Learning to Work Together, Presents a Number

¶ … Learning to Work Together," presents a number of positive and helpful ideas and policies for use in an academic setting. This paper references two of those aspects from Chapter 6.

Starting a Team: Getting a team started is one very important part of this chapter. The first task a team faces is to build relationships -- with each other and with the manager (6-3). When first chosen to participate in a team, members need a bit of time to get over their uneasiness. Not knowing exactly what is expected of them, and learning what behaviors are acceptable and what behaviors are not is part of the tension mixed with excitement for new team members. In that initial dynamic, "storming" takes place, and it is a crucial stage because there can be frustration and anxiety experienced by team members. But the frustration cannot allow a team in the education milieu to fail because there is so much at stake and so much learning that must take place.

It is the task of the team leader to help pull the team through its "storming" period of uncertainty. After all, this is a team that has formed in order to help young people learn. Pettiness is simply not a workable attitude when the future for dozens of children hangs in the balance. Leaders that are strong and relate well to the team must be certain that everyone on the team feels welcome and is important to the goals (6-5). Once the leader has guided the team through storming, the group moves into "norming" -- things begin to become more comfortable because the team leader has helped build the team's confidence. Various opinions are accepted, constructive criticism is provided by the leader and ground rules are spelled out. Next the team begins "performing" its tasks -- carrying out learning tasks and administrative tasks with skill and enthusiasm, thanks to good leadership by the team leader. The way that the leader and team members know that performing is going well; when classroom progress is very obvious, and the students are showing positive signs of learning, the team is clearly an "effective, cohesive unit."

While it may take weeks or even months to reach a point of performing efficiently, the whole point of this team is productivity in terms of the education of young people and so there should be clear signs of progress within a reasonably short period of time. Having the team buy into the program is absolutely imperative in a learning environment.

Carrying out Team Goals: There will be stumbling blocks and there will be impatience in any team experience -- this is simply the reality of team building and teamwork. Members will get bored or feel overwhelmed at different times, the authors point out (6-9). But getting over these rough points is the "recipe for a successful team" -- especially in the context of education -- so in order to smooth out the rough edges the authors point to ten "ingredients" that relate to team success. When there are arguments and disagreements about how to achieve the goals -- or tension and uncertainty when changes are made in the flow of the work -- it is the duty of the team leader to provide clarity. The team leader should be able to very quickly pick up on the fact that the team will, at times, express frustration. But for those who cannot contain their frustrations, the team leader should try "trouble tamers" (brainstorming), and if that doesn't work, it is possible that certain individuals should be asked to leave the team.