Improving group dynamics: creating a team charter.

Improving group dynamics: creating a team charter. INTRODUCTION In our institution's graduate business program, incomingstudents are organized into class cohorts. Through activities at anorientation weekend, including: the Myers-Briggs Type Indicatorpersonality inventory, completion of a work history, skills inventories,and demographic profiles, students are formed into teams. Theoverarching goal in creating these teams is to staff each with as manydifferent work functions as possible while also mixing gender, agegroups, and other factors. This cross-functional approach is a commonfeature of teams (Fleming, 2004). The structure of this grouporganization provides a basis for learning to work in teams. It has beenestimated that 50% of Fortune 500 employees are working in teams(Joinson, 1999) and experts predict growth in working in teams both forthose in the managerial ranks as well as those in service operations(Thompson, 2000). While the value or functionality of work teams inbusiness is not universally accepted, bringing a team structure to theeducational setting does make sense for the many organizations that doutilize a team structure. However, there are potential drawbacksincluding the "free-rider" effect. In this context, itstrengthens the relevance of the program. It is important for students to view themselves as a team, not justa group working on various tasks or projects. It is also critical, forprogram purposes, that the team members recognize their complementaryskills, their common purpose, common goals, and mutual accountability.It is these factors that make them a team in contrast to a group(Katzenbach and Smith, 1993). This structure also serves as a vehicle tofocus on issues that make the team successful. As educators, we wantstudent teams to experience a common commitment so they feel the powerof a collective unit (Katzenbach, 1995). The team orientation alsoprovides a basis for developing greater awareness of the processesinvolved in managing groups of individuals when in a leadershipposition. Elements of leadership skills are an important part of theeducational program, although situational influences contributing toteam effectiveness are also recognized as significant. Situational influences have been documented as important for teameffectiveness and include variables such as: task flexibility, low taskinterdependence, and the need for formal performance measures. Helpingbehavior among team members has been viewed as the most important groupnorm (Dumering and Robinson, 2007). Consequently, the educationalprogram structure provides conditions that create the potential formembers of the team to develop group norms that encourage helpingbehavior. This helping behavior, which encourages cooperation, is morethan individuals agreeing to work together. It surfaces on projectswhere integration of the content is critical to the team'sexplanation of the substance of the issues involved in their project.One of the intended goals for the projects assigned to teams in the MBAprogram is to help students to understand how leadership behaviors caninfluence task integration. Thus, by helping the team experience therelationship of group integration, cooperation is strengthened amongteam members. It is important for the development of students'leadership skills that they recognize cooperation exists when individualefforts are integrated to achieve common objectives (Simsek, et al.,2005). ORGANIZATIONAL CITIZENSHIP BEHAVIORS Leadership that emphasizes both business skills and the ability toinfluence others toward organizational goals lies at the core of ourinstitution's graduate business program. The approach developed atour institution attempts to inculcate attitudes that shape leaders to bemotivated to exceed the ordinary expectations of the typical manager intoday's work environment. These behaviors have been called"organizational citizenship behaviors" and represent a genuinecommitment to people in the organization. They are behaviors whichgenerally exceed expectations in the workplace and include expressionsof personal interest in the works of others, genuine interest in thetraining and development of employees, and a concern for the spirit ofcooperation as well as the need for cooperation for business reasonsalone (Organ, 1990). The required use (and formal evaluation) of a teamleader position which rotates among team members as they carry out theassigned projects of the program in the first semester (and encouragedthereafter) is an educational application of the concept. This approachencourages students to practice leadership skills in order to influenceothers with citizenship behaviors. These behaviors have been shown to beinfluenced more by leadership and factors in the work environment thanby personality (Tepper, et al., 2004). By encouraging the application ofcitizenship behaviors, students develop leadership skills which areseparate from personality considerations so often perceived by others asthe key to leadership development. Citizenship behaviors have also been correlated with jobsatisfaction, another quality the approach promotes for managers todevelop. A meta-analysis including 7,100 individuals and 22 separatestudies demonstrated a significant and moderately positive correlationbetween organizational citizenship behavior and job satisfaction(Lepine, et al, 2002). Organizational effectiveness has also beendemonstrated in the relationship between organizational citizenshipbehavior and corporate profits (Koys, 2001). PROJECT TEAMS The project teams within the graduate business program emphasizethe behavioral characteristics of effective work teams. Students alsobecome more aware of the influence of the task situation on teambehavior. A greater number of companies today hire individuals whoalready have a track record of successful experiences working with teamsand who possess norms in common with effective teams (Groysberg andRobin, 2006). Human interactions involving groups of individuals evolve apsychological contract (Rousseau, 1989). This contract represents theunwritten, implicit expectations that each individual has of others inthe group, as well as their own expectations of what they can contributeand receive from the group. Group members generally (although oftenmistakenly) assume that everyone holds the same expectations. As long asexpectations are met, no major conflicts arise. When individualexpectations are not met however, conflict occurs due to the perceptionsof some individuals that their interests are being opposed (Wall andCallister, 1995). Depending on the nature of the conflict, and thevalues and feelings the individual has concerning the differences,outcomes may range from a normal, minimal tension that remains in thebackground--having no serious negative effects, to a larger and moresignificant force that is counterproductive to the team'seffectiveness. As with all teams however, conflict is inevitable(Katzenbach and Smith, 1993). As a learning tool and because our graduate program recognizes theimportance of making explicit individual expectations, studentsincorporate organizational behavior concepts into team projects. Thisaffords students the opportunity to learn and practice leadership whilethey are working on substantive projects. The process allows everyone todiscuss and negotiate expectations openly and recognize the value ofsharing those expectations. They are taught at the outset that anorganization's success is related to how well conflict is resolved(Wall and Callister, 1995). The structure for managing conflict thatoccurs in all groups and teams is the development of a Team Charter.This assignment provides teams with an ongoing mechanism forunderstanding team effectiveness and leadership within the team. The objective of the assignment is to foster discussion among teammembers on the complex issues that often arise in a team work settingand achieve consensus on policies and procedures for how they willhandle them and function effectively. More specifically, each teamdevelops a written agreement formalizing how the members intend toorganize and manage team activities, sets out member responsibilities,and fosters productive communications and interactions. The norms agreedto in the charter provide a frame of reference for the team to operateeffectively and revisit as needed as their understanding and experiencegrows. THE PROGRAM APPROACH Since leadership activities continually expose managers toconflict, learning to resolve conflict is important for leadershipsuccess. The trend toward teamwork makes skills in conflict resolutionimportant when making decisions in teams (Karzenbach, 1995).Consequently, the approach of using multiple, team-based projects (asopposed to individual papers or examinations) was developed in ourprogram to assist students with their understanding of and practice withpreventing and managing conflict in group situations. The core elementsof this approach formalize the components involved in the implicitpsychological contract, and use this framework to develop team andleadership skills. The elements of the Team Charter in our program arepresented here. An edited (for length) team charter written by studentsis presented in the appendix (Holwerk, et al., 2007). A closeexamination will give a detailed view of how students have executed thisproject and codified their responses. Personnel The objective of this section of the Charter is to enable teammembers to become acquainted quickly as well as exchange contact andother significant information. Students use this section to gain anunderstanding of the interests, motivations, constraints, and goals ofeach member. Through discussions, each team member has the opportunityto establish how they can best contribute to the overall success of theteam. Equally as important, each member can communicate what he/shefeels will be needed from the others to ensure mutual success in theprogram. Suggested topics to cover in their discussions include: * Members' names, phone numbers (work and home), FAX numbers,and addresses * Communication preferences (to make certain that the method(s)documented are ones that all team members have access to, i.e.,teleconferencing, Blackberry, e-mail, etc.) * Personal Biography (on the individual, their family, hobbies) * Present and past work experiences * Personal resources and skills (e.g. typing, writing,computer/technology, software expertise) * Strengths and weaknesses (professional and personal) * Why did you choose this graduate program? * Current academic semester schedule * Expected job projects, travels, and vacations scheduledthroughout the length of the term * Family and other personal commitments that could impact meetingor team activities Processes The objective of this section of the Charter is to foster directdiscussions regarding how to best work through issues which willtypically surface as students progress through the program. This Charterwill become the process map by which the team will take on tasks, decideon project direction, and resolve conflicts. Suggested areas andquestions to explore include: * Purpose of the team (Mission) * Policies on meetings and frequency * Division of labor * Team Roles and tasks (e.g. team leader, secretary, meetingminutes, and schedule for revising the charter) * Decision-making (method for making decisions, i.e. consensus,majority, secret ballot, etc.) * Discipline (how this will work if discipline problems arise) * Communication and co-ordination issues * Emergencies (how will communication or responsibilities behandled if a team member has a family emergency or other event thataffects their participation in team activities) Reflection Commentary This section of the Charter, not common to those that are developedin work environments, asks teams to reflect and comment on the processused to develop the charter. Specific questions include: * What was the approach used to develop the document? * How were differences of opinions resolved by the group? * What are the items in the Charter which are most/least useful? * Which items in the Charter were the easiest and hardest to agreeupon? (and why?) * What are the concerns of the group in applying the charter tofuture activities? CONCLUSION When fully realized, the Team Charter becomes the cognitive map forstudents to understand the processes that occur in all groups wheninteracting to achieve organizational goals. It also allows for anexamination of the process in a way that integrates theory and practice,resulting in a practicing of leadership and team skills throughout theeducational program. For students who are currently part oforganizations who utilize teams, or will go on to employment with suchorganizations, these benefits may carry over to those setting andenhance their professional careers.APPENDIX(Holwerk et al, 2007)Mission To achieve excellence throughout the completion ofStatement: the MBA program and to learn from each other in an open environment.Team The primary focus of this group is to acquire theGoals: analytical, financial, and interpersonal skills that will further develop our current skills. We all pledge to share our skills and knowledge from past and present work and life experiences. Our collective efforts will result in an end product that will include a well-versed foundation of skills that will benefit the overall team performance, thus enabling us to carry those team- building skills back to our own career endeavors.Values: The actions, discussions, and decisions of the Team and each Team Member will be guided by the following Values: * Respect--Each member brings distinct experience, knowledge, and expertise to the team. As such, each member commits to seek to understand other perspectives, to treat others with courtesy, to be fully engaged, to participate actively, to gain value in the richness of the team interaction, and to be an integral part of the learning process. * Honesty--Each member of the Team will conduct themselves with the utmost integrity. All conversations, written work, and presentations will reflect the collective ideas of the Team and will be a unique product of the Team. The Team Members will interact with each other in a forthright and direct manner. * Unity--Each member of the Team will work together to fully utilize the strengths of each person. Each member will support the decisions reached by the Team even though individual differences of opinion may exist. The members of the Team will function as one cohesive group and will support one another. * Commitment--Each member of the Team will be individually accountable to the other members of the Team. The Team Members will meet their obligations and deadlines, be present both physically and mentally, and be prepared to contribute to the success of the Team. * Effort--Each member of the Team will work hard and put forth their best in every assignment undertaken by the Team. The members will be focused and work collaboratively and productively to produce work that reflects the collective knowledge of the Team.Roles Team Members will have both primary duties, dutiesand Task that are required to be performed at all times,perceived and collateral duties, duties that are assigned onby Group: a rotational basis. Each duty has corresponding responsibilities that cannot be delegated. * Team Member: This is the primary duty of every member of the Team. Even though a member may be performing collateral duties, that individual is a member first and must adhere to the roles and responsibilities of a Team Member: * Adhere to conduct commensurate with other sections in this document. * Maintain focus on team Values. * Voice concerns promptly at team meetings. * Complete tasks on or before deadlines. * Maintain communication with Team Members during any absences. * Team Members may override a Team Leader's decision by majority vote. * The Team respects individual privacy and maintains that problems of a personal nature do not need to be discussed in a public forum. Team Members should, however, notify the Team as early as possible that a personal problem exists and that it may impact his/her ability to meet team deadlines and commitments. The Team will make reasonable efforts to redistribute the workload accordingly. * Team Leader: Above all the Team Leader is focused on the welfare of the project as well as the Team. Should either begin to falter, it is the Team Leader's responsibility to initiate dialogue with the Team to correct any problems. A rotational role, the Team Leader is charged with the following responsibilities: * Assign tasks in accordance with Section 4.0, the Division of Labor. * Ensure that tasks are completed on or before deadlines. * Maintain an awareness of all task progress and constraints. * Formulate solutions to problems before they occur and propose them at team meetings. * Provide follow-up on tasks as needed. * Propose a revision to task assignments when necessary. * Move to use the Weighted Decision Making Tool if the Team is deadlocked in discussion and the topic must have resolution. Meeting Secretary: The Meeting Secretary is responsible for composing the official record of the meeting. A rotational role, the Meeting Secretary is charged with the following responsibilities: * Create the official meeting agenda, decided upon by the Team; distribute the agenda to all Team Members no later than the morning of the meeting; bring copies of the official meeting agenda to the meeting. * Review the outcomes, decisions, and open items from the previous meetings. * Make important notations to agenda items, such as noting Team Members who wish to assume responsibility for specific items. * Distribute meeting minutes to all Team Members no later than 24 hours after meeting adjournment (or other time agreed upon at the meeting) as well as post the minutes on Google[TM] Documents. Meeting Chairperson: The Meeting Chairperson is charged with the timely completion of team meetings and adherence to the meeting agenda. A rotational role, the Chairperson's specific responsibilities include: * Facilitate meetings. * Call meetings to order. * Allow Team Members to explore topics through dialogue but provide redirection when the discussion begins to stray too far from the agenda. * Ensure that no specific Team Member(s) monopolize a topic during discussion. * Engage Team Members who are not contributing to a topic during discussion. * Transition discussions in order to move the meeting along in accordance with the agenda. * If a topic cannot be resolved in a timely manner and the Team determines that the topic needs further exploration, the Chairperson will, in the interest of time, move to add the topic to an open agenda item to be revisited at the next meeting. (The Team Leader may choose to use the Decision Making Score Card to resolve the issue instead.)Division Throughout the MBA program, there will be aof Labor: significant workload placed on each Team Member. Team Members are expected to not only complete projects on time, but to also generate work that meets team quality expectations. In recognition of this, the Team shall follow standard guidelines for the Division of Labor to ensure quality work is finished on time, efficiently and provides the maximum growth of each member. Task Assignment * Every effort will be made to allow Team Members to choose the tasks they would like to perform. * Tasks will be distributed so that each member bears a similar workload. Once assigned a task, Team Members are accountable for the timely completion of the task. * Team Members will be assigned responsibility for quality of work based on their strengths. For example: A Team Member who is skilled with data analysis in Microsoft Excel will not necessarily perform this type task; however, he or she will be responsible for ensuring that the work meets team quality expectations. This Team Member will provide the necessary coaching to ensure that the member performing the work will perform it in accordance with team quality expectations. * If the Team cannot decide upon the task assignment, the Team Leader assigns tasks. If the Team does not agree with the Team Leader's division of labor, the Team may overrule the Team Leader by a majority vote. * Progress Updates--Team Members shall submit periodic progress updates for their tasks to the Team Leader. The reporting periods shall be established at the beginning of each project by the Team Leader. Conflicts--If at any time a Team Member feels that they are not capable of performing the work assigned, for whatever reason, it is incumbent upon that Team Member to inform the Team as soon as possible so that alternative arrangements can be made. Team Members not meeting their commitments shall be subject to Section 7.0-- Discipline.Policies The Team values productivity. In order to gain theon most from the time spent in team meetings, it isMeeting: critical that the Team outline and agree on a meeting structure. All team meetings will be conducted in a similar fashion. Positions * Team Members will be assigned meeting roles prior to each meeting. Team Member, Team Leader, Meeting Secretary, Meeting Chairperson. * Agenda--As aforementioned, the Agenda is created by the Meeting Secretary prior to each meeting. Each agenda will follow a standard format. Order of Events * Meeting Secretary distributes the agenda. * Meeting Chairperson calls the meeting to order. * Meeting Secretary reviews outstanding items from the last meeting. * Meeting Chairperson leads the Team in discussion of the agenda items. * Meeting Secretary reviews new, open items from the meeting. * Team Leader assigns tasks. * Meeting Secretary distributes meeting minutes within 24 hours of the meeting. Scheduling * When necessary, team meetings will be held on class nights, 90 minutes prior to class beginning. If additional time is needed, the Team will schedule time on Saturday or Sunday. * The Team will make every effort to schedule meetings when all Team Members can be present. If it is not possible for all Team Members to be physically present, a conference call will be arranged. It is acceptable to the Team that a member can call in to the meeting unless the Team is rehearsing a presentation, in which case physical presence is critical. The Team expects every member to make his best effort at attending when presentations are being rehearsed. * If a Team Member cannot be present (physically or via phone), it is that Team Member's responsibility to: Deliver project updates to the Meeting Secretary 24 hours prior to the meeting and Follow-up with another Team Member to discuss what occurred at the meeting. Policies * All meetings will start and end on time. All Team Members have outside commitments, and it is not acceptable for meetings to be substantially extended past the agreed upon time. * Team Members are expected to come to meetings on time and be prepared. * The Team recognizes that outside commitments may cause a Team Member to be late to meetings from time to time. If a Team Member knows he will be late to a scheduled meeting, he is expected to inform the Team in advance. If he does not know in advance, and is running more than ten minutes late, the member is expected to notify the Team via phone, if possible. Decision Making Decision Making Methodology * All Team Members will be given the opportunity to fully express their opinions and ideas before a decision is made. However, the Team Leader will assign due dates for the decisions, thereby setting the maximum time frame for discussion. * The decisions the Team makes will be rooted in the Team's Values. Business decisions the Team makes will, in general, be made so as to align with our business principles. These principles are: profitability, environmental awareness, shareholder value and respect for our employees. With these principles in mind, the Team will endeavor to make all of its decisions democratically. When this is not possible, the Team will employ a Weighted Decision Making Tool to assist with the decision.WeightedDecisionMaking Tools: Weighted decision-making tools will be used for all decisions that cannot be made democratically, either for reasons of time, or for difference of opinion. * Narrowing Tool--this tool will be used to narrow the field of choices down to 2-3 (See Appendix B). The criteria used in the tool will be unique to each decision but will be based on the Team's Values and business principles. The average of the Team Members' scores will be used for the final decision. * Decision Tool--this tool will be used to decide between the choices the Team picked using the Narrowing tool. (See Appendix C). It will be used to compare a narrow range of choices and evaluate each among a specific and generally complex list of "SMART." criteria (Strategic, Measurable, Achievable, Related, and Time-bound). The criteria used in the tool will be unique to each decision but will be based on the Team's Values and business principles. The Team will establish the priority numbers, and each Team Member will then score each item. The average of the Team Members' scores will be used for the final decision. Changes to Decisions * Team decisions are final, and all Team Members will work with the decisions made. * A plurality of the Team can request in a team environment that a decision be revisited if they feel that changes in information or circumstances warrant.Discipline Overview * No Team Member(s) shall undertake any disciplinary action unilaterally. * Grievances with other Team Members, team policies, or decisions shall be voiced to the entire Team, and the Team be given the opportunity to respond, before seeking outside assistance with any team issues. * If the majority of the Team agrees that a Team Member is performing at an undesirable level, the Team Member shall be evaluated and placed into one of three categories: Lack of Skill, Values Issues, and UNACCEPTABLE. Procedures for dealing with each issue are outlined below. * Once a Team Member is evaluated, the Team is responsible for formulating a plan with clear achievement goals and dates, written and signed by all Team Members. Lack of Skill * If a fellow Team Member is performing work at a level that is unsatisfactory to the other Team Members, and the Team Member lacks the skills to perform the work at a satisfactory level, it is the responsibility of the Team Leader to redistribute the workload or to provide/coordinate training to overcome such obstacles. * Ongoing performance issues of this type are a reflection of the Team's failure and will not be held against the individual involved provided that reasonable and appropriate effort are expended by Values Issues * the individual to overcome these issues. If, in the judgment a majority of Team Members, an individual is not upholding the Values of the Team, the Team will discuss these issues openly with the individual in a team environment and develop a plan to overcome these issues. The plan will include but is not limited to: * A clear, time-bound, milestone plan for bringing the individual's work up to a level that is acceptable to the Team. * Required progress updates and reports. * Required behavior change, and milestones, or impartial judge to evaluate change. * Ongoing performance issues of this type are a reflection of the Team's failure; however, if these issues are not resolved by the end of the semester, or one month after the improvement plan is implemented whichever is longer, the Team may find these issues are UNACCEPTABLE, and may proceed according to Section 7.4 of the Team Charter.UNACCEPTABLE: The Team may find a Team Member's performance to be UNACCEPTABLE. Minimum criteria for this finding are: * Team Member has been found to be UNACCEPTABLE per Section 7.3.2. * The Team Member has missed two consecutive meetings, with no explanation or advance notification. * The Team Member has missed one deadline, with no valid excuse and with no work product or visible effort displayed. * The Team Member continually misses deadlines without advance notice. * The Team may make a report on the situation in writing to the course professor, and/or MBA office. In the event that a report is submitted to the MBA office or professor, the report must be written and signed by all Team Members. * The individual being reported has the right to include a statement expressing their views with this or separately. The Team does not have the right to edit or change this statement, but will have the opportunity to read and sign it prior to submission.Communicationand The Team will utilize a variety of methods ofCoordination: communication including meetings, e/mail, and telephone/conference calls. The preferred method of communication with the team is email. If members do not respond within a reasonable amount of time, depending on the importance of the email, communication via his or her preferred phone line is the next outreach. Finally, if a member still cannot be reached, his or her home phone or work number can be called.Commentary: The approach used to develop the Team Charter was the allocation of work. After our first meeting, we determined which group member would develop which section of the charter, as well as creating their personal bio. As each member completed their section, they would e-mail it to the group for feedback and the team leader would put the sections together to form the final charter. The final draft would then be sent to the group for comments and approval. Fortunately, the only difference in opinion faced by our group was determining the layout of the charter. Some believed a resume format would be better, while others preferred a charter containing a mixture of charts, bullets, and paragraphs. After having a group discussion, we obtained an overall consensus to use the mixed layout. As the charter took form, we realized it was the right choice. The most useful item in the Team Charter will be the communication plan as well as the decision-making processes. These guidelines will ultimately steer our group in the right direction as difficult issues are addressed within our group. We all are in agreement that our least useful item will be the discipline. We have complete confidence that each member will perform his/her duties by the agreed upon deadlines. This group is willing to help each other out when necessary should any personal, family, or work obligations interfere with completion of an assigned task. While working on the team charter, the easiest item was to acknowledge our individual goals that lead us to the MBA program and ultimately this group. The team goals were made easy to recognize once we were given direction in the MBA 700 Assessment class. The hardest part was to identify our weaknesses and agree to improve upon those skills as we move forward. This class was especially helpful in identifying those flaws. After acknowledging these weaknesses, we as a group can utilize group projects as a platform to learn the required material and more importantly improve upon those individual weaknesses. This will allow us to reach our individual and team goals simultaneously. The general concern that our group holds is the ability to all meet at an agreed upon time. Our informal meeting time before and after class seem to be acceptable to everyone however any meeting of great length outside of our scheduled classes could present a challenge. Nonetheless, we are a group that is willing to be flexible. Any reasonable accommodations will be made to meet as a group. Overall the team charter will prove to be a useful resource to keep the team on course. Should our progress stall in any way, the team charter will lead us back in the right direction. Our agreement will ensure that everyone is fully aware of what is expected from them as a group member. REFERENCES Bamberger, P. and M. Biron (2007). Group norms and excessiveabsenteeism: The role of peer referent others, Organizational Behaviorand Human Decision Processes, 103, 2,179. Dumering, P.R. and R. B. Robinson (2007). 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