TEAM EFFECTIVENESS – Unit 5- LA 1
The two critical function of team effectiveness according to Hill’s model is performance and development (Northouse, 2016). Performance (task accomplishment) is the “quality of decision making, ability to implement a decision, the outcome of teamwork in terms of problems solved and work completed, and the quality of institutional leadership provided by the team” (Nadler 1998, as cited by Northouse, 2016, p.299). Team development (maintenance of team) is the “cohesiveness of the team and the ability of group member to satisfy their own needs while working effectively with other team members” (Nader 1998, s cited in Northouse, 2016, p.299).
Hackman and Walton (1986) suggested criteria and conditions that are necessary for the effectiveness of task-performing team in the organization. These components are “clear, engaging direction, enabling structure, enabling context, adequate material resources, and expert coaching (as cited in Northouse, 2016, p.299).
Larson and laFasto (1989, as cited in Northouse, 2016), described the characteristics of team excellence as:
Clear and elevating goal – team goals must be clear and involving or motivating so members believe it to be worthwhile and aligned with task-performance objectives.
Results-driven structure – Teams need to find the best structure for accomplishing their goal. Structure feature that leads to effective teamwork includes task design, team composition, core norms of conduct. “Appropriate structures enable groups to meet their needs while accomplishing team goals.”
Competent team members – group should be composed of the right number and mix of members to accomplish all the tasks of the group. Team members need certain core competencies that include the ability to do the job and to solve the problem. Considering certain team factors that have a positive impact on the team are openness, positive personal style, an action of orientation, and supportiveness.
Unified commitment – teams that have developed a sense of unity and identification.
Collaborative climate – is one in which team member can stay problem focused, listen to and understand one another, feel free to take risks, and be willing to compensate for one another. To foster collaboration, we need to develop trusting relationships based on honesty, openness, consistency, and respect.
Standards of excellence – team members’ performance should be regulated so that action can be coordinated, and tasks completed. The team leader can facilitate this process by requiring results- making exceptions clear; reviewing results-providing feedback to resolve performance issues and rewarding results-acknowledging superior performance.
External support and recognition – the team can achieve excellence if they are given the resources needed to do their jobs, are recognized for team accomplishments and rewarded for team performance rather than for individual performance.
Principled leadership – it’s the central drive of team effectiveness, influencing the team through four sets of a process, helps the team to handle stressful circumstances by providing clear goals, assignment, and strategies. Leaders help integrate the team’s activities by matching members’ skills to roles, providing clear performance strategies, monitoring feedback, and adapting to environmental change.
To provide personal examples of these components in my practice, I deemed to choose:
Clear, elevated goal – which I exercise daily at my workplace by keeping my self and others focused on the task. Dealing with patients and reporting critical results require to communicate clearly and based on priority. Our goal in the team is to provide our best and promote patient care. Collaboration, regarding this component; the goals must include a social framework that drives others momentum and stimulate the completion of the task. In the lab. environment; every member has assigned role where the performance of each contribute to the collective success, and the failure may reside on the team accordingly.
Results-driven structure – our team in the lab has defined a structure, every member has a definite role (know what to do), communicate with other members of other teams effectively to deliver patient results promptly.
Leadership influencing the team through four sets of a process: cognitive, motivational, affective, and coordination (Northouse, 2016, p.302). Cognitively, the leader helps the team to better understand the situation. Motivationally, when the leader helps the team become cohesive and capable of setting high standards and helping them to achieve them. Affectively, the leader maintains the team to handle a stressful situation. Coordinatively, when leaders help integrate the team’s activities by matching members’ skills to roles and adapting to changes. In my practice, dealing with patients results might be stressful, and usually, I support the team through affective modulation and work with them to achieve our shared goal; therefore I may need to clear the target based on the circumstances and change assignments to function better.
What do you think if you gave your team the resources needed and one of the team members still does need to ask about them every time? what is the suitable way to make it available for that member?
References:
Northouse, P. G. (2016). Leadership: Theory and practice, Seventh Edition. Thousand Oaks, CA: Sage Publications. ISBN 971452203409 (Chapter 14 Team Leadership)