The Importance of Development, Communication and Learning in Teams Academic Essay

Purpose of Assignment

Work environments and work in general today, revolve around teams and teamwork. To succeed within the world of work today and that of the future students need to understand Teams and teamwork, how teams develop, and how to lead and enhance teams within the different stages of team development to reach the level of effective productivity. This assignment will help students in the understanding of the different stages of team development and how to lead and enhance teams’ functionality within each stage to reach the final stage.

Objectives

• The student will be able to demonstrate their understanding of team development.
• The student will be able to show their understanding of the importance of effective teams.
• The student will be able to show their understanding of the five stages of team development.
• The student will be able to show their understanding of communication styles and types of communication within teams.
• The student will be able to demonstrate their writing skills.
• The student will be able to demonstrate their research skills.

Instructional Media: Tools and Resources

Students will be provided with online articles, reports, and different resources that will assist them in understanding the dynamics of teams and stages of team development. Students will be provided in-class time one week before the assignment is due in order to discuss in groups and search online for additional required resources.

Requirements

Written Report

1. The report must use your own language and should specify the reference(s) from which the information is taken. If you cut and paste a sentence you must use quotation marks and write the author, year, and page number in brackets in the text after the quotation.

2. The report must:
• have a cover page
• use Times New Romans or Arial, font size: 12
• have a space of 1.5 between lines,
• be 3 full pages in length (not including the reference list)
• be written in the third person (do not use “I” or “my” or “our” or “we”)
• have a reference for each section (excluding the Conclusion)
• use topic sentences at the start of each paragraph
• use full sentences (and no bullet points)
• have the Assessment Rubric

3. The report must use the following headings:

Introduction
Include a clear thesis statement, justify the importance of the assignment, a reference to justify assignment, outline what topics the report will cover

Importance of Team Development
Explain why team development is so important for effective teams. Give examples to help explain your answer (include a reference)

Effective Training Principles
Describe what training principles are necessary for effective team development. Give examples to help explain your answer (include a reference)

Stages in Team Development
Describe each of the five stages involved in team development using a real-life example (include a reference)

Communication in Teams
Describe how teams communicate and say why communication is so important in effective teams. Give examples to help explain your answer (include a reference)

Team Learning
Describe how teams learn best. Give examples to help explain your answer (include a reference)

Conclusion
Restate the thesis statement, include a summary of the key points from the body paragraphs, and say how these key points answer the assignment.

References
Include at least 3 different references. The references can be from e-brary, books, newspapers, or the internet (but not lecture slides). You must cite the author and year in the body of the essay. Also, for each reference you must list the author, year, article or book title, and publisher under References at the end of the essay.

CRITERIA Assessment Rubric for Individual Written Report SCORES
Introduction Contains thesis statement, states why assignment is important, a reference to justify assignment, outlines the body topics (R) 3%
Importance of team development Explain why team development is so important for effective teams. Include examples. (R) 3%
Effective training Describe what training principles are necessary for effective team development. Include examples. (R) 3%
Stages Describe each of the five stages involved in team development using a real-life example. (R)
3%
Communication Describe how teams communicate and say why communication is so important in effective teams. Include examples. (R) 3%
Team learning Describe how teams learn best. Include examples. (R)
3%
Conclusion Thesis statement is restated, key points from the report are summarized 3%
Mechanics Punctuation and spelling and capitalization are correct, words are well chosen, writer uses own words, no cut and pasting, use of headings, uses topic sentences, uses third person, full sentences, no bullet points, follows guidelines 2%
References Contains at least 3 relevant references, correct referencing rules used, references cited in body of report 2%
TOTAL 25%

Sample:

The Importance of Development,
Communication, and Learning in Teams

Introduction

The model of teamwork is exceptionally vital to the success of any team. A productive team has players that share universal goals, a common vision and both verbal and physical interactions. Teams may come to existence for a number of different reasons, but their goals are the same as to achieve highest performance and experience success. In teamwork every member is responsible and accountable for the team performance. Sugarman (2004) said that to succeed at the task in hand everyone involved needs to combine their efforts. This report will discuss and explore the importance of team development, effective training principle, stages in team development, communication in teams, and team learning.

Importance of Team Development

Teams require various types of tools in order to be effective and achieve the desired goal. Team development is one of the most essential tools that every team must have. They are unlikely to develop their potential without a struggle. They can get stuck in the early stages if members are not prepared to challenge the status quo. Studies suggested that training tends to be an effective means of educating employees and enhancing their knowledge, skills, and abilities (Arthur, Bennett, Edens, & Bell, 2003). For example, human factor in aircraft accident training was developed for aviators when studies observed that most of airplane accidents are a direct result of human errors. Arthur et al. (2003) also stated that cross training is one effective way of training between team members, it facilitates sustained performance in an emergency, when one or more members of a team are injured or unavailable for their tasks. Sims, Salas, & Burke (2005) reported in their research that cross training has led to an improvement of between 14 and 40% in team performance. Although, training has great benefits to team performance, there is always room for improvement. One way to enhance training is by better utilizing general principles of training effectiveness.

Effective Training Principles

Training effectiveness is results of utilizing general training principles that help trainees attain the maximum knowledge, skills, and benefits. Some of the training principles necessary for effective team development are needs analysis, evaluation, transfer training, multi-source feedback, coaching, and team building. Experts challenged that the design of effective training should start with a need analysis. A need analysis is an assessment of what knowledge, skills, and abilities employees have and what they need in order to undertake their work effectively. Training can be targeted and designed more effectively when needs analysis is completed; the training is to be evaluated to determine its effectiveness. Training evaluation will set the guidelines of how training should be conducted which promote transfer training. Arthur et al. (2003) stated that one review of training programs reveled that only 6% of those studies clearly indicated that they had conducted a needs analysis prior to design and delivering the training program which adversely affected the training effectiveness.

Effective training strives to make training as realistic as possible. Skills and abilities can vary dramatically with respect to the relative difficulty of implementation outside the classroom; therefore, on the job training will be more effective. For example learning in a classroom how to overhaul an engine is not like when working in the shop and dealing directly with the implications of the process. Cannon & Griffith (2007) stated that In the Mackinsey & Co. survey, on-the-job training was ranked as being more important to employee’s development and was being done better than traditional classroom training. This type of training will be more effective if conducted in training groups. Hollenbeck, DeRue & Guzzo (2004) documented that training that occurs within complete work teams has multiple positive benefits. For example, those trained in groups remembered more and where better able to transfer training to their work performance; and the teams overall performance improved when training was conducted within their work teams.

Multisource feedback mainly means that performance feedback comes from multiple people. Locke & Latham (1990) stated that psychologists have understood the importance of feedback for learning performance improvement for many decades. Accurate feedback may be disappointing to receive. The quality of singlesource feedback can be distrusted because the boss does not want to face interpersonal discomfort associated with being completely open and honest. Multisource feedback can restructure many of these problems. By including multiple individuals in the process, the feedback can provide a better rounded view of the person and reduce any bias. Smither, London & Reily (2005) mentioned that research demonstrated that multisource feedback can provide helpful information for learning and development.

Coaching is another tool that organizations can utilize to enhance training. Coaching is defined as providing assistance to an individual in excelling from a lower level of competence and ability to a higher level. Cannon & Griffith (2007) stated that coaching can be focused on almost any knowledge, skills, ability, or attitude that affects job performance; hence, coaching is not limited to work within teams. Effective coaching constructed from key components such as goal, reality, options, and will. Bacon & Spear (2003) stated that in a survey of professionals from fortune 500 companies, 57% of respondents indicated that they would like to receive more coaching than they are currently getting, and 60% of respondents indicated that they would like to receive higher quality coaching than they are currently receiving.

Team building is the last tool in the effective training principles that this report is going to discuss. It was reported by Porras & Berg (1978) that team building is the most popular organizational development intervention. It is designed to improve the ability of the individuals to cooperate effectively as a team and thereby enhance team subjective performance; however, it will not affect the objective performance of the team. It is designed to concentrate in building the highest level of trust between team members. For example, members will jump from high buildings and depend on the other team members to catch him. A later study by Salas, Rozzell, Mullen & Driskell (1999) confirmed the finding that team building has almost no impact on objective performance.

Stages in Team Development

Teams are very hard to come together. There is a natural process development that every team progresses through. Arrow, Poole, Henry, Wheelan, & Moreland (2004) said that groups are complex social systems that change and progress over time. The model of team development consists of five stages, forming, storming, norming, and adjourning. I have a personnel experience on the team development four years ago when I was selected as a team member to help my company replace its aging helicopters. I still remember how I felt unconformable and unsure about the team goals in the kick off meeting. We were meeting three times a week for one month so we can get used to each other which helped a lot. After the first two meetings roles and responsibilities were assigned and goal was clarified. There were many hard discussions on rolls and who would be responsible to handle the communications with the outside venders. Not long after, we all had an agreement and roles and responsibilities were settled. After about three months we were like a family. We worked very helping each others on accomplishing tasks. Late of 2009 we completed the project and we received all new helicopters and put them in operation. We calibrated the completion of the project and the team was recognized by the company managements.

The first stage is the forming stage where meetings take place. Members are very cautious and often guarded in their interactions not really knowing what to expect from other team members. This is very stressful stage for all team members and they often rely on the team leader to establish and clarify rules of operation. The second stage is the storming stage where members become more increasingly impatient with the existing structure. There will be disagreement over procedures, role assignments, and decision making. In this stage the leadership skills will play a crucial role in realigning the team and focus on the team goal and strategy. This stage can be uncomfortable for some, however, it necessary for optimal cohesion and group function. The third stage is the norming stage where the team attempts to restore stability and cohesion in order to develop more effective strategy to achieve goals. This stage feels like when a big storm passes by, the wind drop, the sky brighten, and birds sing again. There is a calm, focus, and rolls are clarity in this stage that helps the team reform. The fourth stage is the performing stage where the group is focused on getting the work done. Trust and cohesion have been built, optimum strategies have been constructed, and the underlying of the group has solidified. By this time, team members have learned how to work together as a fully functioning team. Wheelan, Davidson & Tilin (2003) reported that during this stage, effective group spend 80 to 85% of the time on task completion. The last stage is the adjourning stage where the team successfully completes the task and mission accomplished. Everyone is feeling good about the achievement and move on to new things. The feeling in this stage is like arriving home from a long journey. Normally this stage will have recognition of team members and a planed conclusion to say personal goodbyes.

Communication in Teams

Communication is the engine that drives the work and life of groups. A verbal and nonverbal interaction between group members defines much of group life. Team communication becomes ragged when team members do not pass on information to other team members or fail to alert the team to a problem. Hirokawa, DeGooyer & Valde (2000) reported that in a study of 280 people who had previously participated in 522 work groups, communication was cited as one of the seven main reasons that those groups either succeeded or failed. Teams can enhance their performance and effectiveness via better communication. Miscommunications on teams can cause anything from minor conflict to death in the most extreme cases. For example, forgetting to install “do not operate this machine) tag is a miscommunication that can cause injury or death. Communication can be extremely challenging and prone to misunderstanding and potential disaster. So much can go wrong and, therefore, there are huge challenges to effective communication. We process information differently and we try to bring our past experience into each new interpersonal context. Argyris (1994) described this process as the ladder of inference. Teams can effectively communicate by selecting data and then paraphrase it in order to make sure that this information is understood. Data then be discussed to obtain optimum clarity and then the decision can be made.

Team Learning

The ability to learn and adapt has become extremely important in today’s competitive environment. Many organizations try to improve their learning abilities. It is very hard because of the number of barriers hinder the ability of teams and organizations to learn. For teams to learn the best, organizations are required to change rapidly in order to optimize performance. Senge (1999) said that during the 1990’s, many organizations invested vast sums of money and effort to transform themselves into learning organizations. For example, in the early 1990’s Saudi Aramco created one of the most advanced research and development centers in the region as part of the organization learning capability improvement plans. Effective learning involves important competencies such as concrete experience, reflective observations, abstract Conceptualization, and active experimentations. Since learning has a very high priority today, individuals are most likely to overcome structure berries. Constructive feedback helps team members identify their weaknesses and develop the required skills to improve and obtain optimum performance. Sessa & London (2006) said that organizational leaders are responsible to create a balance between short- term pressure and long term goals of building an organization that learns, renew, and able to grow and adapt to meet the future challenges.

Conclusion

Teamwork is essential for competing in today’s competitive environment. Diversity of thought, perception, background and experience enhance the creativity, performance, and innovation of teams. This is one of main factors that support the importance of team development and training. Effective training maximizes knowledge, skills, and benefits for teams and thus organizations. Training and development of teams must go through the normal cycle of forming, storming, norming, performing, adjourning, however, some teams may fail to pass the first or second stage. To succeed, teams must stay connected and maintain a high level of communication verbal and nonverbal.

References

Argyris, C. (1994). Good Communication That Blocks Learning. Harvard Business Review, July-Aug. 77-85.

Arrow, H., Poole, M., Henry, K., Wheelan, S. & Moreland, R. (2004). Time, Change, and Development: The Temporal Perspective on Groups. Small Group Research, 35, 73-105.

Arthur, Jr., W., Bennett, Jr., W., Edens, P., & Bell, S. (2003). Effectiveness of Training in Organizations: A Meta-Analysis of Design and Evaluation Features. Journal of Applied Psychology, 88(2), 234-245.

Bacon, T. & Spear, K. (2003). Adaptive Coaching: the art and practice of a client-centered approach to performance improvement. Davies Black Publishing, CA.

Cannon, M. & Griffith, B. (2007). Effective groups. Pearson Education, Inc. Boston.

Hirokawa, R., DeGooyer, D., & Valde, K. (2000). Using Narratives to Study Task Group Effectiveness. Small Group Research, 31, 573-591

Porras, J. & Berg, P. (1978). The impact of organization development. Academy of Management Review, 3, 249-266.

Salas, E., Rozell, D., Mullen, B., & Driskell, J. (1999). The effect of team building on performance: An integration. Small group research, 30(3) 309-329.

Senge, P. (1999). The Dance of change: The Challenges to Sustaining Momentum in the Learning Organization. Broadway Business. New York

Sessa, V. & London, M. (2006). Continuous Learning in Organizations. Mahwah. NJ

Sims, D., Salas, E., & Burke, C. (2005). Promoting effective team performance through training. In S. Wheelan (Ed.), The Handbook of Group Research and Practice, (PP. 407-425) Thousand Oaks, CA: Sage Publications.

Sugarman, K. (2004). Understanding the Importance of Teamwork. Retrieved December 18, 2009, from http://www.brianmac.co.uk/articles/scni13a2.htm

Wheelan, S., Davidson, B., & Tilin, F. (2003). Group Development Across Time: Reality or Illusion. Small Group Research. 34, 223-245.