June 20, 2009
According to University of Phoenix’s Learning Team Toolkit (2004), “Effective collaboration is one of the University's fundamental learning goals. Learning to work effectively in teams, both as a team member and leader, is a critical organizational competency that University of Phoenix works to develop across the curriculum in all academic programs” (University of Phoenix, p. 1). Students must master the ability functioning as a team using all available strategies making their goal a reality. A strategy teams must consider when developing their team charter is understanding and working with each team member’s personality type, trust in others, and listening skills. Teams can elevate potential future conflict by considering team member characteristics ensuring teamwork toward completion of the team goal becomes a reality.
Improving Learning Team A’s Performance Using Our Team Charter
“As organizations become increasingly flattened (Dess et al. 1995; Zenger and Hesterly 1997), increasingly reliant on a synthesis of complex information (Wageman 1995), and increasingly staffed by teams with varying demographic and psychographic profiles (Katzenbach and Smith 1993; Milliken and Martins 1996; Simons, Pelled, and Smith 1999), fidelity of understanding and comprehension are likely to be the exception rather than the norm. Leaders at all organizational levels must therefore create and enact strategies to ensure that meanings are shared, comprehension is validated, and teamwork becomes a reality rather than a hollow cliché (Senge 1990; Smith et al. 1994). Without shared meaning, quality processes and outcomes may be unrealized goals. Team charters hold the potential to enact functional and business-level strategies, thus turning goals into realities” (Norton & Sussman, p. 8). One strategy a team can use ensuring the team goal becomes a reality is understanding and considering each team member’s personality type, trust in others, and listening skills during the development of the team charter. This paper will show how after careful consideration of team member differences Learning Team A will use the team charter to improve the team’s performance. “So what is this first and most important step for creating effective teams? It’s called “Chartering.” Chartering is the process by which the team is formed, its mission or task described, its resources allocated, its goals set, its membership committed, and its plans made” (Kreitner & Kinicki, 2004, p. 410). A major part of the development of the team charter includes examining each team member’s Jungian 16-Type Personality results. Team members took an assessment providing personal insight into their skills, abilities, and interest. The assessment uses a series of personal questions placing people into one of 16 personality types. The personality classification can assist people understanding their strengths and weaknesses. Teams understanding each member’s strengths and weaknesses can use everyone’s strengths to the advantage of the team and at the same time compensate for areas of weakness. Teams willing to invest the time taking advantage of this strategy increase their chances of making their goals a reality. Teams can potentially avoid future conflicts because they already understand what other member’s strengths and weaknesses are and can find solutions not placing a member in a conflicting situation. Learning Team A paid attention to the analysis and interpretation of each member’s Jungian 16-Type Personality results. Interesting, Learning Team A member’s scores on the How I Trust Others and How Good Are My Listening Skills assessments were very close. These skills may have drawn the team together forming the Learning Team A. Each member possesses high faith in people allowing team members to provide support and encouragement to each...