Learning Team Project v-9

8/2/2019 Learning Team Project v-9

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LEARNING TEAM PROJECTTeam C Charter - BUS 5010Green Mountain CollegeSeptember 9, 2010


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TEAM MEMBERS/OBJECTIVE

Aimee Siegler [email protected]

Michelle Wheeler [email protected]

Christine Wilson [email protected]

Team Objective

Team C was formed to complete the Week 2 groupassignments for the Communications Managementcourse (BUS 5010).

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mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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TEAM CHARTER

Potential barriers to achieving team goals are: different workschedules, various personal obligations, and getting accustomedto working in the online environment.

Team Rules

Be flexible with methods of communication. Use electronic communication as the primary method. Complete any assigned tasks or reading prior to meetings and

due dates. If unable to attend a meeting, give prior notice and provide

assigned work for other team members to review. Work together to resolve technical difficulties. Complete assignments on time, and contact fellow team

members for assistance when necessary. Check the Team C discussion board at least twice daily.

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TEAM CHARTER (CONT.)

Conflict Management Avoid conflict by maintaining open communication and

professional behavior. Members agree to discuss any conflicts in an open forum such

as the class chat room or a conference call.

Type of Team Virtual project team. (Scholtes, Joiner, & Streibel, 2003)

Team Management Team members will take the lead as necessary, especially

where the task at hand relates to one or more of a memberscore competencies. However, the team will do its best tocomplete course work in such a way that contributes to thelearning experience for all members.

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TEAM CHARTER (CONT.)

Commitment All members will participate in every assigned group project,

and take the lead as appropriate.

Assignment Plan Twenty-four hour advance notice of team meetings will be

given as possible. Draft assignments shall be completed atleast two days before the due date to allow members to reviewthe document and suggest recommendedchanges. Finalization of the project will occur one day beforethe assignment due date.

Evaluation Team members will consider all feedback from the instructor

after project grades are received, and team meetings will bescheduled as necessary to discuss feedback.

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STRATEGY: EVALUATE NEEDS

Based on both the organizational philosophyand the situation at hand, determine the needfor a team and the appropriate type of team(Abbott, Boyd, & Miles, 2006).

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STRATEGY: TEAM STRUCTURE

Whenever possible, structure teams so they aremade up of individuals with varyingbackgrounds (King, 2002, p. 240).

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STRATEGY: PRIOR KNOWLEDGE

Ideally, teams should include members whohave prior background on the subject at hand(Beck, 2003).

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STRATGEY: CONNECTING WITH TEAM MEMBERS

Initiate contact with your team members assoon as they are identified.(Poe, 2009 p. 34)

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STRATEGY: GETTING STARTED

Make sure you all have a commonunderstanding of the requirements for theproject.(Poe, 2009 p. 34)

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STRATGEY: ROLE CLARIFICATION

Start clarifying individual roles,responsibilities, and expectations rightaway.(Poe, 2009 p. 35)

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STRATEGY: ESTABLISH A TIMELINE

Set up a timeline for achieving the projectmilestones that allows you to progressreasonable toward the final due date

.(Poe, 2009 p. 35)

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ANNOTATED BIBLIOGRAPHY

Abbott, J., Boyd, N., & Miles, G. (2006). Does Type of TeamMatter? An Investigation of the Relationships Between

Job Characteristics and Outcomes Within a Team-Based Environment. The Journal of Social Psychology,

146(4), 485-507. doi:10.3200/SOCP.146.4.485-507. Based on the information available in literature review, this article sets

out to prove that members of substantive teams will be more satisfiedwith their jobs and the team process, as well as more committed thanemployees on consultative team. Further, they analyzed how the

changed perception of job tasks of substantive team members affectsthe outcomes. However, the authors found that consultative teammembers were in fact more satisfied than their counterparts. They alsoconfirmed that there was little relationship between team type andoutcome measures, but were surprised to find that the members of

consultative teams actually perceived their jobs to be more enriched. 13


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ANNOTATED BIBLIOGRAPHY(CONT.)

Beck, A. (2002). Work team effectiveness, group efficacyand the role of informal leaders. International Journalof Group Psychotherapy, 52(2), 311.

Beck writes an interesting article about a field study conducted of twoself-managing focus group, the first group represents external

integration while the second represents internal differentiation (Beck,2002 p. 311). The author goes on to analyze the groups based on theirteam effectiveness, group efficacy, and the role of an informal leader. Itwas determined teams in external integration; decreased interpersonalunderstanding, increased team self evaluation and that organizationalinfluence motivated team self-evaluation. Whereas, the internaldifferentiation teams; increased team self-evaluation, increased

interpersonal understanding and decreased cross-boundary actions(Beck, 2002 p. 313). Overall, both teams showed that the informalleader in a group plays a significant role (Beck, 2002 p. 313).

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ANNOTATED BIBLIOGRAPHY(CONT.)

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King, G. (2002). Crisis management and teameffectiveness: A closer examination. Journal ofBusiness Ethics , 41 (3), 235-249.

The author discusses the importance of preparing and planning for acrisis by forming a crisis management team to develop a crisis

management plan. Responding quickly and confidently to a crisis iscritical, and testing the plan via a mock crisis scenario helps todetermine the solidity of a plan. The author determines that varyingbackgrounds allow team members to feel more comfortable questioningone anothers ideas, a charismatic leader will guide the team moreeffectively, people who have a history working with one another willperform more effectively together, and the team will be more successful

if the companys culture is in alignment with the crisis management plan.An effective crisis management plan is a key component in addressing acrisis, and if used properly it will minimize the potential damage to acompanys reputation.


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ADDITIONAL REFERENCES

Poe, T., Barrett, S., and Spagnola-Doyle, C.(2009). Power up: A practical student's guide toonline learning. Prentice Hall.

Scholtes, P. R., Joiner, B. L., & Streibel, B. J.(2003). The Team Handbook(3rd ed.). Madison,WI: Oriel.

Sherratt, I., Stork van Swelm, M., Toomey, C., &Wilson, C. (2009, September). Team C Charter -

BUS 5020, Green Mountain College.A team charter, developed in the Management-TripleBottom Line Perspective class.

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Learning Team Project v-9