You may also include other topics like leadership, power, and communication in your analysis, but the focus should the effectiveness (or lack thereof) of the team
Michelle_Michy
20200221134940paperinstruction.pptxPaper instruction
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paper
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Many of the concepts in this class (teams, leadership, power) can easily be linked to experiences you have lived. Pick an event in your life, describe it and analyze it using the concepts from class. The paper should be ~12 pages double spaced (i.e. APA), plus all the appropriate references.
As teams are something you have all experienced, you should pick an experience with a team and analyze it. You may compare a successful team to an unsuccessful one, or just pick one event and describe it well.
You may also include other topics like leadership, power, and communication in your analysis, but the focus should the effectiveness (or lack thereof) of the team
If you have not experienced being on a team please see me and we will design another topic
Paper evaluated on…
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Impression
Organized, headings, references, appendices, introduction conclusion
Case Description What is it exactly that you will be looking at..
Description and issue
Failure to launch, vicious cycles, virtuous loops, team composition, task work etc
Description of the team and their characteristics Use the language from the course to describe, do not say it was a hockey team, and then say it was an action team with reciprocal or comprehensive interdependence in another paragraph
Analysis of the team
What factors contributed to the process gain or process less of your team. Do not simply describe the factors but explain how this impacted performance/and other components that explain why your team was more than or less than the sum of its parts
Level of difficulty
We had a poor team because none of our players could skate, or because our basketball team was vertically challenged
Before uploading….
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Is your paper APA?
Have you attached the evaluation sheet
Have you ensured that you did everything on the evaluation sheet?
Is your file in one document?
Is it in pdf?
Does the file name include your name?
What Characteristics Can Be Used to Describe Teams?
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The concluding and integrating figure for the first half of the chapter. Provides a graphic answer to the question: What Characteristics Can Be Used to Describe Teams?
Why are Some Teams More than the Sum of their Parts (Dynamic description)?
Here is the concluding and integrating figure for the latter part of the chapter, which complements the prior slide.
Evaluation form
Brightspace has the generic form
This form has been customized to draw attention to what was significant during an in class exercise
| Criteria | N/A | Poor | Satisfactory | Good | Very Good | Excellent |
| General impression | ||||||
| Organized (headings etc.) | ||||||
| Introduction | ||||||
| Use of tables/graphs | ||||||
| Appropriate appendices/references | ||||||
| Research (additional material) | ||||||
| Effective summary | ||||||
| Writing General | ||||||
| Purpose stated | ||||||
| Statements supported (i.e. example given) | ||||||
| Clarity of writing | ||||||
| Integration of relevant course material | ||||||
| Grammar | ||||||
| Cited and referenced (APA) | ||||||
| Description (Static) | ||||||
| Case/ event | ||||||
| Context | ||||||
| Issue: | ||||||
| Team type | ||||||
| Team Interdependence | ||||||
| Task interdependence | ||||||
| Team Composition | ||||||
| Roles | ||||||
| Analysis (Dynamic description) | ||||||
| Taskwork processes | ||||||
| Decision making | ||||||
| Teamwork processes | ||||||
| Action processes | ||||||
| Team states | ||||||
| Cohesion | ||||||
| Mental models | ||||||
| Transactive memory |
Evaluation form
Brightspace has the generic form
This form has been customized to draw attention to what was significant during an in class exercise
| Criteria | N/A | Poor | Satisfactory | Good | Very Good | Excellent |
| General impression | ||||||
| Organized (headings etc.) | ||||||
| Introduction | ||||||
| Use of tables/graphs | ||||||
| Appropriate appendices/references | ||||||
| Research (additional material) | ||||||
| Effective summary | ||||||
| Writing General | ||||||
| Purpose stated | ||||||
| Statements supported (i.e. example given) | ||||||
| Clarity of writing | ||||||
| Integration of relevant course material | ||||||
| Grammar | ||||||
| Cited and referenced (APA) | ||||||
| Description (Static) | ||||||
| Case/ event | ||||||
| Context | ||||||
| Issue: | ||||||
| Team type | ||||||
| Team Interdependence | ||||||
| Task interdependence | ||||||
| Team Composition | ||||||
| Roles | ||||||
| Analysis (Dynamic description) | ||||||
| Taskwork processes | ||||||
| Decision making | ||||||
| Teamwork processes | ||||||
| Action processes | ||||||
| Team states | ||||||
| Cohesion | ||||||
| Mental models | ||||||
| Transactive memory |
Questions?
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Discuss a team situation with a partner
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OB Assessments: Are You/they an Active Listener?
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OB Assessments: Are You An Active Listener? This brief survey can be used to give students a feel for their communication competence in the area of active listening. This assessment provides an overall score as well as scores on three dimensions of active listening, sensing, evaluating, and responding. This tool can be used as a self-diagnostic exercise or can be incorporated into a group project were members of a team evaluate each other.
To score the item responses, please use the following rules. For all items, except for items 4, 7, and 11, use the following conversation rule: 1=Never or rarely; 2=Seldom, 3=Sometimes, 4=Often; 5=Almost Always. Only for items 4, 7, and 11 use this conversion rule: 5=Never or rarely; 4=Seldom, 3=Sometimes, 2=Often; 1=Almost Always.
After doing that, ask students to compute their scores for the three forms listening: Sensing (add up scores to items 1, 4, 7, and 10); Evaluating (add up scores to items 2, 5, 8, and 11); Responding (add up scores to items 3, 6, 9, and 12). To compute a Total Active Listening Score add up the scores for all 12 items. The average score for Sensing is 14.5 (scores of 15 or more should be considered high). The average score for Evaluating is 14.4 (scores of 15 or more should be considered high). The average score for Responding is 16.7 (scores of 17 or more should be considered high). Recognize that this is an admittedly arbitrary way of classifying “high” vs. “low”. I use a show of hands to see how many students fall above and below the average, and I then see if students will volunteer any extremely high or low scores.
Sensing: Sensing is the process of receiving signals from the sender and paying attention to them. Active listeners improve sensing in three ways. They postpone evaluation by not forming an opinion until the speaker has finished, avoid interrupting the speaker’s conversation, and remain motivated to listen to the speaker.
Evaluating: This dimension of active listening includes understanding the message meaning, evaluating the message, and remembering the message. To improve their evaluation of the conversation, active listeners empathize with the speaker—they try to understand and be sensitive to the speaker’s feelings, thoughts, and situation. Evaluation also improves by organizing the speaker’s ideas during the communication episode.
Responding: Responding, the third dimension of active listening, is feedback to the sender, which motivates and directs the speaker’s communication. Active listeners show interest through nonverbal cues (eye contact, nodding, symbiotic facial expression) and by sending back channel signals (e.g., “I see”). They also clarify the message, such as by summarizing or rephrasing the speaker’s ideas at appropriate breaks (“So you’re saying that . . . ?”).
Confirming Pages
365C H A P T E R 1 1 Teams: Characteristics and Diversity
Team Interdependence
Team Types
Team Composition
Member Roles
Member Personality
Team Diversity
Team Size
Member Ability
Task Interdependence
Goal Interdependence
Outcome Interdependence
Team Characteristics
Work teams Management
teams Parallel teams Project teams Action teams
FIGURE 11-5 What Characteristics Can Be Used to Describe Teams?
H O W I M P O RTA N T A R E T E A M C H A R A C T E R I S T I C S ?
In previous chapters, we have described individual characteristics and mechanisms and discussed how these variables affect individual performance and commitment. In this chapter, we’re con- cerned with team characteristics, and so naturally, we’re interested in how they influence team effectiveness. One aspect of team effectiveness is team performance, which may include metrics such as the quantity and quality of goods or services produced, customer satisfaction, the effec- tiveness or accuracy of decisions, victories, completed reports, and successful investigations. Team performance in the context of student project teams most often means the quality with which the team completes assignments and projects, as well as the grades they earn.
A second aspect of team effectiveness is team commitment, which is sometimes called team viability. Team viability refers to the likelihood that the team can work together effectively into
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