Contents
1.
Define mission Establish
common vision and goals for the team
2. Recruit
members Assemble
the individuals to meet the needs of the team.
3. Collect
resources Identify
and collect resources available to the team.
4. Build the
team Assign
members to appropriate roles.
5. Create and
implement the plan Schedule the resources for identified tasks and perform the
plan
6. Assess
performance Assess the
team performance against the plan.
7. Modify the
plan Make
periodic improvements to the plan as new information is presented.
8. Provide
closure Provide
a point to end the team efforts. Celebrate accomplishments
Activity type:
Interviewing
Focused
learning skills:
Listening
Conversing
Writing
Objective:
Introductions help participants know each other and provide an
opportunity to become familiar with personal objectives and reasons for
participating in a project. A quality learning environment requires creating
and building a sense of familiarity and trust among the participants. The
skills of interviewing, listening and conversing are transferable to other
social and professional settings.
Learning
objectives:
1. Form teams and get
to know the other team members
2. Begin the process
of team building by reviewing the assigned project
3. Complete a team
skills inventory.
Performance
criterion:
You will be assessed
on your knowledge of and ability to relate to the team members
Factor
1: knowing each team member's name and program of study contact information
Factor
2: knowing each team members strengths for the assigned project
Factor
3: knowing each team member's weaknesses
Tasks
and Sample questions:
1)
Each person on
the team introduces himself to the other members.
a)
At a minimum,
provide name, program affiliation, class level.
b)
Describe an
example of something you designed or planned, or would like to create
c)
Identify a
skill or knowledge that you hope to learn from this project.
d)
Name at least two
strengths (skills or knowledge) you can contribute to this project.
e)
Name two areas
(skills or knowledge) for improvement based on your experience in this project.
2)
As a team,
synthesize information about your members to establish a team identity that
represents you collectively.
3)
Select a name
for your team that reflects that identity.
Criteria
for success:
Everyone participates
and is able to communicate information relevant to the performance criteria.
Resources:
15 minutes of time
The Captain ensures that the team achieves its goals on
time.
1. Keep
the process enjoyable and rewarding for the team members.
2. Make
sure each team member has a role and performs within that role.
3. Ensure
that all team members can articulate what has been learned.
4. Manage
time, stress and conflict.
5. Control
the process and its pacing; keep members focused.
6. Contribute
to the group and actively learn.
7. Maintain
accountability for the overall performance of the team.
The Reflector is responsible for the development of the
team's process skills.
1. Observe
performance, interactions and the dynamics among team members.
2. Be
a good listener and observer.
3. Analyses
and record strengths, improvements and insights in a "Reflector's
Journal."
4. Maintain
accountability for the overall quality of the Reflector's Journal.
5. Report
from the Reflector's Journal, rephrasing assessments positively and
constructively.
6. Intervene
with observations about the process and suggest strategies for change
7. Remind
the Captain of his/her duties.
8. Contribute
to the group and actively learn.
Criteria for a Written Reflector's Report
·
Concise
·
Clear
·
Accurate
·
Cites specific examples to convey
understanding
·
Refers to key skills used by the team
·
Provides supporting documentation in
the Reflector's Journal
Criteria for an Oral Reflector's Report
·
Speaks loudly enough for all other
teams to hear
·
Presented within 30 seconds (unless
otherwise specified in advance)
·
Identifies one strength of the team's performance
and explains why it is a strength
·
Identifies one area of improvement that
the team can focus on and explains how the team can improve.
·
Provides one insight gained about the
learning process and explains the significance of the insight.
The Recorder is responsible for documenting team activities.
1. Record
group roles and instructions at the beginning of a task or activity.
2. Document
legibly and accurately group decisions and discoveries in a Recorder's Journal.
3. Maintain
accountability for the overall quality of the Recorder's Journal.
4. Control
information flow and articulate concepts in alternative forms if necessary
5. Prepare
a report that can be used for discussion purposes; integrate and synthesize
when several ideas are presented.
6. Contribute
to the group and actively learn.
Criteria
for a Written Recorder's Report
·
Records accurate information
·
Identifies the team's most important
discoveries
·
Summarizes the processes used by the
team and identifies the context.
·
Identifies the concepts, processes,
tools and contexts used by the team.
Spokesperson
The Spokesperson is responsible for disseminating the team
consensus.
1. Speak
for the team when called upon to do so.
2. Ask
questions posed by the team, or request clarification.
3. Make
oral presentations to the class for the team.
4. Use
the Recorder's Journal to share the team's discoveries and insights.
5. Collaborate
periodically with the Recorder.
6. Contribute
to the group and actively learn.
1. Focus
on why things will work.
2. Keep
the team in a positive frame of mind.
3. Look
for ways in which team discoveries can be applied or used to the team's
advantage
4.
Contribute to the group and actively
learn.
1. Question
and check the assumptions that are being made.
2. Determine
issues or reasons why quality is not being met at the expected level.
3. Be
constructive in helping the team improve performance.
4.
Contribute to the group and actively
learn.
1. Expand
the team's focus and provide technical assistance.
2. Provide
ideas that are outside the box.
3. Check
to see that enough possibilities have been explored
4. Check
that ideas are technically feasible
5.
Contribute to the group and actively
learn
Using Team Roles
Activity type:
Planning
Team building
Focused
learning skills:
Listening
Conversing
Performing within a role
Learning
objectives:
1.
Participants
learn definitions of team member roles and observe how these roles have been
performed in their teams.
Performance
criterion:
For this exercise,
focus on your ability to follow and meet at least one of the requirements of your
team role:
Factor
1: Captain directs the team to complete the Plan within time constraints
Factor 2: Recorder documents the appropriate information and
accurately records team's problem analysis.
Factor
3: Reflector provides an Oral Reflector's report on your team’s performance in
their respective roles in this activity if called upon to do so.
Factor
4: Spokesperson is able to clearly articulate the team's problem statement.
Tasks and Plan:
Each team member
chooses a different team role so that each of the 4 principal roles is
assigned: Captain, Recorder, Reflector, Spokesperson.
Explorer, Optimist and Skeptic roles can be assigned at a later time. Record
the assignments. Each assignment will be two weeks in duration. Assignments
will be rotated every two weeks for the remainder of the semester so that each
person serves in each role at least one time.
Review the functional
roles.
Resources:
15 minutes for team work
1 minute for Reflector report
1 minutes
for Spokesperson
WORKSHEET
TEAM AND ROLE OBSERVATIONS
REPORTER’S REPORT
Team Name:
Team Members and Role
Assignments:
1.
2.
3.
4.
What role was
observed in the previous activity?
Describe the evidence
of this role:
REFLECTOR’S REPORT
Feedback about the
team’s performance in the current activity can be assessed by completing the
following statements.
An example of
effective role performance was:
The most difficult
role to perform in this activity was:
An insight the team
gained from this activity is …..
(An insight is an
observation or a learned experience that you can share with others).
Developing Problem Analysis
Activity type:
Planning
Team building
Focused
learning skills:
Listening
Conversing
Performing within a role
Objective: Develop
consensus on the problem facing the team.
Learning
objectives:
1.
Develop individual
problem analysis
2.
Create a “team”
problem analysis for the project
Performance
criterion:
Your ability to
follow and meet requirements for performance within your team role:
Factor
1: Captain directs the team to complete the Plan within time constraints
Factor 2: Recorder documents the appropriate information and
accurately records team's problem analysis.
Factor
3: Reflector provides an Oral Reflector's report if called upon to do so.
Factor
4: Spokesperson is able to clearly articulate the team's problem statement.
Plan:
Resources:
30 minutes for individual work
30 minutes for team work
1 minute for Reflector report
1 minute for Spokesperson
Due:
One week from
assignment date