{"id":33,"date":"2017-10-29T17:07:48","date_gmt":"2017-10-29T17:07:48","guid":{"rendered":"https:\/\/create.twu.ca\/sadiethompson\/?p=33"},"modified":"2017-10-29T17:07:48","modified_gmt":"2017-10-29T17:07:48","slug":"unit-5-activity-1","status":"publish","type":"post","link":"https:\/\/create.twu.ca\/sadiethompson\/2017\/10\/29\/unit-5-activity-1\/","title":{"rendered":"Unit 5, Activity 1"},"content":{"rendered":"

\u201cTeam effectiveness, which focuses on team excellence or the desired outcomes of teamwork, has two critical functions. (Northouse, 2017, P 367). The first critical function of team effectiveness is, performance, which is task accomplishment. (Northouse, 2017, P 368). The second critical function relates to the cohesiveness of the team. It is development. (Northouse, 2017). <\/span><\/p>\n

Hackman et. al, 2012, have created an assessment tool that can be used to determine the effectiveness of a team. (Northouse, 2017). If a leader feels that there are weak areas, or areas where their team has not been the most effective, then he or she needs to focus on goals to improve the team in that area. (Northouse, 2017). \u00a0\u201cHackman et. al 2012, suggest 6 enabling conditions of effective team functioning:<\/span><\/p>\n

    \n
  1. Is it a real team?<\/span><\/li>\n
  2. Does it have a compelling purpose?<\/span><\/li>\n
  3. Does it have the right people?<\/span><\/li>\n
  4. Are the norms of conduct clear?<\/span><\/li>\n
  5. Is there support from the organizational context?<\/span><\/li>\n
  6. Is there team-focused coaching?\u201d<\/span><\/li>\n<\/ol>\n

    (Northouse, 2017, P 368).<\/span><\/p>\n

    Laran and LaFasto (1989) also studied patterns in team effectiveness and found 8 characteristics, that were similar to Hackman\u2019s findings, that consistently stood out. (Northouse, 2017).<\/span><\/p>\n

      \n
    1. Clear Elevating Goal.<\/span><\/li>\n
    2. Results-Driven Structure.<\/span><\/li>\n
    3. Competent Team Members.<\/span><\/li>\n
    4. Unified Commitment.<\/span><\/li>\n
    5. Collaborative Climate.<\/span><\/li>\n
    6. Standards of Excellence.<\/span><\/li>\n
    7. External Support and recognition.<\/span><\/li>\n
    8. Principled Leadership.<\/span><\/li>\n<\/ol>\n

      Personally, I have experienced some of these conditions of team effectiveness. Unified commitment relates to having a sense of unity or identification as a team. (Northouse, 2017, P 370). Previously, the staff was very separated at our school. Our school did not have a team that would voluntarily collaborate or assist others in achieving goals. We were a separated staff. This doesn\u2019t make for an effective team because people were unhappy at work, felt overworked and did not feel like a team. Our new principal is trying hard to lead us into having a unified commitment so that we can be a more effective team.<\/span><\/p>\n

      I am in my fifth year of teaching grade 4. The other staff member and I who teach grade 4 have become very close as colleagues. We work together at school during school hours, outside of school hours in the evenings and on weekends and we share things we have done on our own. This is an example of Larson and Lafasto\u2019s characteristic of collaborative climate. (Larson and Lafasto, 1989). I also see this characteristic beginning to be achieved elsewhere in the school so that we can work more effectively as a team. Another example is our committee that guides the new staff. Each new staff member has a volunteer leader that guides them through challenges that arise throughout the year. <\/span><\/p>\n

      The seventh characteristic of team excellence as defined by Larson and Lafasto is \u201cExternal Support and Recognition.\u201d (Northouse, 2017, P 371). Northouse, 2017, according to Larson and Lafasto, states that \u201cteams can achieve excellence if they are given the resources needed to do their jobs, are recognized for team accomplishments, and are rewarded for team performance rather than for individual performances.\u201d (Northouse, 2017, P 371). This year, I am experiencing a classroom of students who are mostly average or above average learners. In previous years, I have experienced groups who are much lower and have more difficulties learning. As teachers, we always try our best to ensure that each student is getting the highest quality of education. If a teacher doesn\u2019t have the proper resources and external support, our task of providing quality instruction to students who struggle, becomes even more difficult. This year, for the first time in my teaching career, our administrative staff approached each classroom teacher at the end of September and asked us what kind of support they could offer and provide. They asked if we felt like we needed more educational assistant time in our classrooms, more certified instructor assistance or more classroom resources. It was motivating to be asked and to have had these external resources offered to us. Personally, I felt like it enabled me to ensure that I am giving the absolute best education to my students. <\/span><\/p>\n

      Principled leadership is the eighth characteristic in Larson and Lafasto\u2019s characteristics of team excellence. It is defined as \u201cthe central driver of team effectiveness\u201d (Northouse, 2017, P 371). It is the principles that drive the leadership towards achieving goals, facing challenges and accomplishing tasks. There are 4 sets of processes that influence team effectiveness.(Northouse, 2017). The first is cognitive, in which the leader assists the team with understanding the problems. (Northouse, 2017). The second is motivational, where the leader guides the team into being able to work together by setting high performance standards and them helping the team work towards achieving these standards. (Northouse, 2017). The third process is affective. The leader assists the team in conquering stressful situations by providing clear goals, assignments, and providing them with strategies that will lead them to desired results. (Northouse, 2017). The fourth process is coordination. \u201cCoordinately, the leader helps<\/span> integrate the team\u2019s activities by matching members\u2019 skills to roles, providing clear performance strategies, monitoring feedback, and adapting to environmental changes.\u201d (Northouse, 2017, P 371). <\/span><\/p>\n

      The third process, affective, is valuable to me in a team environment. Teaching, at times, is a highly stressful career. When I am stressed, I sometimes feel overwhelmed, discouraged or unsure what to do next. I value the affective process because during these high stress times, a leader can offer practical strategies towards achieving goals and accomplishing tasks. The affective process, can provide a team with the tools that they need to face any challenge. If each member of the team knows exactly which strategies to use in order to accomplish goals, the team will be more effective and efficient in achieving the goals. Without these strategies and clear goals, it is difficult for a team to effectively work together.<\/span><\/p>\n

      Northouse, P. (2017). <\/span>Leadership: Theory and Practice<\/span><\/i>.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

      \u201cTeam effectiveness, which focuses on team excellence or the desired outcomes of teamwork, has two critical functions. (Northouse, 2017, P 367). The first critical function of team effectiveness is, performance, which is task accomplishment. (Northouse, 2017, P 368). The second critical function relates to the cohesiveness of the team. It is development. (Northouse, 2017). Hackman … <\/p>\n

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