POWER POINT

PRESENTATION
ON TEAMWORK

PREPARED BY:
SATYAM TIWARI
HARSHITA GUPTA
SALONI BAJAJ

TEAMWORK 1
WHAT DOES A TEAM REFERS TO?

TEAMWORK 2
DEFINITION OF TEAMWORK

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s.

TEAMWORK 3
FEATURES OF TEAMWORK

 One of the most important characteristics of

a good team is open communication. Each
team member must be able to communicate
with the rest of the group for project updates,
questions, ideas and general input.
 For a team to be a comfortable and safe place
for all members, each person must respect
everyone else.

TEAMWORK 4
 Teamwork requires effective collaboration; each
person must figure out how her skills and talents fit
with those of the other team members. For a team to
work, everyone must understand what their role is
and how to use it to contribute to the team's success.
 An effective team must develop its own strategy of
problem solving and conflict management. The
strategy will differ from team to team based on the
situation and the individual members; the individual
team must work out the problem-solving methods
that work best for it. When your team members can
work through roadblocks together, the team will be
able to work smoothly even during rough times.

TEAMWORK 5
• A shared mission can help a group of people work together
and create enthusiasm. When everyone is using their own
abilities to work toward a common goal, the result is greater
than the efforts of a single person. In a strong team, the good
of the common goal comes before the individual preferences
and interests of the members. The goal also contributes to a
smooth operation; the team can resolve problems and
disagreements by determining what is best for the team and
the end goal.

TEAMWORK 6
EXAMPLES OF TEAMWORK:

Here are a few terrific examples of

how successful companies define
teamwork (in rank order of
revenues).

TEAMWORK 7
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ers.

TEAMWORK 8
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We b niels
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ve fo supp
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mutu
al

TEAMWORK 9
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TEAMWORK 10
CASE STUDY

TEAMWORK 11
Final semester students enrolled in the Multimedia
course at ADMEC Multimedia Institute
are required to develop skills and expertise in
designing and development of clients’
web sites. The unit MM 1220/3250 – “Project
Management Training”, uses teams of four students
to utilise their specialist skills to meet a “real need” for
an industry Client.

TEAMWORK 12
All the teams included programmers, graphic
designers and project managers. There were 80
students (20 teams) completing this unit. The aim of
this training was to have students experience project
management issues that occur while dealing with
clients in real projects and was mainly focused on
teamwork and problem solving. The environment of
this training was based on the principles of learning of
authenticity, self-regulation and reflection .

TEAMWORK 13
Features included student contracts, journals for
self and assessment of peers and reflection,
“Conference Centre” for problem solving, bulletin
boards, time management tools, syllabus and
assessment of study materials, lecture notes, QA
templates, relevant URLs, web sites and
assignments which were developed by previous
students and a students’ details database.

TEAMWORK 14
After all this process, two teams were selected for
testing. One team was successful in developing a
quality product, and collaborated in a highly
successful manner. Another team, experienced critical
team problems, which caused it to become
dysfunctional and had to be split. Data was collected
for both of these teams from focus groups sessions,
interviews and questionnaires that were recorded and
transcribed for analysis.

TEAMWORK 15
SUCCESSFUL TEAM

This team of students was highly successful in developing a quality

product, as well as being highly collaborative. Their journal entries
continually reflected positive comments about other team members, and
at no stage during the semester was there a request or requirement to
transfer marks from one team member to another. Team meetings were
always friendly, and at no stage were team issues discussed as being
problematic. The team always focused on the project and how the
process of development could be improved by exploring expectations of
the tutor, client and end users. An analysis of the data collected from this
team indicated that they showed the attributes needed for successful
teamwork.

TEAMWORK 16
In almost all of their responses in
interviews, focus group meetings
and questionnaires it was evident
that this team was committed to:

TEAMWORK 17
• Commitment to team success and shared goals
• Interdependence
• Interpersonal skills
• Open communication and positive feedback
• Appropriate team composition
 Commitment to team processes, leadership &
accountability

TEAMWORK 18
 UNSUCCESSFUL TEAM

Another team of students experienced severe team problems, which

caused it to become dysfunctional and had to be split. At the first peer
assessment session, marks were transferred between team members, as it
was perceived that some team members weren’t contributing. Even
though agreement was made at this meeting that marks should be
transferred, and suggestions were made about how to improve the
situation, resentment amongst team members escalated.

TEAMWORK 19
The tutor had several meetings with the project manager and
individuals to help try to resolve issues, but to no avail. At one of
the team meetings a serious disagreement occurred, in which
one of the team members verbally berated another, from which
point there was no reconciliation. After this altercation, team
members felt they could no longer work together, so even
though they would experience a heavier workload, they
unanimously agreed to split and form two separate teams.

TEAMWORK 20
SUMMARY AND CONCLUSIONS:

This study compared how well two teams performed by comparing

attributes identified for successful teamwork. From the results it is
evident that these attributes played an important role in determining
the success of these teams. The results show a compelling relationship
between how the teams embraced these six attributes, and how
successful the team was in collaborating and developing a quality
product.
TEAMWORK 21
The results from this study indicate that these key
attributes need to be carefully considered by both tutors
and students when teamwork activities are proposed.
Further research needs to be considered on how best to
implement these strategies in a methodological fashion
to ensure tutors and students acknowledge and
understand the importance of how to implement each
attribute i.e. a template outlining implications for best
practice when designing and implementing constructivist
learning designs which incorporate teamwork activities.

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