What are the characteristics of functional teams?
This Page: Defining Goals | Team Dynamics | Stages of Team Development | References
Defining Goals
First, teams need well-defined goals in order for them to succeed. If the assignment goals and deadlines are well-defined, it will be easier for student teams to formulate their goals and plans.
This is a crucial element that you as instructors can contribute to the success of student teams.
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Team Dynamics
Although team dynamics can differ from team to team, functional teams share these characteristics (Bodwell 1996, 1999):
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Full Participation - All team members contribute their time and energy to the project. More importantly, all team members participate in the decision making process. Having a dominant leader may work for the very short term, but will eventually lead to morale problems later on.
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Trust - Members trust that each member will add value to the project, and members work to ensure that everybody does contribute and that appreciation is expressed for different contributions.
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Open Communication - The main glue that holds a team together. Communication is effective when all members:
- Contribute ideas
- Provide feedback constructively
- Ask for clarification on anything that might be confusing
- Provide frequent updates
- Listen to each other carefully
- Clear Roles - Teams tend to function better if member roles
are defined. There are several ways "roles" can be defined,
and they need not be mutually exclusive.
- By work function - Most corporate teams assign roles by work function. For instance, an online newsletter may require an editor, a reporter/writer, a graphic artist and a Web master.
- By meeting function - Many sources also suggest assigning
some or all the following roles for projects which require significant
brainstorming:
- Initiator - Puts ideas on the table.
- Facilitator/Leader - Defines problem and sets agenda.
- Recorder/"Secretary"- Records all ideas with no other comment. Can also act as a timekeeper.
- Devil's Advocate/Skeptic- Reviews ideas for potential problems.
- Optimist - Person who keeps a positive frame of mind and facilitates search for solutions.
- Summarizer/Clarifier - Summarizes and clarifies results. Is often the same as the facilitator.
- Liaison/Spokesperson - Maintains contact with the instructor on behalf of the group. Could be the same as the recorder or the facilitator.
- Reflector - Does not participate in the group activities, but observes process and reports results to the group.
Roles can be assigned by instructors or within the team. One warning is that members should not become "stuck" in their roles. For instance, a "graphics" person should be able to accept constructive feedback from a "writer," and vice-versa.
You can require teams to rotate roles throughout the semester, so each member can experience all functions of the team.
- Quality Control - Successful teams are willing to collectively
review their output and processes to ensure that the final product
or solution meets or exceeds the team goal.
- Risk-taking - A successful team will also be willing to
take creative chances or experiment. That could mean that a team may
do something not within the stated project guidelines.
- Social/Business Balance - Although teams shouldn't socialize 100% of the time, it shouldn't be all business either. A dose of chit-chat allows members to know each other better, leading to better working relations.
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Stages of Team Development
Teams are not instantly functional. Team members need time to get acquainted and to become familiar with each others strengths and weaknesses. The following stages have been identified in team building (Tuckman, 1965):
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FORMING - The "honeymoon" stage where team members are just becoming acquainted. Typically there is harmony at this time, but too much harmony too soon may mean that the team may not accomplish much later.
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STORMING - This is when conflicts begin as team members negotiate work assignments and express disagreement on what to do. Frustratingly, this process can take some time, but it is vital for the team to learn to function. Of course, it can escalate to the point where teams become dysfunctional, so it is important to give students guidance on conflict resolution.
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NORMING - After a period of negotiation and discussion, the team reaches a stage where ground rules of conduct are established and members learn to work together. This is when teams begin to be productive, and a sense of team pride develops.
- PERFORMING - The group has settled down into a functional team and most of the work gets done. This stage can actually be relatively short in terms of a project life cycle - as little as 25% of the total time.
References
Bodwell, Donald J. (1996, 1999) "High Performance Team Essential
Elements"
http://rampages.onramp.net/~bodwell/hpt_eelm.htm
Tuckman, B.W. (1965) "Developmental Sequence in Small Groups," Psychological Bulletin, Vol. 63, pp. 384-399.
Decker, Philip, J. (1996) "Characteristics of an Effective Team,"
(PowerPoint Presentation) http://www.cl.uh.edu/bpa/hadm/HADM_5731/ppt_presentations/29teams/sld006.htm
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