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Unformatted text preview: Groups and Teams: Groups
Part 1: Team and Task Skills Groups vs. Teams Groups Groups are loosely associated and may continue indefinitely Teams
• • • Tightly integrated, Interdependent Formed for a specific purpose, task or set of responsibilities • Complimentary skills • Accountable Integrative Processes Integrative Organizations, groups and teams are knowledge and information processing systems Forming new connections within the knowledge base Creativity Group skills training Group Skills Group Skills needed for productive functioning of a group Relevant to TM and to Group Learning Group skills may be acquired during task training Group Skills Group Transportable Competencies Conflict resolution Collaborative problem solving Communication Goal setting Planning and task coordination Performance management Group Skills Training Group Usually experiential • Setting up a tent blindfolded May be incorporated with task training Setting provides interpersonal safety Debriefing Group Learning Group Requires group skills Integrates fragmented task skills, knowledge and information Continual improvement in
• • • • • Interacting Detecting and correcting errors Exploiting opportunities Performance and results Enhancing trust Triggers to Group Learning Triggers Pressures
• • Opportunities Deadlines, limited resources Internal pressures Readiness to learn • Members’ capabilities, morale, personality traits, networks • Openness to new ideas Skills Acquisition Skills Phase One New group formed Task specific skills learned Behavioral norms established Roles and tasks assigned Team Mental Model forms Motivation Phase Two Phase Progress assessment Team strategy review Review assumptions and motivations Phase Three Phase Focus on task Maintain internal communication Lessons learned Trust: Trust: The Objective of Team Skills Creation and Maintenance Emotional Cognitive
• Loyalty • Confidence Behavioral • Understanding • Expectations • Reliance • Openness Interventions Interventions Reinforce positive behaviors Coordinate tasks Fix a problem Mediate conflict Advocate Monitor emerging issues
• React • Adapt Additional reading on Learning Organizations Organizations Senge, P. 2006. The Fifth Discipline: The Art and Practice of the Learning Organization. New York : Doubleday/Currency. Resources Resources
Pritchard, S. and Ashleigh, M. 2007. “The effects of teamskills training on transactive memory and performance.” Small Group Research, 38/6. Sessa, V. and London, M. 2008. “Group learning: An introduction.” In Sessa, V. and London, M., (Eds). (pp. 313), Work Group Learning: Understanding, improving and assessing how groups learn in organizations. NY, NY: Lawrence Erlbaum Associates. Koslowski, S. and Bell, B. 2008. “Team learning development and adaptation.” In Sessa, V. and London, M., Eds., (pp. 15144), Work Group Learning: Understanding, improving and assessing how groups learn in organizations. NY, NY: Lawrence Erlbaum Associates. Silberstang, J. and Diamante, T. 2008. “Phased and targeted interventions: Improving team learning and performance. In Sessa, V. and London, M., Eds., (pp. 15144), Work Group Learning: Understanding, improving and assessing how groups learn in organizations. NY, NY: Lawrence Erlbaum Associates. Wegner, D. 1987. “Transactive memory: A contemporary analysis of group mind.” In Mullen, B. and Goethals, G. R. (Eds). 1986. Theories of Group Behavior (pp. 185 208) New York, NY: SpringerVerlag ...
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This note was uploaded on 02/28/2011 for the course COM 230 taught by Professor ? during the Spring '06 term at ASU.
- Spring '06