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  • 标题:Improving group dynamics: creating a team charter.
  • 作者:Byrd, John T. ; Luthy, Michael R.
  • 期刊名称:Academy of Educational Leadership Journal
  • 印刷版ISSN:1095-6328
  • 出版年度:2010
  • 期号:January
  • 语种:English
  • 出版社:The DreamCatchers Group, LLC
  • 摘要:In our institution's graduate business program, incoming students are organized into class cohorts. Through activities at an orientation weekend, including: the Myers-Briggs Type Indicator personality inventory, completion of a work history, skills inventories, and demographic profiles, students are formed into teams. The overarching goal in creating these teams is to staff each with as many different work functions as possible while also mixing gender, age groups, and other factors. This cross-functional approach is a common feature of teams (Fleming, 2004). The structure of this group organization provides a basis for learning to work in teams. It has been estimated that 50% of Fortune 500 employees are working in teams (Joinson, 1999) and experts predict growth in working in teams both for those in the managerial ranks as well as those in service operations (Thompson, 2000). While the value or functionality of work teams in business is not universally accepted, bringing a team structure to the educational setting does make sense for the many organizations that do utilize a team structure. However, there are potential drawbacks including the "free-rider" effect. In this context, it strengthens the relevance of the program.
  • 关键词:Decision making;Decision-making;Graduate students;Leadership;Participatory management;Teamwork (Workplace);Work groups

Improving group dynamics: creating a team charter.


Byrd, John T. ; Luthy, Michael R.


INTRODUCTION

In our institution's graduate business program, incoming students are organized into class cohorts. Through activities at an orientation weekend, including: the Myers-Briggs Type Indicator personality inventory, completion of a work history, skills inventories, and demographic profiles, students are formed into teams. The overarching goal in creating these teams is to staff each with as many different work functions as possible while also mixing gender, age groups, and other factors. This cross-functional approach is a common feature of teams (Fleming, 2004). The structure of this group organization provides a basis for learning to work in teams. It has been estimated that 50% of Fortune 500 employees are working in teams (Joinson, 1999) and experts predict growth in working in teams both for those in the managerial ranks as well as those in service operations (Thompson, 2000). While the value or functionality of work teams in business is not universally accepted, bringing a team structure to the educational setting does make sense for the many organizations that do utilize a team structure. However, there are potential drawbacks including the "free-rider" effect. In this context, it strengthens the relevance of the program.

It is important for students to view themselves as a team, not just a group working on various tasks or projects. It is also critical, for program purposes, that the team members recognize their complementary skills, 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 to focus on issues that make the team successful. As educators, we want student teams to experience a common commitment so they feel the power of a collective unit (Katzenbach, 1995). The team orientation also provides a basis for developing greater awareness of the processes involved in managing groups of individuals when in a leadership position. Elements of leadership skills are an important part of the educational program, although situational influences contributing to team effectiveness are also recognized as significant.

Situational influences have been documented as important for team effectiveness and include variables such as: task flexibility, low task interdependence, and the need for formal performance measures. Helping behavior among team members has been viewed as the most important group norm (Dumering and Robinson, 2007). Consequently, the educational program structure provides conditions that create the potential for members of the team to develop group norms that encourage helping behavior. This helping behavior, which encourages cooperation, is more than individuals agreeing to work together. It surfaces on projects where integration of the content is critical to the team's explanation of the substance of the issues involved in their project. One of the intended goals for the projects assigned to teams in the MBA program is to help students to understand how leadership behaviors can influence task integration. Thus, by helping the team experience the relationship of group integration, cooperation is strengthened among team members. It is important for the development of students' leadership skills that they recognize cooperation exists when individual efforts are integrated to achieve common objectives (Simsek, et al., 2005).

ORGANIZATIONAL CITIZENSHIP BEHAVIORS

Leadership that emphasizes both business skills and the ability to influence others toward organizational goals lies at the core of our institution's graduate business program. The approach developed at our institution attempts to inculcate attitudes that shape leaders to be motivated to exceed the ordinary expectations of the typical manager in today's work environment. These behaviors have been called "organizational citizenship behaviors" and represent a genuine commitment to people in the organization. They are behaviors which generally exceed expectations in the workplace and include expressions of personal interest in the works of others, genuine interest in the training and development of employees, and a concern for the spirit of cooperation as well as the need for cooperation for business reasons alone (Organ, 1990). The required use (and formal evaluation) of a team leader position which rotates among team members as they carry out the assigned projects of the program in the first semester (and encouraged thereafter) is an educational application of the concept. This approach encourages students to practice leadership skills in order to influence others with citizenship behaviors. These behaviors have been shown to be influenced more by leadership and factors in the work environment than by personality (Tepper, et al., 2004). By encouraging the application of citizenship behaviors, students develop leadership skills which are separate from personality considerations so often perceived by others as the key to leadership development.

Citizenship behaviors have also been correlated with job satisfaction, another quality the approach promotes for managers to develop. A meta-analysis including 7,100 individuals and 22 separate studies demonstrated a significant and moderately positive correlation between organizational citizenship behavior and job satisfaction (Lepine, et al, 2002). Organizational effectiveness has also been demonstrated in the relationship between organizational citizenship behavior and corporate profits (Koys, 2001).

PROJECT TEAMS

The project teams within the graduate business program emphasize the behavioral characteristics of effective work teams. Students also become more aware of the influence of the task situation on team behavior. A greater number of companies today hire individuals who already have a track record of successful experiences working with teams and who possess norms in common with effective teams (Groysberg and Robin, 2006).

Human interactions involving groups of individuals evolve a psychological contract (Rousseau, 1989). This contract represents the unwritten, implicit expectations that each individual has of others in the group, as well as their own expectations of what they can contribute and receive from the group. Group members generally (although often mistakenly) assume that everyone holds the same expectations. As long as expectations are met, no major conflicts arise. When individual expectations are not met however, conflict occurs due to the perceptions of some individuals that their interests are being opposed (Wall and Callister, 1995). Depending on the nature of the conflict, and the values and feelings the individual has concerning the differences, outcomes may range from a normal, minimal tension that remains in the background--having no serious negative effects, to a larger and more significant force that is counterproductive to the team's effectiveness. As with all teams however, conflict is inevitable (Katzenbach and Smith, 1993).

As a learning tool and because our graduate program recognizes the importance of making explicit individual expectations, students incorporate organizational behavior concepts into team projects. This affords students the opportunity to learn and practice leadership while they are working on substantive projects. The process allows everyone to discuss and negotiate expectations openly and recognize the value of sharing those expectations. They are taught at the outset that an organization's success is related to how well conflict is resolved (Wall and Callister, 1995). The structure for managing conflict that occurs in all groups and teams is the development of a Team Charter. This assignment provides teams with an ongoing mechanism for understanding team effectiveness and leadership within the team.

The objective of the assignment is to foster discussion among team members on the complex issues that often arise in a team work setting and achieve consensus on policies and procedures for how they will handle them and function effectively. More specifically, each team develops a written agreement formalizing how the members intend to organize and manage team activities, sets out member responsibilities, and fosters productive communications and interactions. The norms agreed to in the charter provide a frame of reference for the team to operate effectively and revisit as needed as their understanding and experience grows.

THE PROGRAM APPROACH

Since leadership activities continually expose managers to conflict, learning to resolve conflict is important for leadership success. The trend toward teamwork makes skills in conflict resolution important when making decisions in teams (Karzenbach, 1995). Consequently, the approach of using multiple, team-based projects (as opposed to individual papers or examinations) was developed in our program to assist students with their understanding of and practice with preventing and managing conflict in group situations. The core elements of this approach formalize the components involved in the implicit psychological contract, and use this framework to develop team and leadership skills. The elements of the Team Charter in our program are presented here. An edited (for length) team charter written by students is presented in the appendix (Holwerk, et al., 2007). A close examination will give a detailed view of how students have executed this project and codified their responses.

Personnel

The objective of this section of the Charter is to enable team members to become acquainted quickly as well as exchange contact and other significant information. Students use this section to gain an understanding of the interests, motivations, constraints, and goals of each member. Through discussions, each team member has the opportunity to establish how they can best contribute to the overall success of the team. Equally as important, each member can communicate what he/she feels will be needed from the others to ensure mutual success in the program. 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 scheduled throughout the length of the term

* Family and other personal commitments that could impact meeting or team activities

Processes

The objective of this section of the Charter is to foster direct discussions regarding how to best work through issues which will typically surface as students progress through the program. This Charter will become the process map by which the team will take on tasks, decide on project direction, and resolve conflicts. Suggested areas and questions 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, meeting minutes, 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 be handled if a team member has a family emergency or other event that affects their participation in team activities)

Reflection Commentary

This section of the Charter, not common to those that are developed in work environments, asks teams to reflect and comment on the process used 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 agree upon? (and why?)

* What are the concerns of the group in applying the charter to future activities?

CONCLUSION

When fully realized, the Team Charter becomes the cognitive map for students to understand the processes that occur in all groups when interacting to achieve organizational goals. It also allows for an examination of the process in a way that integrates theory and practice, resulting in a practicing of leadership and team skills throughout the educational program. For students who are currently part of organizations who utilize teams, or will go on to employment with such organizations, these benefits may carry over to those setting and enhance their professional careers.
APPENDIX
(Holwerk et al, 2007)

Mission         To achieve excellence throughout the completion of
Statement:      the MBA program and to learn from each other in an
                open environment.

Team            The primary focus of this group is to acquire the
Goals:          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, duties
and Task        that are required to be performed at all times,
perceived       and collateral duties, duties that are assigned on
by 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 a
of 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 the
on              most from the time spent in team meetings, it is
Meeting:        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.

Weighted
Decision

Making 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.

Communication
and             The Team will utilize a variety of methods of
Coordination:   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

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John T. Byrd, Bellarmine University

Michael R. Luthy, Bellarmine University
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