RYAN ERROL LUCERO

SHERLYN MAGHINAY
MA.LALAINE RARIO
MBA-OD
 Students in Mrs. Rickshaw’s Student
Success class are required to do a half
hour team presentation on a topic of their
choice. Mrs. Rickshaw randomly assigns
Mrs. Rickshaw students to teams. Students have
approximately four weeks to research and
prepare, including two hours of class time.
Marks are given based on an instructor
evaluation of the presentation combined
with a peer evaluation by their team
members.
 Jane, Robert, Danny, Sharon and Liz were assigned to Team 3. During their first team
meeting they introduced themselves and began to decide on a topic. After 45
minutes, they were still trying to settle on a topic. They finally settled on Money
Management, however the instructor informed them that another team had already
chosen that topic but Conflict Management was still available. During the last 15
minutes of class time, Robert tried to convince the group that they should present a
role-play of conflict. Sharon wanted to do research and give a more detailed,
informational presentation. Jane was excited by the role-play idea and suggested
they make a video presentation of their own play-acting. Danny fell asleep some time
before the topic was chosen and Liz sat quietly listening to the arguments of her
teammates. At the end of the class no work division had occurred but the team
agreed to meet in a study area at 4:15 on the following Monday.

Robert
Sharon
Danny
Liz
Jane
 After waiting for Danny until 4:30, the team decided to start without him. Jane announced she had to
leave in twenty minutes because she had to pick up her child at the day care by 5:00. Robert was ready
to start script writing but Sharon wanted to discuss the content of their presentation and assign research
– thinking they could write the script once they were knowledgeable. Liz just listened quietly. An
argument ensued, and Jane had to leave before a decision was reached. The next meeting was to be
held during their class time the next week.

Before the next meeting, Robert convinced Jane that a role-play was the way to go, and together they put
together a draft script, working hard to make the skit funny and entertaining. Robert confronted Danny
and warned him to attend the class meeting or he wouldn’t get a part in the play. In the meantime,
Sharon picked up six books from the library and printed four articles from the Internet. She prepared an
outline detailing various aspects of conflict management. Liz just worried about her role in the whole
project.

Robert
Sharon

Liz
Jane
At the class meeting, all team members were present. Robert informed the group that he and Jane had
decided to do a skit, and they had a script all ready. Then he began to assign parts to his teammates.
Sharon was incensed and insisted the script was short on content and demanded that they re-build the
script around her outline. Robert said he wanted no part in a boring presentation.

Danny did not show up to the remaining team meetings. Liz agreed to do a small part in the play. Jane
promised to gather props and costumes. Sharon stubbornly insisted on preparing an informational
presentation. She would have liked to have this integrated into the role-play but Robert would not agree
to change his script. They planned a practice of the role-play during their math class on the morning of
October 16, the day of their presentation.
Jane

Robert

Liz
Sharon
 On the morning of October 16, Danny did not come to school and Liz forgot to bring the props. The
practice ended up being more of an argument session. Danny showed up just before Student Success
was to start and said “You mean it’s today?!” Liz was very nervous and felt very sick. She wasn’t sure she
could do her part. The presentation began with Sharon reading her lengthy introduction and then the
skit began. The skit was five minutes in length. The whole presentation left the other class members
confused and it ran twelve minutes instead of the required thirty.

You mean
Not it’s today?
feeling
well…

Robert Danny
Liz Sharon
Jane
 The whole presentation left the other class members confused and it ran twelve minutes instead of the
required thirty.

Reference: http://oncourseworkshop.com/interdependence/case-study-team-work/
 COMMUNICATION  PREPARATION
 PARTICIPATION  PROCEDURE
 GIVE & TAKE  CAPABILITY
 LEADERSHIP  COMMITMENT
 ORGANIZATION  PROGRESS
RYAN ERROL LUCERO
 Objectives

 To identify the characteristics of effective and

ineffective teams
 To examine the motivations and roles of team
members
 To understand stages of team development
 To consider expectations placed on work teams and
obstacles to effectiveness
 To identify and practise the skills that enable members
of a team to work together successfully
 Why TEAM work?

Together Everyone Achieves More

Never doubt that a small group of thoughtful,

committed people can change the world: indeed it is
the only thing that ever has.
Margaret Mead

Innovation is simply group intelligence having fun

Tom Peters
 What is Teamwork?

How would you define it?

What do we think of as the qualities of a good team?

With a partner, make a list of what makes a winning

team:
Team list:
What Makes a Winning Team?
 What makes an Effective Team?

Basic Elements of Effectiveness:

• Good Communication & Social Skills
• Positive Interdependence: We instead of me
• Individual Accountability/ Personal
Responsibility
• Group Processing
• Shared goals
• Processes for Conflict Resolution
 Motivation Matters

• Think about your own work teams - why are

people there?
• Do paid and volunteer staff have different
reasons for being there?
• Is there potential for conflict because of this?
• How can this be dealt with?
 Stages of Team Development

 Forming
 Storming
 Norming
 Performing

How long a stage lasts depends on how long

the group is together and the nature of the
task.
Teams are dynamic, not a fixed entity.
 Stage 1 - Forming a Team

People feel uncomfortable when they first

join a team or group.

How is this shown and what can we do

about it?

How can we move on from this and help

people unite and work together?
 Deciding on Goals

•Charter or Constitution
•The Survey-Feedback method
•Critical Path Method – starts with the end
they want to achieve
 Stage 2 - Storming

This stage needs to be acknowledged and dealt

with as part of normal team behaviour:
 Be aware that conflict may emerge between
sub groups or over leadership.
 There may be tension in the team because of
some disagreement/ dislike between
members.
 Members may be reluctant to continue and
so fail to reappear after a break (fight or flight)
 Stage 3 - Norming

 A sense of team identity develops along

with trust.

 Team members begin to share ideas and

objectives.

 They agree on what is to be achieved and

commitment develops.
 4 - Performing

 Energy is now directed towards the task.

 It needs to be channelled and coordinated
well
 Vigilance re team processes is important
 Give credit where it is due
 Remember the introduction of any new
members returns the team to the “forming”
stage
 Some teams have a used-by date
 Building a Team

How to help your team:

• get acquainted and feel comfortable with
their fellow members
• develop ground rules and norms for the team
• communicate and work cooperatively
• facilitate the sharing of information and
expectations between members
• begin trusting each other
• Other??
 Roles of Team Members
• Clarity at the start helps to reduce friction-
roles/ shared goals/ conflict resolution…

• Allows people to get credit for their

achievements

• Clear responsibility and timelines for tasks

avoids undue last minute pressure

• Roles need to be shared where possible to

avoid boredom and assist in retention
Factors Critical for Strong Teams

• Team Goals
• Team Structure
• Roles within Teams
• Timelines for Teamwork
 Basic Team Skills

The following features are fundamental to good

teamwork:
 trust: making sure you meet all commitments and maintain
confidentiality when required
 coaching: using your skills, knowledge and experience to
assist others or ask for help
 sharing information: to assist others do their job
 flexibility: show a willingness to cooperate and help others
when possible
 good manners: doing small, simple things, eg. thanking
colleagues for their help
LALAINE RARIO
 Two-way process of reaching mutual understanding, in

which participants not only exchange (encode-decode)

information, news, ideas and feelings but also create and
share meaning. In general, communication is a means of
connecting people or places. In business, it is a key
function of management--an organization cannot operate
without communication between levels, departments and
employees. See also communications.
(Businessdictionay.com)

 Communication is the intercourse by words, letters

or messages”- Fred G.Meyer.

  Assertive
 Aggressive
 Passive-Aggressive
 Submissive
 Manipulative
http://www.clairenewton.co.za/my-articles/the-five-communication-styles.html
 ASSERTIVE
Behavioral Characteristics
• Achieving goals without hurting others
• Protective of own rights and respectful of
others' rights
• Socially and emotionally expressive
• Making your own choices and taking
responsibility for them
• Asking directly for needs to be met, while
accepting the possibility of rejection
• Accepting compliments
Language
• "Please would you turn the volume down? I
am really struggling to concentrate on my
studies."
• "I am so sorry, but I won't be able to help
you with your project this afternoon, as I
have a dentist appointment."
Non-Verbal Behaviour
• Voice – medium pitch and speed and volume
• Posture – open posture, symmetrical balance,
tall, relaxed, no fidgeting
• Gestures – even, rounded, expansive
• Facial expression – good eye contact
• Spatial position – in control, respectful of others
People on the Receiving end Feel
• They can take the person at their word
• They know where they stand with the
person
• The person can cope with justified
criticism and accept compliments
• The person can look after themselves
• Respect for the person
 AGGRESSIVE
Behavioral Characteristics Non-Verbal Behavior
• Frightening, threatening, loud, hostile • Voice – volume is loud
• Willing to achieve goals at expense of others • Posture – 'bigger than' others
• Out to "win" • Gestures - big, fast, sharp/jerky
• Demanding, abrasive • Facial expression – scowl, frown, glare
• Belligerent • Spatial position - Invade others' personal
• Explosive, unpredictable space, try to stand 'over' others
• Intimidating
• Bullying
Language People on the Receiving end Feel
• "You are crazy!" • Defensive, aggressive (withdraw or fight back)
• "Do it my way!" • Uncooperative
• Resentful/Vengeful
• "You make me sick!"
• Humiliated/degraded
• "That is just about enough out of you!"
• Hurt
• Sarcasm, name-calling, threatening, • Afraid
blaming, insulting. • A loss of respect for the aggressive person
• Mistakes and problems are not reported to an
aggressive person in case they "blow up'.
Others are afraid of being railroaded, exploited
or humiliated.
 PASSIVE-AGGRESSIVE
Behavioural Characteristics
• Indirectly aggressive
• Sarcastic
• Unreliable
• Complaining
• Gossips
• Two-faced - Pleasant to people to their faces,
but poisonous behind their backs (rumours,
sabotage etc.) People do things to actively
harm the other party e.g. they sabotage a
machine by loosening a bolt or put too much
salt in their food.
Language
• Passive-aggressive language is when you say
something like "Why don't you go ahead and
do it; my ideas aren't very good anyway" but
maybe with a little sting of irony or even worse,
sarcasm, such as "You always know better in
any case."
• "Oh don't you worry about me, I can sort
myself out – like I usually have to."
Non-Verbal Behaviour
• Voice – Often speaks with a sugary sweet
voice.
• Posture – often asymmetrical – e.g. Standing
with hand on hip, and hip thrust out (when
being sarcastic or patronising)
• Gestures – Can be jerky, quick
• Facial expression – Often looks sweet and
innocent
• Spatial position – often too close, even
touching other as pretends to be warm and
friendly
People on the Receiving end Feel
• Confused
• Angry
• Hurt
• Resentful
 SUBMISSIVE
Behavioural Characteristics
 Apologetic (feel as if you are imposing when
you ask for what you want)
 Avoiding any confrontation
 Finding difficulty in taking responsibility or
decisions
 Yielding to someone else's preferences (and
discounting own rights and needs)
 Opting out
 Feeling like a victim
 Blaming others for events
 Inexpressive (of feelings and desires)
Language
• "Oh, it's nothing, really."
• "Oh, that's all right; I didn't want it anymore."
• "You choose; anything is fine."
Non-Verbal Behaviour
• Voice – Volume is soft
• Posture – make themselves as small as possible,
head down
• Gestures – twist and fidget
• Facial expression – no eye contact
• Spatial position – make themselves smaller/lower
than others
• Submissive behavior is marked by a martyr-like
attitude (victim mentality) and a refusal to try out
initiatives, which might improve things
People on the Receiving end Feel
• Exasperated
• Frustrated
• Guilty
• You don't know what you want
• They can take advantage of you.
• Others resent the low energy surrounding the
submissive person and eventually give up trying to
help them because their efforts are subtly or overtly
rejected.
Behavioural Characteristics Non-Verbal Behaviour
• Cunning • Voice – patronizing, envious, ingratiating,
• Controlling of others in an insidious way – often high pitch
for example, by sulking • Facial expression – Can put on the 'hang
• Asking indirectly for needs to be met dog" expression
• Making others feel obliged or sorry for
them.
• Uses 'artificial' tears

Language People on the Receiving End Feel

• "You are so lucky to have those chocolates; I • Guilty
wish I had some. I can't afford such expensive • Frustrated
chocolates." • Angry, irritated or annoyed
• "I didn't have time to buy anything, so I had to • Resentful
wear this dress. I just hope I don't look too • Others feel they never know where they stand
awful in it." ('Fishing' for a compliment). with a manipulative person and are annoyed at
constantly having to try to work out what is
going on.
 Energy – the magnitude of formal and informal
communication between team members
 Engagement – the degree of interaction between
team members and their contribution to the group
discussion
 Exploration – the extent to which team members
engage with other teams working on related
initiatives and report their findings to the group