Sometimes In Your Life, You May Have Wound Up On A Team That

Sometime In Your Life You May Have Woundup On A Team That Did Not Fu

Sometime in your life, you may have wound up on a team that did not function correctly. On the other hand, when you work with a team that functions how a team should, the difference is very noticeable. For your Discussion Board, think of a time when you had a dysfunctional team and then another time when you had a team that functioned well. For assistance with your assignment, please use your text, Web resources, and all course materials.

Discussion Board Assignment Guidelines

Answer the following questions: Discuss an experience you have had with a team that struggled and never really got to the point of functioning smoothly. Explain the factors that might have contributed. Discuss an experience you have had with a team that came together and was highly effective. Explain the factors that contributed.

Paper For Above instruction

Throughout my professional and academic journey, I have experienced both dysfunctional and highly effective teams. These contrasting experiences have illustrated how various factors influence team dynamics and success. In this paper, I will discuss two specific instances: one where the team struggled to function smoothly, and another where the team demonstrated high effectiveness. I will analyze the contributing factors to both situations, referencing relevant theories and concepts from team management literature.

Experience with a Dysfunctional Team

My first experience with a dysfunctional team occurred during a major project in a corporate setting. The team was composed of diverse individuals with varying expertise and backgrounds, but we faced significant challenges in coordination, communication, and goal alignment. The lack of clear leadership and defined roles created confusion, and conflicts frequently arose over responsibilities and priorities. Despite multiple attempts to establish cohesive workflows, the team remained disjointed, with members often working in silos or exerting little effort to collaborate effectively.

Several factors contributed to this dysfunction. Firstly, inadequate leadership impeded the development of shared goals and accountability. According to Tuckman's model of team development, teams require effective leadership to move through the stages of forming, storming, norming, and performing (Tuckman, 1965). In this case, the team was stuck in the storming stage, characterized by conflicts and lack of cohesion. Secondly, poor communication channels created misunderstandings and hindered information sharing. Research by Mathieu et al. (2008) highlights that open and transparent communication is essential for team effectiveness.

Thirdly, differing individual motivations and lack of trust among team members exacerbated the issues, as suggested by Lencioni's (2002) model of dysfunctions of a team, particularly issues related to absence of trust and fear of conflict. The absence of a shared vision or common purpose prevented the team from uniting around a goal, further impairing performance. Overall, the combination of poor leadership, communication breakdowns, lack of trust, and unclear goals contributed significantly to the team's dysfunction.

Experience with a Highly Effective Team

Conversely, I also participated in a highly effective team during a collaborative academic project. This team succeeded in achieving its objectives through strong cohesion, clear roles, and shared commitment. The leader promoted an inclusive environment, encouraging open dialogue and involving all members in decision-making processes. This approach fostered trust and a sense of ownership among team members, aligning with the principles of transformational leadership (Bass & Avolio, 1994).

Key factors contributing to this effectiveness included explicit goal setting, role clarity, and effective communication. The team established clear objectives early in the project, ensuring that everyone understood their responsibilities and how their contributions fit into the broader goal. Regular meetings and updates maintained high levels of coordination and accountability (Salas et al., 2015). Additionally, the team demonstrated strong interpersonal relationships, mutual respect, and willingness to support one another, aligning with Tuckman's norming and performing stages (Tuckman, 1965).

Trust played a pivotal role; team members believed in each other's competence and integrity, which enhanced collaboration and innovation. Celebrating small wins and providing constructive feedback also motivated the team, leading to sustained high performance. This experience exemplifies how constructive leadership, clear communication, shared purpose, and trust can transform a team into a cohesive and high-performing unit.

Conclusion

In conclusion, the contrast between dysfunctional and effective teams underscores the importance of leadership, communication, trust, and shared goals. Dysfunctional teams often suffer from a lack of guidance, poor communication, and low trust, which impede progress. In contrast, effective teams thrive when these factors are actively cultivated, leading to high levels of engagement, productivity, and success. Understanding these elements can help leaders and team members foster environments conducive to optimal teamwork.

References

• Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.
• Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. Jossey-Bass.
• Mathieu, J. E., Maynard, M. T., Rapp, T. L., & Gilson, L. L. (2008). Examine how team diversity and communication affect team performance. Journal of Organizational Behavior, 29(5), 567-582.
• Salas, E., Diazgranados, D., Klein, C., & Burke, C. S. (2015). Does team training improve team performance? A meta-analytic integration. Human Factors, 57(5), 871-899.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399.