Team Training

1. Team Training A few thoughts concerning the performance of the teams in ECE194, F’01 • The comments were remarkably consistent: • My overall view of a team’s performance matched closely the internal evaluation • Within the team, all of the reviews (i.e. the comments) were generally quite similar

2. Team Training • Review of last year’s comments • “Our team really worked well together” • “Each of us contributed along the way” • “We were all pretty different and that helped us come up with some pretty good ideas” • “Everyone shared responsibility and effort”

3. Team Training • Review of last year’s comments, cont. • “X missed presentations and meetings out of class, he wasn’t very reliable, and he showed up late if at all.” • “Y did not attend the meetings or help with the written report” • “I was very disappointed that my ‘teammates’ could just not get motivated”

4. Team Training Guidelines for reacting to group problems • Anticipate and prevent group problems whenever possible • If a group spends time developing itself into a team, many problems can be anticipated and prevented. • Get to know each other • Establish ground rules • Discuss norms for group behavior • Agree to an improvement plan

5. Team Training • Think of each problem as a group problem

6. Team Training • Neither over-react nor under-react • Your team must learn to differentiate between fleeting disruptions and chronic behaviors. • A range of responses can include: • Do nothing (non-intervention, appropriate for fleeting disruptions) • Off-line conversation (minimal intervention) outside the group meeting, using constructive feedback techniques • Impersonal group time (low intervention) inside the group meeting, focusing attention on the problem, not the offender • Off-line confrontation (medium intervention) outside the group meeting, which is similar to off-line conversation, but more assertive. • In-group confrontation (high intervention), but with constructive feedback techniques