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Truly collaborative group work is complex and messy, so we have a few tips and tools to get students working interdependently.

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Faculty Focus | Higher Ed Teaching & Learning

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Many faculty now have students do some graded work in groups. The task may be, for example, preparation of a paper or report, collection and analysis of data, a presentation supported with visuals, or creation of a website. Faculty make these assignments with high expectations. They want the groups to produce quality work-better than what the students could do individually-and they want the students to learn how to work productively with others. Sometimes those expectations are realized, but most of the time there is room for improvement-sometimes lots of it. To that end, below is a set of suggestions for improving group projects. A list in the article referenced below provided a starting place for these recommendations.

1. Emphasize the importance of teamwork-
Before the groups are formed and the task is set out, teachers should make clear why this particular assignment is being done in groups. Students are still regularly reporting in survey data that teachers use groups so they don't have to teach or have as much work to grade. Most of us are using groups because employers in many fields want employees who can work with others they don't know, may not like, who hold different views, and possess different skills and capabilities.
2. Teach teamwork skills-Most students don't come to group work knowing how to function effectively in groups. Whether in handouts, online resources, or discussions in class, teachers need to talk about the responsibilities members have to the group (such as how sometimes individual goals and priorities must be relinquished in favor of group goals) and about what members have the right to expect from their groups. Students need strategies for dealing with members who are not doing their fair share. They need ideas about constructively resolving disagreement. They need advice on time management.

3. Use team-building exercises to build cohesive groups-Members need the chance to get to know each other, and they should be encouraged to talk about how they'd like to work together. Sometimes a discussion of worst group experiences makes clear to everyone that there are behaviors to avoid. This might be followed with a discussion of what individual members need from the group in order to do their best work. Things like picking a group name and creating a logo also help create a sense of identity for the group, which in turn fosters the commitment groups need from their members in order to succeed.

4. Thoughtfully consider group formation-Most students prefer forming their own groups, and in some studies these groups are more productive. In other research, students in these groups "enjoy" the experience of working together, but they don't always get a lot done. In most professional contexts, people don't get to choose their project partners. If the goal is for students to learn how to work with others whom they don't know, then the teacher should form the groups. There are many ways groups can be formed and many criteria that can be used to assemble groups. Groups should be formed in a way that furthers the learning goals of the group activity.

5. Make the workload reasonable and the goals clear-Yes, the task can be larger than what one individual can complete. But students without a lot of group work experience may struggle with large, complex tasks. Whatever the task, the teacher's goals and objectives should be clear. Students shouldn't have to spend a lot of time trying to figure out what they are supposed to be doing.

6. Consider roles for group members-Not all the literature recommends assigning roles, although some does. Roles can emerge on their own as members see what functions the group needs and step up to fill those roles. However, this doesn't always happen when students are new to group work. The teacher can decide on the necessary roles and suggest them to a group with the group deciding who does what. The teacher can assign the roles, but should realize that assigning roles doesn't guarantee that students will assume those roles. Assigned roles can stay the same or they can rotate. However they're implemented, roles are taken more seriously if groups are required to report who filled what role in the group.

7. Provide some class time for meetings-It is very hard for students to orchestrate their schedules. Part of what they need to be taught about group work is the importance of coming to meetings with an agenda-some expectation about what needs to get done. They also need to know that significant amounts of work can be done in short periods of time, provided the group knows what needs to be done next. Working online is also increasingly an option, but being able to convene even briefly in class gives groups the chance to touch base and get organized for the next steps.

8. Request interim reports and group process feedback-One of the group's first tasks ought to be the creation of a time line-what they expect to have done by when. That time line should guide instructor requests for progress reports from the group, and the reports should be supported with evidence. It's not good enough for the group to say it's collecting references. A list of references collected should be submitted with the report. Students should report individually on how well the group is working together, including their contributions to the group. Ask students what else could they contribute that would make the group function even more effectively.

9. Require individual members to keep track of their contributions-The final project should include a report from every member identifying their contribution to the project. If two members report contributing the same thing, the teacher defers to the student who has evidence that supports what the student claims to have done.

10. Include peer assessment in the evaluation process-What a student claims to have contributed to the group and its final product can also be verified with a peer assessment in which members rate or rank (or both) the contributions of others. A formative peer assessment early in the process can help members redress what the group might identify as problems they are experiencing at this stage.

Students, like the rest of us, aren't born knowing how to work well in a group. Fortunately, it's a skill that can be taught and learned. Teacher design and management of group work on projects can do much to ensure that the lessons students learn about working with others are the ones that will serve them well the next time they work in groups.

Reference: Hansen, R.S. (2006). Benefits and problems with student teams: Suggestions for improving team projects. Journal of Education for Business, September/October, 11-19.

Reprinted from Improving Group Projects. The Teaching Professor, 27.6 (2013): 4-5. © Magna Publications. All rights reserved.

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10 Recommendations for Improving Group Work

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Many faculty now have students do some graded work in groups. The task may be, for example, preparation of a paper or report, collection and analysis of data, a presentation supported with visuals, or creation of a website. Faculty make these assignments with high expectations.

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In a global study reported in Harvard Business review, 46% of high-level managers were found to be poor at holding people accountable.

The finding was the same for C-level executives, directors and middle managers. It held up, with minor regional variations, across different cultures including US, Europe, Latin America and Asia-Pacific.

We all know that accountability is important in teams. But why is it so important?

Well, research shows that accountability is a characteristic of high-performance teams. Accountability amongst team members drives greater innovation, trust and productivity. And accountability frees team leaders from having to constantly micromanage their team members.

Conversely, a lack of accountability is a sure sign of a failing team. In Jim Collins' classic book How the Mighty Fall, he identifies the tell-tale signs of a company on its way down. One of the most revealing signs is an unwillingness of team members to accept responsibility for mistakes and an eagerness to shift the blame onto others.

Identifying and remedying a lack of accountability is often the key to turning a company around.

Let me share a story to illustrate this...

Turning around the underachieving sales team

I was working with a small organisation of ten people a couple of years ago which was struggling to meet its sales targets. Their two-person sales team had been given a target number of calls they should be making every week to achieve their sales targets. Both salespeople were achieving their required number of calls, according to their submitted call reports.

But they weren't hitting their monthly sales targets.

When challenged, the response from the salespeople was, "It's not our fault - we're making the calls!"

And when the salespeople were questioned about the disappointingly low conversion rate from calls to opportunities, the response was, "Everyone picks on the sales team!"

As you can see, there was no accountability for results in the sales team.

So, the sales manager changed the target from the number of calls made per week to the number of opportunities created per month. They also added a financial sales target per salesperson. It didn't matter how many calls they made, as long as they created the opportunities and achieved the sales targets.

I facilitated The Five Behaviors of a Cohesive Team for the whole organisation, which made it clear that team members are expected to hold each other accountable.

The outcome?

Both salespeople resigned within a couple of months.

It took the sales manager a few months to recruit new salespeople who were willing to take ownership of achieving their sales goals. Within six months, they were consistently hitting or exceeding their sales targets.

Understanding accountability

Accountability is the fourth of Patrick Lencioni's Five Behaviors of a Cohesive Team. Simply put, accountability is the willingness to be held accountable by your peers for doing the things you committed to doing.

Well that's the basic definition. But it goes deeper than that.

Let's examine this further:

Accountability and responsibility

Accountability and responsibility are often conflated. Both concepts have similarities, but there are important differences.

Let us consider a team member who's been given a task to fulfil. By accepting responsibility, the team member is agreeing to take charge of a task. But by accepting accountability, the team member is agreeing to be answerable for the success or failure of the task.

This is why focusing on accountability, and not merely responsibility, is essential for optimizing team performance.

Personal accountability and team accountability

When working in teams, there are two types of accountability:

Personal accountability measures and rewards individual performance. While it can drive success on an individual level, it often creates competition within a team. This can undermine teamwork and overall team performance.

Team accountability measures and rewards team performance. It drives team members to cooperate to achieve greater success on a collective basis. Individuals operating with selfish motives may need to be replaced, if their self-focus is harming team performance and they are unwilling to change.

As you can see, for organisational success, team accountability must be prioritized. This is not to say that individual performance should not be recognized. It can and should, but only in the context of contribution to team performance.

Avoidance of accountability

The thing with accountability is that people tend to avoid it. There are two aspects to this:

People want to avoid being held accountable. You cannot force people to become accountable. Accountability requires putting group interests above individual interests. The thing is, people will not be accountable until they choose to be accountable.

People want to avoid holding others into account. People are concerned about not giving offense. They want to be well-liked and popular. They are aware that voicing criticism of others can lose them support from within the group.

Remember, accountability is a choice. Creating an environment where people want and choose to be accountable takes time and commitment.

Let's start by looking at the people in your team:

The two categories of accountability in team members

Some team members are more inclined towards accountability than others. We can break people down into two categories: other-directed and self-directed.

Other-directed people

Other-directed people believe they have no control over their own lives and are controlled by people in authority:

They act on the belief that "I have to do this."

As a consequence, they resist or resent being told what to do. They resist by outright refusing to do the work. They resent by doing the work but grudgingly, and only well enough not to get into trouble.

They don't accept responsibility.

They undermine the team by acting like a victim or seeking out revenge. They act like a victim by whining to other teammates. They seek out revenge by slowing down their output or even sabotaging projects. The most common form of revenge is to do as little as possible - just enough to stay out of trouble.

Self-directed people

Self-directed people believe they have control over their own lives and are autonomous beings:

They act on the belief that "I choose to do this."

They agree or disagree when presented with a new task. If they agree, they will perform the work to the best of their ability as they have chosen to do it. If they disagree, they will explain to their teammates the reasons why.

They accept the consequences of their choice. If they agree with the task, they will accept the consequences if they don't give their best. If they disagree with the task, they will accept any negative consequences that follow.

They accept responsibility for their actions and are willing to hold themselves accountable, and be held accountable by others.

From other-directed to self-directed

Some people behave in an other-directed way because they have never learned to be self-directed. This behaviour is described in Dr. Martin Seligman's book Learned Optimism as learned helplessness.

Children who are brought up in authoritarian homes, schools or churches are not given the freedom to choose for themselves. They often develop into other-directed people. When entering the workforce, they gravitate towards authoritarian organisations where they do not have to make decisions and will be told what to do.

The good news is that other-directed behaviour does not have to be permanent. As Dr. Seligman tells us, people who were conditioned to be other-directed in their childhood can learn to become self-directed as adults.

The role of the leader in developing accountability

So we've seen that self-directed behaviour is the foundation of accountability. The challenge for leaders is knowing how to create a culture that cultivates self-directed behaviour over other-directed behaviour.

Leaders typically tend towards either a control-based approach or a trust-based approach.

Control-based approach

A control-based approach is one where leaders make all the decisions and expect team members to carry them out:

Trust is low. Leaders convey the message that team members cannot be trusted to make decisions or think for themselves.

Leaders micromanage team members, requiring strict adherence to policies and procedures.

Team members' activities are closely monitored via security cameras, time clocks and email surveillance.

A control-based approach leads to an authority-based environment.

Authority-based environments create people who don't want to be accountable. When goals are not met, everyone points fingers at each other. Leaders blame team members for their lack of initiative. Team members blame leaders because they were not consulted about the choice of goals or how to achieve them.

Trust-based approach

A trust-based approach is one where leaders trust team members to take ownership of their roles:

Leaders believe in team members and trust them to do the right thing without the need for constant supervision.

Team members are fully involved in decision making. They are encouraged to challenge any policy or procedure that doesn't make sense or doesn't work.

Team members understand the purpose of what they are doing beyond merely following rules and guidelines.

A trust-based approach leads to an accountability-based environment.

Accountability-based environments create people who are willing to be held accountable for their decisions, actions and results. They are clear on the team's goals, having had a chance to have their say on the direction taken. Their personal goals align with the organisation's goals and they work with passion and commitment.

From authority-based to accountability-based

Authority-based organisations can transition to become accountability-based. But this takes time and effort, and it's not something that can happen overnight.

First, leaders must accept responsibility for contributing to the existing authority-based environment. Next, they need to work with their team in building a culture of trust, where the focus is on finding solutions together, not on finding people to blame.

This is an excellent way to start the process:

When a team member comes to you with a problem, don't make the decision for them. Rather, ask them to define the problem, then ask them what they think the best solution is.

If the team member doesn't have a solution, ask them to consider possible solutions and evaluate them one by one. By doing so, you are challenging them to use their problem-solving abilities and accomplish things on their own. You are trusting them to become more confident, more committed and more accountable.

When you put this in action, the results can transform your entire organisation. Here's a great example:

The Delaware Call Centre Case Study

An organisation in Delaware selling medical equipment has a call centre that provides technical assistance to their customers. The newly appointed vice president came to us after discovering that the call centre was rated last in the industry for customer satisfaction, scoring below 50%.

We worked with the management team to implement Integro's Leadership Development Process and create a work environment where employees would be more engaged, more self-directed and more accountable for increasing customer satisfaction.

About a year into the process, after seeing some improvement in customer satisfaction ratings, the vice president asked employees to set their own target for customer satisfaction scores. After some discussion, employees came back with a target of 96%, a score which would put them at the top of the industry. Although the management thought they were aiming too high, the employees were confident they could achieve it.

Not only did the call centre employees reach their goal within the next 18 months, they soon surpassed it, achieving a 98% average in customer satisfaction scores and even hitting 100% many times.

The Customer Service Representatives owned the numbers. If the results each month were below 100%, they took responsibility for identifying what needed to be improved to get to 100%.

By allowing employees to set their own goal and take ownership of it, their work became more meaningful to them and they were able to apply themselves with passion and commitment.

In short, they became self-directed and fully accountable members of their organisation.

The Five Behaviors of a Cohesive Team solution

At Intégro, we offer a corporate training and assessment-driven solution that includes the nurturing of accountability.

Our solution is The Five Behaviors of a Cohesive Team®.

The Five Behaviors of a Cohesive Team is based on the approach outlined in Patrick Lencioni's best-selling book The Five Dysfunctions of a Team, and is powered by Everything DiSC personal development assessment technology.

The objective of The Five Behaviors of a Cohesive Team is to develop the kind of teamwork which will foster a competitive advantage.

The five behaviours required to gain this competitive advantage are for team members to:

Trust one another

Engage in conflict around ideas

Commit to decisions

Hold one another accountable

Focus on achieving collective results

The Five Behaviors of a Cohesive Team approach has a proven track record and has been successfully used by leading companies across different industries including Microsoft, Lee Memorial Health Systems, and Harris Farm Markets.

Want to learn more about how to earn the trust of your team and increase your bottom line? Click Here
Everything DiSC and The Five Behaviors of a Cohesive Team are trademarks of John Wiley & Sons, Inc.
Keith Ayers- February 2018

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Developing Accountability: The Fourth Behaviour of a Cohesive Team

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In a global study reported in Harvard Business review, 46% of high-level managers were found to be poor at holding people accountable. The finding was the same for C-level executives, directors and middle managers. It held up, with minor regional variations, across different cultures including US, Europe, Latin America and Asia-Pacific.

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3 Group Work Strategies That Help Hold All Students Accountable

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From delegating roles to involving students in rubric design, here are group work strategies to help hold all students accountable.

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"Courtney really gets on my nerves," Mario said to his coworker Amira. The two were sitting in the commissary, trays of food in front of them, ready to eat lunch.

"She has to be 'miss perfect' and flaunt finishing her projects," Mario continued. "Yet getting her work done before everyone else doesn't satisfy her-she continually asks other people if they've finished their projects yet. It's like she wants to toss us under the bus every chance she gets."

"She's obviously maneuvering for a promotion. Hopefully she'll get it soon and we can work in peace," Amira replied. The two began to eat their lunch, Mario wearing an expression of agitation, and Amira simply looking disinterested.

"Ravi on the other hand does absolutely nothing," said Mario with a sigh.

"I can't believe Tanya hasn't said anything to him, even after he missed the RFP deadline. What kind of manager is she? I wish she'd crack down on him," responded Amira now wearing Mario's look of agitation on her face.

"Have you finished updating the client files?" Mario asked Amira.

"Not yet," she replied. "Have you finished the research you were working on?"

"Not yet," Mario said, bored at the thought of the research. "It will get done eventually."

"Yeah, we finish when we finish," Amira said as she stood up with her tray, headed to the trash bin, and prepared herself to get back to work.

Back in the office, Tanya, the team manager, is frustrated. Only one person on her team, Courtney, actually meets deadlines. And now the department head is coming down on her, accusing her of not managing her team properly. How can she get her team to get their work done?

Let's start by identifying the major problem that is affecting the productivity of this team: lack of accountability.

This Team Has a Problem: Lack of Accountability

The business dictionary defines accountability as "the obligation of an individual or organization to account for its activities, accept responsibility for them, and disclose the results in a transparent manner." It's simple: to be accountable to a team, a person needs to be clear about what they plan to do, execute on that thing, and let the team know when it's done.

But when it comes to teams, accountability must go both ways. For a team to function well, an individual is not only obligated to be accountable, they need to hold their coworkers accountable too. That means consistently asking for updates on clearly defined goals, and openly sharing their own updates. Yet holding others accountable is difficult because it can cause interpersonal discomfort. Patrick Lencioni writes, "Once we achieve clarity and buy-in, it is then that we have to hold each other accountable for what we sign up to do, for high standards of performance and behavior. And as simple as that sounds, most executives hate to do it, especially when it comes to a peer's behavior."

In the team above, Courtney is the only one holding herself and others accountable. And she is definitely facing interpersonal discomfort.

The Facts About Accountability in Business

Although being accountable is vital to teamwork, organizations across industries struggle with accountability. Take a look at these statistics:

93% of employees don't really understand what their organization is trying to accomplish in order to align with their own work.

85% of leaders aren't defining what their people should be working on - and an equal number of employees crave clarity.

84% of the workforce describes itself as "trying but failing" or "avoiding" accountability, even when employees know what to fix.

80% of people see accountability as punishing.

These are not small numbers! It looks like many organizations could use a lesson in accountability. Let's take a look at what teams that hold each other as accountable look like, versus teams that do not.

Accountable Teams and Unaccountable Teams: What do they look like?
Teams That Are Not Accountable

Create resentment among team members who have different standards of performance

Encourage mediocrity

Miss deadlines

Put disproportionate pressure on leaders to discipline

Teams That Are Accountable

Make sure poor performers feel pressure to improve

Identify problems quickly by questioning one another

Establish respect among team members who are held to same high standards

Avoid excessive bureaucracy around management and corrective actions

For a real-world example of the problems that come from unaccountable teams, let's visit the coffeehouse giant, Starbucks.

What Starbucks Can Teach Us About Accountability

During the economic slowdown of 2008, Starbucks took a hit-600 stores closed and profit fell 28%. Leadership during that time blamed the economy and increased price of dairy for the slump. That was until Howard D. Shultz came back as CEO after leaving eight years prior. He held leadership accountable rather than blaming things that can't be controlled, like the economy and dairy prices. He said, "Starbucks's heavy spending to accommodate its expansion has created a bureaucracy that masked its problems."

His solution? To create a strategy that developed brand trust. The initiative, called "My Starbucks Idea," created a way for customers to share ideas directly with the company and with each other. After 1.3 million users on social media shared 93 million ideas, the program was a success and Starbucks pulled out of its slump. Had Shultz not held the company accountable, it's unlikely the leadership team would have solved the problem.

So what can you do if you find yourself on a team that is not accountable and Howard Shultz isn't around? Try these three tips:

Set Team Goals and Team Rewards

People are less likely to watch someone fail if the entire team is at stake

The enemy of accountability is ambiguity

Ask Questions, Stress Inquiry

Agree on goals and then conduct inquiry-oriented dialogue. Questions help people deconstruct the details and try alternatives without being defensive

Break goals into specific elements

Analyze the details that accumulate to produce either success or failure

This makes it easier to identify specific steps for improvement

It gives people pride in the elements that went well

Helping the team see strengths and weaknesses holds others accountable to improvement

Going back to Mario, Amira, Ravi, Tanya and Courtney's team, we can see clear signs of a lack of accountability. Mario and Amira resent Courtney for having a different standard of performance. They even encourage each other's mediocrity with statements like, "we finish when we finish." The two blame their manager, Tanya, for Ravi's missed deadline, expecting her to discipline rather than holding their team accountable. And from what Tanya says, the team misses deadlines all the time.

What if they were more accountable? Mario, Amira and Ravi would feel pressure from the team to improve. They'd identify what stood in their way by asking questions and resolving problems quickly. They'd even strip some of the bureaucracy away, by not relying on management's use discipline to get things done. All of this would help establish respect among the team, which would now be holding each other to higher standards. And what do higher standards mean? Better performance.
Have you ever worked on a team that lacked accountability? What was it like? I'd love to hear about it. Leave a comment below, send me an email, or find me on Twitter.

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Why Accountability is a Must For Teamwork and How To Create It

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"Courtney really gets on my nerves," Mario said to his coworker Amira. The two were sitting in the commissary, trays of food in front of them, ready to eat lunch. "She has to be 'miss perfect' and flaunt finishing her projects," Mario continued.

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Managing Group Work: Shared Responsibility

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theories or methodologies regarding working together

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theories or methodologies regarding working together

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Funktion Events - Hen Party Ideas, Stag Do Ideas, Birthday & Team Building Ideas

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Funktion Events | Part of Funktion Leisure

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Read, think and put into action some of the most famous teamwork theories developed by an array of experts in their field. Develop your own path to success.

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theories or methodologies regarding working together

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theories or methodologies regarding working together

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Experience Working With Team

Every team member concluded his best efforts to summarize and analyze the data to finalize the presentation. The topic is a genuine and one of the most rapid issues in the world. The fake news that is truly nonsense and insane are now big trends for Facebook.

Due to enhancement in advance technology, the people are more relying on the machines than that of man as in the case of Facebook. People share the news without further investigating it. It is not an easy task to collect data related to fake news on Facebook because you have to study thoroughly, the newspapers, articles and books to examine the reliability of the data. Each member of the team tries to combine research articles and case examples to help the other team members in achieving the goal. (Terry hall fill, 2005)

Teamwork is an effort made by the members of the team to build a team design and highlights the factors that affect the performance of the team members. (Stewart, G. L 1999).

The team means unity and enthusiasm to work for a common goal or interest. The team and teamwork play a vital role in sustaining the success of any organization or a specific task. (Church 1998). Team and teamwork are referred to the commitment of the employee (Huszczo 1990).

Importance Of Teamwork

The teamwork is an effort to work collectively because the group work is always bigger than working in parts (individually). There are some reasons that best describe the importance of teamwork

1. It creates the synergy in the team members because the sum is greater than the parts.

2. "It promotes the structure to minimize hierarchy" (flatter and leaner)

3. It encourages group works because the long project can easily be divided into individual tasks.

4. If the team has a potential leader then teamwork is a better option to work with it.

"Friends never let the other friends down" it was a popular quota; try to choose the list of friends who came to aid when needed. So, first, make a team, and then analyze the working of your team (Richard Branson 2017). However, not all the team members should be friends, the selection of team members must be made based on effectiveness. (David V. Pynadath, 2002)

Effectiveness Of Teamwork

The effectiveness of the teamwork is depended upon the technology and approaches that are being used by the team to motivate his employees within a task. The selection and placement of the strategies are very important in the effectiveness of the team. The strategy must be flexible within the group and fully understandable between the team members. (Neuman, Wagner, & Christiansen, 1999).

This theory was first created in 1965 and has been applied in many organizations for best results. This theory is the basis for effective team buildings. Tuckman's theory is the most famous teamwork theory because it studied the behavior of small groups in the society from different perspectives. In this theory, the teamwork is analyzed with the help of four stages. These four stages are

This theory is created to examine the roles of the team working collectively for a common interest. It includes nine roles that every team should keep in mind while working in a team. These are

1. Plant where the team is performing its task

2. Resource allocator and investigator

3. Co-ordination with other team members.

4. Shape his attitude towards task achievement

5. Monitor the working of each member

6. Team worker

7. Implement a strategy of the team

8. Work collectively to finish the task

9. The team member should be Specialist in his work

Hierarchy Of Needs Theory

This theory was introduced by Abraham Maslow to motivate humans. This theory creates some building blocks for successful teamwork. The hierarchy of needs theory starts with the need of

This theory was introduced by Isabel Briggs-Myers and used for test the personality of the people and how they perceive in the world. This theory is an indicator for the team members to know the qualities and behaviour of the team members. It can also help the leader to understand the abilities of the team members working under him. (D Siassakos, 2009)

This theory provides a model for a perfect leader and how he must create the relationship with the other management staff.

This theory was introduced to determine the human behaviour. The behaviour of the team members would tell you that what your team could do.

Theory Of Social Identity

This theory examines the inter-group attitudes to better understand each other.

This theory is developed to describe that how a person can be motivated by facts. This theory is mostly used in organizations to know the abilities of managers and employees.

This theory provides a list of ideas for the team to become strong in a working situation.

This theory evaluates the facts and analyzes what went wrong in the strategy and you will need to re-plan the strategy.

Scarlatti (2001) define teamwork as a process of cooperation that helps people in achieving excellent results in their team. Luca &Tarricone (2001) elucidated that each member of the team plays an integral part in any organization. The success of every team depends upon the existing synergy between the members and environment that are being created by team members. Johnson & Johnson (1999) describes that the teamwork relies on the individual working, skills and the environment because these are the factors that influence a team to achieve its goal in a better way. (Sheehan, 2010)

There are some core concepts that are related to the team which include the norms, goals and roles etc.

These norms in a group of the team are referred to as policies or standards. These are agreeable rules that a team should maintain to identify the performance behaviour of each member of the team.

Reflection Of The Norms

Norms are preferred by well-organized teams to

1. Know the member's attitude towards teamwork contribution

2. Identify rules before joining of new members

3. Responses differ from person to person the norms are similar in nature to the same group

4. The difference of opinion can affect the functionality of the group.

Defining the team goals is also work like the norms because these goals are focused on work completion that leads to success in the market. Those groups are found more success in the market whose main focus is to continually achieve team goals.

Role Of The Group Members

Roles are not predefined in any group or team but these are used and developed according to the group need. There are three types of roles that are most important in nature.

1. Task roles that lead to the completion of the project

2. Maintenance roles that contribute positivity in the group

3. Organizational roles like leader and supervisor.

The core step in communicating with the group members is to get the attention of the other group members. This attention may be getting through gestures, verbal words or by using direct eye contact with the team members.

The personality of team members received much attention from the other team members. It also affects the work behaviour of a group Akmal, K.

The main aim of the members of the group is to invest in those things, which matter and linked with the goals of the organization. The characteristic of a team, which leads to high performance in the community, is said as cohesiveness.

Previous Researchers On Teamwork And Their Findings

There are several types of research has been made on teamwork and their findings are related to our topic. Some of the research results are:

P Tarragona, J Luca (2002) states the reasons that why some teams are successful and other remains unsuccessful. The reason is that the successful teams set norms, criteria and attributes that lead them to success. In another research studied by Neuman, Wagner, & Christiansen, (1999) elucidated that the personality component and the effectiveness of the teamwork has a positive relation. There are also two aspects of personality that directly influence the teamwork i. average work is done with the team and ii. The difference of attitude found within a team.

Pynadath & Tambe (2002) describe that despite existing researchers regarding the teamwork the teamwork concept cannot be fully addressed. We cannot determine and examine the teamwork problems and assumptions that are causes due to the implementation of a particular theory. (Akmal, 2015)

Akmal, K. (2015). Personality traits influence on team cohesiveness and performance: The moderating effect of leadership. 5 (15), 104-109.

D Siassakos, J. C. (2009). The active components of effective training in obstetric emergencies.

David V. Pynadath, M. T. (2002). The Communicative Multiagent Team Decision Problem: Analyzing Teamwork Theories and models. 389-423. .

Sheehan, D. C. (2010). Learning and Supervision in an internship. 1-285.

Terry hall fill, E. s. (2005). Group personality composition and group effectiveness. 83-105.

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Theories on Teamwork and Role of Group Members

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Experience Working With Team Every team member concluded his best efforts to summarize and analyze the data to finalize the presentation. The topic is a genuine and one of the most rapid issues in the world. The fake news that is truly nonsense and insane are now big trends for Facebook.

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theories or methodologies regarding working together

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theories or methodologies regarding working together

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You can't just switch on teamwork. It takes time for a new team to "gel" and work to its full potential. What's more, team members go through stages as they move from strangers to co-workers.

Bruce Tuckman's Forming, Storming, Norming, and Performing model describes these stages. When you understand Tuckman's model, you'll know how to help your new team to become effective - faster. Let's look at how.

Click here to view a transcript of this video.

Where Does Forming, Storming, Norming, and Performing Come From?

Psychologist Bruce Tuckman came up with the memorable phrase "forming, storming, norming, and performing" in his 1965 paper, "Developmental Sequence in Small Groups." [1] It describes the path that teams follow on their way to high performance. Later, he added a fifth stage, "adjourning" (also known as "mourning") to mark the end of a team's journey.

What Happens at Tuckman's Forming Stage?

In the beginning, when a new team forms, individuals will be unsure of the team's purpose, how they fit in, and whether they'll work well with one another. They may be anxious, curious, or excited to get going. However they feel, they'll be looking to the team leader for direction.

This may take some time, as people get to know their new colleagues and one another's ways of working.

What Did Tuckman Mean by Storming?

In the storming stage, people start to push against the established boundaries. Conflict or friction can also arise between team members as their true characters - and their preferred ways of working - surface and clash with other people's.

At this stage team members may challenge your authority or management style, or even the team's mission. Left unchecked, this can lead to face-to-face confrontations or simmering online tensions.

If roles and responsibilities aren't yet clear, individuals might begin to feel overwhelmed by their workload or frustrated at a lack of progress.

How Do I Recognize the Norming Stage?

Gradually, the team moves into the norming stage. People start to resolve their differences, appreciate one another's strengths, and respect your authority as a leader.

Now that they know one another better, your team members will feel more comfortable asking for help and offering constructive feedback. They'll share a stronger commitment to the team's goals, and they should make good progress toward it.

What Does the Performing Stage Look Like?

Now your team is in flow and performing to its full potential. With hard work and structured processes, the team is likely to achieve its goals efficiently.

Judith Stein, from MIT's HR department, says of this stage, "Roles on the team may have become more fluid, with members taking on various roles and responsibilities as needed. Differences among members are appreciated and used to enhance the team's performance." [2]

What About Tuckman's Adjourning (or Mourning) Stage?

Many teams reach this stage naturally. For example, projects come to an end, or permanent teams are disbanded and people redeployed.

People who like routine, or who have developed close working relationships with colleagues, may find this time difficult.

Using the Forming, Storming, Norming, and Performing Tool

Follow the steps below to ensure that you're doing the right thing at the right time:

1. Identify the stage that your team is at from the descriptions above.

2. Consider what you need to do to move on to the next stage.

3. Schedule regular reviews of where your team is at, and adjust your behavior and leadership approach accordingly.

Tuckman's model isn't a one-way street - teams may go back and forth between stages. When you hit the performing stage, keep observing your team's progress in case it slips back. For example, a new team member can disrupt the group dynamic, or a new business direction might mean you have to reevaluate your team roles and goals.

Leading Through the Forming, Storming, Norming, and Performing Stages

Forming to Storming

To establish clear objectives for the group at this first stage, create a team charter. And help team members to set personal goals so that they can see how their work will fit with the bigger picture.

Storming to Norming

Storming can make or break a team, so it's essential that you establish processes to track the progress and success of tasks.

Norming to Performing

Use your regular one-on-ones to encourage individuals to step back, review their goals, and take responsibility for them.

Performing to Adjourning

When the team has settled into the performing stage, you can focus on other goals and new areas to benefit the business. Free up more time for yourself - and boost team engagement - by delegating tasks and projects.

You should also make time for the group's personal development. Discuss with your team what opportunities and resources are available to them, such as the Mind Tools toolkits.

Adjourning (or Mourning)

If any team members feel uncertain about what's ahead, boost their confidence and career prospects by praising them at company meetings. And offer to provide LinkedIn recommendations and references if they're moving on.

Key Points

Psychologist Bruce Tuckman described how teams move through stages known as forming, storming, norming, and performing, and adjourning (or mourning).

You can use Tuckman's model to help your team to perform better. First, identify the stage your team is at, then use our tips to move them through the stages.

Remember, teams can slip back a stage, too. Use Tuckman's model to continually review where you team is at - and make any necessary changes to get back on course.

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Forming, Storming, Norming, and Performing: Tuckman's Model for Nurturing a Team to High Performance

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You can't just switch on teamwork. It takes time for a new team to "gel" and work to its full potential. What's more, team members go through stages as they move from strangers to co-workers. Bruce Tuckman's Forming, Storming, Norming, and Performing model describes these stages.

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Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros | InformED

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There is an age old adage that says "two heads are better than one". Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google). But did you know it was a collaborative Computer Club about basic programming at a middle school that brought together two minds that would change the...

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When students complain about collaborative groups, it often has to do with the free riding of one member who lets others do all the work and then benefits from the group grade. We can eliminate free riding in a number of ways:

Create small groups of no more than four or five people. When there is less room to hide, nonparticipation is more difficult.

Ensure a high degree of individual accountability (Johnson, Johnson & Holubec, 2008) by assessing students both individually and as a group. For example, at the end of the day give students an individual quiz based on the intended outcome of their collaborative activity.

Design meaningful team roles that relate to the content and to the task. Roles like time keeper are episodic and don't intellectually engage students in the content, and this can encourage free riding. In contrast, more meaningful roles such as manager, monitor, and leaders for each subtask of the activity give students ownership in the process and allow the teacher to assess students based on successful completion of these roles.

Have students evaluate their own participation and effort and that of each team member and triangulate those assessments with your own

Build in Many Opportunities for Discussion and Consensus
Many group projects are based on efficiency, dividing labor to create a product in the most effective way possible. This focus on the product means that we often ignore the process of collaboration. Rich discussions that connect students with the experiences of others, that engage them deeply in a shared intellectual experience, and that promote coming to consensus are essential to collaboration.

For instance, students can come to consensus around a solution or decision where they must defend or propose a common vision or develop a set of beliefs or principles. This focus on discussion and consensus builds both academic and social skills-students learn to defend their ideas through evidence and analytical reasoning, to negotiate meaning, and to argue constructively.
Focus on Strengthening and Stretching Expertise
The challenge of designing good collaborative activities is ensuring that all students, even those who struggle, play an important role. Collaboration should not just strengthen students' existing skills but ensure that their interactions stretch existing knowledge and expand one another's expertise. If, for example, a student is much stronger in one skill than her peers in her group, she can teach others and her grade can be contingent upon how much her peers learn.

In collaborative activities, we want to ensure that students don't just occupy the same physical space but that they share an intellectual space-that they learn more, do more, and experience more together than they would alone. As teachers, we can promote real collaboration by shifting our role from instructor to coach-promoting team autonomy, checking in on students and providing instant feedback, and helping them increasingly learn to work together productively to attain a common goal.

Reference - Johnson, D.W., Johnson, R., & Holubec, E. (2008). Cooperation in the Classroom.

Article prepared according to https://www.edutopia.org/article/5-strategies-deep...

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5 Strategies to Deepen Student Collaboration - EAICY.eu

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When students complain about collaborative groups, it often has to do with the free riding of one member who lets others do all the work and then benefits from the group grade. We can eliminate free riding in a number of ways: Create small groups of no more than four or five people.

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Implementing Group Work in the Classroom | Centre for Teaching Excellence

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Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making sk