PRESENTER

SALVADOR LYNDON P. REMPILLO

Teamwork

Implies co-operative and co-ordinated efforts by

individuals working together in the interests of their
common cause. It requires the sharing of talent and
leadership, the playing of multiple roles.

(Harris, 1986)
A Model For A High Performance
Diverse Team
Four Key Factors needed for diverse teams to succeed

Learning and growth Development and growth

for team members for the team itself

High
  
Understand Performance
Develop Reinforce
 Build Diversity Diverse
Skills That The
Diversity Issues Make Team
Team
Awareness Within The A Difference Norms
Team
Build Diversity Awareness

 Understand the role of assumptions

 Recongnise that patterns of human behaviour differ

 Consider different strengths people bring to work

 Take into account differences in communication

styles
 Build Diversity Awareness

Awareness Acknowledgement Move on

of Self of differences to the job
Awareness Exploration of
of Other similarities

In pursuing diversity awareness, consider the following :

 Patterns of behaviour by diverse members

 Patterns of others behaviour toward diverse members
 Distinct strengths various members contribute
 Differences in Communication styles
Build Diversity Awareness

1. Examine your first responses to someone who

is different
2. Review your specific assumptions about the
other person
3. Check the reality behind your assumptions
4. Find commonalties / build trust
Understand Diversity
Issues Within The Team

 The type and mission of the team

 Roles and responsibilities of each individual

 Individual strengths of other team members

 Open lines of communication

Develop Interpersonal Skills
That Make A Different
 Develop strategic communication - listening and
responding
 Treat each person as an individual
 Test accuracy of assumptions
 Resolve conflicts Listening and
Responding

Listening and
Responding
Reinforce The Team Norms

Shared goals
Team practices understood / accepted
Group support roles / responsibilities acknowledged
Ground rules
Reinforce The Team Norms

Positive ones should be constantly reinforced

Examples of positive norms are :

 All team members are involved in setting goals

 Constructive team practices are understood and accepted
 Everyone’s roles and responsibilities are acknowledged
 Members believe in working co-operatively and supporting
each other
Reinforce The Team Norms

There can also be negative norms

Some examples are :

 Off-colour and demeaning jokes are acceptable

 Older people are ignored
 Accents are mocked
 Gays are shunned
 Establish Team Ground Rules
Consider some of the following for your team’s ground rules :
 Realize that our team’s diversity is one of our strengths and we
need to nurture it
 Make communication open and honest; minimize interruption
 Respect team members as individuals
 Recognize that people may approach problems differently; listen
and consider other points of view.
 Make provisions for a forum to discuss and resolve diversity
issues, when needed
 Remember that off-colour and demeaning jokes are totally
unacceptable and that diverse team members are not to be
insulted
 Encourage new ideas
Team Development Model
Arrive
Revive
Thrive

Strive

Drive
Team Development Model

Drive
"Driving" - Focusing on mission,
goals, priorities and guidelines
Team Development Model

Strive
”Striving" - Moving ahead with full
understanding and agreement on
roles and responsibilities
Team Development Model

Thrive
”Thriving" - Rapid growth involving
peer feedback, conflict management
and decision making
Team Development Model

Arrive
”Arriving" - Peak performance, where
all the factors are in sync
Team Development Model

Revive
”Reviving" - Regaining peak performance when
slippage in team performance when slippage
in team performance occurs or when team
membership changes
Team Development Model
"Driving" - Focusing on mission, goals, priorities and
Drive guidelines
"Striving" - Moving ahead with full understanding and
Strive agreement on roles and responsibilities

"Thriving" - Rapid growth involving peer feedback,

Thrive conflict management and decision making

"Arriving" - Peak performance, where all the

Arrive factors are in sync

"Reviving" - Regaining peak performance when

Revive slippage in team performance occurs or
when team membership changes
The purpose of formative assessment is to monitor student
learning and provide ongoing feedback to staff and students.
It is assessment for learning. If designed appropriately, it
helps students identify their strengths and weaknesses, can
enable students to improve their self-regulatory skills so that
they manage their education in a less haphazard fashion than
is commonly found. It also provides information to the
faculty about the areas students are struggling with so that
sufficient support can be put in place.
Cont…

Formative assessment can be tutor led, peer or self-assessment.

Formative assessments have low stakes and usually carry no
grade, which in some instances may discourage the students
from doing the task or fully engaging with it.

The goal of summative assessment is to evaluate student

learning at the end of an instructional unit by comparing it
against some standard or benchmark. Summative assessments
often have high stakes and are treated by the students as the
priority over formative assessments. However, feedback from
summative assessments can be used
formatively by both students and faculty to guide their efforts
and activities in subsequent courses.
Characteristics Of Effective And
Ineffective Teams
Effective Ineffective
Information • Flows mainly down weak horizontal
• Flows freely up, down, • Hoarded, withheld
• Full sharing • Used to build power
• Open and honest • Incomplete, mixed messages
People Relationships
• Trusting • Suspicious and partisan
• Respectful • Pragmatic, based on need or liking
• Collaborative • Competitive
• Supportive • Withholding

Conflict • Frowned on and avoided

• Regarded as natural, even helpful • Destructive
• On issues, not people • Involved personal traits and motives
Characteristics Of Effective And
Ineffective Teams
Effective Ineffective
Atmosphere • Compartmentalised
• Open • Intimidating
• Non-threatening • Guarded
• Non-competitive • Fragmented, closed groups
• Participative
Decisions
• By consensus • By majority vote or forcing
• Efficient use of resources • Emphasis on power
• Full Commitment • Confusion and dissonance

Creativity
• More options • Controlled by power subgroups
• Solution-oriented • Emphasis on activity and inputs
Characteristics Of Effective And
Ineffective Teams
Effective Ineffective

Power Base • Hoarded

• Shared by all
• On competence
• Contribution to team
Motivation
• Commitment to goals set by team
• Belonging needs satisfied
• More chance for achievement
through group
Rewards
• Based on contribution to group
• Peer recognition
• On politicking, alliances
• Pragmatic sharing
• Contribution to power source
• Going along with imposed goals
• Coercion and pressure
• Personal goals ignored
• Individual achievement valued without
concern for the group
• Basis for rewards unclear
• Based on subjective, often arbitrary
appraisals
 How does a group develop
The four stages of group development

Forming Storming
Initial awareness Sorting out process

Performing Norming
Maturity Self-organisaton
Problems With Teams

Problems with goals

• Do people understand and accept the team’s primary task
• What are the team’s priority objectives? Do all agree?
• How are conflicts in priorities handled

Problems with roles

• What do team members expect of each other?
• Have these expectations been shared? Do they match?
• Do individual objectives fit with the team’s overall objectives
• Are there areas of overlap or duplication between team roles
that could produce conflict?
 Problems With Teams
Problems with processes
• How are decisions taken? Are authority levels clear?
• Are communication processes across the team working?
• Are structure, content and processes across in meetings effective?
• How are problems and conflicts resolved?
• How is activity co-ordinated? Are reporting procedures
understood and adhered to?

Problems with relationships

• How do team members treat and feel about each other?
• Are people’s individual needs recognised and respected?
• Does the team climate allow for open debate and sharing of
concerns?
• Both the team and leader encourage feedback on team and
individual performance?
 References:
Formative vs Summative Assessment - Eberly Center - Carnegie Mellon
University (cmu.edu)

Formative vs Summative | Learning and teaching | University of

Greenwich

https://www.gre.ac.uk/learning-
teaching/assessment/assessment/design/formative-vs-
summativehttps://www.gre.ac.uk/learning-
teaching/assessment/assessment/design/formative-vs-summative

https://youtu.be/NtJmak1zc

https://youtu.be/ZFeyCc6wes