Session Agenda

1
Session Agenda

• Team Norms (10 min)
• Developing Team Norms
• Develop Promoters Barriers (15 min)
• Select A Promoter Barrier (10 min)
• Develop Some Team Norms (15 min)

2
Learning Objectives

• Achieve Comprehension LoL for process used in
  developing team norms
• Achieve Comprehension LoL in doing Multi-voting
• Achieve Knowledge LoL about Force Field Analysis

3
Learning a Process forMaintaining an Effective
Team

• All of the issues and problems that can, and do,
  arise as a natural consequence of using teams
  need to be addressed by the team preferably
  using a standard process.
• The process presented in this session includes
  the development of social norms which can be
  used to reduce, if not eliminate, the impact of
  these issues and problems on team performance.
  This is your opportunity to learn how to
  effectively (or affectively) address many of your
  past complaints about working in groups e.g.,
  He is always late or skips scheduled meetings.,
  She is never prepared., He never completes his
  part of the problem or assignment, She always
  wants to copy my work and thats cheating, etc.
  
• Please do your best today to develop an
  understanding of this process. Keep an open mind
  about the process and, hopefully, learn to use
  it to develop a culture in your team that is
  harmonious and cohesive as well as productive!
  Working in real teams can be fun!

4
Learning a Process forMaintaining an Effective
Team (cont.)

• NOTE Social norms are the agreed upon behaviors,
  attitudes, values, etc. which hold society in
  general, and teams in particular, together.
  These may be implicit or explicit however, they
  MUST be commonly understood, reinforced, and
  taught. ( N.B. In the team environment, they
  also MUST be EXPLICIT, reinforced and learned by
  all team members. )
• Sociologists believe that it is upon the norms
  that a society is built. They see these norms
  as the glue which holds society ( culture,
  subculture, team, etc. ) together. When
  establishing a team, the Code of Cooperation is
  one way to explicitly develop norms and serves to
  create a basis for organization and social
  interaction. When agreed upon norms start to
  fall apart or people disregard them and there is
  nothing to take their place, cohesiveness ceases.
  The disintegration of norms creates
  disorganization which may lead to a state of
  anomie. Then the team is really in trouble!

5
Ten Commandments
1. Help each other be right, not wrong. 2. Look
for ways to make new ideas work,not for reasons
they wont. 3. If in doubt, check it out! Dont
make negative assumptions about each
other. 4. Help each other win, and take pride in
each others victories. 5. Speak positively
about each other and about your organization at
every opportunity. 6. Maintain a positive mental
attitude no matter what the circumstances.
7. Act with initiative and courage, as if it all
depends on you. 8. Do everything with
enthusiasm its contagious. 9. Whatever you
want give it away. 10. Dont lose
faith. 11. Have fun!
An Affective Code of Cooperation
Ford Motor Company
6
Course Team Expectations

• You will take on different team roles, including
  team leader, during the semester,
• You will attend the team meetings,
• You will participate, without dominating, in team
  discussions,
• You will take responsibility for initiating and
  completing various team tasks,
• You will complete your work in a timely fashion,
  and
• You will treat your teammates with respect.

7
Creating Team Norms

• Generate Discussion Candidates - Force Field
  Analysis
• Select Candidates - Multi-voting
• Write Norms
• Select Team Norms

8
Creating Team Norms

• Generate Discussion Candidates - Force Field
  Analysis
• Select Candidates - Multi-voting
• Write Norms
• Select Team Norms

9
Force Field Analysis
PurposeA force field analysis helps teams find
out what is driving, slowing, or not allowing
change. The tool helps a team to work together,
to find a starting point from which to take
action, and to show both sides of the change
issue. The tool can also help organize a
brainstorming session by forcing the team to
consider two major issues. Steps 1. On a flip
chart or a large piece of paper, draw a
vertical line down the middle anda horizontal
line across near the top. 2. Label the left
column Promoting and the right column
Preventing. 3. Brainstorm entries for the left
hand column on post-its. 4. Brainstorm entries
for the right hand column on post-its.
10
Promoters of and Barriers to Effective Teams (15
min)

• Assign team roles
• Individually generate lists of Promoters and
  Barriers to Effective Teams
• As a team create a unique team list of Promoters
  and Barriers

11
Creating Team Norms

• Generate Discussion Candidates - Force Field
  Analysis
• Select Candidates - Multi-voting
• Write Norms
• Select Team Norms

12
Modified Multi-Voting
Purpose to quickly prioritize large sets of
ideas, problems, etc. NB This tool is similar
to the nominal group technique but it is less
involved

13
Modified Multi-Voting
Step 1Count the number of items on the list and
divide by three. This is the number of votes
each person has. (Round fractions off to the
lower number.) If the items number more than 60,
use a total of 20 votes. More than 20 votes are
difficult to manage. Each person has one symbol
(see below) for each vote.
14
Modified Multi-Voting
Step 2Each person should use votes (or symbols)
to select the items they want to keep. Each
person can use votes any way they want. However,
it is a good practice to limit the number of
votes that any person can assign to one item to
three the team can decide if they want to
increase or decrease this limit.
15
Modified Multi-Voting
Step 3List the alternatives in the new,
prioritized order. Step 4 Critically discuss the
top alternatives in order to reach consensus.
Eliminate those that are outside the control of
the team.
16
Selection of Topics For Team Norms( 10 minutes )

• Use multi-voting to prioritize the Promoters
• Repeat the process for the Barriers
• Select a couple of Promoters and Barriers from
  these prioritized lists

17
Modified Multi-Voting
PurposeModified multi-voting is a technique
to help a team or group quickly reduce a large
list of items to a smaller number of high
priority items. The process often results in a
high degree of team agreement and it promotes
team ownership. This tool is similar to the
nominal group technique but it is less involved.

Step 1Count the number of items
on the list and divide by three. This is the
number of votes each person has. (Round
fractions off to the lower number.) If the items
number more than 60, use a total of 20 votes.
More than 20 votes are difficult to manage. Each
person has one symbol (see above) for each
vote. Step 2Each person should use their votes
(or symbols) to select the items they want to
keep. Each person can vote for any item.
However, it is a good practice to limit the
number of votes that any person can assign to one
item to three the team can decide if they want
to increase or decrease this limit. Step 3List
the alternatives in the new, prioritized
order. Step 4 Critically discuss the top
alternatives in order to reach consensus.
Eliminate those that are outside the control of
the team.
18
Creating Team Norms

• Generate Discussion Candidates - Force Field
  Analysis
• Select Candidates - Multi-voting
• Write Norms
• Select Team Norms

19
Developing Team Norms ( 15 minutes )

• For each promoter selected, develop an
  operational statement of a team norm ( an
  action , response , or behavior ) that will be
  used to achieve the desired result.
• For each barrier selected, develop a set of
  actions, responses, or behaviors that will
  (KTPPA)
• ensure that the barrier does not occur
  (prevention)
• eliminate the barrier if it does occur (mild
  intervention, contingency plan)
• From this set of statements, select those that
  your Team believes should actually be used
  (i.e., the first step in developing a functional
  set of team norms).

20
Developing Team Norms

• For the selected promoter, develop an operational
  statement of a team norm (an action, response,
  or behavior) that will be used to achieve the
  desired result.

21
Developing Team Norms

• For selected barrier brainstorm a set of actions,
  responses, or behaviors that will
• ensure that the barrier does not occur
  (prevention)
• eliminate the barrier if it does occur (mild
  intervention, contingency plan)

22
Developing Team Norms

• From this set of statements, select those that
  your Team believes should actually be used (i.e.,
  the first step in developing a functional set of
  team norms).

23
Operational Team Norms An Example

• Be on time for team meetings!
• versus
• Be
• at the designated meeting location,
• at the time specified in the agenda,
• in your seat with your elbows on the table,
• with a pencil or pen in your hand ready to write,
  
• with a note pad on the table,
• with the agenda and other materials for the
  meeting to the right of the note pad, and
• in eye contact with the Team Leader!

i.e., Can an average person use this checklist
to determine if a team member is on
time?
24
Developing Team Norms ( 15 minutes )

• For each promoter selected, develop an
  operational statement of a team norm ( an
  action , response , or behavior ) that will be
  used to achieve the desired result.
• For each barrier selected, develop a set of
  actions, responses, or behaviors that will
• ensure that the barrier does not occur
  (prevention)
• eliminate the barrier if it does occur (mild
  intervention, contingency plan)
• From this set of statements, select those that
  your Team believes should actually be used
  (i.e., the first step in developing a functional
  set of team norms).

25
Those Unwelcome Group Members

• Many faculty who hesitate to use groups are
  reluctant because not all groups work well or
  efficiently. (Perhaps they have served on too
  many faculty committees?) Even those of us
  committed to group work regularly search for ways
  to make students aware of processes that affect
  group productivity. Linda D. Lerner describes her
  strategy for making students aware of
  counterproductive behaviors in group situations.
  She has written short profiles designed to elicit
  very immediate and clear reaction from students."
  
• Lerner has her students discuss these profiles in
  small groups. She asks them to consider questions
  like the following Do you see yourself in any
  of these descriptions? What about other group
  members with whom you have worked? What problems
  do they present to the group? And, what are some
  strategies for dealing with these problems?"
  Sometimes the suggestions that groups offer for
  dealing with these behaviors get compiled into a
  handout or tip sheet shared with all groups
  subsequently. This seems to us an especially good
  preventive strategy and it may provide the
  encouragement that some faculty need to try some
  group activities.

D. Lerner, "Making Student Groups Work," Journal
of Management Education 191 (February 1995), pp.
123-125.
26
Those Unwelcome Group Members

• Nola No-Can-Meet. Here's the group member who
  can't make the meeting, no matter when the others
  schedule it. She's willing to contribute, but she
  has a busy schedule and lots to do. The group
  should carry on without her, and she will do her
  part, as long as somebody lets her know.
• Do-It-All Dottie. Dottie doesn't much trust other
  people and their ability to do things the way she
  thinks they ought to be done or up to her
  standards, so she does it all herself. If
  somebody offers to help, she puts them at ease
  it's no problem, everything is under control, and
  they shouldn't worry. The less others in the
  group are involved, the happier Dottie is.
• Seldom-Seen Steve. Nobody has seen hide nor hair
  of Steve. He isn't coming to class, he hasn't
  tried to contact anybody else in the group, and
  nobody knows how to get in touch with him. The
  project is just about due what should the other
  members do about Steve?

27
Those Unwelcome Group Members

• Always-Right Artie. Artie definitely contributes
  to the group. His ideas are good and he's always
  ready to offer them. The problem he doesn't
  listen very well to the ideas of others and he
  tends to force his solutions on the group. He
  takes charge and pushes the others in the
  direction that he thinks best, even though some
  in the group may not agree.
• Quiet Quentin. Quentin is so quiet that the
  others often forget he's there, although he comes
  to the meetings quite well prepared. His ideas
  would really help the group, but unless they call
  on him, Quentin is unlikely to speak up.