Need for a Teamwork Methodology
The dictionary defines teamwork as the joint action by a group of people in which individual interests become secondary to the achievement of group goals, unity, and efficiency. In other words, teamwork involves a group of people actively cooperating in an organized way to achieve a goal. The process of teamwork has become commonplace throughout organizations in all areas of society, including business and industry, health care, public service, government, and education (Commission on Accountability in Higher Education, 2005). The benefits of teamwork are numerous. When an effective teamwork process is employed, more can be accomplished with better results. Individuals working within teams also develop many beneficial skills: teaching new skills to others, learning to negotiate, exercising leadership, and working with diverse people in diverse situations; being part of a team effort in which individual members are held accountable (Millis & Cottell, 1998).
Teamwork is an individual skill: everyone in an organization must take responsibility for the performance of each team to which they are assigned; otherwise individuals can justify non-performance by blaming the team (Avery, 2001). Teamwork differs from project management in that it focuses on team formation and the behaviors and attitudes of the team members; not just the successful accomplishment of the project, goal, or product (Smith & Imbrie, 2005). Team membership calls on a participant’s personal development skills (4.2.3 Personal Development Methodology), but it also requires individuals to establish relationships and interact with other team members. Teamwork requires leadership skills, but it is just as important for team members to be able to support the leadership of another. In fact, teams are seldom allowed to reach their full potential when they adhere to the traditional concept of a leader who makes a majority of the decisions (Maxwell, 2001). Team activities can employ a number of methodologies, such as communication, learning, problem solving, research, and design; but none of these focus on team formation and group processing. The reader is encouraged to compare the guidebook modules describing these methodologies with the Teamwork Methodology listed in Table 1 and to note differences in emphasis.
Table 1 Teamwork Methodology |
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A Simple Example of the Methodology
Principles of Learning
Scenario: The instructor for a capstone course in an engineering program has decided to use teams to more realistically simulate the process of project design and development. One of the project options is to design a high-impact tester to shock test circuit boards for naval warships.
1. Define the Mission
Student teams must complete a high-quality drawings package for a high-impact tester that can be used by an electronics company for the eventual fabrication of this device.
2. Recruit Members
The course instructor composes teams using information gained from an email questionnaire completed by students shortly before the first class session. The aim is to preserve diversity in gender, ethnic background, academic preparation, and discipline or major. The instructor must staff multiple projects, and all must have an equal likelihood for success.
3. Collect Resources
The instructor identifies software tools, fabrication facilities, and working space required by each team. In this case, solid modeling software is installed on the lab computers. The lab also has meeting areas for private team meetings. The flawed and incomplete blueprints from the Navy are also available.
4. Build the Team
On project assignment day, team members interview each other to discover their interests and personal goals for the course. Each team is asked to develop a shared vision of project success and to determine relevant roles that motivate each member. The team working on the impact tester sets a goal of having their design selected by the client and having their device installed within two months after the finalization of the drawing package. They select roles of project manager, document clerk, reflector, and client communications coordinator.
5. Create and Implement the Plan
Each team creates milestones to ensure that the project is completed on time. They use insights gained from a client interview with a lead engineer at the electronics company to divide the work as fairly as possible according to ability and interest. Each team draws up a detailed plan to meet their first milestone and all team members commit to it.
6. Assess Performance
The project manager periodically checks to ensure that tasks are being satisfactorily accomplished in a timely manner. He finds that two tasks require more work than was anticipated. The reflector also touches base with each team member regularly and finds that those assigned to the difficult tasks are becoming frustrated.
7. Modify the Plan
At the team’s next meeting they confront the problem of task difficulty. Two members who have completed their tasks volunteer to help with the tasks that are falling behind schedule. They agree to distribute tasks more equitably when they plan for the next milestone.
8. Provide Closure
After presenting the results of the first milestone to their client, the team goes out for pizza to celebrate a job well done and to get revved up for the next milestone.
Discussion of the Teamwork Methodology
1. Define the Mission
The first step to building a team involves identifying and defining the purpose and objectives for the team. The mission influences who is recruited, what resources are needed, and what main tasks need to be performed. In some cases, teams are formed to accomplish a specific goal; in other cases, teams maintain their structure but may change the people involved.
2. Recruit Members
One should identify and recruit people who believe in, and are committed to, the stated mission. These individuals should define their goals and objectives, share their reasons for involvement, and indicate how their participation can strengthen the performance of the team.
3. Collect Resources
The mission statement influences what resources are required to meet the team’s goals and objectives. One should identify the available resources and determine what additional resources need be obtained. Examples of a team’s resources include the team members and their skills, financial assets, information, computers, physical equipment and facilities, time, and the team members’ individual resources that they are willing to contribute for the team’s use.
4. Build the Team
It is important that team building occurs at this point and continues throughout the process. Participants must build shared ownership of the team’s goals and objectives, and all must believe that these are worthwhile and attainable. By assigning roles with job descriptions, one enhances the team’s accountability, performance, and unity while helping to facilitate team goals. Depending on the purpose and length of the team’s mission, roles should be periodically rotated so that everyone can gain experience and improve skills in different areas.
5. Create and Implement the Plan
The process of creating the plan need not be democratic; however, it is important that all members accept responsibility for implementing it. Successful completion of the plan depends on “buy in,” or acceptance, by all team members. It is important that as the team implements the plan, all members perform according to their roles. The team captain is responsible for team’s overall performance.
6. Assess Performance
Each member’s performance should be regularly assessed according to the criteria set for each role. The team as a whole should also be regularly assessed as it works toward meeting its goals and objectives. By assessing during the early stages of the plan (as well as on a regular basis), it is possible to determine what is working and what needs to be changed.
7. Modify the Plan
The plan of action should be updated as dictated by the situation and/or by the team’s performance. Changes and modifications can be made for both the short term and long term. In addition to modifying the plan, one may also change the situation by shifting roles within the team, adding new team members, obtaining additional resources, or by changing the goals and objectives.
8. Provide Closure
All team members should know when the plan is completed or the objectives have been met. Both individual and team accomplishments should be acknowledged and celebrated.
Another Example of the Methodology
Scenario: A college needs to replace its Director of Information Technology. The Academic Dean assigns a search committee to this task.
1. Define the Mission
The mission is to find an outstanding candidate for the position of IT director and to prepare a report for the dean.
2. Recruit Members
The dean consults the department heads of those areas that interact most closely with IT and asks them to recommend persons under them who will be competent and committed to the search committee process. She suggests that potential search committee members submit written statements describing what they hope to contribute to the search process. The dean consults the department heads of Business Affairs, Human Resources, Registrar, Admissions, and the Library; and faculty from Math, Science, and Business. She asks the math faculty representative to chair the committee, and together they select the other members. The dean sends appointment letters to each.
3. Collect Resources
The Educause organization has a national clearinghouse to advertise for IT directors. There are some other technical journals and trade publications like Compuworld that accept advertising. The college will pay for these ads as well as travel and housing expenses to bring three candidates to campus for interviews. The Business Affairs Office offers their conference room for meetings and the services of their secretary to take minutes.
4. Build the Team
At the first team meeting the members share their goals and accept the following roles and tasks which they all agree will accomplish the search committee’s mission. Peter represents the math department. He will act as team leader. He facilitates team meetings and manages time resources. He checks to make sure that each team member accomplishes his or her job, and he helps the team stay focused on its objectives. Debby is the Human Resources Director and Researcher. She agrees to schedule candidates’ interviews, and to arrange their travel and lodging. She identifies the references provided on each candidate’s application, and sets up phone contacts with them. She also arranges phone interviews with each candidate, and discusses the salary and benefits packages with them. Mary, the Admissions Director, ensures that the candidates are committed to the support of student recruitment. She also coordinates campus tours and student lunches with the on-campus interviews. Alice, the Registrar, makes sure that the candidates are aware of the difficulties presented by in-house registration software and the lack of a system of computerized class scheduling. She also informs the candidates of the IT concerns of the administrative and reports their responses back to the team. Jill, represents the business department, and acts as the team’s reflector. She assesses the process of the team, offering regular feedback about the team’s performance, including their strengths, areas in need of improvement, and insights. She also serves as mediator to help resolve conflicts that arise among team members. Les, the Business Affairs Manager, assesses the candidates’ fiscal knowledge and ability to work with Financial Aid as well as their commitment to include business functions, especially billing and payroll, into an integrated networked IT system. John, the Development Office Representative, observes the candidates during their on-site interview visits, watching how they deal with college personnel who have little IT savvy but significant IT needs. He is particularly interested in the candidates’ creativity in problem solving. Dick represents the science department faculty. He assesses the candidates’ level of commitment to working towards IT literacy among students, and their interest in utilizing work study students in the IT department. Dick also constructs an efficient process for narrowing the candidates.
5. Create and Implement the Plan
The team meets and, after brainstorming goals and objectives, agrees on several project goals, and objectives having to do with their overall work process. Their goals are to select the three best candidates to bring to campus for interviews, to choose the best of the three to recommend to the Academic Dean, and to complete this process within two months. They agree on a project implementation plan. They begin by reading the written applications and rejecting the candidates who are clearly unsuitable. They interview each remaining candidate by phone with at least two committee members participating in each call. They agree to use Dick’s plan for narrowing the pool of candidates. They check the references of those candidates who made the cut, and, if they still have more than three, select the best three for on-campus interviews. Debbie arranges travel and lodging for each finalist, and sets up a full-day interview schedule spanning a two-week period, during which all constituencies will be included in the interview process. They schedule a final meeting to identify the best candidate and prepare a report for the dean, followed by a catered lunch to celebrate a job well done.
6. Assess Performance
After the application deadline, the team meets weekly to monitor progress on the project as well as the team’s process. At the first meeting they eliminate five candidates who clearly do not have the qualifications for the job. The team completes the phone interviews in record time. By the second meeting they are ready to apply Dick’s weighted voting process to the remaining candidates. There is a clear separation between the top five candidates and the others. Debby is swamped trying to check references for these five.
7. Modify the Plan
Peter asks different members of the team to call the references, three members to each call. Also, a different group from the committee talks to each of the remaining candidates until each member has talked to each candidate. Even though this takes an additional two weeks, the search process is still on schedule. After all of the interviews have taken place, the committee is able to eliminate two candidates from consideration and everyone believes that the decision process has been fair.
8. Provide Closure
The on-campus interviews are very revealing. In the opinion of all participating constituencies one candidate is clearly superior (Debby gathers this information using a standard questionnaire to solicit feedback from everyone involved). The committee decides that if the dean rejects this choice or if the desired candidate turns down the offer, the search should be reopened. After completing the report to the dean well within the two-month time frame, the committee celebrates its work with catered lunch, and then disbands. Fortunately, the dean agrees with the committee’s choice and the candidate accepts the position and does an outstanding job for the college for the next ten years.
Concluding Thoughts
Teamwork is a process that challenges each team member to accept accountability for accomplishing the team’s goals and for actively contributing his or her utmost to enhance team synergy; potential team members should not accept membership on a team if they cannot make this commitment. This methodology provides a blueprint for bringing every team performance to the highest level so that participation becomes a growth experience for all. It is important to remember that, in many cases, team performance will be degraded if team members focus only on the product the team is expected to produce without paying attention to the process of team formation, interaction, and closure. Try implementing this methodology during your next teamwork experience. While your teammates may be skeptical initially, they will likely appreciate the improved teamwork that this structure will produce.
References
Avery, C. (2001). Teamwork is an individual skill. San Francisco: Berrett-Koehler.
Commission on Accountability in Higher Education. (2005). Accountability for better results: A national imperative for higher education. Boulder, CO: State Higher Education Executive Officers.
Fiechtner, S. B., & Davis, E. A. (1985). Why groups fail: A survey of student experiences with learning groups. The organizational behavior teaching review, 9 (4), 58-73.
Maxwell, J. (2001). The 17 indisputable laws of teamwork. Nashville, TN: Thomas Nelson.
Millis, B. J., & Cottell, P. G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.
Smith, K. (2004). Teamwork and project management. (2nd ed.). New York. McGraw Hill.