LESSON 3 WORK IN A TEAM ENVIRONMENT

BACK

Analysis Phase

At the end of the lesson, the students should be able to:

Describe and identify team role and responsibility in a team
Discuss the importance of teamwork in a group
Describe work as a team member

Design Phase

Subject Matter

Topic: Working in Team Environment

Materials:

Mode of Delivery: Online class using Google Meet

Time Allotment: 2days/ 180 minutes (one week)

High Technology: Laptop, Electrical components, Powerpoint presentation, online teaching platforms (Google form,)

Development Phase

A. Subject Matter

Prayer
Checking of Attendance
Review
Setting of Standards

Activity 1 " Picture Me Wisely"

Instruction: Each student will be given a maximum of 30 minutes to answer the activity via Google Form. Students are expected to describe and explain briefly the pictures that are presented and must answer the process question after the activity.

Processing Questions

What did you observe from the picture? What do you think is the message that the pictures try to convey?
What do you think are the causes and effects of a given situation?
What do you think is the essence of this activity from our topic?

CLICK HERE TO ANSWER THE ACTIVITY

Activity 2: Multiple Choice

Choose the letter of the correct answer from the given choices.
Answer the following questions.

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Implementation Phase

B. Lesson proper

Activity 3: Essay

Instructions:

The students must listen and follow the discussion presented by the teacher.
The students must answer the quiz given by the teacher after the discussion as a review of the lesson.
The link of the quiz will be given after the discussion

GROUP STRUCTURE

Work groups are organized and have structural elements that help the members understand who is responsible for what tasks, what kind of behaviors are expected of group members, and more. These structural elements include roles, norms, and status. Groups are also influenced by size and the degree of group cohesiveness.

ROLES

A role is a set of expected behavior patterns attributed to someone occupying a given position in a social unit. Within a role there is

● Role identity: the certain actions and attitudes that are consistent with a particular role.

● Role perception: our own view of how we ourselves are supposed to act in a given situation.

● Role expectations: how others believe one should act in a given situation

● Role conflict: arises when the duties of one role conflict with the duties of another role.

NORMS

Norms are the acceptable standards of behavior within a group that are shared by the members.

Common classes of norms:

● Performance norms: the group will determine what is an acceptable level of effort, product and outcome should exist in the workplace.

● Appearance norms: the group will determine how members should dress, when they should be busily working and when they can take a break, and what kind of loyalty is shown to the leader and company.

● Social arrangement norms: the group regulates interaction between its members.

● Allocation of resources norms: the group or the organization originates the standards by which pay, new equipment, and even difficult tasks are assigned.

STATUS

The socially defined position or rank given to groups or group members by others is called status. Status seems to be something we cannot escape. No matter what the economic approach, we always seem to have classes of people.

Status characteristics theory suggests that difference in status characteristics create status hierarchies within groups. People who lead the group, control its resources, or make enormous contributions to its success tend to have high status. People who are attractive or talented may also have high status.

SIZE

As a rule, smaller groups are faster than their larger counterparts. But when it comes to decision making, larger groups end up scoring higher marks. So, if there’s a decision to be made, it’s wise to poll a larger group . . . and then give the input to a smaller group so they can act on it.

A side note about size: groups with odd numbers of people tend to operate better than those that have an even number, as it eliminates the issue of a tie when votes are taken. Groups of five or seven tend to be an ideal size, because they’re still nimble like a smaller group, but they make solid decisions like a larger group does.

COHESIVENESS

Cohesiveness is the degree to which group members enjoy collaborating with the other members of the group and are motivated to stay in the group.

Cohesiveness is related to a group’s productivity. If the group established solid, productive performance norms and their cohesiveness is high, then their productivity will ultimately be high. If the group did not establish those performance norms and their cohesiveness is high, then their productivity is doomed to be low.

A group leader can:

● Shrink the size of the group to encourage its members to get to know each other and can interact with each other.

● Increase the time the group spends together, and even increase the status of the group by making it seem difficult to gain entry to it.

● Help the group come to agreement around its goals.

● Reward the entire group when those goals are achieved, rather than the individuals who made the biggest contributions to it.

● Stimulate competition with other groups.

● Isolate the group physically.

All of these actions can build the all-important cohesiveness that impacts productivity.

Five Stage Model of Group Development

Forming a team is just like maintaining a relationship. It takes time, patience, requires support, efforts and members often go through recognizable stages as they change from being a collection of strangers to a united group with common goals.

Bruce Tuckman presented a model of five stages Forming, Storming, Norming, and Performing in order to develop as a group.

Orientation (Forming Stage)

● This stage presents a time where the group is just starting to come together and is described with anxiety and uncertainty.

● Members are discreet with their behavior, which is driven by their desire to be accepted by all members of the group.

● Typical consequences of the forming stage include achieving an understanding of the group's purpose, determining how the team is going to be organized and who will be responsible for what, discussion of major milestones or phases of the group's goal that includes a rough project schedule, outlining general group rules that includes when they will meet and discovery of what resources will be available for the group to use.

● At this stage, group members are learning what to do, how the group is going to operate, what is expected, and what is acceptable.

Power Struggle (Storming Stage)

● The storming stage is where dispute and competition are at its greatest.

● This is the stage where the dominating group members emerge, while the less confrontational members stay in their comfort zone.

● Questions around leadership, authority, rules, policies, norms, responsibilities, structure, evaluation criteria and reward systems tend to arise during the storming stage.

Cooperation and Integration (Norming Stage)

● In this stage, the group becomes fun and enjoyable. Group interaction are lot more easier, more cooperative, and productive, with weighed give and take, open communication, bonding, and mutual respect.

● If there is a dispute or disruption, it’s comparatively easy to be resolved and the group gets back on track.

● Group leadership is very important, but the facilitator can step back a little and let group members take the initiative and move forward together.

Synergy (Performing Stage)

● This is the time where the group becomes really united.

● At this stage, the morale is high as group members actively acknowledge the talents, skills and experience that each member brings to the group. A sense of belongingness is established and the group remains focused on the group's purpose and goal.

● Members are flexible, interdependent, and trust each other. Leadership is distributive and members are willing to adapt according to the needs of the group.

Closure (Adjourning Stage)

● This stage of a group can be confusing and is usually reached when the task is successfully completed. At this stage, the project is coming to an end and the team members are moving off in different directions.

● This stage looks at the team from the perspective of the well-being of the team instead of the perspective of handling a team through the original four stages of team growth.

Understanding Team Roles To Improve Team Performance

When a team is performing at its best, you'll usually find that each team member has clear responsibilities. But often, despite clear roles and responsibilities, a team will fall short of its full potential.

Dr Meredith Belbin studied teamwork for many years, and he famously observed that people in teams tend to assume different "team roles." He defined a team role as "a tendency to behave, contribute and interrelate with others in a particular way," and named nine such team roles that underlie team success.

Creating More-Balanced Teams

Teams can become unbalanced if all team members have similar styles of behavior or team roles. If team members have similar weaknesses, the team as a whole may tend to have that weakness. If team members have similar teamwork strengths, they may tend to compete (rather than cooperate) for the team tasks and responsibilities that best suit their natural styles.

With the model, you can make sure that necessary team roles are covered, and that potential behavioral tensions or weaknesses among team members are addressed.

Action-Oriented Roles

Shaper (SH)

Shapers are people who challenge the team to improve.

The Shaper is the one who shakes things up to make sure that all possibilities are considered and that the team doesn't become complacent.

Their potential weaknesses may be that they're argumentative, and that they may offend people's feelings.

Implementer (IMP)

Implementers are the people who get things done. They turn the team's ideas and concepts into practical actions and plans. They're typically conservative, disciplined people who work systematically and efficiently and are very well organized.

On the downside, Implementers may be inflexible and can be somewhat resistant to change.

Completer-Finisher (CF)

Completer-Finishers are the people who see that projects are completed thoroughly. They ensure that there have been no errors or omissions, and they pay attention to the smallest of details. They're very concerned with deadlines and they're described as perfectionists who are orderly, conscientious and anxious.

However, a Completer-Finisher may worry unnecessarily, and may find it hard to delegate.

People-Oriented Roles

Coordinator (CO)

Coordinators are the ones who take on the traditional team-leader role and have also been referred to as "chairperson." They're often excellent listeners, and they're naturally able to recognize the value that each team member brings to the table. They're calm and good-natured, and delegate tasks very effectively.

Their potential weaknesses are that they may delegate away too much personal responsibility, and may tend to be manipulative.

Team Worker (TW)

Team Workers are the people who provide support and make sure that members of their team are working together effectively. These people fill the role of negotiators within the team and are flexible, diplomatic and perceptive.

Their weaknesses may be a tendency to be indecisive, and to maintain uncommitted positions during discussions and decision making.

Resource Investigator (RI)

Resource Investigators are innovative and curious. They explore available options, develop contacts, and negotiate for resources on behalf of the team. They're enthusiastic team members who identify and work with external stakeholders to help the team accomplish its objective.

On the downside, they may lose enthusiasm quickly, and are often overly optimistic.

Thought-Oriented Roles

Plant (PL)

The Plant is the creative innovator who comes up with new ideas and approaches. They thrive on praise, but criticism is especially hard for them to deal with.

Because their ideas are so novel, they can be impractical at times. They may also be poor communicators and can tend to ignore given parameters and constraints.

Monitor-Evaluator (ME)

Monitor-Evaluators are best at analyzing and evaluating ideas that other people (often Plants) come up with. These people are shrewd and objective, and they carefully weigh the pros and cons of all the options before coming to a decision.

Monitor-Evaluators are critical thinkers and are very strategic in their approach. They're often perceived as detached or unemotional. Sometimes they're poor motivators who react to events rather than instigating them.

Specialist (SP)

Specialists are people who have specialized knowledge that's needed to get the job done. They pride themselves on their skills and abilities, and they work to maintain their professional status. Their job within the team is to be an expert in the area, and they commit themselves fully to their field of expertise.This may limit their contribution, and lead to a preoccupation with technicalities at the expense of the bigger picture.

Communication Etiquettes that Works in the Workplace

Clear communication builds engagement, harmony, and loyalty among coworkers. There are plenty of obstacles that can hinder effective discussions and leave coworkers frustrated, confused, or disengaged. Fortunately, most of the biggest hurdles can be corrected as you fine-tune your emotional intelligence.

1. Focus on the other person.

Even those who consider themselves master multitaskers can't deny strong one to one communication requires the eyes to show respect. Although you are perfectly capable of carrying on a thoughtful conversation, giving concise feedback, and scanning your emails for important updates, you are best served to look squarely in the eyes of your client or supervisor and give them your undivided attention.

2. Listen.

Workplace miscommunication comes with a cost in terms of lawsuits, low morale, loss of respect, misunderstandings, and poor customer service. Listening is perhaps the most underrated communication tool at work (and in life). Break the habit by reframing what you just heard or don't understand, asking for clarification if you have a question or concern. Use your body to your advantage by smiling, nodding when appropriate, and facing the person who is speaking, shoulder to shoulder.

3. Be concise.

Be respectful of everyone's time by keeping your message brief, direct, and specific. Be mindful of starting (and ending) meetings when you say you will. The consideration will be appreciated.

4. Timing is everything.

If you are working on deadline and a coworker pops into your office to talk about something that's not urgent, ask if you can get back to them instead of trying to multitask or getting annoyed

5. Choose the right delivery.

Decide the most appropriate method for the message and the recipient. Sometimes a face-to-face discussion is necessary, other times a quick text works just as well. Certain information is best delivered via email, which can be read at the recipient's convenience and not only provides a written record but allows for more thought and careful choosing of words.

6. Ask questions.

Communication is a two-way street. Thoughtful, open-ended questions are the workhorses of effective communication: they show your interest, invite others to contribute, identify and clear up misconceptions, improve understanding, and spark new ideas.

7. Use your words to your advantage.

Your words have the power to forge connections, build your career, help others, and improve your business. Avoid speaking in destructive ways, such as gossip, disparaging remarks, or negative comments. . Keep an open mind and avoid personal attacks on character or opinions.

Group Decision Making

Because the performance of a group involves taking into account the needs and opinions of every group member, being able to come to an equitable decision as efficiently as possible is important for the functioning of the group. There are a variety of ways to make decisions as a group that can also be an effective method for dealing with a problem or interpersonal conflict that arises within the group.

Identify the decision to be made. Before beginning to gather information and list alternatives, it is important for you as a group to understand clearly what you are trying to decide so you have a goal on which to focus your discussions. Potential questions to ask are: What are the particulars of the assigned task? What are we being asked to do? What conflict is affecting our group effectiveness? What barrier to effective group work are we facing?

Analyze the issue under discussion. Once you have defined your goal (i.e., the decision to be made or the problem to be overcome), examine the data and resources that you already have, and identify what additional information you may need. Ask yourselves: What is causing the problem? For whom is this a problem? What is wrong with the current situation? Why do we need to deal with this issue/decision? Where else can we find resources?

Establish criteria. Identify the criteria or conditions that would determine whether a chosen solution is successful. Ideally, a solution will be feasible, move the group forward, and meet the needs of every group member. You may want to rank the criteria in order of importance (for example., circumstances may be such that some issues may not be fully resolved). Consider these questions: What would make a solution/decision successful? What issues need to be dealt with in the solution? What criteria will help us determine whether everyone is happy with the solution/decision? Are some criteria more necessary than others?

Brainstorm potential solutions. Using the resources and information collected above, brainstorm for potential solutions to the problem or decision identified in step 1. This involves collecting as many ideas as possible. At this stage, ideas should not be criticized or evaluated. Some questions to ask include: What are some possible solutions that would meet most of our established criteria? Are there any options that we may have overlooked? What could we do in the absence of constraints?

Evaluate options and select the best one. Once you have a list of potential solutions, you are now ready to evaluate them for the best alternative according to the criteria identified in step 3. Remember that you may be able to combine ideas to create a solution. Ideally, everyone would agree with solution (a consensus), but it's possible that not everyone will. In this case, you will need to use a different decision making methods

Implement the solution. This involves identifying the resources necessary to implement the decision, as well as the potential obstacles, then taking action.

Monitor and evaluate the outcome. Based on the criteria identified in step 3, evaluate whether the decision was successful. If not, revisit step 4 to evaluate the other options or generate new ones.

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Evaluation Phase

Activity 4:

Direction: