Team Charter
Section 1 – The Team
1) Team Members
Name
Email Mobile
Salma Alktebi
Teammate#1
Teammate#2
2) Team Objectives
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To be familiar with the Tuckman’s five stages of group development (forming, storming, norming,
performing and adjourning) and apply them to the workshop development
To use adult learning theory to inform workshop development
To research three approaches to curriculum development and evaluation, identifying the strengths
and weaknesses of each theory
To conduct an effective workshop using at least three different interactive teaching techniques and
one e-learning technique
To develop an evaluation tool that will be used to receive feedback from the audience on the
overall effectiveness of the workshop
To achieve a minimum grade of “A” for the workshop component of the course (includes the
outline and the workshop)
3) Strengths and Weaknesses
Name
Strengths
Teammate#1 


Salma




Weaknesses
Organized
Good time
management
Medical
background

Creative thinker
Decision maker
Medical
background
Ability to infuse
our work with
cultural sensitivity




No experience or
content knowledge
on curriculum
development and
evaluation
Limited time to
meet face-to- face
due to family
obligations
No experience or
content knowledge
on curriculum
development and
evaluation
Limited time to
meet face-to- face
due to family
obligations
Slow reader
How to enhance strengths/overcome
weaknesses of team member
 Will be responsible for keeping
track of team schedule
 Meet via Skype, or communicate
via email


Able to contribute to decisionmaking
Use creativity to come up with
different ideas for how to conduct
the workshop
Teammate#2 



Planning & writing
skills
Some knowledge
of content and
adult learning
theory
Presentation skills
Leadership skills


No medical
background
Less familiar with
specific needs of
audience


Encourage cross pollination of
knowledge between team
members to ensure each member
is comfortable with the material
Be flexible with respect to
meeting times to accommodate
other members’ needs
4) Team – role coverage, strategy to ensure team success
Since the team will only be together for a one month period, we decided to have only two formal roles:
team leader and note taker. Our strategy to ensure team success is to review the Team Charter regularly to
verify that we are working toward delivering on our objectives. We will listen with respect to what each
team member brings to each meeting (face-to-face, on email, conference call or via skype), and
acknowledge that we each bring unique skills and knowledge to the group. We are committed to delivering
on the tasks we agree to take on (or are assigned) and will each share what we learn from our research. We
will also be understanding and adaptable to time constraints by being flexible about how and when we
meet (internet, skype, face-to-face, or telephone). We have also roles and tasks that leverage team
members’ strengths.
The team will function as a co-operative group, with team members assuming equal responsibility for
various aspects of the workshop’s development. While we will each have assigned responsibilities within
the group, we will support each other if additional resources are needed to help a teammate complete
their tasks. Regular check-ins with each other to ensure everyone is feeling comfortable with their
workload as well as regular meetings to share information with each other will lay the foundation for
success.
Section 2 – The Team Dynamics
1) Team Leader - Teammate #2
L. will assume the position of team leader due to her experience in leading small and large groups in a
business setting. She is also an experienced presenter and will help the group to develop a workshop that is
achievable. Leslie will also act as chair for the team meetings. The group discussed whether or not we
needed a different team member to chair the meetings but agreed that since this team will only be in place
for one month, it is more efficient to have the team leader chair the meetings.
2) Note Taker – Teammate #2
G. will record all major decisions made by the group in meetings (both face-to-face meetings, conference
calls or skype meetings) and release the notes to the team with immediate next steps, responsibilities, and
timing. This takes advantage of Grace’s organizational skills and will play a key role in ensuring the work is
delivery on time.
3) Meeting time, location, length
Short meetings for purposes of updating each other will usually be held on Thursdays during break time of
the T & L course. Face-to-face meetings will be scheduled on either on Tuesday or Wednesday mornings, at
a location mutually agreed upon by all.
4) Communication methods
The team will stay in touch via group email outside of meetings.
5) File sharing and storage
Files will be shared via group email and stored in a Google drive accessible to all group members. The
Google drive account has been set up and Grace will walk Salma through how to use it, as Salma has
expressed her lack of familiarity with this tool.
6) File naming convention
Files will be named by subject title, date of modification and initials of group member who modified the
file. (e.g. ProgramEval_Jun1_GL). Identifying our file naming convention up front will ensure that group
member are always working with the most current files and know who the last author was on the file. This
will reduce the change of someone devoting time to working on an ‘old’ file.
7) Decision making procedure
Key decisions will be made with the agreement of all 3 team members. If team members do not agree, we
will go with the decision based on the majority (2 out of 3).
8) Poor team member performance
We do not anticipate having to deal with poor team member performance based on how well the team has
come together at this early stage in the process. However, we will be proactive in dealing with individual
member’s performance by asking each team member at our brief meetings if there are any concerns about
how the work is coming together. If there is a team member underperforming, this should be brought up
during the meeting and discussed as a group. During these discussions emphasis will be placed on
understanding the reasons for underperformance and helping the member develop strategies to improve
their performance.
9) Conflict resolution
While some conflict within a small group is normal and healthy, escalation of conflict will negatively impact
on our group’s ability to meet its goals. Open communication between group members should help keep
conflict that can arise from task, personalities, and process to a minimum. If conflict does escalation, we
will use a team approach to identify the source of the conflict. Once this has been identified, we will
brainstorm possible solutions. As adult learners, we feel that we will be able to effectively manage any
tensions that occur without our group on our own. Regular member check-ins will help us continually
assess how each member is feeling and performing.
Section 3 – The Project
1) Project title
Curriculum Development and Evaluation
2) Project Objectives (SMART guide)
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Knowledge: To accurately identify the core principles of curriculum development and evaluation
Skill: To be able to conduct an effective workshop that uses adult learning theory
Attitude: To appreciate the complexity involved in curriculum development and evaluation
Section 4 – The Timetable
1) Usual Team Member Availability
Name Time Available
Time Not Available for Sure
G.
Tuesday am, Wednesday am, Thursday during breaks Fridays and Sundays
Tuesday pm, Wednesday pm
Salma Weekdays 9 am to 12 am and 2pm to 6pm
Everyday after 6pm
L.
Monday am and Wednesdays, Thursdays during
Monday pm, May 18 & 19
breaks
2) Conflicting deadlines (periods in which work may need to be suspended due to other commitments)
Name
G.
Salma
L.
Conflicting deadlines
None
None
Paper due for another class on June 11
3) Project deadlines
May 19: Workshop Outline Due
June 11: Conduct Workshop
June 25: e-portfolio due (includes workshop components)
4) Meeting time
While most communication and updates will take place via email or conference calls, weekly in person
meetings will allow the team to engage in two interrelated processes and activities: intrapersonal skills
such as critical thinking, self reflection, and self control and interpersonal skills such as entering into
discussions with workshop colleagues, and reporting on the interactive dimension of learning (Smith,1990
as cited in MacKeracher, 2004). The face-to-face meeting will also provide group members with the
opportunity to received additional support if needed, create space for team members to exchange
knowledge about the areas they are researching, and provide space for members to reflect on the process
of working in a small group.
Based on sample from http://aneesha.ceit.uq.edu.au/drupal/sites/default/files/Team%20Charter_V4.pdf