Using the notes you made, complete the following questions covering the inputs, throughputs and outputs actual or anticipated of your group or team. You do not have to use the group or team you used in activity 1. The group or team should be one that you manage or in which you participate or which you managed or participated in during the recent past. Use the input, throughput and outputs questions in section 2 to help you.
You should be able to answer these questions, or make informed judgements, even if the group or team has not completed its task or it is a permanent one. The first purpose of this activity is to help you to consolidate your thinking to help you draw on past experience to inform present and future practice.
The second purpose of the activity is for you to assess whether groups or teams operate in more or less the same way in organisations. You may wish to use the Comments section below to share your results with other OpenLearners. In carrying out these activities you probably found the questions in the text invaluable; however, you may have thought of other good and relevant questions. The following sections will set out in more detail some of the inputs, throughputs and outputs, how to manage throughputs and how to review team progress and evaluate its performance when the task is complete.
Teams are often put together on the basis of the availability and skills of individuals, and managers are often not in a position to select team members. Yet such teams can and do function well. What managers really require is an understanding of how people are likely to behave in a team. But note that the behaviour of people is not fixed: it is influenced by context and the behaviour of others.
Glenda recalled looking around the meeting room with satisfaction on the first day that her team met, feeling pleased that team members, between them, had the appropriate skills for the task. As a result he occupied himself with detail and technicalities, and missed seeing important implications. Rob and Sara were quite the reverse but were argumentative. Jenny seemed uncommitted and Steve seemed to have lost all his initial enthusiasm. A team is more than a set of individuals with the appropriate skills.
People bring to the team not only their knowledge and skills but also their personal attributes and the ways in which they behave, contribute and relate to others. A popular idea is that these individual characteristics should be taken account of in constructing teams. While we may not be in a position to select team members, according to Belbin we need to consider these behaviours when selecting a team. A person who is known to be confident and enthusiastic is likely to behave in the same way when he or she joins a team.
If all team members behave in the same way, then not only is conflict likely but the quality of the task is likely to suffer. He suggests that individuals will be more effective if they are allowed to play the roles they are most skilled in or most inclined to play, although they can adopt roles other than their preferred ones, if necessary. Such frameworks are helpful in guiding the composition of a balanced team. When, as a manager, you have no control over the composition of a team it is important to discuss with team members their strengths and weaknesses and preferred working styles.
This section covers the stages that teams normally go through, from forming to disbanding. Note that the stages cannot always be clearly identified: this is likely to be the case if a team operates for a few days or if a team has changes in its membership. Managing a team means managing it through the ups and downs of the team process from beginning to end. The stages of team development were most famously described by Tuckman and Jensen in They are:. Your role as a manager in supporting and encouraging the team through each of these stages is set out in Box 6.
Your focus is to help the team members to get to know each other and put everyone at ease. Minimise fears, confusions and uncertainties by clarifying the goals, roles, responsibilities and relevant procedures. Discuss concerns and expectations: team members who have worked in teams before may bring specific expectations, worries or prejudices. Listen to problems, provide feedback which acknowledges all points of view, and encourage the team to work towards shared goals.
Attempts to suppress conflict are likely to disrupt team processes. The storming phase is really an opportunity to resolve conflicts and, if carefully managed, can help the team become more cohesive. Time given to the creation of new rules by which the team wants to operate will make later stages more efficient. Evaluate team effectiveness by looking at individual and team efforts, satisfactions and successes. The team will be concerned with productivity, efficiency and potential. Praise the team for its successes.
It is preferable to reward the team rather than individual team members in order to promote harmony and cohesion. Rewarding individuals can lead to competitiveness and hostility. Provide feedback on how well the team has done, what team members have learned and how they are likely to cope with new challenges. If it is appropriate, encourage team members to maintain links with each other and develop their relations through new activities and projects. For example, if new members join during the project, the team may need to return, at least in part, to the forming stage while performing at the same time.
A variety of other changes may cause storming in well-established teams. However, the idea of team stages can be useful in anticipating what kind of support a team may need at a particular time. What steps do managers need to take to ensure that their teams are working effectively on a day-to-day basis? We set out the most important ones in this section, which covers mainly throughputs and some advice on management.
Consider what you might do to make a difference to the management of a group or team you are responsible for, or what you might do differently with a future team. A team needs clear goals that members believe are important and worthwhile. Discussions should lead to action planning, including specific milestones, timetables and monitoring activities to keep the team focused and to create an appropriate sense of urgency.
Defining a measurable output gives the team a framework to work within. The team needs to establish a mutually-agreed working approach. The means of participation and expectations of the team experience should be agreed on. Discussions will inevitably consider the norms and values held by the team and what rules are needed to preserve these.
Team members will also need to discuss process issues, such as how the group evaluates and self-regulates itself that is, how any performance issues will be addressed and how conflicts are managed. The allocation of tasks, responsibilities and priorities of individual team members is usually done, at least partly, through joint discussion and negotiations in the team. Usually the process will be supported and strengthened by regular supervision and appraisal. Key questions for the manager to ask are:. Based on their prior experience, team members will bring assumptions and ideas about how teams should operate, what is expected of them and what they can expect from the team-working experience.
These assumptions, ideas and expectations may not be appropriate to the current situation. Conversations are essential to bring to the surface any possible tensions. Questions for the manager to address here include:. One way of monitoring the successful functioning of teams is to look at two different types of behaviours. Task behaviours are those that aim to achieve the project or overall tasks set. Maintenance behaviours are those that keep the team running smoothly.
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It is important that both types of behaviours are present. Some examples are shown in Table 3. Finding a balance between the two types of behaviours can be difficult. Trust between team members can help individuals to suppress their personal interests for the good of team development and performance. A reasonable degree of trust is an essential ingredient of any successful relationship.
Without trust, communication will deteriorate because people will begin to hide their views or try to impose them. Each member of a team must take some responsibility for the development of trust, although team leaders and managers have the greatest responsibility and the greatest influence. Then they are able to share their ideas and views without fear of recrimination. A team manager can help to ensure the development of trust by involving team members in setting team and individual goals and by giving the team members the necessary autonomy to carry out their tasks without undue interference.
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Managers should take care, however, that delegating responsibility to team members does not result in abdicating responsibility — that is, ceasing to monitor the performance of team members. A team must also have ways of monitoring and giving feedback on the performance of its members. Any effective team will need to conduct regular reviews. The higher the level of trust a group has, the easier it will be to deal with conflict when it almost inevitably occurs.
Conflict is perhaps most likely to arise in team work during decision-making. You can help to avoid unnecessary conflict by ensuring that individuals see and understand the logic of what you are proposing, by exploring and discussing the proposals and by making sure there is agreement before proposals are finalised. Some guidelines are:. Sometimes during the life of a team, conflict can run so high that communication is impaired and intervention may be necessary.
At such times, the team will need to examine its own progress. Here, the manager or leader will need to:. Team leaders and managers need to make sure the task is done and that the team develops in ways that benefit both the task and the experience of individual team members. Figure 3 illustrates how the task, the team and the individual are always linked. Different leaders will inevitably have different styles and approaches to leadership.
Some leaders may tend towards a more directive style, wanting to tell team members what to do. The danger here is alienating the team and not allowing room for creativity and spontaneity. The challenge for a leader who adopts this style will be to try to involve team members more and to seek their opinions. Other leaders may adopt a democratic approach, asking questions and getting people involved. The danger here is that debate drifts too much and no clear direction emerges. The challenge is to develop structure.
Leaders may also differ in their degree of involvement in the task. However, successful and effective team leaders have some common characteristics. These include:.
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Similarly, there are reasons why team leaders fail Hackman, , These are set out as reason and remedies in Box 7 with additional contributions by West Because of the overlap between leadership and management, some remedies cover management issues. Reason: Exercising too little or too much authority: a typical mistake is giving a team too much autonomy early in its life when direction is needed and then intervening too heavily later when the team is not performing well. Reason: Specifying challenging team objectives but providing too little organisational support. Conflict will occur almost inevitably in groups and teams — and between individuals who do not necessarily work together in a group or team.
Conflict can arise through:. Not all conflict is destructive, however. Some conflicts are best discussed openly: managed constructively, such discussions can lead to deeper understanding and better decisions. The problem is that conflict tends to be seen in terms of win—lose — that is, one argument will win and the other will lose. But it is possible to reach an outcome in which elements of both arguments are accepted — a win—win situation. Negotiations over pay are a simple example: employers may agree to pay employees more in exchange for changes in working practices.
For win—win outcomes, however, there need to be mechanisms for open discussion and fair decision-making. The likelihood of resolving conflict depends on the behaviour of those involved. It may involve the use of formal authority, physical threats, majority rule, or disregarding the claims of the other person. This form of conflict management usually results in hostility and resentment and is an extreme example of a win—lose strategy. Nevertheless, sometimes it is necessary — in matters of health and safety, for example, or at times of crisis. It may work when the quality of the relationship is more important than other considerations.
However, it can lead to difficulties: discipline is seen to be negligible, decision-making becomes difficult and you lose respect and self-esteem — a win—lose situation. Avoiding potential conflict is a common response to confrontation, particularly if a manager lacks self-confidence. It is the classic lose—lose situation, creating frustration and tension because issues are never resolved. Its use is normally justified only when an issue is unimportant or when time is limited. Compromising seeks to obtain partial satisfaction for both parties. It is the preferred strategy of many managers since it avoids some of the adverse consequences of other behaviours.
It is particularly useful in complex situations and where there is time for negotiation and discussion. The only truly win—win strategy is collaborating, seeking to find solutions that are understood and appreciated by all parties. The focus is on the problem, not on personalities, blame or fault. It requires you to be both assertive and cooperative, and works when there is time to establish a collaborative environment. Once you have identified a disagreement and understood why it has arisen, you then have to decide what to do about it.
You will need to consider a number of factors, including the seriousness of the conflict, the timescale whether it needs to be resolved quickly or not , the ideal or preferred outcome, and your own power and preferences, strengths and weaknesses. However, if there is a danger of the conflict escalating and becoming destructive, you will want to act.
You have three choices: to ignore it, to prevent it occurring, or to resolve it. This is quite common and can be successful. However, there is always the risk that the conflict will become destructive; failure to intervene may make the situation worse. Your chances of preventing conflict will increase if you create a climate in which people seek win—win solutions. You can contribute to this by:. When conflict is not constructive you may have to intervene to find a solution by:.
Johanna groaned as she read the memo from the HR Director saying that all staff would be required to keep worksheets for activity costing. She had expected this, but she knew it would cause massive opposition from staff. After some thought, she asked Barbara, her secretary, to visit staff members to ask them approximately how much time they expected to spend on each project. Barbara would complete and send the worksheets. This way Johanna would avoid conflict with her staff, while still providing the information needed.
Just as Johanna finished reading the memo, the fire alarm went off. Two hours later, after the fire brigade had left, she was looking at the kettle with its burnt cord — no major damage had been caused, but it had seriously disrupted work. After lunch she wrote a memo to all staff in the building: no personal electrical appliances would be permitted. There were perfectly adequate kitchens on each floor, and the safety risk was too great.
She was therefore content to impose a solution. She then went to talk to Monica and Andrew, both members of the same project team who were complaining angrily about one another. Andrew, recruited for his technical knowledge, had told Johanna earlier in the day that he could not work with Monica because she had too little experience and she seemed unwilling to take his views seriously. Johanna suggested to her that if she were to be successful in the organisation she needed to develop the ability to work with people like Andrew. He had experience that she lacked, and his skills would be needed to implement the project.
Later, she told Andrew that his experience was vital to the success of the project, and that he should see part of his role as guiding and developing team members such as Monica. Johanna would talk to Monica and Andrew again in a week. It was important that these two learned how to work with each other, so she would take the time to facilitate this. This section is one that is generally applicable to the management of people, not just groups and teams.
It will help you to identify sources of conflict and the ways in which conflict can be managed. Note that not all conflict is bad: sometimes it can be constructive, if handled effectively. There are times when it is better to ignore conflict.
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However, in each case, you will have to use your judgement. Evaluating team performance is an important element of team working. It can take a number of forms, such as: reporting on progress informally at weekly team meetings, group reviews at key stages along the way, and full and formal external evaluation once the project is completed. Encouraging the team to take responsibility for this evaluation process makes it much more a part of everyday work and less of a management control exercise.
Managers and teams need to agree what needs to be reviewed and evaluated, how it is to be done and how it can help the team to be more successful. Here we present a number of approaches for reviewing team progress and processes and for evaluating team effectiveness at the end of a team task or project. We suggest you use whatever seems most suitable for your purposes. Questions to consider are:. West proposes that there are two fundamental dimensions of team functioning: the task the team is required to carry out and the social factors that influence how members experience the team as a social unit.
He suggests that for both of these to work effectively teams need to:. West has developed a questionnaire, set out in Box 9, to measure how well these two factors are working. He suggests it is completed individually without consultation. It could then be used as a means of identifying and agreeing problematic areas to work on.
Rate on a scale of 1 very inaccurate to 7 very accurate how each statement describes the situation in your team. Add up the scores for the task dimension and the social dimension separately. If more than one person completes the questionnaire, divide the total for each dimension by the number of people who complete the questionnaire to calculate an average for each dimension. Compare the average score for each dimension with the values shown at the end of the questionnaire. The questionnaire can also be used to compare different teams. Another method for reviewing and evaluating team processes is through observation.
A method suggested by Boddy is that one team member observes the team for an hour and keeps a careful record of what members say or do. They also note how other members react and how that affects the performance of the team. Suggestions on what to observe are listed in Box An observer who may or may not be the team leader or manager could look out for unhelpful personal behaviours. Sometimes it is difficult to see whether a particular action is a maintenance-oriented or a self-oriented behaviour: that is, whether it is intended to maintain harmony in the group or to satisfy personal needs.
Some examples of self-oriented behaviours, as described by Kakabadse et al. Identifying and discussing such behaviours and providing evidence to support your claims can be constructive. The questions set out in Box 11 relating to how comfortable individuals feel in the team could be incorporated into such a discussion. Does the team provide adequate support for skill development, training and the personal development of all its members? Bateman et al. These are:. Statements relating to these six areas of investigation are shown in Table 6.
They can be used for group review discussions and as a means of identifying problematic areas for further investigation. Team evaluation, both internal and external, can be used as evidence that a good job is being done. Rewarding team effort is not always easy, however. Traditional appraisal systems focus on individual performances, so in some appraisal processes there is a danger that insufficient importance is given to contributions to teamwork.
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Nonetheless team leaders and managers can take time at the end of a task or project to celebrate the success of the team. Evaluation and review provide a means of identifying and dealing with task and team issues in a timely way. They allow team members to demonstrate progress as well as to voice any concerns.
Post-task evaluation is a means of disseminating project achievements to colleagues and stakeholders. It is also a way of focusing on lessons learned which need to be carried forward to future projects and also to identify any training and development necessary.
Team evaluation and review need to be approached with care, however. The more the team itself can have ownership of this process, the less threatening it will be and the more it will just seem part of everyday group processes. Use one or more of the tools or techniques in section 7 to review or evaluate a group or team you currently manage or participate in to assess its effectiveness.
If necessary use a team you recently managed or participated in. The technique of observation is often very useful but cannot be carried out if the group or team is no longer operating. If you want to observe a current group or team, it will take more preparation and time than using the other tools and techniques. Observation needs the consent of all members of the group or team. Thus, you are advised not to choose this technique without consulting your team and your tutor, who will provide specific advice.
All of the techniques are best used in conjunction with team members because the views of group or team members may differ and be different from your own. People can feel threatened when performance and effectiveness are reviewed. This is more likely if it happens irregularly and if they are not involved in the process. For this reason, you may want to answer the questions based on your own experience and views. Choose one or more tools and techniques and respond to the questions, issues or statements in the selected tools or techniques.
Identify the tools and techniques you have used and record your responses in the following forms. This activity is likely to have revealed issues that you perhaps had not considered while reading. It should help you to identify an issue or area for improvement to work on in the final activity. Please note that this section , along with the activity contained within, is optional. This section sets out a number of approaches a manager or team leader can use for ongoing review and final evaluation. Sections 3 , 4 and 5 inform the content of the checklists and questionnaires presented in Section 7.
You will need to select one or more approaches for Activity 3 , so it would be a good idea to assess their usefulness as you read. You will need to read this section if the group or team you want to focus on in the final activity is a virtual or multicultural group or team.
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It covers the particular needs created when the primary means of communication is via ICT and when there is cultural diversity. Your task in Activity 4 is to identify a current group or team problem or area for improvement, analyse it and set out your recommendations for addressing it. If the team is one you lead or manage, you may be able to implement your proposed solution immediately, thus improving the effectiveness of the group or team. If you are basing the activity on a group or team you led or participated in during the recent past, then your proposed solution should enable you to consider how you might revise your group and team work and management practices.
Your work on Activities 2 and 3 should have helped you to identify a number of potential problems or areas for improvement. Select what you consider to be the most important. This is likely to be something that has the greatest impact on team effectiveness, such as conflict in the group or team.
Use the forms below to guide you through the activity and as a template for your response. If you find that you cannot resolve the problem for some reason, say how it might have been avoided. What are the options for addressing the issue or problem? Note here that your choices are likely to depend on the degree of influence you have, but do not restrict yourself too much: you may be in a position to influence others.
Select one or more options if more than one solution needs to be put in place and set it or them out as a set of SMART recommendations. State any assumptions you have had to make. Say how you will monitor, review or evaluate the success of the solution s. Consider these carefully. When working with groups and teams, implementing solutions can sometimes be complex if all group or team members need to be involved.
Implications can mean that a solution is unworkable if it requires, for example, additional resourcing which you are unable to secure. Unless the problem you identified was relatively small, internal to the group and did not involve an input problem, such as a mismatch between the group or team and task, then you are likely to have found it more difficult to identify a solution than to identify the problem. Indeed, it may be the case that a solution seemed impossible and you may have resorted to how the problem might have been avoided.
Although you will have no solution to implement, you will be able to draw lessons to inform your current and future management practices. Working at a physical distance from colleagues, managers, partners and clients is becoming a feature of the way we work.
More and more members of teams are not physically located in the same workplace. The reasons for this change in working practices include:. In such situations, co-location of team members in the same workplace may not be possible, and it may not be possible for team members to travel regularly to meet face to face.
A virtual team is one whose primary means of communicating is electronic, with only occasional phone and face-to-face communication, if at all. Virtual working offers benefits to both organisations and individuals. Benefits to the organisation include:. Challenges for virtual groups include communicating effectively across distance, which may involve learning how to make full use of all of the communication technologies available to the group in question.
A typical mistake when moving to virtual working is to believe that only small adjustments to established working practices will be required. This may result in managers failing to think through and plan for working virtually; this can result in reduced performance and heightened stress among team members. Successful virtual working means analysing and agreeing on communication practices, using the communication technologies available and building trust in the virtual team.
Guidelines for managers in helping teams through virtual team-working processes are set out throughout the rest of this section. Associated with trust is the accountability of individual team members. Virtual teams need a clear and distinct team identity. Members of the Supplier Payments IT Team also identify with the team; they see themselves as part of the team. The external identity of virtual teams is often less visible than in the above example, and there may be less opportunity for virtual teams to build their own identity.
Ideas for helping a team build an identity include:. When groups or teams comprise people from just one culture, there are often agreed but unspoken social, organisational and national ways of behaving that do not need to be explained. It can usually be assumed that everyone has a common understanding of what a group is, how it will work, and how leaders and followers will behave. But such assumptions do not hold true when people are from different cultures. In France, the common assumption is that the authority to make decisions comes as a right of office or rank, while managers in the Netherlands, Scandinavia and the UK often make their decisions in consultation with others and may be prepared to be challenged.
Virtual and multicultural groups and teams present challenges not only because their creation and management are more demanding but often because organisations and managers have no prior experience to draw on. There will be no substitute for seeking information, clear thinking and good planning if such initiatives are to be successful. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve you confidence as an independent learner. Find out more about all our free courses.
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If reading this text has inspired you to learn more, you may be interested in joining the millions of people who discover our free learning resources and qualifications by visiting The Open University - www. Working in groups and teams. Working in groups and teams Introduction Being able to work with people so that the right things happen is a core management skill. You can type text here, but this facility requires a free OU account. Sign in or register. Interactive feature not available in single page view see it in standard view.
How well did it achieve its goals and aims? Who was involved in it? How were members selected? Did they have different skills and experiences? If so, were they complementary? What processes and activities worked well and what did not work so well? What are the positive features you can remember? What are the negative features you can remember? Other thoughts. Activity 1. Discussion This activity was probably not too difficult if the group or team you chose was, for example, a work-based project team. The benefits and difficulties of team working are summarised well by Mabey et al : A team can … achieve what none of the individuals within it can do alone; with the right dynamic, a collection of ordinary individuals can achieve extraordinary feats.
Source: Mabey et al , When does a group become a team? The example in Box 1 illustrates the difference very simply. Box 1 Group or team? Table 2 lists some occasions when it will be appropriate to work in teams, in groups or alone. These factors in turn influence several other key dimensions of teams identified by West : Degree of permanence.
This depends on what levels of skill are needed to perform the task Autonomy and in fl uence. This may depend on whether the task is routine or strategic and at what level in the organisation the team is formed. View larger image. Figure 1 Possible problem types. Long description. Source: adapted from Schermerhorn et al. Figure 2 An open systems model of teamwork.
Two main factors to consider at this stage are communication climate and group configuration. Some input-related questions for you to consider at this stage are given in Box 2. Box 2 Input-related questions How much support is there for this newsletter among senior management? Who might need to be influenced? What objectives will it fulfil? What resources will be provided for it? What others might be needed? Where could they come from? How will individuals working on this be rewarded or recognised?
What might they learn? What skills could they hope to develop? How many people will be needed to perform this task? What technical skills are needed e. What training and development opportunities are available? What roles are needed e. Unfortunately, this information is often conveyed in a manner that causes resentment and animosity. For feedback to be positive and growth-inspiring, it has to be delivered properly, with enough attention being paid to how the receiver is going to perceive and process it. Articulating the team's vision is fundamental to developing a high performing team.
It's the vision that motivates and directs a team to reach its goal. The best teams invest a great deal of time and energy into exploring and understanding the overall purpose and vision of the team. From this vision, a set of goals and objectives emerges that helps the team stay focused and on track. The key to using vision successfully is making the process of discovering it a participative one. You can tell a team what the vision is and team members may or may not agree that the cause is worth working hard for. If, however, you allow the team to explore the vision, to see how their specific roles fit into the big picture, and provide meaningful opportunities for team members to assist in the team's success, then you have the basis for a high performing team.
To learn where you sit on the participative management scale, see the article on the The Blake-Mouton Managerial Grid. Conflict can be an inevitable consequence of working with other people. Opinions, values, styles, and a whole host of other differences provide more than enough grounds for disagreement. This disagreement is actually part of the reason why teams can be so effective — the more perspectives that go into a process, the better the end result.
Allowing the differences to get out of hand, though, causes unnecessary disruption and leads to breakdowns in working relationships. Team members and leaders should take it upon themselves to understand the basics of conflict management and also learn more about different styles and ways of thinking and working.
The differences between how people work and view the world make for interesting conversations and dynamic teams. An effective team capitalizes on these natural differences and maximizes performance by putting the right people in the right roles. Some research has also been done on the different types of roles people play within teams.
While the jury is still out on the detail of this research, having insight into the types of roles that are taken on in teams can help you see which roles and behaviors are constructive and which ones aren't. No matter what role a person plays in a team, or what tasks he or she has been assigned to, there is almost always room for personal improvement. When the individuals on a team are functioning at high capacity, the team can flourish as well.
This is a critical understanding in team performance. Although there is no "I" in "Team" you have to remember there is no team without individuals. You have to build and foster the skills in the individuals that are congruent with the needs of the team. To do this, requires a solid understanding of training methods and ways of identifying the needs of the team members. The last area of team functioning explored by this quiz covers how well you and your team are able to collaborate and understand the key issues facing the team.
Again, this goes back to the idea of cohesion. Members of successful teams all head in the same direction, and work for the same purpose. When priorities and goals diverge, tensions appear within the team, and the whole is often no longer greater than the sum of its parts. This is a fundamental issue for high performing teams. Consensus, consistency and agreement are vital for effective teamwork. An effective team is much more than a bunch of people thrown together to accomplish a goal. Because teams are such an inherent part of how we work, it is easy to believe we know what makes a team perform well, however this is often not the case.
Using this test, you can uncover areas of improvement that will help you become a better overall team member and team builder. This site teaches you the skills you need for a happy and successful career; and this is just one of many tools and resources that you'll find here at Mind Tools. Subscribe to our free newsletter , or join the Mind Tools Club and really supercharge your career! Expert Interviews Audio Forums Infographics. Quizzes Templates and Worksheets Videos.
For Your Organization. By the Mind Tools Content Team. Your last quiz results are shown. You last completed this quiz on , at. Reset Your Score. Key Points An effective team is much more than a bunch of people thrown together to accomplish a goal. Add this article to My Learning Plan.