Learning Team Analysis
By
Team B
Dawn Sturms Dodd
Debra Fuchs
Lynn Gilbert
Erwin Scott
Kim Tonet
Team Analysis 1

Team Analysis 2
Learning Team Analysis
Introduction
In completing our Learning Team B’s analysis we explored how different team dynamics affect our overall group process. Teamwork is a growing part of management education and there are many aspects of ensuring a successful team experience. This paper examines how Team B has progressed through different stages and how each member has assisted in our learning team process.
Team Formation Process
Teams evolve by passing through a defined number of stages. These four stages are Form, assemble the team; Storm, the concerns by individual members, disunity, tension and jealously; Norm, boundaries are established and cohesiveness develops; the final stage is Perform, the team to accomplish its tasks and develops constructive selfchange (Hawthorne, 1999).
For Team B, our formation was assembled by our instructor which was effective ensuring our team consists of diversity of backgrounds, perspectives and skills
(McCloskey, 2004). In the Form stage, our team completed a learning team charter that identified each team member’s personal information, skills, including strengths and weaknesses, our team goals, ground rules, including methods of communication and how to deal with team conflicts. All members of the team participated in this process and our charter is used to help define our team rules. After our first couple of weeks working together as a team, we entered the Storm stage. In this stage our team determined some areas of weaknesses and our team trust was in question when timelines were not followed and communication was lacking. Currently Team B is in the Norm stage. Team

Team Analysis 3 members are pulling together identifying weaknesses and implementing solutions. Our team is strong and has a desire to succeed. Our team formation is coming together and striving for the Perform stage. Our team goal is to work together, trust one another, and accomplish our team tasks to the best of our ability.
Strategies to Manage a Team
The strategies Team B used to manage the group’s process were to; determine necessary information regarding the group; establish a communication system; set clearly defined objectives; and trust in each team member’s ability to achieve the objectives.
The team put together a Learning Team Charter that lists contact information, strengths and weaknesses of the individuals, and the positives and the negatives of the group. The group established a communication system through postings to the online
Learning Team B news-group; the group has also established the policy of communication via telephone if necessary to achieve the objective.
To function successfully, the team has set clear individual and group objectives, which are reiterated or reinforced if the need arises. Specific objectives for each project are set at the beginning of the project, using feedback from lessons learned on the previous projects to improve team performance (Couzins and Beagrie, 2005).
Trust is important to any team. Once team objectives are established and tasks divided, the individual is left to the assignment, but knows team members remain on hand to encourage and provide guidance. If a conflict between tam members would arise, the conflict would to be addressed as quickly as possible to reduce any time delay. Team B has not had any conflicts that needed to be addressed (Couzins and Beagrie, 2005).
Personality Profile and Team Assessment

Team Analysis 4
The individuals of Team B completed the Jung Personality Profile (Online rEsource University of Phoenix). What was discovered from the exercise was Team B has quite a few similarities. Team B has combined the strengths of each member’s personality and the challenges that Team B faces. The combined personalities strengths are; sympathetic, sensitive, observable, appreciation and the ability to move from project to project. Team B also has the drive to excel and manage the group’s details. The strengths that are mentioned help to maintain the group dynamics in order to contribute to the team. It seems that the one challenge that Team B needs to overcome from the profile is quietness or the timid ness of the team. The challenge is to get the team members to voice his or her ideas. To overcome those challenges, the Team needs to encourage openness and ask opened ended questions. The strengths that Team B takes advantage of are the support, the motivation, and the drive that the team gives to another.
Table 1
.
ISTJ
Debbie
ISTP
ISFJ INFJ
Lynn
INFP
INTJ
INTP
ESTP
ISFP
Erwin
ESFP ENFP ENTP
ESTJ ESFJ ENFJ
Kim
Dawn
ENTJ

Team Analysis 5
Team Member Roles
Once the OB 502 started, the instructor assigned classmates to three different groups. We did not know what group we were going to assign to, so it was all- foreign to us. Once we found out the groups we introduced ourselves via Team B news group. We gave a brief bio of ourselves and we exchanged telephone and cell numbers, as well as email addresses. I believe we bonded right from the beginning. I am not saying that the instructor is physic, but I believe she has a seventh sense on group cohesion. During the assigning of Team B’s group assignments, our appointed team leader divided up the projects and we all contributed by completing and submitting to our newsgroup. Once it was submitted a team member put it together and did the finishing touches. During the process of the submission of our completed work, it allowed the other team members to comment, add and change the content if necessary. If anything needed to be addresses pertaining to the finished projects that we would be submitting, all the group members were in agreement to do what is best for the success of the group. I believe though the working together for the success of the group, no group member felt left out or intimidated. We were all open for suggestion, and we were very open-minded to change ideas to come into an agreement. The Team B primarily focused on the success of the group. To be a success at anything you do, you must be dedicated, respect the opinions of fellow members and always be open-minded to new ideas. As soon as people divide work among themselves, coordinating mechanisms are needed to ensure that everyone works in concert. Every organization-from the two-person corner convenience store to the largest corporation entity-uses one or more of the following coordinating mechanisms, informal communication, formal hierarchy and standardization.

Team Analysis 6
Conclusion
In conclusion Team B feels that the creditability is the foundation of all leadership and in order to gain credibility the leader must first engage in the process of selfdiscovery, understanding, and the control of values, behaviors and dreams. Leadership is everyone’s business for leaders inspire, challenge, motivate and encourage. (McShane,
VonGlinow pg 8). Working as a team we were able to see strong characteristics in all of the members. Focusing on the future, leaders are team players, and they keep the spirit of the team up and built around trust and understanding. Caring about other as team members it brings respect for one another and the decisions we make that involve team cohesion.

Team Analysis 7
Appendix
LEARNING TEAM CHARTER
Course Title Org 502
Instructor Lisa Marzano
Course Dates 7/12-8/22/05
Team Members/Personal Information
All team members participated in the creation of this charter and agree with its contents
□
(Please check)
Name
Dawn Sturms
Dodd
Phone Fax Email
Debbie A Fuchs
Kim Tonet
Lynn Gilbert
Erwin Scott
Team Member Skill Inventory and Developmental Need from MBTI
(Areas individual members can contribute/want to develop)
INFJ-Difficulty in expressing feelings about actions of others in fear of offending others with sharp candor. Will vent problem in private with confidante, creating potential clique in team. _________________
ISTJ-Can be viewed as aloof and cold. Easily frustrated by team inconsistency, won’t voice opinion until asked. May be too late by then. _________________________________________________
ISFP-May switch between aloofness and charm. Will perform well but then disappear if feeling repressed. ________________________________________________________________________
ENFJ-Can be viewed as manipulative or aggressive. Has a tendency to take on more than they can chew. _________________________________________________________________________
______________________________________________________________________________________________

Team Analysis 8
Learning Team Goals
(May include project assignment goals, group process goals, quality level goals, etc.)
INFJ-Will express self for benefit of whole team, but will choose words with more care, so as not to hurt or offend teammates. ______________________________________________________________________
ISTJ-Will learn to express opinion on progress of team before the last minute. Will attempt to communicate more often in future teams to appear less aloof. ___________________________________________
ISFP-When feeling confined or restricted by team actions, will communicate those issues instead of despondency.
ENFJ-Will take a step back in dealing with a team that has several Introverts. Will wait to allow other team members (I’s) to take the initiative on team projects.
Team as a whole -to review and understand different personality types in relationship to team effectiveness and organizational structure.
What are potential barriers to the achievement of these goals?
Lack of communication or reluctance to move beyond one’s own personality box.
______________________________________________________________________________________________
Ground Rules
Meeting schedule, locations, attendance expectations, agenda, assignment completion, communication methods, etc.
Each team member has their own strengths and developmental needs. While the assignment is important, the team needs to understand that it’s the team that comes first, or at least the team’s assessment of each member. Only then will the project be completed. Ground rule is
LEARN THE TEAM FIRST!
______________________________________________________________________________________________
Conflict Management
What are potential conflicts that might arise among or between team members during this course? How will team members deal with these and other conflicts?
Introverts vs Extraverts…E’s normally want to jump ahead with a project while I’s will sit back to think about it. This can be viewed as lack of motivation on the part of the I’s while the E’s look pushy and bossy. Perceiving vs. Judging…J’s prefer to plan things while P’s are much more spontaneous and roll with the flow. J’s can look too controlling while P’s appear to be lacking seriousness.
______________________________________________________________________________________________
Faculty Member Feedback to Students
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Team Analysis 9
References
Couzins, M., & Beagrie, S. (2005). How to … successfully manage remote teams.
Personnel Today, p27. Retrieved August 1, 2005 from the University of Phoenix
Online Library.
Hawthorne, J.C. (1999). Implementing focused work team.
Futurics, Vol. 23, Iss ½, p.
94-96. Retrieved August 1, 2005 from Proquest.
McCloskey, D. (2004). Adding Realism to the formation, management and evaluation of project teams. Journal of Information Systems Education, Vol. 15, Iss 1, p. 9-12.
Retrieved August 1, 2005 from ProQuest.
McShane Steve L., VonGlinow Mary Ann., (2004) “Organizational Behavior: Emerging
Realities for the Workplace Revolution, 3e” The McGraw-Hill Companies
Copyright
University of Phoenix (2005). rEsource tool – Self-assessment exercise.