Team Work

What worked well during the planning process for our presentation, was communication, content knowledge, and our focus goal for what each students should know about the process of photosynthesis. Before the group started to work on the final presentation, we were sitting down and discussing a genuine lesson plan that can provide some rigorous content and stimulate students thinking. I like how each one of us brought our own knowledge to the lesson specifically because we all teach different grade levels. When we were discussing the lesson to one another, we noticed how everything that we cover throughout our grade levels all falls hand in hand. On the other hand, what didn’t work as well as we visualize was we didn’t have a good transition time during our presentation. As a group we had our own focus point that didn’t transition smoothly, this allow us to work solo rather than a group.

Due to the fact that we couldn’t meet up to conduct a run through practice, we ended up waiting around for our partner to finish his or her presentation and not fully being invested into each other presentation. I can fully understand when a student doesn’t understand the following lesson, our presentation ended up causing some confusing. There was a student during the class, who ask a question at the end of our lesson to gain a better understand of our photosynthesis lesson. She asked, was our lesson more focus on energy base or photosynthesis? I can see how that might look when three teachers are teaching from a different perspective, which can cause some misconception in the classroom. We know that we didn’t start off with the discussion of photosynthesis however our approach was to provide a sum up from each level within our field.

Within the material phase everything went pretty smoothly, everything that we wanted the student to know, they were able to deliver valuable information back to me. I’m not sure if anything didn’t work within our favor, I felt we did a pretty good job with delivering the materials. As I stated earlier in the beginning paragraph, overall I think we presented a realistic presentation. By all means I’m not saying that my group didn’t do a decent job of presenting our lesson.

I’m reflecting on how students tends to miss the big picture of the lesson because we didn’t break down the lesson first before we started the lesson. Here’s an example to consider, not one time we really discuss what our lesson was going to be about nor did we took into consideration our audience (students). The overall implementation was put together very well however the execution could’ve been tighter while presenting the lesson with a group and not as an individual. When a group is presenting, I truly believe that we must be on the same page to have a smooth transition

If I were to do this project again, I would probably have done something more hands-on with my group members. I chose to present photosynthesis because we focus our lesson around this subject. I knew that I would not have too much trouble implementing this lesson however I nerve thought about how we would look as a group implementation. For this project I also should have really thought my instruction set out more. As I mentioned before I chose to implement this lesson because it was realistic and it’s about the right time to teach our students about the process of photosynthesis.

I should have seen this well before I started, implementing by thinking harder about all of the possibilities that the teaching set had untaken a twist that I didn’t see at first. More investigation could have been done in this group presentation so that one person isn’t doing all the talking throughout the lesson. The last thing that I would have done differently would be to have started this project with asking myself what type of students I have in my class. What do I want the students to know about the subject of photosynthesis? And what do I want each student to walk away with?

My overall learning experience from this group presentation was that it’s important to know your group members style of teaching and what works for them in regards to teaching. A group that works well together can achieve much more than individuals working on their own. Also another experience to take into consideration are skills development. Some of these skills will be useful throughout our careers in education and all are valued by employers. The experience will truly help you know more about yourself. Collaborating with others will help identify strengths and weaknesses (for example, you may be a better leader than listener, or you might be good at coming up with the ‘big ideas’ but not so good at putting them into action). Enhanced self-awareness will both help your approach to learning and will be vital when you come to write your curriculum vita (CV) or complete job application forms.

The company’s policies have high profile projects, all organized in phases to require the use of work teams. The company has also a well-established human capital for the proper remuneration and motivation of the employees who work in work teams. The human capital caters for training the employees as the technology advancements may require. Training is followed by evaluation, which extends to the strategic analysis of the future skills requirement. In the company teamwork minimize the managerial burden since the teamwork is in collaboration with an overall objective.

The company skills requirements are precise which attracts talents to work in specific categories. The company’s workforce is organized into work schedules, which further calls for work teams whose effect is to promote the health and well being of the employees as well as a solution psychological violence in the company (Johnson & Phillips, 2003). Virgin cosmetic company produces very unique products that require specialized skills and a great degree of specialization.

The talents, which find their application at the company, are meaningfully utilized, fully occupied, and adequately remunerated as a company’s future advantage towards their retention (Johnson & Phillips, 2003). Virgin cosmetics company focuses on attraction of new talents as the potential talents approaches retirement, while at the same time aiming to retain the key talent that are still active in their roles. This is based on the realization that there looms an anticipation of shortage of talents in the near future in a global perspective.

The company’s efforts towards employee satisfaction are enhanced as the company realizes that this is crucial to the employees’ commitment to social responsibilities. The satisfied employees have been found to have some positive views about the company facilitating a forward sense of direction, completeness, integrity and some interests in their well-being. The satisfaction of the employees in the company makes them feel that the company is competitive in the market place, a sense that increases their output and cohesion to the company (Cummins, 2005).

The company’s strategic talent management is achieved by the company’s ability to coordinate its activities at a global point while the relevant actions are performed at the local levels of the employees. This helps the company to adapt to a variety of regulatory issues and compliance with data privacy laws (Cummins, 2005). The company is very keen to its executives responsible towards the management of the human resources to keep pace with the global competition for talents that are being called for by the imminent potential talent shortage.

The company is well aware that unlike the Internet decade, which left some players behind, the business situation is different today. All companies have adopted the relevant technologies being called for by globalization of the current decade. This will create a clear disparity between winners and losers of the current global market place (Lokwood, 2005) The company is retaining its high talents through assigning the high potentials more challenging roles at intermittent intervals while appreciating their output through corresponding salary packages and benefits (Lokwood, 2005)

Conclusion For most companies acting on a global capacity, capital and other factors of production is not a limitation. The production of high quality products is neither a limitation. Marketing has also -been addressed successfully such that the whole process of production is quite successful. The success has been of vital consequences towards expansion of human skills requirements. The advance in technology is also accompanied by skills of high standards requirement.

The scenario has consequently created a competition for human resource talents. To keep in pace with globalization as an epitome of the current decade, companies should strategically address the issue of global talent management. Virgin cosmetic company has put in place very challenging strategies to address the issue.

Reference

Agency Theory http://en. wikipedia. org/wiki/principal-agentproblem Barbara McIntosh, PhD (2001), An Employer’s Guide to Older Workers: How to Win Them Back and Convince Them to Stay, U.S. Department of Labor, 44-72. Barbara McIntosh, PhD (2005), Attracting and Retaining the Mature Workforce, Society for Human Resource Management, 33-58. Cary L. Cooper, Edwin A. Lock (2000), Industrial and organizational Psychology, BlackwellPublishing Limited ISBN-13: 978-0631209928, 165-230 Dr John Sullivan (2004), Building an Employment Brand – A Compilation of Articles, Employment Branding Whitepaper, 112-146. Evren Esen (2004), Job Satisfaction Survey Report, Society for Human Resource Management, 36-44.

Judy London (2005), Generations at Work. Human Resource Institute, 22-40. Larry Johnson, Bob Phillips (2003), Absolute Honesty American Management Association; 1st Ed ISBN-13: 978-0814407813, 116-134. Linda M. Kutilek, Gail J. Gunderson, Nikki L. Conklin (2002), A Systems Approach: Maximizing Individual Career Potential and Organizational Success, Journal of Extension, 97-123. Nancy R. Lockwood (2005), Talent Management: Overview: Talent Management Series Part I, Society for Human Resource Management, 114-121.

Nancy R. (2004), Generational Differences Lockwood Leadership Styles Content Expert, Society for Human Resource Management, 107-121. Nancy R. Lockwood (2005), Talent Management: Leadership Development: Talent Management Series Part II, Society for Human Resource Management, 92-103. Nancy R. Lokwood (2005). Talent Management: Talent Management Effective Communication Strategies, Society for Human Resource Management, Series Part III, Society for Human Resource Management, 26-50

Rachelle Cummins (2005), Putting Aging Workforce on Employment Planning Radar: Florida Trend Survey, 82-104. Rebecca R. Hastings (2006). Acceptance of Telework Expands Labor Pool, Society for Human Resource Management, 57-90. Robert M. Fulmer, Marshall Goldsmith (2002) ,The leadership Investment, American Management Association; 1st Ed. ISBN: 13-978-0814405581, 46-52. Ruth Kanfer, Phillip L. Ackerman (2004). Aging, Adult Development, And Work Motivation, Academy Of Management Review, 103-140. .

An unstructured interview is an informal chat where the interviewer will talk to interviewees about a broad range of issues. The purpose of the interview is to make the candidate feel comfortable and have a free flowing conversation. However in practice this form of interview is rarely used, as it is not effective in determining a candidate’s suitability. Group interview is commonly used, where an employer interviews a number of candidates together. It involves giving them a problem to solve to determine their communication and teamwork skills. The important issue is the group achieves their goal.

Observers may assess candidates through a number of factors such as contribution to discussion, leadership skills, reaction to other members and work ethic to achieve the group goal. To be successful the candidates should listen to others ideas and consider time factors. The disadvantage with group interviews is an applicant’s performance is often subject to influence of behaviour of peers. Performance interviews occur when a business wants to test performance on particular aspects. These interviews usually occur in sales related performance positions.

In some interviews tests are given for literacy, numerous, computing or driving. A presentation interview occurs where candidates prepare and deliver a presentation. Interviewers usually give candidates the opportunity to choose their own topic. Most presentations are between 5-10 minutes; candidates may use visual aids such as overheads, handouts or power point. A telephone interview is similar to a structured one however there is no face-to-face contact. This type of interview is very rarely used however some companies use it as an initial screening method to save time.

These interviews are brief and contain questions based on the selection criteria. After usually draw up a shortlist to arrange a structured, face-to-face interview. Bratton and Gold ( 2003) Interviews may not be suitable for all applicants due to a number of factors. Naturally, they get nervous and stressed affecting performance. Candidates may under perform due to shyness, mood, and lack of confidence. At group interviews candidates may feel intimidated as performance is subject to influence of behaviour of peers.

An interview alone is not suitable to judge whether or not a candidate is suitable as there is usually a time restraint therefore does not allow assessment of all key aspects of the position. The interview process is difficult to document in order to compare the suitability of candidates and assessment is subjective, judgement being based on individual’s opinions and experience. Some candidates may be excellent at tackling interviews however may not be so good at the job. It’s important to select candidates using a range of selection techniques instead of relying on just one.

Bratton and Gold ( 2003) On the other hand, interviews allow both parties to have interactive discussion to clarify any misunderstandings. Allowances can be made for individual’s underperformance when assessing. Interviews can be video recorded to allow reference back to stop the judgement being based on one individual’s opinion. Distance can be overcome by filtering through online aptitude tests or video conferencing. Psychometric tests may be used to test candidate’s honesty and commitment. Real situation interviews may be used to test technical ability.

Group assessment may reveal leadership qualities, teamwork /communication skills. Interviews may reveal weaknesses that can be overcome by specific training courses.

Bibliography

Bratton and Gold 2003, Human Resource Management Third Edition, published by Palgrave Macmillan Dave Hall, Rob Johns, Carlo Raffo, Lan Chambers and Dave Grey, (2004) Business Studies, Third Edition, British Library Cataloguing David Lines, Lan Marcouse ;Barry Martin (2000), The complete A-Z Business Studies handbook Third Edition, odder ; Stoughton Ian Marcouse(1999), Business Studies, Stoughton ; Sloughton

This essay will focus upon a critical incident analysis in the context of multi-agency team work and inter-professional working. The details of the incident will be drawn from the authors recent experience with the Community Housing Support Team, in particular from Care Programme Approach meetings. The names of both clients and staff, as well as details pertaining to their locale have been changed or omitted to comply with the UKCC”s Code of Professional Conduct, Clause 10, (UKCC, 1992).

The situation used within this assignment is based upon two clients who co-habit in a first floor maisonette as common law husband and wife. Mr Client has a diagnosis of paranoid schizophrenia which is controlled with xenobiotics and is the main carer for Mrs Client who has a diagnosis of chronic schizophrenia also controlled by xenobiotics that are administered by Mr Client. Mrs Client also has a prolapse of the uterus which causes her to suffer from double incontinence.

Arrangements have been made for Mrs Client to have the required operation to repair the problem, however prior to admission Mrs Client becomes very anxious and has twice refused to have the operation. Both clients have a poor dietary intake, poor personal hygiene, high caffeine intake, and a heavy smoking habit. The conditions that the clients are now living in due to the above being ongoing for some time are now less than satisfactory, and to that end the present situation and what should be done about it, has become the primary focus of the various professionals and agencies involved in care of the clients.

Each client has their own keyworker representative from the agencies and professionals involved in their care, these are a community psychiatric nurse (CPN), social worker, and a member of the housing support team (HST). Both the clients have home care workers visiting as part of the social work input, and they also share the same general practitioner (GP), and psychiatric consultant. Housing support team input was on a daily basis with both clients and their role was to assist the clients with shopping and encourage the clients to use leisure facilities and local transport.

The housing support team although referred to separately within this essay are officially part of the social work team, as this is the source of their funding. The social work keyworkers roles were to visit the clients on a regular basis and to assist with benefits, finances etc, as well as assisting the clients in conjunction with the rest of the care team if a crisis arose. The social work department had also arranged for home help to visit on a regular basis to assist with housework and hygiene. The clients community psychiatric nurse”s role was to monitor medication and mental state.

These are the defined roles as the author understands them, however the care team as a whole interchanges, shares, or crosses over roles as a matter of course throughout the care deployment. In order to properly analyse the inter-professional working of the clients care team, it is important to collate the differing aims of each profession involved. Mr and Mrs Client”s keyworkers from the housing support team were of the opinion that the client”s accommodation had reached the stage where it was posing a health risk for both the clients and other residents in the building.

Because the housing support team had daily input with both clients they were also able to pick up on various other aspects of care that appeared to require revaluation, such as medication and mental state, and had encountered such an issue with Mr Client giving Mrs Client the incorrect dosage of medication. Taking into account the issues raised the housing support team felt that they were maintaining a poor quality of life for the clients, and that alternative sheltered accommodation, and care approach should be discussed as this was unacceptable.

The social work keyworkers in addition to their normal visits had arrangements for further visits outside of the care plan agreement as there was a recognised need for more intense support at this time. It was felt that placement in a nursing home as a couple with continuing input from the housing support team and community psychiatric nurse, would improve the clients quality of life. The clients general practitioner and consultant had made a referral to residential services.

Both clients community psychiatric nurse felt that the clients mental state did not warrant an admission into hospital, however further arrangements should be made regarding medication and accommodation. These various agencies and professionals come together, in this case every six months, to partake in a care programme approach meeting (CPA). The care programme approach was first considered in nineteen eighty-nine then again in nineteen ninety in a Department of Health circular, before being implemented in nineteen ninety-one as an official guideline.

However inter-collaborative working has been an aim of government policy in mental health services since the nineteen seventies, (COUCHMAN, 1995). Its target group being psychiatric clients in hospital, community or other specialised mental health service. The aim of the guidelines were to encourage greater efficiency and co-operation between the various agencies and professionals involved in the care of a client or clients.

This was to be done by systematically assessing all the clients needs and the agency or profession that could best meet those needs, the appointment of a keyworker from one of the agencies or professions involved, to reach agreement between the carers involved and the client, and then to implement, monitor and set regular review dates, (COWART & SEROW, 1992), In addition to the care plan approach meetings there is almost daily interaction between the agencies and professions involved.

In addition to this there are meetings within each individual agency or profession, usually on a weekly basis, concerning the most appropriate delivery of care within the role of the individual agency or profession. The diagram in Appendix A shows the ways that clients enter the psychiatric services, and where inter-professional collaboration happens, it also shows that this care team is a hybrid parallel pathway team. Efficient inter-professional collaboration exists only where there is good group dynamics and working relationships, both within the care team and within the government who”s laws and guidelines that care team follows.

However when reviewing the history of British social policy it is easy to become pessimistic, Webb, (1991) points out, “exhortations to organisations, professionals and other producer interests to work together more closely and effectively litter the policy landscape, yet the reality is all to often a jumble of services fractionalised by professional, cultural and organisational boundaries and by tiers of governance”. In order to overcome these problems they must first be identified and then strategies devised to overcome them.

Whilst in the community with the housing support team the author observed that the main problem or cause of problems was communication, whilst ironically, most if not all of the problems encountered could have been avoided or solved more efficiently with effective communication. However the author feels this may be viewed by many as an over-generalisation, and so will break this down further into some of the ‘sub” problems. A key difficulty is that working together appears to be the logical way forward, yet it is the authors experience that little consideration is given to the effects of such an activity, (CARLING, 1995).

From an agencies or professions point of view collaborative activity raises two main difficulties first it looses its freedom to act independently when it would prefer to maintain control over its domain and affairs. Second, it must invest scarce resources and energy in developing and maintaining relationships with other organisations, when the potential returns on its investment are often unclear or intangible, (HUDSON, 1987). The main sources of conflict within an organisation and inter-professional collaboration are communication, power, goals, values, resources, roles and personalities.

As mentioned previous a major source of conflict is the misunderstanding or breakdown of communication. However communication can also be used as a tool for clarifying opposing views. It is the authors observation that most values within an organisation are internalised and are therefore difficult to change, but they can be clarified through communication so as not to become a barrier. This kind of logic is a skill that can only be learnt through the application of common sense and the wisdom of experience, (BILLIS & HARRIS, 1996).

Conflict situations often arise suddenly, the author has observed that the more people that attend a meeting or that are involved in a decision regarding care organisation the more potential there is for conflict to occur. Power causes conflict when there are relationships within organisations between individuals of unequal power, the classic example being the doctor/patient relationship, or the nurse and the consultant. This can cause additional conflict where there are differently structured organisations working together as the power differences between individuals then become unclear.

For example the power relationship between the community psychiatric nurse and the social worker. Another common cause of conflict is different goals, different methods of reaching those goals, different values, unclear or overlapping designation of responsibilities, lack of information and personality conflicts. It is acknowledged within health care that some conflicts can not be resolved, Mallory, (1981) states that unresolved conflicts need to be managed carefully within any work group in order to balance the level of conflict.

Banton, (1985) remarks that the essential point is that conflicts of interest are of fundamental importance in all major areas of life in our society and therefore full consensus is only possible when people are prepared to restrict themselves to the trivial. Conflict in an open environment can be beneficial to the work environment as when handled in a mature and professional manner conflict can lead to creativity, innovation or growth, however if to much energy is expended in non productive activity then conflict becomes destructive.

It is the authors opinion that conflict is an inherent part of the nursing and general health care culture, and that psychiatric nurses in the community are prime candidates for this because of the need to work collaboratively with people both professional and non professional of varying social, ethnic and educational backgrounds. Collaboration suggests that the combined power of the agencies or professions is distributed evenly, yet nurses are employed in a hierarchical system.

Huber, (1996) suggests that nurses find that working in groups creates a situation in which there are a number of different colleagues and a variety of client types and different personalities to work with, these are complex interrelationships, and added to that complexity is the fact that there are multiple providers requiring co-ordination and communication to manage the care for any client. Within healthcare as a whole there is an interdependence between its members.

The multi-disciplinary team breaks down into multiple care providers each relying on the other to carry out a portion of the work. For example a member of the housing support team can not monitor a clients medication if the clients community nurse has not organised the Doset box from the pharmacy. The source of conflict can be organisational, interpersonal or a combination of both. Personal and organisational goals and values may also be in conflict with or over general policies, a general policy being the course of action taken by an institution, department or unit.

Policies in the main are meant to soothe conflicts over specific issues, they are designed to give about standard ways to make decisions in recurring situations. However different people within the care team may approach situations with differing viewpoints on how to best deal with certain issues, differences may occur over such things a clerical or managerial routines, or over record keeping and information sharing.

Clashes may result at the intersection of a nurses professional judgement as an autonomous professional with standardised policies developed by the institution and designed to produce uniform behaviour, (AJN, 1987). Resource allocation comes under organisation issues and is especially important in the case of Mr and Mrs Client as the general consensus is that sheltered accommodation of some description is required, which inevitably will require funding. Budgeting has caused conflict over scarce resources within organisations.

In the case of Mr and Mrs Client the funding for the accommodation should come from the social services department. Power conflicts can be both organisational and interpersonal and result in role conflicts. Role conflicts have been identified as being of two types, role overload and role ambiguity. Role overload is when a carer is expected to perform the work of other employees or disciplines in addition to providing their normal care tasks. Whereas role ambiguity is when the role and responsibilities of the carer expands faster than is officially recognised, (JOHNSON, 1994).

To assist in making interprofessional collaboration joint working recommendations such as those stated in Building Bridges, (1996) have been suggested these include commitment on all levels of care approach and delivery, to maintain a primary focus on the service users, jointly owned or shared strategies for care of people with severe mental health problems, agreed procedures for access to services, agreed procedure for information exchange, clarification of roles and responsibilities and regular reviewing of interprofessional dynamics. vretveit, (1997) states that UK policy in the nineteen nineties has asked the question, what is wrong with the service? Rather than what problems need tackling in the outside world. In future it should re-focus on how partnerships between the users of the service, professional workers and managers can be achieved, in other words how can we make an integrated service truly democratic? The solutions to nearly all the crisis encountered by the care team can be or could have been solved or at least minimised through the effective use of communication.

It is felt that it would also be important in interprofessional collaboration to have shared values and cultures, while a mismatch along these lines between health and social services has been well documented. (SMITH, 1993). Collaboration is the basis for team building and with the changes to healthcare, work redesign, restructuring and reengineering depend on effective collaboration, co-operation and group accomplishment.

Proactive conflict resolution in work groups is the essence of building successful teams which are flexible and adaptable, and have a high degree of trust and communication. Therefore the ingredients for successful interprofessional collaboration may be a common goal, interdependence, co-operation, co-ordination of activities, task specialisation and therefore role clarity, equal division of effort and mutual respect.

Team building is defined as being the deliberate process of creating and unifying a group into an effective functioning work unit to accomplish specific goals, (FARLEY & STONER, 1989). In conclusion, collaboration has been called the most effective strategy for managing conflict to achieve long term benefits. However a wide differential in power (both felt and actual), exists between nurses, social workers, and consultants, and this hinders effective collaboration.

Therefore with wide differences in power the most commonly used techniques seem to be compromise and accommodation. There are indications however that this is changing as the health service as a whole is and has undergone some major changes with the implementation of the care plan approach, care management and the formation of community teams such as housing support and community support teams, and as a result effective interprofessional collaboration could soon become more commonplace. (BALDOCK, 1974).

Question: Advantages and disadvantages of teamwork. Answer: There are many advantages of teamwork. First is about this way can train people about leadership. Everyone knows that county needs a leader to maintain the freedom of our people. Leadership is important to person especially students because in future they have their own experience about this. In fact, this way will help students to get a job in the future. Second is about teamwork can save their time to do task that has given.

Take example students, they have many assignment and task to do when studying at university. If they have great teamwork, they can submit their task before dateline. Students also have time to check the task to make sure it is perfect. Least but not last is about can make new friends. As a student at university, we need friends to help and caring each other. In teamwork, they can understand each other even though they in different races, culture and religions. This can make the relationship between teammates better. Next is about disadvantages.

First is about trust to each teammate. We know that first thing about teamwork is trust each other. If someone of them is cheating or do something negative, teamwork will become worse and not united. In addition, task will not complete in time and make them fail to success about this task. Teams that have many members also give disadvantage of teamwork. That is because some of them don’t do the great job that have given and not successfully complete it. It is better for small group consist of 5-6 people to make work easier.

Besides that, this way will not give people a real experience to do a full task and difficult for them to understand the whole task. Last point is about hard to meet the teammates each other to discuss about task. As a student, they have different timetable and hard to find a free time to discuss. Sometimes they have class; lecture and even some of them didn’t cooperate when we make a meeting. This problem will make them left behind about what they have discussed earlier. It will takes time to meet again and repeat the same thing, so that the task will be late to be finished.

There are many standard to evaluate where a team work effectively. According to Mcshane, Olekalns, Travaglione (2011), a team is effective when it benefits its organization, its member and its own survival. Based on my experience I feel that a team work effectively not only when it finishes its objective on time and accurately, but it also motivates its member in order to survival. Motivation can increase responsibility of members in working. Being responsible in teamwork is very important because teamwork is a group of people who depend on each other to finish objective.

As a result, when any members are not responsible for their tasks other people will feel uncomfortable or even angry, which can influence negatively to results. For example, in week 5, our team played role as ML team which had to provide ID and pass of keepandshare website for whole class. Unfortunately, we got trouble when account had not worked. Additionally, this is the first time we work in team; therefore, some problem still happen. To be more specific, sometimes in our team, there are still some arguments contributes to debate and then, members feel uncomfortable and we did the tasks not very well.

What is more, an effective team also depends a lot on leadership. Mcshane, Olekalns, Travaglione (2011) claim that an effective leader always want to create good working environment for members and support them willingly instead of put leadership on the position of power. During short-time I led my team, I’ve learned that this point is reality because, for example, sometimes I did not understand feeling of other members in my team so some feel unconfident and results were affected negatively. There are some solutions to make a team more effective.

Firstly, an effective team should have clarity of direction. Each team member has to have a specific purpose when working so as to focus on the main jobs. When everyone has a clear goal, the team can work efficiently, so the team effectiveness could be greater. Secondly, it is necessary to create an appropriate structure and strict rules to build an effective team. There are some different people in one team so that there are competing interests and personality clashes in team and that could lead to conflicts between members.

Therefore, leader has a very important role in the team. The leader must contribute some rules to clarify for the team what is and is not acceptable behavior. Furthermore, leadership requirement for contributing an effective team is that the team has the appropriate skills to succeed. A common think in constructing teams is that having enough members to work on the objectives will lead to team effectiveness. It is a common mistake because more people does not mean more effective if they are not the suitable people for what is being asked to do.

The leader is responsible for making sure that the team has sufficient skills and resources to fulfill its submissions. Finally, one of the most important factors of contributing team effectiveness is the respect. Each team members in one team need to listen many different ideas of other members and respect their ideas. Arguments in the team are good when that lead to an agreement between team members at the end. Each team members should be polite in communication to avoid conflicts which can make the team ineffective.