Describe the purpose and objectives of the team in which they work (3. 2) Whether in the workplace, at school or even at home, teamwork is an essential part of a smoothly functioning system. When individuals work together as a team, more can be accomplished — ideas can be bounced among team members to come to the best solution. Often teamwork is required within the workplace or even during school projects. Knowing the objectives that lead to successful teamwork is the first step. Before the team gets started, it must have an end goal in mind.
This goal should be well stated and every member of the team should be aware of what the goal is, whether it is preparing quarterly reports for a meeting, cleaning the house for a big day or finishing up a group laboratory assignment. A team leader should be selected who will keep the overall goal in mind and ensure that the team stays on task. If the group is large, smaller teams can be created from the large group, with one leader ensuring that each small team keeps to its goal while working on smaller portions of the overall project.
A team is made up of two or more individuals. Within a team, everyone needs to be aware of each other’s education, skills and abilities as they apply to the project at hand. Individuals should be assigned work based on their capabilities so that the team accomplishes its goal successfully the first time around. Though team members do not have to agree on everything in regards to the project, they all need to be committed to the project in order for it to succeed.
Team members should put aside their personal goals and instead focus on the overall goal of the team. http://www. ehow. co. uk/info_8030955_objectives-team-work. html Describe own role and responsibilities and those of others in the team (3. 3) A critical issue that can impede the success of teams is a lack of clarity regarding the roles, responsibilities, and expectations of the various agencies and/or individuals who compose its membership.
This exercise is designed to assist team members to understand more fully their own roles and responsibilities in relationship to the work of the team, and to provide them with an opportunity to share their expectations about the roles and responsibilities of others. . * Roles — Generally, roles are the positions team members assume or the parts that they play in a particular operation or process. (For example, a role an individual might assume is that of facilitator, or communications liaison). Responsibilities — On the other hand, responsibilities are the specific tasks or duties that members are expected to complete as a function of their roles. They are the specific activities or obligations for which they are held accountable when they assume—or are assigned to—a role on a project or team. (For example, some of the responsibilities of a person in the role of team facilitator might include making sure that meeting agendas reflect feedback and input from all members, that the meetings start on time and end on time, and that all members have opportunities to contribute to discussions. Generally speaking, there are two types of roles that team members may have. There are formal roles, which are the essential parts or positions that must be filled in order to collectively accomplish the goals of a project or team, and there are also informal roles, which may or may not be required in order to achieve the team’s goals, but that can have an impact—either positive or negative —on the progress of the team. When we refer to formal roles, we are describing essentially “who” is responsible for “what. ” Formal roles are absolutely essential for the success of the team.
Obviously, if individual team members do not know what they are expected to do, it is highly unlikely that anything will get done. Again, a lack of clarity around roles and responsibilities is one of the primary reasons that teams fail to produce results. In addition, it is unlikely that members will continue to be interested or invested in a project if they do not know why they are involved or what is expected of them or the other members. Unlike formal roles, informal roles are not assigned. Instead, they are assumed by individuals because of their ersonalities, motivations, individual styles and attitudes, or the ways that they like to approach situations or tasks. Just as it is important to understand or recognize the formal roles people have on a team, it is also critical to identify the informal roles played by individuals, because informal roles can have a significant impact on a team. Certain types of informal roles can enhance the overall productivity of the team, but the impact of other types of informal roles—if not addressed—can be negative and may detract from the team’s ability to function effectively.
The following are examples of some of the informal roles that members play on teams. * Teams might have a caretaker. This is the person who makes sure that there is harmony, which everyone is getting along, and everyone’s needs are being met. * Sometimes teams have an informal spokesperson. This is the person who takes responsibility for hearing everyone’s voice, synthesizing different opinions, and then speaking out on behalf of the group. * The role of the comedian is played by the person who wants to assume responsibility for making sure everyone is having a good time.
Comedians break tension and conflict with humour. They make sure teams do not take themselves too seriously. * There is the catalyst. This is the person who is like the cheerleader, who contains the energy for the project, gets people excited, and forces people to move forward. * The optimist is someone who is always looking at the positive side of issues, who brings an upbeat perspective. * There is the pessimist, who brings the negative perspective. Pessimists often will call themselves “realists” because their view of reality is negative.
But the true realist is not necessarily negative. * The realist is the person who conducts the reality checks for the team, who wants to see the team succeed and not get blindsided by events that are unanticipated. These are just some examples of the kinds of informal roles that individuals play. The important thing to note here is that informal roles do have a significant impact—both positive and negative—on the work of teams, and it is important to identify and address those effects when necessary.
As has been emphasized, clear roles and responsibilities are critical to the ultimate success of teams. However, such clarity is not always present within collaborative teams—particularly when teams are first established, and especially if there are individuals on the team who have not worked together previously. Regardless of whether a team is newly formed or longstanding, each of the team members will have desires and beliefs about what the other members of the team could or should be doing.
These beliefs are referred to as role expectations, and it is very important for members to discuss them so that there are no misunderstandings between what team members expect of one another or one another’s agencies, and what individual members perceive their own roles to be. http://www. collaborativejustice. org/how/tools/structure/structure-ex1. htm To ensure that all areas of the children’s care and development are looked after. If no-one is made responsible for changing the children it might not happen.
If a child is on medication and no-one is made responsible for giving it to them it could easily slip everyone mind etc. Someone needs to be made responsible for the overall running of the setting or session or else who do the other play workers go to with their problems or concerns? Describe the importance of respecting the skills and expertise of other practitioners (3. 4) When working in teams I always respect and value the knowledge and opinions of other practitioners. This is because in order to have a good working relationship with them, you need to show that you have considered their opinions and experience.
If I want my colleagues to respect and appreciate my own contribution to the team, I must do the same for them. Also most of my colleagues have had a lot more experience than myself and are therefore likely to be able to offer good advice in situations I have had no experience of. Every member of staff within the school has a particular skill or area of expertise, so other members of staff who are not so skilled in a particular area can turn to their colleague for advice and help. For example, we have a teaching assistant who works with the children in the school who have ADHD outside of the classroom.
If another member of staff is due to be working with these children within the classroom, they can ask their colleague for advice about what situations might trigger aggressive or violent behaviour from the children, and what strategies should be used in order to calm them down and resolve any situations that may arise. Another member of staff is a keen artist so others can go to her to ask for ideas for creative activities to try with their class. Together we make a comprehensive and cohesive team, and can support one another accordingly.