Improving Learning Team as Performance
Improving Learning Team A’s Performance
U Know
MGT/521
June 20, 2009
Idont Knowho
Abstract
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
U Know
MGT/521
June 20, 2009
Idont Knowho
Abstract
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
References: Dess, G F., M. A. Rasheed, K. J. Laughlin, and R. L Priem. 1995. The new corporate architecture Katzenbach, J. R., and D. K. Smith. 1993. The wisdom of teams. Boston: Harvard Business School Press. Kreitner, R., & Kinicki, A. (2004). Organizational Behavior (6th ed.). New York: McGraw-Hill/Irwin Milliken, F. J., and L. L Martins. 1996. Searching for common threads: Understanding the multiples effects of diversity in organizational groups Norton, W., & Sussman, L.. (2009). Team Charters: Theoretical Foundations and Practical Implications for Quality and Performance. The Quality Management Journal, 16(1), 7- 17. Retrieved June 6, 2010, from ABI/INFORM Global. (Document ID: 1631368241). Simons, T., L. H. Pelled, and K. A. Smith. 1999. Making use of difference: Diversity, debate, and decision comprehensiveness in top management teams Smith, K., G. Smith, J. Olian, H. Sims Jr., D. O 'Bannon, and J. Scully. 1994. Top management team demography and process: The role of social interaction and communication University of Phoenix. (2004). Learning Team Toolkit. Retrieved June 5, 2010 from University of Phoenix at http://.ecampus.phoenix.edu. Wageman, R. 1995. Interdependence and group effectiveness. Administrative Science Quarterly 40: 145-180. Wilkinson, Nancy L. & John W. Moran. (1998). Team charter. The TQM Magazine, 10(5), 355. Retrieved June 6, 2010, from ABI/INFORM Global Zenger, T., and W. Hesterly. 1997. The disaggregation of corporations: Selective intervention, high powered incentives, and modular skills