MAKING CLASSROOM TEAMS WORK

UTILIZING TEAMS FOR CLASSROOM PROJECTS

Faculty Guide

Jim Buckenmyer D.B.A.

Supported by:

Stan Stough Ph.D.

Diane Pettypool DBA

Professors of Management

Southeast Missouri State University

I. Establishing Teams

Teams can be established either by assigning individuals to a team or by permitting the students to self-select team members. Both ways have advantages and disadvantages.

A. Effective Teams

Group Functions - Members

trust and have confidence in each other;

are attached and loyal;

help each other;

frankly share relevant and valuable information;

encourage everyone in the group to participate in the group task; and

stress teamwork.

Task Parameters

Clearly define team goals and boundaries.

Create a vision that=s supported by explicit tasks.

Set clear short-term as well as long-term team goals.

Encourage the development of team norms.

Establish and maintain team traditions.

Reinforce good attendance at team meetings.

Measure and provide feedback.

Recognize and reward success.

Celebrate when the group achieves a goal.

Ensure interpersonal communication.

Support each other.

Be flexible.

Do what you say - Walk the talk.

B. Team Membership

1. Assigning Team Members

The usual procedure for Areal world@ organizations.

The advantage of assigning team members is that the instructor can assure a mix of students on the team, either male and female, different majors, different ability levels or types, different ethnic backgrounds, international student representation, etc. Additionally, this approach will more likely replicate the way teams are formed in most Areal world@ situations.

The disadvantage of assigning members is that research indicates that other things being equal, member-selected teams usually perform better.

2. Team Member Self-Selection

The advantage of team self-selection is that self-selected teams usually perform better. Additionally, students can select individuals with whom they are familiar, with whom they feel they can work constructively and who have the same/similar schedules and commitments.

The disadvantage of self-selection is that the students may not obtain the team diversity that might otherwise be obtainable. Diversity usually adds to team problem solving and performance. Also, most teams in work organizations are formed by management directive and, therefore, are not self-selected. However, once teams are formed, new members are often team selected.

Team Membership should be as diverse as possible to improve alternative inputs and decision capabilities.

C. Team Foundation

1. Clarifying Expectations (Faculty Expectations)

The faculty member should clearly specify what the team is expected to accomplish; i.e., the final outcome.

2. Establishing Parameters (Faculty Imposed Parameters, if any)

If the faculty member desires any parameters to be established, such as Aat least five references from the internet,@ or Ano references from the internet,@ then these parameters should be established Aup front.@

D. Team Formation

1. Team Leadership

A team leader can be appointed by the instructor. OR

The team may designate someone as the leader or chairperson. That individual should be given some authority as well as responsibility. This may best be handled as a team function. OR

Let the best leader surface. - Natural ascension.

The faculty member should be informed of the choice of leader.

Some teams might select a variety of leaders. For example, assume a team has been assigned to prepare a topic for presentation to the class. The team may select one leader to coordinate the research on the topic. It might select a second leader to organize the research into cogent parts, and a third leader to coordinate the classroom presentation. This sort of shared team leadership can be extremely productive.

2. Recorder/Reporter/Scribe

A person should be identified as the individual responsible for keeping written records of the activities of the team (Goals/Objectives), meeting minutes, action assignments, progress, etc.

The faculty member should also be informed of the choice of scribe.

II. Getting Organized

A. Exchange of Information (Each Student)

Phone numbers

E-mail addresses

Available meeting times

The faculty member should also be supplied with a copy of the names, phone numbers and e-mail addresses of the team members, as well as the selected team leader/chairperson and scribe.

B. Mission (Purpose)/Goals/Objectives

1. What is the team to accomplish?

At what level?

What is to be the team outcome?

What is the extent of the outcome, e.g., a thirty page paper on a given topic, a series of completed problems, team decisions (maybe for a simulation game), or some other project?

2. A Completion time (Usually allowing time for revisions or additions)

Establish a project Completion Time, usually allowing time for integration, revision, or additions before the due date.

C. Establish Team Purpose and Objective

1. Defining what must be accomplished.

2. At what level.

3. In what order.

The faculty member should be supplied with a copy of the Mission, Goals and Objectives

In some cases, the faculty member may want to comment on the documentation or in other cases the faculty member may not wish to intrude upon the process of the team. Possibly the faculty member may not wish to request the team to submit the Objectives, especially if the team were to indicate the desired grade in the Objectives. If the grade desired were to be less than an AA@ it may prejudice the faculty member in the evaluation of the final project.

D. Rules of Conduct

1. Expected Behavior

2. Expectations of Members

Notification of illness

Major events

Interaction with the team

3. Establishing Discipline

Missing meetings

Late for meetings

Unprepared for meetings

Incomplete or late assignments

Inappropriate or counter-productive behavior

No participation

Establishment of Consequences for improper action or inaction

Establishing Discipline

All the above Rules of Conduct should be established Aup front@ so that each member knows what is expected of him/her as well as the consequences of not meeting the expectations.

The faculty member may wish to be supplied with a copy of these, particularly in regard to the rules relating to participation, both physical and mental. This may forestall any later arguments as to the appropriateness of the expectations.

Faculty members may have a tendency to indicate that each team member will receive the same grade. This is unrealistic. It is how many business teams are rewarded. However, unless team members have a means to Adiscipline@ members there may be a tendency for individuals to engage in Asocial loafing,@ a phenomenon where a single individual makes little or no contribution to the team, sometimes not even participating. In business teams this is usually dealt with by team members. Some teams may expel a member. One organization=s teams impose a fine on members, 20 percent of the team=s weekly bonus, if the member is late or absent. The bottom line is that in classroom teams, unless the team or the instructor can in some way Adiscipline@ members, that is, create consequences for non-participation, an individual or two may not fully participate. They may become Asocial loafers.@ This unduly burdens the remainder of the team members and permits the nonparticipating member a free ride.

For Example: Progressive Discipline. Instruct teams to:

1) have a heart-to-heart talk with the Aslacker@ and attempt to internally resolve the issue(s).

2) establish a written Acode of behavior@ or Aconditions of continued involvement.@

3) If the heart-to-heart talk and the written conditions do not resolve the issue(s), the instructor should talk to the accused Aslacker@ and address the problem(s).

4) It may be advisable to do Apeer evaluations@ both midway through the term and at the end of the term. This input, if it indicates a problem, can be discussed with the group.

The main onus is on the group to resolve the issue(s). There is frequent conflict in real-world teams and students should attempt to constructively resolve conflict within their groups.

If behavior becomes too Adisruptive@ because of extreme personality conflicts, it may be possible (or even necessary) for the faculty member to split up teams, e.g., create another team.

E. Develop a Strategy to Achieve the Desired Outcome

How are the students going to accomplish their objective?

Who is to do what by when,

F. Faculty Assistance to Groups

It is important to allocate class time (especially early in the term or in the early part of the team development) to establish the basic team processes, such as developing Rules of Conduct and Establishing Discipline. Additionally, the faculty member can observe the students addressing their assigned cases, simulations, exercises, etc. The faculty member can practice MBWA (Management By Walking Around) and observe the teams in action.

III. Working Processes

A. Roles

1. Leader=s Role

Confirming meeting time and place

Confirming frequency of meetings

Establishing agenda for meetings

Running meetings

Confirming task assignments and completion times to members

Follow-up on assignments

Encouraging participants

2. Scribe=s Role

Record objectives

Record assignments and due dates

Record brief AMinutes@ of team meetings, establishing responsibilities

Prepare and distribute handouts and other required materials

Integrate and report final document

3. Member=s Role

Attend meetings

Be prepared to participate

Participate and contribute

Do assigned work on time

B. Decision Making/Problem Solving

1. Decision Processes

Defining problem - clearly, concisely

Exactly what do we need to do?

What process must we follow to accomplish our task?

Gathering information

Coordinating information

Discussing information

Getting suggestions

Evaluating suggestions

Selecting the approach to be used

Implementing the approach - Doing the work.

Completing the Project

2. Action Plans/Making Action Assignments

Determine what is to be done.

Make specific assignments - Who is to do what?

Determine definite due dates and assignments

Follow-up on assignments

C. Group Processes

1. Obtaining Consensus/Commitment

Consensus is selecting an approach that everyone can agree upon. It is not necessarily selecting an approach someone or everyone thinks is the best. There are usually more than one acceptable solution or approach. Consensus can be expedited by holding open and honest communication. This means discussing the issues, nothing else.

In some cases consensus may lead to an inferior decision. However, the commitment fostered by obtaining consensus usually leads to a superior finished product because the commitment fosters cooperation and joint effort.

2. Resolving conflict - Six Steps to Conflict Resolution

Step 1. Acknowledge that conflict exists

Step 2. Identify the Areal@ conflict

Step 3. Hear all points of view

Step 4. Together explore ways to resolve the conflict

Step 5. Gain agreement on, and responsibility for, a solution

Step 6. Schedule a follow-up session to review the resolution

Approaches to Conflict Resolution

Avoiding - Ignoring the Conflict, not participating in the solution. Avoiding conflict completely may lead to further conflict. Uncooperative, unassertive.

Accommodating - Letting the other party win, trying to maintain apparent harmony. Attempting to satisfy the other party=s concerns also may lead to later conflict. Cooperative, Unassertive.

Competing/Confronting/Forcing - A win-lose mentality. Struggle to win. May fall back in formal authority and rules to win. Uncooperative, Assertive.

Compromising - Trying to partially satisfy everyone=s needs. A solution oriented approach. Negotiation is usually involved where parties give and take. Partly Cooperative, Unassertive.

Collaborating - Working through issues, problem solving. The best solution oriented approach. Cooperative, Assertive.

Obtaining Resolution (Four Principles for Obtaining Agreement)

Separate the people from the problem. (No name calling or accusations.)

Focus on the issues.

Focus on interests, not positions. (What is each party trying to accomplish?)

Generate other possibilities, make the pie bigger.

Insist that results be based on some objective standard.

3. Utilizing Discipline

Discipline must be fairly and consistently administered. It must be a team effort. Ignoring problems requiring discipline can be and almost always is disruptive to the team effectiveness..

4. Team Action Planning

Dividing the work

Making specific assignments

Setting levels of expected performance

Setting due dates

Follow-up

5. Contributing to Effectiveness

Cohesiveness

Commitment

Trust - Two Facets

1. Trust in the instructor

2. Trust in the team members

Trust that the individual will do the assignment

Trust that the individual can do the assignment

Being Trustworthy

Open

Honest

Consistent

Forthcoming

Do the work you commit to do

Do the work thoroughly

Do quality work - The team should not accept less!

Confronting conflict and conflict resolution

Maintaining discipline

Utilizing consensus

Some team evaluation forms are attached for your information or possible use.

MAKING TEAMS WORK

Students= Guide

I. Establishing Teams

A. Effective Teams

Team Functions - Team members

trust and have confidence in each other;

are attached and loyal;

help each other;

frankly share relevant and valuable information;

encourage everyone in the group to participate in the group task; and

stress teamwork.

Task Parameters

Clearly define team goals and boundaries.

Create a vision that=s supported by explicit tasks.

Set clear short-term as well as long-term goals.

Encourage the development of team norms.

Establish and maintain team traditions.

Reinforce good attendance at team meetings.

Measure and provide feedback.

Recognize and reward success.

Celebrate when the team achieves a goal.

Ensure interpersonal communication.

Support each other.

Are flexible.

Do what they say - Walk the talk.

B. Team Membership

1. Assigned Membership - Most Realistic

The usual procedure for Areal world@ organizations.

2. Team Selected Membership

Advantage - Often the most productive teams

Disadvantage - Can be too homogenous - Too many AA@ or AC@ students.

Too many students from a single major, etc Can Lack Diversity - Individuals often select Alike@ individuals.

(Birds of a feather flock together!)

Team membership should be as diverse as possible to gain different perspectives..

C. Team Foundation

1. Clarify Expectations (Faculty=s Expectations)

The faculty member should clearly specify what the team is expected to accomplish; the final outcome.

2. Clarify Parameters (Faculty Imposed Parameters, if any)

For example, if the faculty member wants at least five references from the internet, or none from the internet, or at least four references from the last three years, etc., these parameters should be stated Aup front.@

D. Team Formation

1. Team Leader

Assigned/Appointed

Elected (by team members)

Naturally selected

At times a team might find it advantageous to utilize more than one leader. For example, assume that the team has been given the assignment to research a topic and present the topic to the class. The team might want to select one individual to coordinate the research on the topic, another individual to coordinate the organization of the research into cogent units, and a third individual to coordinate the actual presentation.

Such shared team leadership can be extremely successful.

2. Team Reporter/Scribe

Keeping written records of the activities of the team, e.g., Goals/Objectives, Action assignments, brief team meeting minutes, progress, etc.,

Inform the Instructor of the selected team leader(s) and reporter/scribe.

II. Getting Organized

A. Exchange of Information

Phone Numbers

E-Mail Addresses

Available Meeting Times

The faculty member should be supplied with a copy of the team members= names, phone numbers and e-mail addresses as well as the selected team leader and reporter.

B. Mission (Purpose)/Goals/Objectives

1. What do you want to accomplish?

At what level?

What is to be the team activity and outcome?

What is the extent of the outcome, e.g., a thirty-page paper on a given topic, a series of completed problems, team decisions (maybe for a simulation game), or some other project?

2. Establish a Project Completion Time (Usually allowing time for integration, revision and additions.

The faculty member should be supplied with a copy of the Mission/Goals/Objectives.

In some cases the faculty member may want to comment on the documentation and ask for clarification, or additions to the documentation or may request inclusion in establishing th team=s Mission, Objectives, Priorities,, etc.

C. Establish Team Purpose and Objective

1. Defining what must be accomplished

2. At what level

3. In what order

D. Rules of Conduct

Expected Behavior

Expectations of Members

Notification of illness

Major events

Interaction with the team

Establishing Discipline

Missing Meetings

Late for Meetings

Unprepared for Meetings

Incomplete or Late Assignments

Inappropriate or Counter Productive Behavior

No Participation

Establish consequences for improper actions or inaction.

These issues must be resolved by the team members, possibly with faculty facilitation if problems arise.

Establishing Discipline

All of the above Rules of Conduct should be established Aup front@ so that each member knows what is expected of him/her as well as the consequences of not meeting the expectations.

For Example: Progressive Discipline.

1. Have a heart-to-heart talk with the Aslacker@ and attempt to internally resolve the issue(s),

2. Establish a written Acode of behavior@ or Aconditions of continued involvement,@

3. If the heart-to heart talk and the written conditions do not resolve the issue(s), the instructor should talk to the accused Aslacker@ and address the issues raised by the team.

4. It may be advisable to do Apeer evaluations@ both midway through the term and at the end of the term. This input, if it indicates a problem, can be discussed with the group.

The main onus is on the group to resolve the issue(s). There is frequent conflict in Areal-world@ teams and the students should attempt to constructively resolve conflict within their groups.

E. Develop A Strategy to Achieve the Desired Outcome.

How are you going to reach your objectives? Develop a plan of action and sequencing of activities.

F. Some class time should be allocated early in the process to permit the teams to get organized and establish meeting times

III. Working Processes

A. Roles

1. Leader=s Role

Confirming meeting time and place

Confirming frequency of meetings

Establishing agenda for meetings

Running meetings

Confirming task assignments and completion times to group members

Follow-up on assignments

Encouraging participants

2. Scribe=s Role

Record objectives.

Record assignments and due dates.

Record brief Aminutes@ of team meetings.

Prepare and distribute handouts and materials required.

Integrate and report final document.

3. Members= Roles

Attend meetings.

Be prepared to participate.

Participate and contribute.

Do assigned work on time.

B. Decision Process/Problem Solving

1. Decision Making

Defining problem - clearly, concisely

Exactly what do we need to do?

` What process must we follow to accomplish the task?

Gathering information

Discussing information

Coordinate information

Elicit suggestions

Evaluate suggestions

Select the approach

Implement the approach - Doing the work

Complete the project

2. Action Plans/Making Action Assignments

Determine what is to be done

Make specific assignments - Who is to do what?

Determine definite due dates (By when)

Follow-up on assignments

C. Group Processes

1. Obtaining Consensus (Commitment)

Consensus is selecting an approach that everyone can agree upon. It is not necessarily selecting an approach someone or everyone thinks is the best. There are usually more than one acceptable approach or solution to solve most problems. Consensus can be expedited by holding open and honest communication. This means discussing the issues, nothing else.

Obtaining consensus facilitates obtaining commitment and thus the participation of the team members.

2. Resolving Conflict

Six Steps to Conflict Resolution

Step 1. Acknowledge that conflict exists

Step 2. Identify the Areal@ conflict

Step 3. Hear all points of view

Step 4. Together explore ways to resolve the conflict

Step 5. Gain agreement on, and responsibility for, a solution

Step 6. Schedule a follow-up session to review the resolution

Approaches to Conflict Resolution

Avoiding - Avoiding conflict completely usually leads to further conflict. Ignoring the Conflict, not participating in the solution. Uncooperative, Unassertive.

Accommodating - Attempting to satisfy the other party=s concerns which also leads to later conflict. Letting the other party win, trying to maintain apparent harmony. Cooperative, Unassertive.

Competing/Confronting/Forcing - Struggle to win. May fall back of formal authority and rules to win. A win lose mentality, Uncooperative-Assertive.

Compromising - A solution oriented approach. Negotiation is usually involved where parities give and take. Trying to partially satisfy everyone=s needs. Partly Cooperative, Unassertive.

Collaborating - The best solution oriented approach. Working through issues, problem solving. Cooperative, Assertive.

Obtaining Resolution (Principles for Obtaining Agreement)

Separate the people from the problem (No name calling or accusations).

Focus on the issues, not personalities.

Focus on interests, not positions.

What is each side trying to obtain, not what they want done to obtain it.

Generate other possibilities, make the pie bigger.

Insist that results be based on some objective standard.

3. Utilizing Discipline

Discipline must be fairly and consistently administered. It must be a team effort.

Ignoring problems requiring discipline can be and almost always is disruptive to the team effectiveness. Problems that are ignored do not go away, they usually fester and become worse.

Rules should be agreed upon Aup front,@.before they become necessary. If they are not agreed upon up front they can be viewed as being directed toward a particular individual. When this happens it is usually perceived as being Aunfair.@

4. Action Planning

Divide the work

Make specific assignments to specific individuals

Set levels of expected performance

Set due dates for completed work

Follow-up

D. Contributions to Effectiveness

Cohesiveness

Commitment

Trust - Two Facets

1. Trust the instructor

2. Trust the group members

Trust that the individual will do the assignment

Trust that the individual can do the assignment

Being Trustworthy

Open

Honest

Consistent

Forthcoming

Do the work you commit to do

Do the work thoroughly

Do quality work - The team should not accept less!

Confronting conflict and conflict resolution

Maintaining discipline

Utilizing Consensus

James A. Buckenmyer DBA

Supported by:

Stanley Stough Ph.D.

Diane Pettypool DBA

Professors of Management

Southeast Missouri State University