From Group To Team---Getting There!

You have been assigned to a group of people and are working together to become a team. I would like you to read the information that I have provided below. As you read this, I want you to think about how your group is developing into a team. Using the information below answer these questions.

1. What makes your group unique?

2. What is group doing successfully to develop into a team?

3. What does your group need to improve in their team development?

4. How do you feel about all members being accountable for failures and successes?

A team is a group of people coming together to collaborate. This collaboration is to reach a shared goal or task for which they hold themselves mutually accountable. A group of people is not necessarily a team. A team is a group of people with a high degree of interdependence geared towards the achievement of a common goal or completion of a task rather than just a group for administrative convenience. A group, by definition, is a number of individuals having some unifying relationship.

From Group To Team -- Getting There

Be Enthusiastic -- it's Contagious

Become enthusiastic about one aspect at a time. Start by initially looking for a quick problem to be solved. Most teams trace their advancement to key performance oriented events that forged them together. Potential teams can set such events in motion by immediately establishing a few challenging, yet achievable goals.

First, find a problem and start to talk about it with the team; do not delegate it to an individual or small group, make it a project for everybody. Choose a simple, but distracting work-related problem and solicit everybody's views and suggestions. Next, get the problem solved. Demand urgency against a clear target. There is no need to allocate large amounts of resource or time to this, simply raise the problem and make a fuss. When a solution comes, praise it by rewarding the whole team. Also, ensure that the aspects of increased efficiency, productivity, and/or calm are highlighted since this will establish the criteria for success. When the problem has been solved, find another (preferably bigger) one and repeat.

Develop a Sense of Urgency

Team members need to believe the team has an urgent and worthwhile purpose. Establishing a sense of urgency and direction will help them know what their expectations are. The more urgent and meaningful the need to reach a goal, the more likely it is that a real team will start to emerge. The best teams define their performance expectations, but are flexible enough to allow changes to shape their own purpose, goals, and approach.

Set Clear Rules of Behavior

Teams develop rules of conduct to help them achieve their purpose and performance goals. Some rules you might want to consider:

• attendance - no interruptions to take phone calls
• discussion - no sacred cows
• confidentiality - personal revelations must remain among the team
• analytic approach - facts are friendly
• constructive confrontation - no finger pointing
• the most important - everyone does real work

Keep Them Informed

Challenge your team with fresh facts and information. New information causes a potential team to redefine and enrich its understanding of the objectives, thereby helping the team to set clearer goals.

Grow Together

Teams must spend a lot of time together (bonding), especially in the beginning. Yet potential teams often fail to do so. The time spent together must be both scheduled and unscheduled. Creative insights as well as personal bonding require impromptu and casual interactions.

Reinforcement Works Wonders

Exploit the power of positive feedback, recognition, and reward. Positive reinforcement works as well in a team context as elsewhere. For example, by being alert to a shy person's initial efforts to speak up, allows you to encourage continued contributions.

Other methods include:

• Focus on both development and performance. Make teamwork the norm for all actions. Model teamwork in the way you conduct business and the way you interact with your colleagues.
• Use all your leadership tools, such as coaching, counseling, mentoring, tutoring, and concentrating on improving performance.
• Use informal processes, such as the way you communicate, showing respect, and appreciating and celebrating their achievements.
• Your feelings must show commitment, loyalty, pride, and trust in your team.
• Share the credit.
• Create subcommittees for key areas and give them decision making authority.
• Take turns having a different member facilitate or lead the meetings.
• Talk last in discussions, after you've heard from the others.
• Be clear about when you're expressing your own personal opinion, that of the organization, or that of the whole team.

Leadership shows itself in the inspired action of team members. Traditionally, organizations have assessed leaders by their actions and behaviors. But, the best way to assess leadership is by the degree to which people surrounding leaders are inspired. It is this inspiration that leads organizations on to excellent performance, rather than mediocre performance.

Team members are deeply committed to each other's personal growth and success. That commitment usually transcends the team. A team outperforms a group and outperforms all reasonable expectations given to its individual members. That is, a team has a synergistic effect -- one plus one equals a lot more than two.

Team members not only cooperate in all aspects of their tasks and goals, they share in what are traditionally thought of as management functions, such as planning, organizing, setting performance goals, assessing the team's performance, developing their own strategies to manage change, and securing their own resources.

A team has three major benefits for the organization:

1. It maximizes the organization's human resources. Each member of the team is coached, helped, and led by all the other members of the team. A success or failure is felt by all members, not just the individual. Failures are not blamed on individual members, which gives them the courage to take chances. Successes are felt by every team member, this helps them to set and achieve bigger and better successes. In addition, failure is perceived as a learning lesson.
2. Its output is superior, even when the odds are not in its favor. This is due to the synergistic effect of a team -- a team can normally outperform a group of individuals.
3. There is continuous improvement. No one knows the job, tasks, and goals better than the individual team members. To get real change, you need their knowledge, skills, and abilities. When they pull together as a team, they will not be afraid to show what they can do. Personal motives will be pushed to the side to allow the team motive to succeed.

Information taken from:Information from:

http://nwlink.com/~Donclark/leader/leadtem.html

Superheros, groups and dignity!

Ever thought about what superhero you would what to be? What powers would you want to have and why? How would you use them for the greater good? How would you use your powers with dignity and not for selfish reasons?

List your favorite superhero group. Why are they successful? Would they be as successful on their own? How do they work together? What do they each bring and how do their individual contributions make the group more successful What is their goal? How do they solve conflicts within their groups?

Are you a group or a team?

We learned that groups and teams are very different. Although 3 or more people is a requirement for both groups and teams and they each share having a common goal; the dynamics of how they function differently is apparent. Where is your group in this process? Do you see yourselves as a group or a team? Why? Is everyone expressing how they feel? (not just agreeing) Have you added anyone to your facebook? Is everyone comfortable? Have specific roles been established? Do you have natural leaders, followers? Who are you in your group? Are you a listener, doer, challenger, what? Do you see any conflicts arrising based on personaities and opinions? Ponder these things and discuss them with the class.

Abby has challeged you to be even closer than the her Dignitas course. What can we do to meet that challege? How can we work together to become "tight"? Suggestions, thoughts, ideas?

Breakfast Club Discussion

The Breakfast Club takes place at an Illinois high school, where five dissimilar students are sentenced to spend a Saturday detention session together. In attendance is a "princess" (Ringwald), an "athlete" (Estevez), a "brain" (Hall), a "criminal" (Nelson), and a "basket case" (Sheedy). These titles identify the roles the students play during the school week. Because of stereotypes and status levels associated with each role, the students want nothing to do with each other at the outset of the session. However, when confronted by the authoritarian detention teacher (Gleason) and by eight hours of time to kill, the students begin to interact. Through self-disclosure they learn that they are more similar than different. Each wrestles with self-acceptance; each longs for parental approval; each fights against peer pressure. They break through the role barriers and gain greater understanding and acceptance of each other and of themselves. They ultimately develop a group identity and dub themselves, "The Breakfast Club."

1. Discuss the group's developmental stages.

The developmental stages of forming, storming, norming, and performing can be seen in the movie. The group is formed because each student has broken the school rules; they are together because they are all serving detention (except for Allison, who at day's end admits she is there because she had nothing better to do). During the storming stage, both types of social tension are exhibited. Primary tension can be seen in Claire's statement that she doesn't "belong here." It is also evident when Brian gives up his seat to Bender and in Allison's nail biting. Examples of secondary tension include Bender's antagonistic exchanges with Claire, the shouting matches between Bender and Andrew, and Allison's strange outburst during Claire's disclosure about her parents.

Mr. Vernon attempts to set explicit norms by stating that there is to be no talking, no moving, and no monkey business. However, this attempt to establish norms is unsuccessful because the norms are not accepted by the group. Implicit norms develop in the group, such as yelling, questioning, disrespect for authority, and, most notably, self-disclosure. Many of these norms are initiated by Bender, which points to his power, status, and leadership in the group.

Regarding performing, the group ultimately accomplishes its explicit task--writing a detention essay--by assigning it to Brian. The group also has a number of less-explicit goals that it achieves. The most obvious is that they successfully kill eight hours of detention with a minimum of boredom. They perform many of the functions of an encounter group, learning about themselves and each other through intimate self-disclosures. They also band together in a variety of rebellious acts, from roaming the halls to smoking pot. All of these acts suggest a level of "groupness" that develops in a few short hours.

2. What factors contribute to the group's cohesiveness?

The first factor leading to the group's cohesiveness is the amount of time and interaction they have with each other. While time alone does not insure the development of cohesiveness, the group has nothing else to do and plenty of opportunity to talk. After weathering some primary and secondary tension, the group starts to congeal when it identifies a mutual enemy: Mr. Vernon. An early indicator of group identity emerges in Bender's use of "we" as he asks, "Why don't we close that door? We can't have any party with Vernon checking us out." They begin to perform as a group after Bender removes the screw from the door leading to Vernon's office. The other students cover for him when Vernon comes back asking, "How did that door get shut?"

Cohesion is further developed through self-disclosure. Bender gets Claire to self-disclose about her feelings toward her parents. Andrew then turns and asks Bender to tell about his parents. This discussion is critical to the development of cohesion because the group members begin to see the similarity of their struggles and they identify with each other. Later, the group pressures Claire to confess her virginity. An embarrassed Claire calls Allison "bizarre" for lying to force the confession. Andrew replies, "We are all pretty bizarre. Some of us are better at hiding it, that's all." This marks another point of similarity: they all protect their self-concepts by putting on faces in line with the expectations that others have for them. Andrew describes his struggle to live up to his father's athletic expectations and Bender tells of his father's abuse. Thus, two very different characters find common ground, typified by Bender's comment to Andrew: "I think my dad and your dad ought to get together and go bowling."

As they band together to fight against mutual enemies--parents, peer pressure, authority figures, stereotypes, boredom--the Breakfast Club develops into a highly cohesive group.

What stages have you seen your group go through? How do you see your group developing group-cohesiveness? How have you found self-disclosure has helped your group bond? What about the class as a whole? Answer the questions above for this as well. List examples.

Ali Shares Her Story With You

Hello my lovely students!

I’m writing in regards to this weeks lecture. I have a story I want to share with you but I didn’t know where to begin so decided to BLOG about it. I started realizing senior year of high school that anxiety was becoming a problem in my life. And anxiety is a good thing! It’s what motivates us to do our homework! But mine was so excessive that it interrupted my daily functioning and my personality even. My anxiety reached its peak last year at the beginning of school. I was so worried because I didn’t know what my future looked like. My major was Bio with intentions of being a Pharmacist. So I decided to dedicate my time—and I mean all of it—to chemistry and biology. Chemistry was kicking my ass. But what was even worse? I was kicking my own ass. I became sleep deprived, irritable, and unfocused. I struggled to pay attention because I was worrying about paying attention, and whether or not I was learning. If I convinced myself I wasn’t learning, then I made sure to re-read everything—which only made my problems worse.

Am I making sense? It’s really hard to describe the state I was in.

I wouldn’t leave my study area, I wouldn’t take a moment to rest my brain, to eat, to workout, to talk to my friends, to kiss my boyfriend, to hang out on the weekends, or to laugh. I became so irritable and withdrawn from my friends and family and I became truly, truly unhappy. I was depressed. I felt like I was in overdrive—yet I wasn’t going anywhere. And I told myself—maybe I should take a break? I should eat something…I should work out… I should hang out with my boyfriend…but that would take time away from school and chemistry, and chemistry was EVERTHING. So from week to week, I stopped talking, stopped laughing, became completely unorganized, crabby, and unhappy with life. I couldn’t even stand to look at my room mates sit together and laugh at the television. Who had TIME FOR THAT?!

Although there was a part of me that knew I was doing more harm than good, I couldn’t bring myself to admit it, and I couldn’t bring myself to do the things I knew I had to do—and the most important thing was to ask for help. I thought… I could help myself if I wanted to, that I was strong enough and smart enough to help myself--To make myself better.

But I wouldn’t, and I couldn’t and I didn’t. Not for a while, that is…

One day I was in the library with my boyfriend trying to study. I was huffing and puffing because I kept cycling through the same paragraph and was getting frustrated that I couldn’t understand what I was reading. I went on and on and became more frustrated and felt myself falling into a deeper hole of frustration. Josh said, give yourself a break. I refused. When we were walking back from the library that night, we stopped at our mailboxes; I had to see what I got on my chem test. I opened it, hopeful to receive the A I wanted; I only got a low B. I was pissed. And upset. And josh said, you know, lots of people, including myself, would be happy to get a B, Ali, that’s good! But not me; I told him I had different standards and mine were high. I needed to get good grades in chemistry because I was going to be a Pharmacist.

So I got “the talk”. The dreadful talk every unhappy person wishes would come, but when it does, doesn’t want to hear it. He told me I needed to relax, to enjoy my college years, and not worry so much about a silly test. He told me I was unhappy.

And I was. I should have noticed before. I mean, how couldn’t I? And if everyone could notice—WHICH they did—why hadn’t they said anything to me? Though his words hit me with force, I could feel my stubbornness holding them back. I was strong enough to help myself, I didn’t need some professional to tell me to work out, and eat a breakfast and take time to myself. I didn’t need to hear that because I KNEW THAT. I just needed to be smarter. I just needed to focus better. I needed more time. I needed to be better. I needed to be great. I needed to be happy. I needed my friends. I need a break. I needed sleep. I needed a change. I needed that talk.

I needed help.

Not until later that night did I break down and tell him he was right. I needed a change—whatever it was—I needed it.

I decided since the majority of my worries rested in chemistry, that I would see a counselor about Test Anxiety and I would see a tutor. So I did. And I got better. The counselor asked me questions about my lifestyle and told me to take care of myself, and some tips for test taking to reduce my anxiety.

And I got better. I started to get more organized, took time to talk to my room mates, make dinner for myself, and take breaks while studying!

And then Josh dumped me. We were together almost a year and he wanted to be single. So things went back to the way they were—except I got ten times as worse as I was. I was heartbroken and dealing with excessive stress. But I tried so hard to keep my spirits high and I did a good job at it. I had to self-talk myself into feeling better (which works, by the way, I advise it) and into realizing LOTS of things like A. I would heal. B. I would heal stronger C. I would meet someone else, eventually D. I wasn’t irrational or abusive or boring, just unhappy. And I don’t blame him for wanting a happy girlfriend…

So I healed eventually by way of self talk and getting support from my friends and family. And I realize that the words “friends and family” are said everyday in tons on context, but I can’t stress enough how much my friends and family helped me through it all. And better yet, my relationships with them grew ten folds. Though I had my ups and downs, I was for the most part coping. But I didn’t sleep. I didn’t want to be alone—ever—because then, I’d have to think about “things”.

Then one saturday night, I ended up getting sick (as in puking). I thought it was because I was drinking. But I never get DRUNK, and especially not this night in particular, so why was I getting sick?? I figured it was my other medication. And then it happened again, the next weekend—and then the following weekend—and then it started happening during the weekdays. 2am. 4am 5am. My roommate and I figured I had a stomach ulcer from the stress I was dealing with. But I had no other symptoms. And it wasn’t that I was puking up my food—I was dry heaving. I would wake up and have to run to the bathroom because my stomach was spasming and making me feel sick to my stomach. My stomach had crazy butterflies and my heart felt like it was coming out of my chest.

I could handle my anxiety when I was awake—but I couldn’t handle my anxiety in my sleep. What was I suppose to do???

My mom and I had been talking about going on prescription medication for my anxiety but it wasn’t until these episodes that we decided to see the doctor. And we did. And I got medication. About a week or two after I started my medication I woke up feeling different (cliché, but true). I realized how light my chest felt (and this isn’t suppose to be a sick joke, either!) I realized THEN that for my whole life I had been living with this disorder and I didn’t know it. I realized THEN that I didn’t HAVE to feel like that anymore, I didn’t have to feel that tightness in my chest or the butterflies in my stomach at every second of the day.

I’ve been on my medication for a year now and I’m part of a mental health group on campus called Active Minds that tries to reach out to people like me. By being in Active Minds, my personal goal is to reach out to people like me, and tell them that I have an Anxiety Disorder and yes, I am normal and that YES! You can get help, and you will be happier. So many college students think it’s just typical or inevitable to be a stress case through the college years. And though it may be inevitable, that doesn’t mean it needs to be unbearable. When I told my class last year my story, I had two students go see a counselor for their personal issues with mental illness and I’m still on a mission to get as many people as I can to get help for themselves. It makes the world of a difference and I’m so thankful for the one who broke me from my stubborn trance and helped me realize who I DIDN’T want to be anymore. So I encourage you to be your own advocate or help someone who you think may be struggling with mental illness.

Thanks for reading! I’ll see you all next week.

Take Care,

Your Favorite Peer Mentor …Ever

Applying Theory to Practice

You influence people everyday regardless of your intent. For this project you want to influence your group members in a postive and productive way. What is something that you can conduct to your group that will allow you to act as a leader but also a team player? Select a project that is meaningful, creative, insightful, and important to you. Be sure that all group members will be able to accomplish a common goal and build team unity! Discuss with your classmates what your ideas are and what you wish to accomplish. Be sure to give insightful feedback to each other about their ideas.

Communication at its worst!

Communication does not always happen as we want it to. In fact more often than not our message is rarely understood. What do you think that people can do to prevent communication breaks downs? List an example of a communication breakdown that happened to you. Reflect back on this situation. Now, write how you could communicate better and make this communciation process successful for everyone.

First Impressions

Within the first three seconds of a new encounter, you are evaluated… even if it is just a glance.
People appraise your visual and behavioral appearance from head to toe. They observe your demeanor, mannerisms, and body language and even assess your grooming and accessories – watch, handbag, briefcase. Within only three seconds, you make an indelible impression. You may intrigue some and disenchant others.

This first impression process occurs in every new situation. Within the first few seconds, people pass judgment on you – looking for common surface clues. Once the first impression is made, it is virtually irreversible. Interesting huh? Lets think about what we did in class and reflect about it a bit.

In class you met all of the students and spent only 1 to 3 minutes with them. How quickly did you know if you wanted to be in a group with them or not? How did you make this decision? Was it a feeling or a thought? Was it hard for you to go back after you meet everyone and select 5 people out of 22 that you would want to be in a group with? Was this harder than when you had to decided immediately after meeting them?

Have you heard of snap decisions and thin slicing? These are speaking about one's adaptive unconscious. These are decisions that we do not ponder over, but may make as quickly as a blink of an eye. I want you to think about how these decisions may be every bit as good as cautionously deliberated decsions. Second, I want you to think of some examples of when you thin slice and make snap decisions.

Dignity Quotes

"Education can give you a skill, but a liberal education can give you dignity" Ellen Key

"What should move us to action is human dignity: the inalienable dignity of the oppressed, but also the dignity of each of us. We lose the dignity if we tolerate the intorlerable." author unknown

What do these quotes mean to you? What do they say about dignity? Give an example of how these quotes can be applied to your everyday life. What have you done today that shows dignity?

Reflect and respond in a short paragraph or more.