manufacturing
settings under different names.
- Teams safeguard work systems by systematically identifying situations thatcould result in sentinel events and developing safeguards that will prevent the problem
from occurring. Figure one illustrates the concept of creating a defense in depth with a
variety of safeguards that will protect a target or victim from the source of an event.
V. BEWARE: TEAMS ARE NOT ALWAYS THE ANSWER
Teams take more time and resources than does individual work. Three tests to see
if a teams fits the situation:
1. Is the work complex and is there a need for different perspectives: will it
be better with the insights of more than one person?
2. Does the work create a common purpose or set of goals for the group thatis larger than the aggregate of the goals for individuals?
3. are members of the group involved in interdependent tasks?
Most organizations have yet to meet a problem (or opportunity) that they wont
throw a team at to solve. Lets face it, its tempting to assume that a group of motivated,
diverse individuals will trump the lone soldier when it comes to creativity, problem-
solving and planning.
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FOUNDATION
OF
GROUP DEVELOPMENT
BBA-MM 4-2
GROUP 6MEMBERS:NERVAEZ, CHARMAINE T. (Stages of group Development: Stage 1)ORAPA, LOVELY JANE E. (Stages 2-Stages 3)
PAGLINAWAN, DEZZA B. (Stages 4-Stages 5)
PALADA, KIMBER C. (Group Properties: Roles, Norms)
PARAKIKAY, GLADYS L. (Status, Cohesiveness)
PEREZ, LEOJEN F. (Group Decision Making)
DE VERA, RANDY C. (Group Decision-Making Techniques)
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FOUNDATION OF GROUP DEVELOPMENT
Groups- Two or more individuals, interacting and interdependent, who come together to
achieve particular objectives
Formal defined by the organizations structure
Informal neither formally structured nor organizationally determined
Four Types of Groups
Command determined by the organization chart
Task working together to complete a job task
Interest affiliate to attain a specific objective of shared interest
Friendship members have one or more common characteristics
I. STAGES OF GROUP DEVELOPMENT
Stage 1: Forming- In the Forming stage, personal relations are characterized by dependence.
Group members rely on safe, patterned behavior and look to the group leader for
guidance and direction. Group members have a desire for acceptance by the group and aneed to know that the group is safe. They set about gathering impressions and data about
the similarities and differences among them and forming preferences for future sub
grouping. Rules of behavior seem to be to keep things simple and to avoid controversy.
Serious topics and feelings are avoided.
The major task functions also concern orientation. Members attempt to become
oriented to the tasks as well as to one another. Discussion centers around defining thescope of the task, how to approach it, and similar concerns. To grow from this stage to
the next, each member must relinquish the comfort of non-threatening topics and risk the
possibility of conflict.
Stage 2: Storming
-The next stage, which Tuckman calls Storming, is characterized by competition
and conflict in the personal relations dimension an organization in the task-functions
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dimension. As the group members attempt to organize for the task, conflict inevitably
results in their personal relations. Individuals have to bend and mold their feelings, ideas,
attitudes, and beliefs to suit the group organization. Because of "fear of exposure" or"fear of failure," there will be an increased desire for structural clarification and
commitment. Although conflicts may or may not surface as group issues, they do exist.
Questions will arise about who is going to be responsible for what, what the rules are,what the reward system is, and what criteria for evaluation are.
These reflect conflicts over leadership, structure, power, and authority. There maybe wide swings in members behavior based on emerging issues of competition and
hostilities. Because of the discomfort generated during this stage, some members may
remain completely silent while others attempt to dominate. In order to progress to the
next stage, group members must move from a "testing and proving" mentality to aproblem-solving mentality. The most important trait in helping groups to move on to the
next stage seems to be the ability to listen.
Stage 3: Norming
-In Tuckmans Norming stage, interpersonal relations are characterized bycohesion. Group members are engaged in active acknowledgment of all members
contributions, community building and maintenance, and solving of group issues.
Members are willing to change their preconceived ideas or opinions on the basis of factspresented by other members, and they actively ask questions of one another. Leadership
is shared, and cliques dissolve. When members begin to know-and identify with-one
another, the level of trust in their personal relations contributes to the development of
group cohesion. It is during this stage of development (assuming the group gets this far)that people begin to experience a sense of group belonging and a feeling of relief as a
result of resolving interpersonal conflicts.
The major task function of stage three is the data flow between group members:
They share feelings and ideas, solicit and give feedback to one another, and explore
actions related to the task. Creativity is high. If this stage of data flow and cohesion isattained by the group members, their interactions are characterized by openness and
sharing of information on both a personal and task level. They feel good about being part
of an effective group.
Stage 4: Performing
-The Performing stage is not reached by all groups. If group members are able toevolve to stage four, their capacity, range, and depth of personal relations expand to true
interdependence. In this stage, people can work independently, in subgroups, or as a total
unit with equal facility. Their roles and authorities dynamically adjust to the changingneeds of the group and individuals. Stage four is marked by interdependence in personal
relations and problem solving in the realm of task functions. By now, the group should be
most productive. Individual members have become self-assuring, and the need for group
approval is past. Members are both highly task oriented and highly people oriented.
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There is unity: group identity is complete, group morale is high, and group loyalty is
intense.
The task function becomes genuine problem solving, leading toward optimal
solutions and optimum group development. There is support for experimentation in
solving problems and an emphasis on achievement. The overall goal is productivitythrough problem solving and work.
Stage 5: Adjourning
-Tuckmans final stage, Adjourning, involves the termination of task behaviors
and disengagement from relationships. A planned conclusion usually includes recognition
for participation and achievement and an opportunity for members to say personal
goodbyes. Concluding a group can create some apprehension - in effect, a minor crisis.The termination of the group is a regressive movement from giving up control to giving
up inclusion in the group. The most effective interventions in this stage are those that
facilitate task termination and the disengagement process.
II. GROUP PROPERTIES: ROLES,NORMS, STATUS, SIZE AND
COHESIVENESS
ROLES
-To engage in a set of expected behavior patterns those are attributed to
occupying a given position in asocial unit.
Role Identity attitudes and behaviors consistent with a role
Role Perception view of how were supposed to act in a given situation
Role Expectations how others believe you should act in a given situation Psychological contract an unwritten agreement between employees and
employer setting out mutual expectations
Role conflict when an individual finds that compliance with one role
requirement may make it more difficult to comply with another
NORMS
-Acceptable standards of behavior within a group that are shared by the groups
members.
-Tell members of a group what they ought and ought not to do under certaincircumstances.
STATUS
-A socially defined position or rank given to groups or group members by others.
What Determines Status?
The power a person wields over others
A persons ability to contribute to groups goals
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An individuals personal characteristics
Impact of Status
High-status members of groups often are given more freedom to deviate from
norms
Interaction among members of groups is influenced by status When inequity is perceived, it results in various types of corrective behavior
Cultural differences affect status
COHESIVENESS
-The degree to which members of the group are attracted to each other and
motivated to stay in the group
-Related the groups productivity.
How Can Managers Encourage Cohesiveness?
1. Make the group smaller2. Encourage agreement with group goals
3. Increase the time spent together4.Increase the status and perceived difficulty of groupmembership
5. Stimulate competition with other groups6. Give rewards to the group rather than to individual members
7. Physically isolate the group
III. GROUP DECISION MAKING
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Also known as collaborative decision making is a situation faced when
individuals collectively make a choice from the alternatives before them. This decisionis no longer attributable to any single individual who is a member of the group.
Strengths
Generate more complete information and knowledge.
Increased diversity of views
Increased acceptance of a solution
Weaknesses
Conformity pressures
Discussions can be dominated by one or a few members
Ambiguous responsibility for the final outcome
Group Decision-Making Techniques
Reduce common problems with:
Brainstorming technique to encourage any and all alternatives while
withholding any criticism of the alternatives
Nominal group technique restricts discussion during the process to
encourage independent thinking Electronic meetings use computers to anonymously give honest input