COLLABORATIVE TEAMING PROCESSDr. Elizabeth Whitten

What makes a team effective??????

Elizabeth Whitten, Ph.D.

CHARACTERISTICS OF TEAMS Awareness of Team Membership Regulation of Interactions of Shared

Norms Interdependence of Team Members Unique Skills and Perspectives of Team

Members Shared Goal of Effective Service

Delivery

THE COLLABORATIVE PROBLEM SOLVING PROCESS

How do we effectively create a working climate

that promotes teamwork and a Collaborative Problem Solving Process???

NUMBER 1DEFINE THE PROBLEM

Identify challenges or concern Define concern with data or

documentation Validate the Problem with

Information Write problem statement

NUMBER 2-4ANALYZE THE PROBLEM

Analyze the Problem Is a functional assessment

needed? Establish a baseline and identify

any additional needs Brainstorm strategies – make a

listRemember the rules for

brainstorming

NUMBERS 5-6DEVELOP A PLAN

Generate possible solutions Select a solution Collect data, if needed Set a measurable goal Write an action plan Develop a plan to evaluation effectiveness Assign responsibilities to appropriate

personnel

NUMBER 7-8 IMPLEMENT YOUR PLAN

Implement according to written plan

Establish case manager Collect ongoing

systematic data collection

Follow-up as needed

EVALUATE YOUR LEVEL OF SUCCESS

Data analyzed to determine effectiveness

Success determined by rate of progress and size of discrepancy

Continue or determine need to consider evaluation for special education

DATA, DATA, AND MORE DATA

School data Input from other

appropriate sources Other factors

EnvironmentalCulturalEconomic

COMMUNICATION STRATEGIES FOR COLLABORATION TEAMING

FORMS of EFFECTIVE COMMUNICATION

Non Verbal Verbal

PRE-ASSESSMENT OF NONVERBAL T OR F COMMUNICATION

_ Nonverbal communication is an inseparable part of the total communication process._ A dictionary of symbols of nonverbal communication is available for reference to behavioral signs and symbols._ Attitudes and feelings of the communicator are better conveyed through how words are spoken than what is spoken._ When the verbal and nonverbal messages do not agree, the receiver is most likely to interpret the verbal as the accurate determiner of the message._ Nonverbal messages arrive in concrete packages, such as facial expressions, distance, eye contact, etc. when it comes to interpreting communication messages._ People look at each other during the conversation between 80-90% of the time._ Although nonverbal behaviors occur subconsciously, they can be easily manipulated just by attending to them._ Most formal business or transactions occur between individuals when they stand face-to-face about four feet apart._ Approximately 25% of the meaning of a communication comes through body language._ Nonverbal messages are easier to interpret than verbal messages.

THE NUMBER 1 REASON PEOPLE FAIL IN COLLABORATIVE

EFFORTS IS BECAUSE OF

POOR COMMUNICATION SKILLS!!

COMMUNICATION

Verbal – What I say. ?“This information will be on the test.”

Vocal – How I say it.?“This information will be on the test.”

Visual – How I look. ?“This information will be on the test.”

COMMUNICATION

Verbal – What I say. 7%“This information will be on the test.”

Vocal – How I say it.38%“This information will be on the test.”

Visual – How I look.55%“This information will be on the test.”

ROADBLOACKS TO EFFECTIVE COMMUNICATION

Negative non-verbal roadblocks – distracting body movements, writing reports while “listening”, on computer or phone

Judging Too much sending, not enough receiving 80/20 rule Inadequate feedback – the listener does

not indicate that the message has been received

COMMUNICATION STRATEGIESNON-VERBAL COMMUNICATION

o The biggest part of communication is how you look when you say it

o Become aware of the influence non-verbal communication has in a team setting

o Be able to analyze school situations in which nonverbal behaviors play a large part in the messages communicated

o Become aware of ways to improve your nonverbal behavior

DIMENSIONS OF NONVERBAL COMMUNICATION

o Paralanguageo Space/Distanceo Body Movementso Physical Characteristicso Artifacts including Clothingo Environmento Time/Silenceo Odors

COMMUNICATION STRATEGIESASSERTIVENESS

o Why?Assertiveness allow us to achieve our goalswithout damaging a relationship or another’sself-esteem.o How?Use “I” messages instead of “you” messages. “You”messages sound accusing. “I” messages describehow the problem or issue impacts the messenger.Say what you want to happen in a positive way.Use open ended questions. Use assertive bodylanguage like good posture and eye contact.

"I" messages

"I feel . . ." Tell how you feel. Follow "I feel" with a feeling word: "I feel disappointed"

"when you . . ." Tell what caused the feeling. "I feel disappointed when you cancel our meetings at the last minute."

"I would like . . . " Tell what you want to happen: "I feel disappointed when you cancel our meetings at the last minute. I would like you to let me know earlier if you can't make it."

COMMUNICATION STRATEGIES"I” MESSAGES

COMMUNICATION STRATEGIESPARAPHRASING

Break complex messages into multiple parts: "It sounds like you have three concerns here...."

“Reflect back" the speaker's feelings, saying things like "It sounds like you're really upset."

Only when feelings are acknowledged will the speaker feel heard and understood.

COMMUNICATION STRATEGIESINDIRECT LEADS

o I wonder how…o I’m curious about…o I’m not sure how…o I’d be interested in…o Let’s talk about…o I’m confused about…o I get the impression..o My guess is that...

OPEN VS CLOSED QUESTIONS

Open question leadso How o What

Closed question leads

o Wheno Whereo Areo Doo Haveo Shouldo Willo Can

COMMUNICATION STRATEGIES Ensure you value team members hard work

and acknowledge their contributions With Your Words

“I really appreciate your support with…” “Students really respond well to the way you…” “I am impressed with the way you…” Recognize outstanding performance in front of

administrators, teachers, parents, and students. With Your Actions

Short notes of appreciation Letters of praise to the principal Body Language

CONFLICT MANAGEMENTACCEPT CONFLICT AND LEARN TO DEAL WITH IT

Why?We can’t solve problems if communication breaks down due toconflict or resistance.

How?When dealing with resistance, handle you own defensiveness bynot pushing back. Delay your reactions.Keep quiet and listen.Deal with emotions before trying to solve any problems. Communicate in writing to minimize an emotional reaction. Mentally step back from the situation and look objectively at theissues.

Stay focused: keep your eye on the solution. Try to find a

“win-win” solution.

IN THE REAL WORLD… We must focus on what we can control…

Attitudes How we communicate How we treat each other Self-perception of the impact we have on kids The support and encouragement we give to each

other How we utilize our strengths

Tools for Effective

Communication

Conflict Management

Assertiveness

Purposeful Eye Contact

NonverbalCommunication

Responsive Listening

 

TOOLS FOR EFFECTIVE COMMUNICATION

TEAMING SIMULATION ACTIVITYPhase 1: Team member A discusses an issue with the

team. Team members B listen and do not ask questions or make comments.

Phase 2: Team members B paraphrase the issue, ask for clarification, ask questions, but they do not suggest solutions. The objective is to gain more information, check for accuracy, and analyze the issue.

Phase 3: Team member A shares any insights and/or possible solutions that were a result of the discussion in Phase 2.

Phase 4: Team members now discuss possible solutions. Team member A prioritizes the solutions. The team develops an action plan for implementation, evaluation, and follow-up.

TRIAD PROBLEM Mr. or Ms. Leader is the principal at Your Elementary or

Secondary School. The district wants him/her to develop a leadership team in his/her school because research supports this concept and it will provide many opportunities for improving multiple facets of the school. Your Elementary or Secondary School has 32 teachers and one principal.

Mr. or Ms. Leader explains to his/her staff the purpose of a leadership team is to assist in school wide decision-making; ensure planning, implementation, and evaluation of curricular improvement plans; and adjust or make necessary changes to policies and procedures. Most importantly, the team will help school personnel focus on positive outcomes for teachers and students. Mr. or Ms. Leader also states that a leadership team needs to have organizational knowledge, know how to use data, and have positive beliefs and high expectations for staff and students. He/She wants the team to meet weekly and to be comprised of 5 to 6 people. How should Mr./Mrs. Leader proceed with the development of this team? He/She wants this team to be recognized and accepted by the entire staff so what are the best first steps to take in establishing the team? Who should be on the team?

GOOD TEAMS MUST...

o Learn about each other’s beliefs, goals, objectives, cultures, and working styles

o Define a shared vision and goalso Conduct assessment of their effortso Reflect on their work and celebrate their

accomplishments

STAGES OF TEAM DEVELOPMENT Bruce Tuckman’s model of team

development

Forming – Storming – Norming – Performing

Phases are all necessary and inevitable - in

order for the team to grow, to face up to challenges, to tackle problems, to find solutions, and to deliver results.

FORMING Team members tend to behave quite

independently. They may be motivated but are usually

relatively uninformed of the issues and objectives of the team.

Team members are usually on their best behavior but very focused on self.

Mature team members begin to model appropriate behavior even at this early phase.

STORMING Team members open up to each other

and confront each other's ideas and perspectives.

The maturity of some team members usually determines whether the team will ever move out of this stage.

Immature team members will begin "acting out" to demonstrate how much they know and convince others that their ideas are correct.

Some team members will focus on minutiae to evade real issues.

NORMING Team members adjust their behavior

to each other as they develop work habits that make teamwork seem more natural and fluid.

Team members often work through this stage by agreeing on rules, values, professional behavior, shared methods, working tools and even taboos.

During this phase, team members begin to trust each other.

Motivation increases as the team gets more acquainted with the project.

PERFORMING These high-performing teams are able to

function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision.

Team members have become interdependent.

The team members are now competent, autonomous and able to handle the decision-making process without supervision.

Dissent is expected and allowed as long as it is channeled through means acceptable to the team.

TIME TO TAKE STOCK

Self-assessment Develop Shared

Norms

ESTABLISHING ROLESFour Key Roles: For a group to function

effectively, it should have someone filling these roles:

Facilitator leads the discussion, ensures it stays on task, encourages input and redirects as needed

Recorder keeps concise notes of the key points that will be reported

Timer keeps track of time to ensure the task is completed within its allotment

Presenter reports the key points the group developed, using recorder’s notes.

COLLABORATIVE TEAM MEMBER ROLES

Facilitatoro Guides the discussiono Moderates pace of meetingo Mediatoro States the reason for the meetingo Organizes the meetingo Timekeepero Encourages participation of all memberso Brings closureo Reminds members of ground rules for brainstormingo Redirects team to keep them on tasko Confirms follow-up meeting dates

Notetakero Records pertinent informationo organizes information/takes minuteso Reiterates statements, clarifieso Summarizeso Timekeepero Acts as support for facilitatoro Checks for clarityo Records dates for follow-up meetings

COLLABORATIVE TEAM MEMBER ROLES

All MembersoEffective listeners oEmpatheticoGenerate IdeasoOpen to others - acceptingoAsk questionsoMonitor body languageoEncourage team membersoattend follow-up meetingsoEvaluate and assess the intervention

plan

COLLABORATIVE TEAM MEMBER ROLES

Problem Identifiero Identifies concernso Presents the factso Identifies strategies

used and background information

o Establishes baselineo Part of the problem-

solving processo Open to suggestionso Implements the plan

Brainstormero Generates ideaso Asks questions for

clarificationo Analyzes problemo All ideas have valueo Contributes to

intervention plano Assists in developing

evaluation component for plan that is to be implemented

HOW TO SAY IT Think of ways the facilitator can

communicate how to..

Get the meeting back on trackAddress a norm violation

PROBLEM SOLVING CHALLENGE1. Using the problem process just learned,

identify the key teacher skills from What Great Teachers Do Differently: 17 Things That Matter Most that best align with your focus areas.

2. Determine the best choice of presentation for your faculty (i.e., powerpoint, prezi, poster session).

3. Begin the development of your presentation.

4. Present it at the beginning of the school year.

5. Be sure to evaluate the presentation and implementation of the areas you choose to present.

Copyright ©

2008 Whitten