UNDERSTANDING TEAMWORK

BBA-MM 4-2 GROUP 6

MEMBERS:
NERVAEZ, CHARMAINE T. ORAPA, LOVELY JANE E. PAGLINAWAN, DEZZA B. PALADA, KIMBER C. PARAKIKAY, GLADYS L. PEREZ, LEOJEN F. DE VERA, RANDY C. (Popularity of Teamworks) (Creating Creative Teams) (Turning Individuals into Team players) (Stages of Team Development) (Teams of Quality Management: 1-2) (Teams of Quality Management: 3-5) (Beware: Teams are not always the Answer)

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 when they 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 the greatest 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

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 enhance how 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.

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 regulatory requirements. In a Harvard Business Review article, Professor Robert Simmons has noted 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.

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 in meeting 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 having immediate - 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 about how 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 team members. 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 specific compliance 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

-valuable tool in healthcare settings and used in a variety of manufacturing settings under different names. - Teams safeguard work systems by systematically identifying situations that could 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 that is 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, problemsolving and planning.

FOUNDATION OF GROUP DEVELOPMENT

BBA-MM 4-2 GROUP 6

MEMBERS:
NERVAEZ, CHARMAINE T. ORAPA, LOVELY JANE E. PAGLINAWAN, DEZZA B. PALADA, KIMBER C. PARAKIKAY, GLADYS L. PEREZ, LEOJEN F. DE VERA, RANDY C. (Stages of group Development: Stage 1) (Stages 2-Stages 3) (Stages 4-Stages 5) (Group Properties: Roles, Norms) (Status, Cohesiveness) (Group Decision Making) (Group Decision-Making Techniques)

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 a need 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 the scope 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

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 may be 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 a problem-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 by cohesion. 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 facts presented 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 is attained 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 to evolve 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 changing needs 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.

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 productivity through 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, COHESIVENESS STATUS, SIZE AND

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 certain circumstances. 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

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 smaller 2. Encourage agreement with group goals 3. Increase the time spent together4.Increase the status and perceived difficulty of group membership 5. Stimulate competition with other groups 6. Give rewards to the group rather than to individual members 7. Physically isolate the group III. GROUP DECISION MAKING

Also known as collaborative decision making is a situation faced when individuals collectively make a choice from the alternatives before them. This decision is 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