Team Building Week III PowerPoint Presentation Unit III Powe

Team Building Week Iii Powerpoint Presentationunit Iii Powerpoint Pr

Team Building – Week III PowerPoint Presentation Unit III PowerPoint Presentation Ultimately, a manager or supervisor within an organization should be responsible for team development. Inevitably, however, differences among team members will arise. Based on the Team-Building Checklist found on page 89 of the textbook (.jpeg attached), design a PowerPoint presentation that illustrates your understanding of how various problems are diagnosed within a team and how these problems can serve as detriments to team success. Also, discuss the team building cycle and how it can be used to develop activities for solving problems within teams. At least two additional resources should be used in addition to your textbook and each should be cited and referenced properly using APA formatting. The presentation should consist of a title slide, a minimum of six slides of content, and a reference slide.

Paper For Above instruction

Effective team building is essential for organizational success, and understanding the mechanisms behind team problems and their resolution is crucial for managers and supervisors. This presentation explores how team problems are identified and diagnosed, the impact of these issues on team performance, and how the team building cycle can facilitate effective problem-solving activities within teams.

Diagnosing Problems within Teams

Team problems often surface subtly, stemming from issues such as poor communication, lack of trust, unclear roles, or conflicting goals (Kozlowski & Ilgen, 2006). The Team-Building Checklist from the textbook serves as a valuable tool in diagnosing these issues by providing specific indicators of dysfunctions. For example, the checklist prompts managers to observe signs of disengagement, misunderstandings, or conflicts that hinder team cohesion. Effective diagnosis involves gathering feedback through surveys, direct observations, and performance metrics to pinpoint the root causes of problems (Mathieu et al., 2014).

Detriments of Unaddressed Team Problems

If unresolved, team issues can lead to decreased productivity, low morale, and increased turnover (Salas et al., 2015). For instance, unresolved conflicts foster hostility, eroding trust and collaboration. Lack of clarity in roles can result in duplication of efforts or neglect of essential tasks. These problems often snowball, affecting overall team performance and, consequently, organizational goals (Jehn & Mannix, 2001).

The Team Building Cycle

The team building cycle is a structured process guiding teams through stages of forming, storming, norming, performing, and adjourning (Tuckman, 1965). This cycle provides a framework for developing targeted activities that address specific problems encountered at each stage. For example, during the storming phase, activities focused on conflict resolution and establishing open communication can be employed. The cycle emphasizes continuous development, suggesting that teams should revisit earlier stages for reassessment and improvement as needed.

Using the Cycle to Develop Problem-Solving Activities

Applying the team building cycle, managers can design activities tailored to current team needs. During the forming stage, ice-breakers and goal-setting exercises foster trust. In the storming stage, conflict management workshops help resolve disagreements. Norming activities might include establishing shared norms and expectations, while during the performing stage, team members engage in collaborative projects that reinforce cohesion. Regular assessment throughout the cycle ensures issues are addressed proactively (McShane & Von Glinow, 2018).

Additional Resources

In addition to the textbook, sources like "The Five Dysfunctions of a Team" by Patrick Lencioni (2002) and research articles from the Journal of Applied Psychology provide deeper insights into team dynamics and effective interventions. These resources offer practical frameworks and evidence-based strategies for diagnosing and resolving team problems, complementing the theoretical outline presented here (Lencioni, 2002; Klein & Kozlowski, 2000).

Conclusion

Diagnosing team problems accurately and addressing them through the strategic use of the team building cycle is fundamental for fostering high-performing teams. Managers must be vigilant, using diagnostic tools and understanding team development stages to implement targeted activities that resolve issues and promote team cohesion and effectiveness.

References

• Jehn, K. A., & Mannix, E. A. (2001). The dynamic nature of conflict: A longitudinal study of intragroup conflict and group performance. Academy of Management Journal, 44(2), 238–251.
• Klein, C., & Kozlowski, S. W. J. (2000). From cognitive to social–cognitive and beyond. In K. Kelley & S. W. J. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations (pp. 3–24). Jossey-Bass.
• Kozlowski, S. W., & Ilgen, D. R. (2006). Enhancing the effectiveness of work groups and teams. Psychological Science in the Public Interest, 7(3), 77–124.
• Lencioni, P. (2002). The Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass.
• Mathieu, J. E., Heffner, T. S., Goodwin, G. F., Salas, E., & Cannon-Bowers, J. A. (2014). The influence of shared mental models on team process and performance. Journal of Applied Psychology, 89(2), 273–283.
• McShane, S. L., & Von Glinow, M. A. (2018). Organizational Behavior: Emerging Knowledge, Global Reality. McGraw-Hill Education.
• Salas, E., DiazGranados, D., Klein, C., Burke, C. S., Stagl, K. C., Goodwin, G. F., & Halpin, S. M. (2015). Does team training improve team performance? A meta-analysis. Human Factors, 50(4), 793–805.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.