Working in a team
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This article is part of the Bachelor design guide; the original version can be found at page 234. |
It is not easy working well in a team. Sometimes there are clear goals and objectives, and distribution of tasks to solve the issue at hand. But often difference in opinions remains, and members experience it to be difficult to find a compromise. Having a shared understanding on the issue at hand is important, but even then a team might have difficulty finding a consensus on how to solve the problem. Teams are often composed from members with different backgrounds, from different disciplines, brought together because of their individual qualities and expertise.
There is a lot of literature available on group processes, creating a team and working in a team. In design this immediately presents a problem: team members will have to work on an idea which could not be their own. There is a danger in the sense that the more active and loud team members will have a large influence on the process and the result. It is important for all team members to be aware of their own behaviour, to be able to accept change and to commit to the team effort. Being aware of team processes is a big advantage. One of these processes is explained below.
Group development in five phases
Every team goes through a particular development in which the members learn to deal with the emotions and task-related pressures within the group. This developmental process consists of five stages, each phase characterised by certain emotions and particular behaviour[1].
Phase 1: Forming
In this first stage, team members are introduced to each other, stating their motivations and goals within the team. When a team is formed, all team members will cautiously explore the boundaries of acceptable group behaviour. This is a stage of transition from individual to team member status. The leader is appointed and his guidance (formal and informal) is tested.
Emotions
- Excitement, anticipation and optimism.
- Tentative attachment to the team.
- Suspicion and anxiety to the job.
Behaviour
- Defining the tasks and how they will be accomplished.
- Determining acceptable group behaviour.
- Deciding what information needs to be gathered.
- Abstract discussions of the issues and definitions.
- For some members impatience with these discussions.
- Discussions about non-relevant issues.
- Complaining about the task and the issues that need to be solved.
Phase 2: Storming
The second stage is probably the most difficult and challenging one: team members start to realize the tasks that are ahead are different and more difficult than they previously had imagined. Members have their own ideas on how the process should look and personal agendas are not uncommon. They rely solely on their personal experience and resist collaborating with other team members. Impatience about the lack of progress, pressure from the tasks set by the team, members feel they have little energy left to accomplish the goals, but they are starting to know each other.
Emotions
- Resisting tasks given by the team and resisting approaches members are not familiar with.
- Fluctuations in attitude about the team’s chance of success.
Behaviour
- Arguments among team members, even when they agree on the real issues.
- Defensiveness, competition and choosing sides.
- Questioning the wisdom and expertise of those who selected the project and appointed the members of the team (i.e. design tutors).
- Setting unrealistic goals and expressing concerns with the amount of tasks.
- Increasing tension, jealousy and disunity among the team.
Phase 3: Norming
The norming stage is present when the members accept the team and the roles. Members agree upon responsibilities and tasks. Enthusiasm is high: everybody wants to share the newly found focus. Rules are established and emotional conflict is reduced as previous relationships become more cooperative.
Emotions
- Ability and attitude to express criticism constructively.
- Acceptance of membership within the team.
Behaviour
- Attempting to achieve harmony by avoiding conflicts.
- Confiding in each other, sharing personal problems and allowing discussions about the team dynamics.
- A sense of team cohesion, shared goals.
- Establishing and maintaining team ground rules and boundaries.
Phase 4: Performing
In the fourth stage the team has settled its relationships and expectations. Team members can begin performing by diagnosing, problem solving, designing, and implement changes. Team members have accepted each other’s strengths and weaknesses, and each other’s role in the team. The team has transformed into a well-oiled machine; this is the stage where the team performs characterised by doing a lot of work.
Emotions
- Members have insights into personal and group processes.
- Members have an understanding of each other’s strengths and weaknesses.
- Members find satisfaction in the team’s progress.
Behaviour
- Members are capable of adapting their behaviour (constructive self-change).
- Members have an ability to prevent or work through group problems.
- Members have a close attachment to the team.
Phase 5: Adjourning
The final stage is of saying goodbye to the team when the project has been (successfully) finished. (This stage has been added in 1977.) The project’s results are presented to others. An evaluation of the positive and negative aspects of the project takes place. Experiences gained are useful for the next projects. When the team completes the last briefing, there is always a bittersweet sense of accomplishment coupled with the reluctance to say goodbye. Many relationships formed within successful teams continue long after the team disbands.
Ground rules for working successfully in a team
Next to the five phases a group goes through there are a number of ground rules or techniques that will facilitate a successful working in teams
Clarity on goals and objectives
This does not only include the results of the design process (i.e. the product), but also the deliverables, how the results should be judged, etc. If you have doubts on this, discuss with your team (and if necessary with your tutor).
From our experience we know that students have different levels of ambition; one student wants to achieve a mark 6 while another student wants to achieve mark 9. Discuss your level of ambition and try to find consensus on this topic.
Keep to the basic cycle of design
Often, people forget how to approach and solve design problems (for example generating alternatives and choosing from them).
Clarity in task distribution matching personal strengths
When distributing tasks, take care of communication, avoid miscommunication by explaining each others tasks well. Use a project planning as a tool to determine tasks and time spent per task. Consider that it is interesting to know each others specific strengths and use them well. And on the other hand be aware that group members specifically want to improve certain competences!
Good communication
Good communication starts with listening. If you are not sure if you understand someone right, than ask (open questions or repeating in your own words what you have heard). Be careful with criticism; often the message is not understood well by the listener. Document your decisions and verify them on their correctness.
Respect the ground rules of the team
Don’t avoid discussions, set up procedures leading to the desired result, summarize conversations and discussions. Make sure that discussion stay focused, invite people to participate in discussions, try to solve uneasy tensions within the team. Build on each other’s opinions and motivate each other.
Define decision making procedures
For example, when choosing an alternative: first document how the team will make the selection in order to create an acceptance of the result of the selection. A ‘democratic’ selection method (most votes) is not always the preferred selection method.
Facilitate an equal participation
All team members are allowed to give their opinion. Distribute the tasks equally. When tasks are finished, help one another in completing their tasks. Coordinate the distribution and completion of the tasks.
Stick to the ground rules
Meetings are almost sacred; document what counts as valid reasons to skip team meetings (sleeping is not a valid reason!). Make sure everyone is on time and that meetings take place within the appropriate time frames. Confirm the chosen direction, agree upon decisions, follow the decisions.
Be aware of group processes
Be aware of the phases of a group (team) development process. Also be aware of non-verbal communication. Someone leaning on his arms during a meeting shows disinterests. Someone with his arms folded on his head, leaning backwards shows disapproval.
Apply the scientific approach
Assure yourself of sound information and data. Don’t act on feelings; try to justify your actions with solid arguments.
Do not avoid conflicts
It is always the easiest to avoid conflicts within teams. This mostly does not help the team’s performance. Talk about conflicts without letting your emotions getting the overhand; provide space for the others to talk about the conflict. Be introspective: reflect on how you can improve your behaviour. This will most likely inspire others to do the same. If conflicts are truly problematic and you are unable to solve them, call in help (for example your design tutor).
Team work
At the Team work page you may find results of a few students groups studying some team work aspects. These students have started this study in February 2010.
References
- ↑ Tuckman, B.W. (1965) Developmental Sequence in Small Groups, Psychological Bulletin, vol. 63, pp. 384-399.
