After reading about the determinants of high-performing teams, do you feel that a team which you are

  

After reading about the determinants of high-performing teams, do you feel that a team which you are a part of today, or have been in the past, meets the criteria of a high-performing team? Why, or why not?Please be original no references per the professorTextbook:Dyer, W. G., Jr., Dyer, J. H., & Dyer, W. G. (2013). Team building: Proven strategies for improving team performance (5th ed.). San Francisco, CA: Jossey-Bass._____________________________________________________________________________________________Please respond to my classmate response below:my current team is not high performing. We are more of the low level team type like a golf team because we are in reservation sales. Their is a lot of individual work that takes place. However, when there is a team goal we compete which ultimately raise the numbers on all metrics. I do see the forward movement of my organization towards team building for our modular interdependency style. We have more immediate supervisors helping with on hands support rather then making the agent call a outside spource. As a facilitator for the organization I train individuals to perform as individuals with the team goal in mind. This course will help me facilitated based on the team type. I look forward. So overall my team is again, not a high performance team. Its become the concern of the organization but until then they will continue to be frustrated with current results.
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UNIT I STUDY GUIDE
The Foundation for Team Success
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization’s context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from Tgroups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
BSL 4060, Team Building and Leadership
1
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
 How important is effective teamwork to accomplishing this particular task?
 What type of team (e.g., task team, decision team, self-directed team) do I need?
 Do my organization’s culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
 To what extent do individual members have the technical skills required to complete the task?
 To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
 To what extent are individual team members motivated to complete the task?
 Is the team the right size?
The third C is competencies, or the formal and informal processes that are independent of individuals.
According to Dyer, et al., (2013), some of the most important competencies are as follows.
 Can they clearly articulate their goals, metrics, and the means required to achieve them?
 Can they conduct effective meetings, make effective decisions, and effectively communicate,
including giving and receiving feedback?
 Can they build trust and commitment to the team?
 Can they resolve disputes or disagreements?
The fourth C is change. Management teams need to change and adapt to be effective over time (Dyer et al.,
2013). At the conclusion of this unit, students should understand the context of a team and the importance of
the four Cs in the design and building of high performing teams
When designing high-performing teams, one must realize that conflict can arise and must be dealt with
immediately. If no action is taken to address or resolve conflicting issues, team morale, motivation, and
productivity can decrease.
BSL 4060, Team Building and Leadership
2
High-performing teams consist of members whose attitudes, skills, and competencies
will enable
them to
UNIT x STUDY
GUIDE
achieve team goals. As these team members build effective relationships, theyTitle
are more likely to successfully
communicate, make decisions, and set goals that will benefit the organization as a whole. Therefore, their
objectives are accomplished, and members become more cognizant of his or her strengths. Weaknesses are
also identified, and changes are made in order to improve team performances (Dyer et al., 2013).
In most organizations, if employees are constantly complaining or resigning, there is an obvious reason for
discontent. In some cases, the problems stem from above. Leadership is huge in instilling faith and support in
the hearts of members. In addition, team members like to know that their supervisors are willing to do the
same work as they are asked to perform, that they are honest in their delivery of information and feedback,
and that they are vision-oriented to create opportunities for each team member to excel in various respects
and to contribute successfully to the team’s milestones.
When laying the foundation for team success, it is imperative that leaders know the steps necessary to build
an effective team, understand the importance of rewarding team members for their work, and continuously
being offered team development opportunities. Supervisors must always ask themselves this question: “Does
the organization’s context of culture, structure, and systems support teamwork?”
Click the link below to view an interactive tutorial from MyCourseTools on the qualities inherent in a good
manager and some important management theories. You may have to copy and paste the link into your
browser if you are not able to access it by clicking.
http://www.http://www.pearsoncustom.com/mct-enterprise/asset.php?isbn=1256689785&id=12190
Click on the link below to view an interactive tutorial from MyCourseTools on group behavior.
http://media.pearsoncmg.com/pcp/pls/pls_mycoursetools/fufillment/mct_1256689785_csu/org_behavior/lesso
n_06/default.htm
References
Campbell, J., & Dunnette, M. (1968). Effectiveness of t-group experiences in managerial training and
development. Psychological Bulletin, 70, 73-103.
Dyer, W. G. Jr., Dyer, J. H. & Dyer, W. G. (2013). Team building: Proven strategies for improving team
performance (5th ed.). San Francisco, CA: Jossey-Bass.
BSL 4060, Team Building and Leadership
3
UNIT I STUDY GUIDE
The Foundation for Team Success
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization’s context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from Tgroups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
BSL 4060, Team Building and Leadership
1
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
 How important is effective teamwork to accomplishing this particular task?
 What type of team (e.g., task team, decision team, self-directed team) do I need?
 Do my organization’s culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
 To what extent do individual members have the technical skills required to complete the task?
 To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
 To what extent are individual team members motivated to complete the task?
 Is the team the right size?
The third C is competencies, or the formal and informal processes that are independent of individuals.
According to Dyer, et al., (2013), some of the most important competencies are as follows.
 Can they clearly articulate their goals, metrics, and the means required to achieve them?
 Can they conduct effective meetings, make effective decisions, and effectively communicate,
including giving and receiving feedback?
 Can they build trust and commitment to the team?
 Can they resolve disputes or disagreements?
The fourth C is change. Management teams need to change and adapt to be effective over time (Dyer et al.,
2013). At the conclusion of this unit, students should understand the context of a team and the importance of
the four Cs in the design and building of high performing teams
When designing high-performing teams, one must realize that conflict can arise and must be dealt with
immediately. If no action is taken to address or resolve conflicting issues, team morale, motivation, and
productivity can decrease.
BSL 4060, Team Building and Leadership
2
High-performing teams consist of members whose attitudes, skills, and competencies
will enable
them to
UNIT x STUDY
GUIDE
achieve team goals. As these team members build effective relationships, theyTitle
are more likely to successfully
communicate, make decisions, and set goals that will benefit the organization as a whole. Therefore, their
objectives are accomplished, and members become more cognizant of his or her strengths. Weaknesses are
also identified, and changes are made in order to improve team performances (Dyer et al., 2013).
In most organizations, if employees are constantly complaining or resigning, there is an obvious reason for
discontent. In some cases, the problems stem from above. Leadership is huge in instilling faith and support in
the hearts of members. In addition, team members like to know that their supervisors are willing to do the
same work as they are asked to perform, that they are honest in their delivery of information and feedback,
and that they are vision-oriented to create opportunities for each team member to excel in various respects
and to contribute successfully to the team’s milestones.
When laying the foundation for team success, it is imperative that leaders know the steps necessary to build
an effective team, understand the importance of rewarding team members for their work, and continuously
being offered team development opportunities. Supervisors must always ask themselves this question: “Does
the organization’s context of culture, structure, and systems support teamwork?”
Click the link below to view an interactive tutorial from MyCourseTools on the qualities inherent in a good
manager and some important management theories. You may have to copy and paste the link into your
browser if you are not able to access it by clicking.
http://www.http://www.pearsoncustom.com/mct-enterprise/asset.php?isbn=1256689785&id=12190
Click on the link below to view an interactive tutorial from MyCourseTools on group behavior.
http://media.pearsoncmg.com/pcp/pls/pls_mycoursetools/fufillment/mct_1256689785_csu/org_behavior/lesso
n_06/default.htm
References
Campbell, J., & Dunnette, M. (1968). Effectiveness of t-group experiences in managerial training and
development. Psychological Bulletin, 70, 73-103.
Dyer, W. G. Jr., Dyer, J. H. & Dyer, W. G. (2013). Team building: Proven strategies for improving team
performance (5th ed.). San Francisco, CA: Jossey-Bass.
BSL 4060, Team Building and Leadership
3

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