Team Building Refernces Integrated - MIT
Transcript of Team Building Refernces Integrated - MIT
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A. Conflict Management References Module 2.3.a Accommodator Team Conflict management styles do not solve conflict. Once you develop an understanding that differences of opinion are context specific, you can identify whether the persons involved are managing the conflict effectively. People have fifteen options when managing a conflict. When faced with a difference of opinion with others you choose from five management styles to settle the conflict. Your decision is usually predicated upon what style you are most comfortable with and have used many times in the past rather than the most effective style. Choosing the appropriate style is the major factor in whether the conflict is settled appropriately or not. People are usually unaware that they are choosing a style that they are either under using, over using or appropriately using. If in the survey your score is lower than 50% then the person under used the style, over 50% over used the style and if the score is 50% used the style appropriately. An accommodating style is unassertive and cooperative – the opposite of competing. When accommodating, an individual neglects their own concerns to satisfy the concerns of the other person; there is an element of self-‐sacrifice in this mode. Accommodating might take the form of selfless generosity or charity, obeying another person's order when one would prefer not to, or yielding to another's point of view. If you are overusing accommodating you may want to review why you over using this conflict style. Overusing accommodating is being inappropriately unassertive and cooperative. You may attempt to satisfy your team member’s concerns at the expense of your own. Accommodator’s Contributions: When people use the accommodating style appropriately Accommodators’ compassion and generosity can serve an important interpersonal relations role when participating on a team – as a kind of shock absorber for the team when it is undergoing stress. Accommodators help to maintain goodwill and trust. They provide psychological support and a sympathetic ear and can serve as peacemakers to restore harmony. There style helps soothe hurt feelings and resentments. Accommodator’s Characteristics: Accommodators tend to see conflict as social and emotional issues to be settled with support and sensitivity. They often believe in the Golden Rule (Do unto others…”) and that generosity will eventually be rewarded in kind. They regard team members as valued friends – people to be supported and looked after. Accommodators value support, generosity, goodwill, and team cohesiveness. They often feel that compassion and friendship are ultimately more important than the minor issues involved in most conflicts. They help team members meet their concerns – for their sake and to help build team cohesiveness and goodwill.
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Effective Use of Accommodating: When making a small or moderate sacrifice would significantly help the team achieve it goal. When restoring peace is especially important – to soothe hurt feelings within the team. When a team member needs support. Behaviors to Guard Against: Shading the truth: not telling teammates the truth out of concern for their feelings, telling white lies. Sacrificing: giving up more than you can afford; needing others to look after your welfare. Allowing questionable decisions to be implemented: not challenging decisions you have doubts about; avoiding “rocking the boat” by questioning the team’s judgment. Bending rules: allowing exceptions to rules or standards out of compassion or desire to be liked; overlooking violations or substandard performance, being too flexible on a task. Appeasing: regularly giving in to bullying, anger, or threats, thereby encouraging these tactics. Reactions to Different Styles: As an accommodator, you may appreciate the value of other styles when they clearly fit the situation and benefit the team. Likewise, people with different styles are likely to respect your contributions when they are clearly appropriate. However, both you and they may be sensitive to, even resent, some aspects of each other’s styles. Conflict Styles in Action in Teams : Behavior and Different Types of Issues: Agenda: Going along with team member’s topics Example: “Ok, if that’s what you want to discuss” Truth: Accepting conclusions despite reservations. Example: “I’m not totally sure about that but okay” Goals: Sacrificing your goals to help others. Example: “Don’t worry about me. What do you need?” Action: Tolerating decisions you don’t like. Example: “I’d prefer a different decisions, but I won’t stand in the way.” Foundations of the Conflict Styles: As an Accommodator your perception of conflict and you team members’ perceptions are relevant. When settling a conflict you will use your guiding principles and values and your team members will be doing the same.
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These perceptions, guiding principles and values could be an integral part of the conflict and each team member’s perception could be different. Accommodating Uses:
1. When you realize that you are wrong – to allow a better position to be heard, to from others, and to show that you are reasonable. 8"
2. When the issue is much more important to the other person than to yourself –to satisfy the needs of others, and as a goodwill gesture to help maintain a cooperative relationship.
3. To build up social credits for later issues which are important to you. 4. When continued competition would only damage your cause – when you are
outmatched and losing. 5. When preserving harmony and avoiding disruption are especially important. 6. To aid in the managerial development of subordinates by allowing them to
experiment and learn from their own mistakes.
If you scored High: 1. Do you feel that your own ideas and concerns are not getting the attention they
deserve? (Deferring too much to the concerns of others can deprive you of influence, respect, and recognition. It also deprives the organization of your potential contributions.)
2. Is discipline lax? (Although discipline for its own sake may be of little value, there are often rules, procedures, and assignments whose implementation is crucial for you or the organization.)
If you scored Low: 1. Do you have trouble building goodwill with others? (Accommodation on minor
issues, which are important to others are gestures of goodwill.) 2. Do others often seem to regard you as unreasonable? 3. Do you have trouble admitting it when you are wrong? 4. Do you recognize legitimate exceptions to rules? 5. Do you know when to give up?
For Accommodators: Perception of conflict: a social/emotional issue to be settled with support and sensitivity. Perception of team members: valued colleagues – people to be supported and looked after. Guiding Principle: belief in the Golden Rule (“Do unto others….”) Values: supportive, generous, goodwill, and team cohesiveness are valued.
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Appropriate Use of Accommodating: For Team Effectiveness: Use accommodating when it is time to build goodwill and cohesiveness. Accommodators with their compassion and generosity, serve an important interpersonal relations role in a team, helping to maintain goodwill and trust. You can provide psychological support and can serve as a peacemaker to restore harmony. Accommodating occurs when you seek or accept a position that would meet the other person’s concerns at the expense of your own. It is a win-‐lose mode in which you neglect or sacrifice your own concerns in favor of the others. Common Examples: Doing a favor to help someone Being persuaded Obeying an authority Differing to another’s expertise Appeasing someone who is dangerous Benefits: Helping someone out: Helping people meet their needs’ by supporting them. Restoring harmony: Smoothing feathers; calming trouble waters. Building relationships: Building social capital by doing favors; helping apologizing when necessary. Choosing a quick ending: Cutting your losses so you can move on. Costs: Sacrificed concerns: Something you care about is conceded – your interests or your views are sacrificed. Loss of respect: Although cooperativeness can build goodwill, low assertiveness can loose you respect; a pattern of accommodating can encourage exploitation by others. Loss of motivation: More accommodating means less satisfaction; you may find yourself agreeing to things you for which you have little enthusiasm. Deciding when to Accommodate: Don’t fall into a pattern of appeasement Yield to a better position When you are persuaded When others know more and there’s little time
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Concede when you are overruled or losing When your boss overrules you When you are outvoted in a group When you are outmatched and losing Make a small sacrifice when it’s important to others Doing favors Letting people test their wings Boosting confidence Accommodate to clean up hard feelings To repair damage you caused To forgive others so you can move on Behavioral Skills for Accommodating: Concede gracefully Don’t be a sore loser Explain your motives Planting Seeds Satisfying a complaint Accept anger (but not abuse) Explain (but don’t defend) what happened Use active listening Apologize Make reparations when appropriate
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How Accommodators Interact amongst other Styles on a Team: Competitors How others may seem to you How you may seem to others Insensitive to the needs and feelings of people they oppose – even mean-‐spirited
Too nice – too concerned with protecting people’s feelings
Selfish – putting their own views and desires ahead of other’s
To be losing out not taking adequate care of your own interests
Their behavior may seem to undermine trust and goodwill within the team
Your niceness may seem to keep you from telling the truth
Collaborators How others may seem to you How you may seem to others Demanding-‐ pushing the team to pursue win-‐ win solutions
To make unnecessary sacrifices-‐abandoning your concerns too quickly
Confrontational digging into issues that may cause hard feelings
To interfere with problem-‐solving –smoothing issues over to keep peace
Eager to raise uncomfortable issues for the team-‐ challenging conventional wisdom
Too protective trying to keep the team in its comfort zone
Compromisers How others may seem to you How you may seem to others To place settlements ahead of relationships
Too worried about offending others to negotiate a settlement
Bargaining seems to cost more than a compromise is worth settlement
Too unassertive to ask for a fair settlement-‐failing to get what you deserve
Avoiders How others may seem to you How you may seem to others Invest too little time in building work relationships squandering their social capital
Too concerned with pleasing people at the expense of your own affairs
Ignore resentments allowing them to fester and become destructive
Too sympathetic –encouraging others to vent their complaints and gripes
As unresponsive to team members’ concerns and detached from the team
To protect yourself and your time enough
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Dealing Constructively with Other Styles 1. Accommodators can build on their existing strengths if they can incorporate some
key insights into their thinking. You can also reduce the cost of accommodating by learning to address the special concerns of people with different dominant conflict styles.
With Competitors: 1. Recognize there are vital issues on which your team needs to take a firm stand. 2. Listen to competitors’ reasoning to these issues. 3. Learn to say no when you mean it. 4. When you see that competing would only damage the team, explain why. 5. Example -‐ When it is time to cut losses, when it now appears the team’s position
was wrong, or when an apology is warranted. With Collaborators: 1. Recognize that win-‐win solutions are possible on many issues. 2. When you can satisfy others’ concerns without sacrificing your own. 3. Learn not to smooth over issues prematurely. 4. Give collaborators time to look for a win-‐win solution first. 5. When you see that collaborators are stirring up hard feelings by digging into
sensitive issues, point it out. 6. Explain to them when and why it is time for peacemaking. With Compromisers: 1. Recognize that in a win-‐lose negotiation, compromises are often the fairest
solutions. 2. Try to resist the urge to make concessions too quickly in negotiations. 3. Learn negotiation tactics from the compromisers on the team. 4. When you see that accommodating will be more appropriate than compromise, say
so. Example – Compromise when it would cost the team little to do an important favor for others.
With Avoiders: 1. Recognize that some issues raised by others are too unimportant and time-‐
consuming to be addressed by the team. 2. Learn to protect the team’s time as well as its interpersonal relations.
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3. Tell the team when you see some members needing to air their feelings on an issue. Example -‐ explain that it is worth the team’s time to make sure that these resentments don’t build up and fester.
References Rubie, Thomas and Thomas, Kenneth, 1976. Support for a Two Dimensional Model of Conflict Behavior, Organizational Behavior and Human Performance. Thomas, Kenneth W. 1976. Conflict and Conflict Management in Handbook for Industrial and Organizational Psychology. Ed. Marvin Dunnette. Chicago: Rand McNally. Thomas, Gail Fann and Thomas, Kenneth W. 2004. Introduction to Conflict and Teams. CPP Mountain View CA. Kilmann, Ralph H. and Thomas, Kenneth W., 2007. Thomas-‐Kilmann Conflict Mode Instrument. CPP, Mountain View, CA.
Module 2.3.b Avoider Team Conflict management styles do not solve conflict. Once you develop an understanding that differences of opinion are context specific, you can identify whether the persons involved are managing the conflict effectively. People have fifteen options when managing a conflict. When faced with a difference of opinion with others you choose from five management styles to settle the conflict. Your decision is usually predicated upon what style you are most comfortable with and have used many times in the past rather than the most effective style. Choosing the appropriate style is the major factor in whether the conflict is settled appropriately or not. People are usually unaware that they are choosing a style that they are either under using, over using or appropriately using. If in the survey your score is lower than 50% then the person under used the style, over 50% over used the style and if the score is 50% used the style appropriately.
Avoiding is unassertive and uncooperative – you do not immediately pursue your own concerns or those of the other person. You do not address the conflict. Avoiding might take the form of diplomatically sidestepping an issue, postponing an issue until a better time, or simply withdrawing from a threatening situation. You may want to review why you over use Avoidance
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Avoiding occurs when you try not to engage in a conflict issue with the other person. It is a lose-‐lose mode in which you decide to pursue neither your own nor the other’s concerns. Contributions: You are sensitive to the time demands and stress of conflict issues. Your caution can help your team steer clear of conflict issues that might take up more time than is merited. You may also promote prudence when the team encounters dangerous issues – for example, highly sensitive topics or political issues with hidden agendas. You may also help postpone matters when conditions are not yet right to address them. Characteristics: You tend to see conflicts as intrusions or disruptions. Believing interruptions can divert energy from work and cause unnecessary stress. You have faith in using time wisely, addressing only important issues and only when conditions are right. You often regard team members as potential time sinks, so you like to keep meetings short and often defer them until their attention is freed from other tasks. You exercise prudence and caution because you value your time and being prepared. You try to avoid getting involved in ‘messy’ or dangerous issues, if possible. When Especially Helpful: 1. When issues are relatively unimportant and not worth the team’s time. 2. When conflict issues are potential disruptive or damaging to team goodwill, such as
when there are personality issues or strong emotional issues. 3. When postponing would make a team discussion more productive -‐ allowing time to
prepare, allowing tempers to cool, etc. Behaviors to Guard Against: Missing Meetings: not attending team meetings you consider unimportant. Avoiding Team Members: avoiding individuals you have issues with, not returning e-‐mails, calls, etc. Withholding Information: not volunteering information on issues under discussion, avoiding vague and non-‐committal answers when asked. Procrastinating: not addressing difficult issues, hoping they will disappear or resolve themselves, being inattentive to schedules and deadlines. Foot-dragging: delaying implementation when a decision is made – “Are we really really sure?”
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Reactions to Different Styles: As an avoider, you may appreciate the value of other styles when they clearly fit the situation and benefit the team. Likewise, people with different styles are likely to respect your contributions when they are clearly appropriate. However, both you and they may be sensitive to, even resent, some aspects of each other’s styles. Conflict Styles in Action Behavior and Different Types of Issues in Teams: Agenda: Missing meetings or not bringing up topics. “There is no point opening up that can of worms.” Truth: Not sharing facts or opinions. “I’ll stay out of this one.” Goals: Not pursuing either person’s goal “Let’s just get this over with and get back to work.” Action: Trying to postpone a decision. “Let’s table the discussion until a better time.” Foundations of the Conflict Styles: As an Avoider your perception of conflict and you team members’ perceptions are relevant. When settling a conflict you will use your guiding principles and values and your team members will be doing the same. These perceptions, guiding principles and values could be an integral part of the conflict and each team member’s perception could be different. Perceptions of Conflict: A disruption that diverts energy from work and can cause unnecessary stress. Perception of Team Members: potential time sinks when conflicts arise. Guiding Principles: Belief in pragmatism – being reasonable about what is possible in a situation. Values: Moderation, pragmatism, reciprocity, and exchange. Appropriate Use of Avoiding: For Team Effectiveness: Managing time costs. You are sensitive to the time expense and stress of conflict issues. Your caution can help your team steer clear of conflict issues that might take up more time than they merit or pose significant dangers for the team. Common Examples: Avoiding people you find troublesome Not engaging in issues that are unimportant, complex or dangerous Postponing discussion until later Benefits:
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Reducing stress Saving time Steering clear of danger Setting up more favorable conditions Costs: Declining working relationships: Work may not get accomplished if people avoid each other; hostile stereotypes are allowed to develop and fester Resentment: Others whose concerns are being neglected may resent your avoiding; see it as evasive Delays: Unaddressed issues cause delays, may keep recurring-‐taking up more time and causing more frustration than if faced earlier Degraded communication and decision-making: People may walk on eggshells rather than speaking candidly and learning from each other Deciding when to Avoid: Try not to avoid people, avoid emotional conflicts: Avoid issues of blame Control your anger Don’t discuss personalities Avoid issues when little can be gained: Issues that are not important, are symptoms of other issues, that others can handle, are too sensitive, or you can’t win. Know when to postpone an issue: Finding time, gathering information, refocusing, taking a break, and changing the setting. Behavioral Skills for Avoiding: Deciding what is important: Be clear about your goals for a meeting Set joint goals if possible Try to stick to those goals Be on the lookout for new information Avoiding without being invasive: Give your reason When postponing , set a time Use inviting language
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Breaking up the anger cycle: Use your psychological boundaries Give the other person the benefit of the doubt Discharge your anger safely Watch your connotations Use humor to diffuse tension Uses: 1. When an issue is trivial, of only passing importance, or when other more important issues are pressing.
2. When you perceive no chance of satisfying your concerns – e.g., when you have low power or you are frustrated by something that would be very difficult to change (national policies, someone's personality structure, etc.). 3. When the potential damage of confronting a conflict outweighs the benefits of its
resolution. 4. To let people cool down – to reduce tensions to a productive level and to regain
perspective and composure. 5. When gathering more information outweighs the advantages of an immediate
decision. 6. When others can resolve the conflict more effectively. 7. When the issue seems tangential or symptomatic of another more basic issue. You scored High: 1. Your coordination suffers because people have trouble getting your inputs on issues. 2. It often appears that people are "walking on eggshells." (Sometimes a dysfunctional
amount of energy can be devoted to caution and the avoiding of issues, indicating that issues need to be faced and resolved.)
4. When decisions on important issues are made by default. If you scored Low: 1. Do you find yourself hurting people's feelings or stirring up hostilities? (You may need to exercise more discretion in confronting issues or more tact in
framing issues in nonthreatening ways. Tact is partially the art of avoiding potentially disruptive aspects of an issue.)
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2. Do you often feel harried or overwhelmed by a number of issues? (You may need to
devote more time to setting priorities – deciding which issues are relatively unimportant and perhaps delegating them to others.)
How Avoiders Interact amongst other Styles on a Team: Competitors How you may see others How others may seem you Others may appear rash – rushing into an issue before they understand the cost and risks
You may seem to reticent or timid – too cautious to take a risk by standing up and being counted
Others may seem to be troublemakers – stirring things up and disrupting the team’s activities
You may appear to ignore important issues – leaving that burden to others
Others may appear to be squeaky wheels – using up too much of the team’s time on their personal agendas
You may try to avoid others when they try to force you to deal with an issue
Collaborators How you may see others How others may seem you Others may seem prone to long, time consuming discussions of the issues
You may seem uninterested in getting to the bottom of team problems
Others may appear intrusive – prying into your own matters and interrupting your work
You may seem as keeping information to yourself – withholding useful data
Others may appear to eager to open up dangerous or complex issues
You may seem too pessimistic to seek solutions – allowing problems to continue and grow
Compromisers How you may see others How others may seem you Others may seem to push you to make or accept an offer before you are ready
You may seem to be delaying a settlement – holding the team back
Others penchant for exchanging You may seem unwilling to engage in the
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concessions may seem like a tiresome game to you
necessary give and take
Others bargaining may seem to expend more energy than a compromise settlement is worth
You may appear to be losing out – leaving your issues unsettled and getting nothing
Accommodators How you may see others How others may seem you Others may appear to be too concerned with pleasing people at the expense of their own efforts
You may seem to invest too little time in building working relationships – squandering your social capital
Others may seem to sympathetic – encouraging others to vent their complaints and gripes
You may seem to ignore resentments – allowing them to fester and become destructive
Others may seem unable to protect themselves and their time enough
You may seem unresponsive to team members’ concerns and detached from the team
Dealing Constructively with Other Styles With Competitors: 1. Recognize that there are times when it is important to take a firm stand – listen to
competitors’ positions to see if they are justifiable 2. Learn to give competitors the feedback they need to tell whether their position is
supported by their team members 3. When you feel the time isn’t right to take a firm stand on an issue, explain why
With Collaborators: 1. Recognize that many important conflict issues can be, and need to be, resolved –
allow collaborators time to raise and dig into issues 2. Learn to give collaborators the information they need to problem solve – without
being resentful 3. When you think a problem solving discussion has taken too much time or is going
nowhere, point that out, suggest a reasonable time limit for a discussion With Compromisers: 1. Recognize that compromise solutions are often good enough on nonvital matters,
and better than nothing – listen to compromisers’ suggestions about practical settlements
2. Learn to give and take without having to be perfectly prepared, especially if the
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stakes aren’t high – you can often save time by getting a quick, reasonable settlement and moving on
3. When you feel that bargaining and compromise are not worth the time, explain why – e.g. when other matters are more pressing or the issue is too risky or unimportant
With Accommodators: 1. Recognize that social capital is important – pay attention to accommodators’
rationales for attending to others’ feelings and doing favors 2. Learn to allow others to get feelings off their chest when it’s important to them,
without impatience or resentment 3. When you judge that too much time is being spent on venting or socializing, explain
why it is time to move on – don’t just withdraw without an explanation References Rubie, Thomas and Thomas, Kenneth, 1976. Support for a Two Dimensional Model of Conflict Behavior, Organizational Behavior and Human Performance. Thomas, Kenneth W. 1976. Conflict and Conflict Management in Handbook for Industrial and Organizational Psychology. Ed. Marvin Dunnette. Chicago: Rand McNally. Thomas, Gail Fann and Thomas, Kenneth W. 2004. Introduction to Conflict and Teams. CPP Mountain View CA. Kilmann, Ralph H. and Thomas, Kenneth W., 2007. Thomas-‐Kilmann Conflict Mode Instrument. CPP, Mountain View, CA.
Module 2.3.c Collaborator Team Conflict management styles do not solve conflict. Once you develop an understanding that differences of opinion are context specific, you can identify whether the persons involved are managing the conflict effectively. People have fifteen options when managing a conflict. When faced with a difference of opinion with others you choose from five management styles to settle the conflict. Your decision is usually predicated upon what style you are most comfortable with and have used many times in the past rather than the most effective style. Choosing the appropriate style is the major factor in whether the conflict is settled appropriately or not. People are usually
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unaware that they are choosing a style that they are either under using, over using or appropriately using. If in the survey your score is lower than 50% then the person under used the style, over 50% over used the style and if the score is 50% used the style appropriately. Collaborating is both assertive and cooperative – the opposite of avoiding. Collaborating involves an attempt to work with the other person to find some solution that settles the most relevant concerns of both persons, but in many cases will not resolve all of the issues each person is concerned with. It means digging into an issue to identify the underlying concerns of the two individuals and to find an alternative that meets both sets of concerns. Collaborating between two persons might take the form of exploring a disagreement to learn from each other's insights, concluding to settle some condition that would otherwise have them competing for resources, or confronting and trying to find a creative solution to an interpersonal problem.
You may want to review what happens when you over use collaboration Contributions: You are helpful in reaching win-‐win solutions that provide a long-‐term resolution to a conflict issue. You ask questions, listen to other points of view, and try to incorporate those viewpoints into a richer, shared understanding. In the process you aid open communication and learning. Often, you are able to find superior, high quality solutions to important issues. These solutions may be sources of creativity and innovation for your team. You help team members to air diverse points of view without putting anyone on the defensive. Characteristics: You tend to see conflicts as problems to be solved, wanting quality decisions that truly resolve the issues. You believe in the power of consensus and in sharing information and understandings. You regard team members as allies and tend to see people outside the team as potential allies. You build on others’ ideas and listen well. You value innovation, open mindedness, learning, and consensus. You look for the value in what team members say and combine that with your own insights to find win win solutions. When Especially Helpful: 1. When conflicting concerns are too important for the team to compromise or
sacrifice. 2. When the team needs innovative solutions on important issues. 3. When hard feelings within the team need to be worked through and settled. Behaviors to Guard Against: Overanalyzing: problem seeking when the answer is clear or the issue is unimportant
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Risk sharing: diffusing accountability by having the team comes to consensus decisions that are the leader’s responsibility. Flailing Reactions to Different Styles: As a collaborator, you may appreciate the value of other styles when they clearly fit the situation and benefit the team. Likewise, people with different styles are likely to respect your contributions when they are clearly appropriate. However, both you and they maybe sensitive to, even resent, some aspects of each other’s styles. In Teams: Conflict Styles in Action: Behavior and Different Types of Issues: Agenda: searching for a topic of common interest -‐ “We seem to be most interested in accomplishing all of our milestones, do you agree?” Truth: Merging insights for deeper understanding “Sarah says she is only interested in getting the milestones accomplished if they meet her time management plan, so it may be necessary for others to spend more time on the project if her time is limited.” Goals: Taking both peoples goals into account “Let’s see if we can address our time management issues and still stay within Sarah’s time management plan.” Action: Looking for a win-‐win solution “What if we use our existing time management plan for reaching our milestones? This should work for all of us and we can make adjustments as we work on the project.” Conflict Styles in Action Behavior and Different Types of Issues in Teams: As a Collaborator your perception of conflict and you team members’ perceptions are relevant. When settling a conflict you will use your guiding principles and values and your team members will be doing the same. These perceptions, guiding principles and values could be an integral part of the conflict and each team member’s perception could be different. Intended Contributions to Team Effectiveness: Finding innovative win-‐win solutions -‐ You help to reach win-‐win solutions that provide long-‐term resolution to conflict issues by using principled negotiation. You separate the people from the problem by acknowledging sensitive issues in a nonjudgmental manner and then listing the issues involved in the conflict and separating them into categories of what can be settled now and what needs to be discussed in the future, thus narrowing the conflict so it can be resolved. In this way you are able to incorporate diverse points of view into richer understandings and innovative decisions. Appropriate Use of Collaborating:
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For Team Effectiveness: Finding innovative win-‐win solutions. Collaborators help to reach win-‐win solutions that provide long-‐term resolution to conflict issues. You try to incorporate diverse points of view into richer understandings and innovative decisions. Common Examples: Benefits: High quality decisions: Seeking innovative solutions that are better than each person’s recommendations (“synergy”). Learning and communicating: Exchanging information openly; aiding communication and discovery. Resolution and commitment: Working toward meeting both people’s concerns fully so that conflict is resolved and people are committed to the decision. Strengthening relationships: Building respect, liking and trusting; resolving problems in a relationship. Costs: Time and energy required: More time is needed to dig through issues; full concentration and creativity I required. Psychological demands: Requires openness to new viewpoints, ideas, and challenges; can be psychologically demanding. Possibility of offending: May involve working through sensitive issues; can make things worse and hurt feelings if unsuccessful. Vulnerability risk: Others may try to exploit your openness and flexibility. Deciding when to Collaborate: Recognize and build the conditions that enable collaboration Try to collaborate on important issues When both parties are vital to an organization When you want to learn To merge insights from diverse perspectives When you need commitments to a decision To work through problems in a relationship Behavioral skills for collaborating: Setting the right tone when raising the issue: Picture the other person’s concerns Use “we” language and avoid assigning blame
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Mention the benefits of a solution Ask if this is a good time Identifying both people’s underlying concerns: Recognize the differences between concerns and positions Don’t jump to positions Clarify and shore your underlying concerns Help clarify the other people’s underlying concerns Stating the conflict as a mutual problem: Say “and” rather than “but” State the integrative problem “How can we do both?” Brainstorming the solutions and picking the best one: Stay flexible Use tentative exploratory language Agree on the best solution Being firm when necessary and flexible: Work with more rather than less information Develop multiple alternatives Create common goals Use humor Balance the power structure Seek consensus with qualification Collaborating in teams: Uses: 1. Finding an integrative solution when both sets of concerns are too important to be compromised. 2. When your objective is to learn – e.g., testing your own assumptions, understanding the views of others. 3. To merge insights from people with different perspectives on a problem. 4. To gain commitment by incorporating other's concerns into a consensual decision. 5. To work through hard feelings which have been interfering with an interpersonal relationship.
You scored High: 1. You may spend time discussing issues in depth that do not seem to deserve it?
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(Collaboration takes time and energy – perhaps the scarcest organizational resources. Trivial problems don't require optimal solutions, and not all personal differences need to be hashed out. The overuse of collaboration and consensual decision making sometimes represents a desire to minimize risk – by diffusing responsibility for a decision or by postponing action.) 2. Your collaborative behavior can fail to elicit collaborative responses from others. (The exploratory and tentative nature of some collaborative behavior may make it easy for others to disregard collaborative overtures; or the trust and openness may be taken advantage of. You may be missing some cues that would indicate the presence of defensiveness, strong feelings, impatience, competitiveness, or conflicting interests.) If you scored Low: 1. Is it hard for you to see differences as opportunities for joint gain – as opportunities
to learn or solve problems? (Although there are often threatening or unproductive aspects of conflict, indiscriminate pessimism can prevent you from seeing collaborative possibilities and thus deprive you of the mutual gains and satisfactions which accompany successful collaboration).
2. Are subordinates uncommitted to your decisions or policies? (Perhaps their own concerns are not being incorporated into those decisions or policies).
How Collaborators Interact amongst other Styles on a Team: Competitors How you may see others How others may seem you Others may seem to overlook win-‐win possibilities – being cynical and focused on their own goals rather than the team’s
Your win-‐win assumptions may seem to rosy and utopian
Others may seem more interested in winning than in listening or learning – appearing close minded and defensive
You may seem naïve – e.g. overlooking real world conflicts or interest
Others may appear to focused on short-‐term gains at the expense of longer-‐term alliances
You can seem too trusting, open, and vulnerable to exploitation
Compromisers How you may see others How others may seem you Others may seem shortsighted – favoring temporary settlements that don’t really resolve issues
You may seem impractical – ignoring real world constraints that limit solutions
Others may appear to willing to You may appear to be a perfectionist, seeking
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settle for imperfect, less than optimal solutions
perfect rather than good enough solutions
Others may seem unimaginative or uncreative – seeking only middle ground
You may seem to overanalyze issues that don’t require creative solutions
Avoiders How you may see others How others may seem you Others may seem uninterested in getting to the bottom of team problems
You may seem prone to overly time-‐consuming discussions of issues
Others may appear to keep information to themselves-‐ withholding useful data
You may appear intrusive – prying into matters and interrupting their work
Others may seem too pessimistic to seek solutions – allowing problems to continue and grow
You may appear too eager to open up dangerous and complex issues
Accommodators How you may see others How others may seem you Others may seem to make unnecessary sacrifices – abandoning their concerns too quickly
You may appear too demanding – pushing the team to pursue win-‐win solutions
Others may seem to interfere with problem-‐solving smoothing issues over to keep pace
You may seem too confrontational – digging into issues that may cause hard feelings
Others may appear too protective – trying to keep the team in their comfort zone
You may seem to eager to use uncomfortable issues for the team – challenging conventional wisdom
Dealing constructively with other styles: Collaborators can build on their existing strengths if they can incorporate some key insights from other styles into their thinking. You can also reduce the cost of your accommodating by learning to address the special concerns of people with different dominant conflict styles. With Competitors:
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1. Recognize that some issues are win-‐lose, when openness would be inappropriate
and could be exploited. 2. Learn to be firm with competitors when necessary, insisting that your concern needs to be satisfied – while staying flexible about the best way to satisfy that concern. 3. When you believe that a win-‐win solution is possible, explain why – show competitors how your concerns and their concerns are not incompatible. With Compromisers 1. Recognize that some compromises can provide good-‐enough settlements on many
issues when there are barriers to collaboration – e.g. when time is short and there is low trust.
2. Learn to use compromise as a backup on non-‐crucial issues when you can’t find a win-‐win solution.
3. When you think a compromise settlement wouldn’t be good enough, explain why – e.g. when the issue is too important.
With Avoiders 1. Recognize that minor conflict issues are not worth the time required for
collaborative problem solving. 2. Learn to explicitly ask avoiders for their views on issues when the team needs that
information. 3. Try to give avoiders advance notice and to set up convenient times for problem-‐
solving discussions to ensure that they feel prepared and to minimize disruption to their schedules.
With Accommodators 1. Recognize that probing sensitive issues can embarrass or offend people, and be
prepared to apologize when this happens. 2. Learn to ask people if they mind discussing sensitive issues – and to watch for signs
that people are uncomfortable during the discussion. 3. When you feel it is necessary to raise a sensitive issue, explain why. References Rubie, Thomas and Thomas, Kenneth, 1976. Support for a Two Dimensional Model of Conflict Behavior, Organizational Behavior and Human Performance. Thomas, Kenneth W. 1976. Conflict and Conflict Management in Handbook for Industrial and Organizational Psychology. Ed. Marvin Dunnette. Chicago: Rand McNally.
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Thomas, Gail Fann and Thomas, Kenneth W. 2004. Introduction to Conflict and Teams. CPP Mountain View CA. Kilmann, Ralph H. and Thomas, Kenneth W., 2007. Thomas-‐Kilmann Conflict Mode Instrument. CPP, Mountain View, CA.
Modules 2.3.d Competitor Team Conflict management styles do not solve conflict. Once you develop an understanding that differences of opinion are context specific, you can identify whether the persons involved are managing the conflict effectively. People have fifteen options when managing a conflict. When faced with a difference of opinion with others you choose from five management styles to settle the conflict. Your decision is usually predicated upon what style you are most comfortable with and have used many times in the past rather than the most effective style. Choosing the appropriate style is the major factor in whether the conflict is settled appropriately or not. People are usually unaware that they are choosing a style that they are either under using, over using or appropriately using. If in the survey your score is lower than 50% then the person under used the style, over 50% over used the style and if the score is 50% used the style appropriately. Competing is assertive and uncooperative – an individual pursues their own concerns at the other person's expense. This is a power-‐oriented mode, in which one uses whatever power seems appropriate to win one's own position – one's ability to argue, one's rank, economic sanctions. Competing might mean "standing up for your rights," defending a position that you believe is correct, or simply trying to win. You may want to review why you over use competing Contributions: You can be powerful advocate for positions they see as valid. You are a force for moving tings along in the team. Your tough-‐mindness enables you to face unpleasant facts and push for decisions that may be unpopular. In teams, you can be an effective antidote to others who are too nice or polite to take action or say what needs to be said. You can also force teams to test their assumptions. You often take the lead when quick action is needed – for example, providing direction in a crisis. Characteristics: You tend to see conflicts as contests between opposing positions and the people who hold them. Believing in your position, you try to win these contests. You regard team members with other views as opponents and will take on the entire team if the issue is important and you are confident. You value tough-‐mindedness,
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candor, having the courage of their convictions, and making things happen. You use arguments and hard bargaining to advance your position and are often impatient with others who disagree, wanting to “get things moving.” When Especially Helpful: 1. When the team leader needs to impose an unpopular but important decision or to
take decisive action in a crisis 2. When a proposed course of action needs challenged 3. When championing a concern that is vital for the team but is being ignored or
resisted Behaviors to Guard Against: Monopolizing: overriding the agenda with your topic; making long speeches; responding to all comments with out counterarguments Not Listening: interrupting or talking over others’ statements, ignoring others’ valid points Exaggerating: oversimplifying your case as the better way to perform the task; overstating the evidence for you position Attacking: showing anger toward others; making personal criticisms; making threats Blocking: holding up a decision that is going against you by refusing to yield; stonewalling Reactions to Different Styles: As a competitor, you may appreciate the value of other styles when they clearly fit the situation and benefit the team. Likewise, people with different styles are likely to respect your contributions when they are clearly appropriate. However, both you and they maybe sensitive to, even resent, some aspects of each other’s styles. Your Conflict Style in Action: Imposing or dictating a decision: a contest between opposing positions and the people who hold them Arguing for a conclusion that fits your data: “Your memo doe not address the proper issues in the project, redo the memo.” Hard bargaining (making no concessions): I won’t agree to changing these milestones you must work more hours on this problem.” In Teams: Conflict Styles in Action: Behavior and Different Types of Issues:
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Conflict Styles in Action Behavior and Different Types of Issues in Teams: As a Competitor your perception of conflict and you team members’ perceptions are relevant. When settling a conflict you will use your guiding principles and values and your team members will be doing the same. These perceptions, guiding principles and values could be an integral part of the conflict and each team member’s perception could be different. Perception of Conflict: a contest between opposing positions and the people who hold them Perception of Team Members: opponents, if their views differ on an issue Guiding Principle: belief in one’s position – and in using tough-‐minded candor to challenge opposing positions Values: tough-‐mindedness, candor, having the courage of one’s convictions, making things happen Intended Contributions to Team Effectiveness: Advocating positions that have merit. You can be powerful advocates for positions you see as valid, serving to move things along. With your tough mindedness you may also force the team to face unpleasant facts and make difficult decisions. Appropriate Use of Competing: Use competing sparingly not all the time Compete on vital issues where collaborating isn’t feasible When you know you are right but not in learning situations allow for others
to explore the issues first When unpopular actions need to be taken When quick, decisive action is required When you’re under attack When consensus fails When people are too considerate Behavioral Skills for Competing: Being persuasive Lay the groundwork Explain your motives Appeal to shared concerns Be specific and credible Fighting fair Stick to the current issue Be respectful
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Listen and respond Ask as a referee to others Using warning instead of threats: Don’t threaten Use warnings Imposing a decision: Assert your authority Reward new behavior Follow up deviations Using tough love to enforce standards: Be supportive Be tough-‐minded Raise the issue of fit For Team Effectiveness Common Examples: Conflict styles in action: Behavior on different types of issues: Agenda pushing for your topic: “We need to talk about the extra time this project is going to take and because I was not present when you began this discussion I have a few issues I wish to discuss now” Truth arguing for your conclusion: “You’re wrong if you continue to press this issue, I will not ant to work with you any longer and there will b consequences.” Goals advocating for your goals: ‘this issue is hurting the project , and it is basically an issue that the team just has to complete whether there is time or not and discussion of this issue is a waste on my time.” Action arguing for the action you prefer: “We need to increase the amount of time we spend on this project by 50% and I can’t agree to anything less.” Benefits: Asserting your position: Standing up for your interest and ideas; making sure they are taken seriously Possibility of quick victory: Making a quick recommendation; pressing for a quick decision if you have enough power to prevail Self-defense: Protecting your interests and views from attack Testing assumptions: Debating to expose and test your own and others’ assumptions Costs: Strained work relationships: Losers feel resentful; exploited
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Deciding when to Avoid: Possible win-‐win solutions are overlooked; information is not exchanged freely Decreased initiative and motivation: When decisions are imposed; others are less committed to them; show less initiative and motivation Uses: 1. When quick, decisive action is vital – e.g., emergencies. 0
2. On important issues where unpopular courses of action need implementing – e.g., cost cutting, enforcing unpopular rules, discipline.
3. On issues vital to company welfare when you know you're right.
4. To protect yourself against people who take advantage of noncompetitive behavior.
You scored High: 1. You are probably surrounded by "yes" men or you are always feel that the people around you are missing the point. (If so, perhaps it's because they have learned that it's unwise to disagree with you, or have given up trying to influence you. This closes you off from information.)
2. Subordinates afraid to admit ignorance and uncertainties to you because you are unwilling to address many of their concerns. (In competitive climates, one must fight for influence and respect – which means acting more certain and confident than one feels. The upshot is that people are less able to ask for information and opinion – they are less able to learn.) If you scored Low: C 1. Do you often feel powerless in situations? (It may be because you are unaware of
the power you do have, unskilled in its use, or uncomfortable with the idea of using it. This may hinder your effectiveness by restricting your influence.)
2. Do you have trouble taking a firm stand, even when you see the need? (Sometimes concerns for other's feelings or anxieties about the use of power cause us to vacillate, which may mean postponing the decision and adding to the suffering and/or resentment of others.)
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How Competitors Interact amongst other Styles on a Team:
Collaborators How you may see others How others may seem you Others win-‐win assumptions may seem too rosy and utopian to you
You may seem to overlook win-‐win possibilities – appearing cynical and focused on your own goals rather than the team’s
Other may seem naïve – e.g. overlooking real-‐world conflicts of interest
You may seem more interested in winning than in learning – appearing closed-‐minded
Others can seem too trusting, open, and vulnerable
You may appear argumentative and defensive – not listening to what they say
Compromisers
How you may see others How others may seem you Others may seem to make concessions too easily – taking too soft or weak a stand
You may be a hard liner, unwilling to budge or bend, and missing out on possible deals
Others may seem to eager to make a deal – squandering some of their bargaining power
You may appear not to be acting in good faith – not really trying to find common ground
Others seem to be selling out by compromising their views
You may appear to be unfair – waiting it all your way and violating their norms of reciprocity
Avoiders
How you may see others How others may seem you Others may seem too reticent or timid – too cautious to take a risk by standing up and being counted
You may appear to be too rash – rushing into an issue before you understand the costs and risks
Others may appear to ignore important issue, leaving that burden to you
You may seem to be a troublemaker – stirring things up and disrupting the team’s activities
Others may try to avoid you when You may appear to be a squeaky wheel – using
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you try to force them to deal with an issue
up too much of the team’s time on your personal agenda
Accommodators
How you may see others How others may seem you Others may appear too nice – too concerned with protecting people’s feelings
You may appear insensitive to the needs and feelings of people you oppose – even mean or cruel
Others may seem to be losing out by not taking adequate care of their own interests
You may seem selfish – putting your own views and desires ahead of others’
Others’ niceness may seem to keep them from telling others the truth
Your behavior may seem to undermine trust and goodwill within the team
With Collaborators 1. Recognize that some win-‐win outcomes are possible – when conditions permit, allow time for collaborators to look for win-‐win solutions on important issues before pushing for your position 2. Learn to give collaborators the information they need to problem solve without being defensive – to explain your reasoning or the facts that led to your conclusions. 3. When you see that conditions don’t permit collaboration, tell team members why it isn’t feasible – e.g., when there isn’t enough time or the issue is win-‐lose With Compromisers 1. Recognize that compromises are acceptable on issues that aren’t vital – allow compromisers to suggest settlements that would break deadlocks 2. Keep track of how many decisions are being settled in your favor – try to give
compromisers something in return to preserve a sense of fairness 3. When compromise doesn’t seem acceptable on an issue, explain why
With Avoiders 1. Recognize that avoiding is legitimate on some issues – listen to avoiders when they say an issue is not important enough to justify the team’s time or would put too much stress on its members 2. Try to give avoiders advance notice of an issue so that they can be fully prepared for a discussion 3. When you feel you must raise an issue, say why it is important enough to justify the group’s time
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With Accommodators 1. Recognize that there are times when it is wise to give up – hear what
accommodators tell you about the costs of pressing your position when you are losing
2. Learn to tone down competitive behaviors that hurt feelings unnecessarily – e.g., threats, blame, sarcasm, or expressed anger
3. Learn how to repair damaged relationships by admitting your mistakes and apologizing when you’ve hurt others
References Rubie, Thomas and Thomas, Kenneth, 1976. Support for a Two Dimensional Model of Conflict Behavior, Organizational Behavior and Human Performance. Thomas, Kenneth W. 1976. Conflict and Conflict Management in Handbook for Industrial and Organizational Psychology. Ed. Marvin Dunnette. Chicago: Rand McNally. Thomas, Gail Fann and Thomas, Kenneth W. 2004. Introduction to Conflict and Teams. CPP Mountain View CA. Kilmann, Ralph H. and Thomas, Kenneth W., 2007. Thomas-‐Kilmann Conflict Mode Instrument. CPP, Mountain View, CA.
Module 2.3.e Compromiser Team Conflict management styles do not solve conflict. Once you develop an understanding that differences of opinion are context specific, you can identify whether the persons involved are managing the conflict effectively. People have fifteen options when managing a conflict. When faced with a difference of opinion with others you choose from five management styles to settle the conflict. Your decision is usually predicated upon what style you are most comfortable with and have used many times in the past rather than the most effective style. Choosing the appropriate style is the major factor in whether the conflict is settled appropriately or not. People are usually unaware that they are choosing a style that they are either under using, over using or appropriately using. If in the survey your score is lower than 50% then the person under used the style, over 50% over used the style and if the score is 50% used the style appropriately.
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Compromising is intermediate in both assertiveness and cooperativeness. The objective is to find some expedient, mutually acceptable solution, which partially satisfies both parties. It falls on a middle ground between competing and accommodating. Compromising gives up more than competing but less than accommodating. Likewise, it addresses an issue more directly than avoiding, but doesn't explore it in as much depth as collaborating. Compromising might mean splitting the difference, exchanging concessions, or seeking a quick middle-‐ground position. You may want to review why you over use Compromising You try to find an acceptable settlement that only partially satisfies your concerns and those of your team members. Contributions: You provide a practical, pragmatic force for moderation on your team. When competitors deadlock you suggest workable middle ground positions. When collaborators are unable to find a win-‐win solution, compromisers suggest acceptable temporary solutions. Your style is helpful in finding fair workable settlements. You put less strain on goodwill than does a competitive style and takes less time than using a collaborative style. Characteristics: You tend to see conflict as a chance to find middle ground and as an opportunity to make deals. You are flexible and believe in pragmatism, being reasonable about what is possible in a situation and avoiding extreme positions. When people are in conflict, you believe they need to moderate their positions to find a workable agreement. You regard team members as amicable negotiating partners. You value moderation, reasonableness, and pragmatism. You seek favorable settlements but use exchange and reciprocity (soft bargaining) to achieve fairness-‐trading concessions, splitting the difference, giving and taking. When Especially Helpful: 1. When the team needs a quick, temporary settlement on a complex issue 2. When fairness is important on zero—sum issues – to share the gain or pain among
team members 3. As a fallback position when competitors deadlock or the team can’t find a win-‐win
solution Behaviors to Guard Against: Posturing: using misrepresentations or inflated demands to get a favorable settlement. Rushing to settlement: proposing an expedient compromise when the issue is crucial and time permits a longer discussion. Eroding a principle: compromising on integrity, ethics, or core values
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Sub optimizing: compromising when an elegant win-‐win solution is possible Settling short: agreeing to a compromise that does not meet team needs on an important issue Reactions to Different Styles: As a compromiser you may appreciate the value of other styles when they clearly fit the situation and benefit the team. Likewise, people with different styles are likely to respect your contributions when they are clearly appropriate. However, both you and they maybe sensitive to, even resent, some aspects of each other’s styles. In Teams: Conflict Styles in Action: Behavior and Different Types of Issues: Agenda: splitting time between different topics “Suppose we split our time between Frank’s and Judy’s agenda items so that each gets a little discussion.” Truth: moderating a conclusion “I think the quality problem is severe, but you think it’s not. Can we call it a moderate problem?” Goals: seeking partial concessions to goals “I’d settle for a partial resolution of the quality problem if you could free up a bit more money for it.” Action: splitting the difference “I wanted $60,000 but you only offered $40,000. How about a middle ground settlement of $50,000?” Conflict Styles in Action Behavior and Different Types of Issues in Teams: As a Collaborator your perception of conflict and you team members’ perceptions are relevant. When settling a conflict you will use your guiding principles and values and your team members will be doing the same. These perceptions, guiding principles and values could be an integral part of the conflict and each team member’s perception could be different. Perception of conflict: a negotiation to find a middle ground settlement Perception of team members: amicable negotiating partners Guiding Principle: belief in pragmatism-‐being reasonable about what is possible in a situation Values: moderation pragmatism, reciprocity, exchange Intended Contributions to Team Effectiveness: Providing moderation and balance. You provide a pragmatic force for moderation, balance, and fairness in your team. When you deadlock or collaborators are unable to find a win-‐win
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solution, you suggest workable middle ground positions. Appropriate Use of Compromising: For Team Effectiveness: Common Examples: “Soft “ bargaining (exchanging concessions) Taking turns Moderating your conclusions Benefits: Pragmatism: Practicing “the art of the possible”; getting a deal that’s good enough Speed and expediency: Making expedient settlements Fairness: Providing equal gains and losses for both people Maintaining relationships: Meeting halfway to reduce the strain on relationships Costs: Partially sacrificed concerns: Both people’s concerned are compromised; leaving some residual frustration; issue isn’t fully resolved, may flare up again Suboptimal solutions: Compromise solutions are less innovative and of lower quality than successful collaborative decisions Superficial understandings: Agreements often paper over differences with vague statements that don’t accurately reflect the beliefs of the people who disagree Deciding when to Compromise: Try not to compromise on vital issues Take turn bearing small costs Compromise on significant issues when competing and collaborating are not practical
1. When people of equal power face a win-‐lose issue 2. When you need a temporary solution to a complex issue 3. When you need an expedient decision under time pressure 4. When more assertive modes would harm a relationship 5. When competing and collaborating have failed
Behavioral Skills for Compromising: Moving from competing; making partial concessions
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1. Take stock of your situation 2. Suggest compromise without looking weak 3. Make partial concessions-‐as long as they are reciprocated
Focusing on fairness: principled compromise
1. Insist on a criterion of fairness up front 2. Determine the facts as objectively as possible 3. Apply the criterion
Uses: 1. Goals are moderately important, but not worth the effort or potential disruption
of more assertive modes. 2. When two opponents with equal power are strongly committed to mutually
exclusive goals – as in labor-‐management bargaining. 3. To achieve temporary settlements to complex issues. 4. To arrive at expedient solutions under time pressure. 5. As a backup mode when collaboration or competition fails to be successful.
You scored High: 1. You may concentrate so heavily upon the practicalities and tactics of compromise
that you sometimes lose sight of larger issues – principles, values, long-‐term objectives, company welfare.
2. You may place an emphasis on bargaining and trading to create a cynical climate of
gamesmanship. (Such a climate might undermine interpersonal trust and deflect attention away from the merits of the issues discussed.)
If you scored Low:
1. Do you find yourself too sensitive or embarrassed to be effective in bargaining situations?
2. Do you find it hard to make concessions? (Without this safety valve, you may
have trouble getting gracefully out of mutually destructive arguments, power struggles, etc.)
How Compromisers Interact amongst other Styles on a Team:
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Competitors
How you may see others How others may see you They may appear to be hardliners, unwilling to budge or bend, and missing out on possible deals
You may seem to make concessions to easily-‐taking too soft or weak a stand
They may appear not to be acting in good faith-‐not really trying to find common ground
You may seem to eager to make a deal-‐squandering some of your bargaining power
They may appear to be unfair-‐wanting it all their way and violating your norms of reciprocity
You may seem to be “selling out” by compromising your views
Collaborators How you may see others How others may see you Others may seem impractical-‐ignoring real work constraints that limit solutions
You may seem shortsighted-‐favoring temporary settlements that don’t really resolve issues
Others may appear to be perfectionists, seeking perfect rather than good enough solutions
You may appear too willing to settle for imperfect, less than optimal solutions
Others may seem to over analyze issues that don’t require creative solutions
You may seem unimaginative or uncreative-‐seeking only the middle ground
Avoiders
How you may see others How others may see you Others may seem to be delaying a settlement-‐holding the team back
You may seem to be pushing them to make or accept an offer before others are ready
Others may seem unwilling to engage in the necessary give and take
Your penchant for exchanging concessions may seem like a tiresome game to them
They may appear to be losing out-‐ Your bargaining may seem to expend more
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leaving their issues unsettled and getting nothing
energy than a compromise settlement is worth
Accommodators
How you may see others How others may see you Others may seem too worried about offending other people to negotiate a settlement
You may appear to place settlements ahead of relationships
Other may appear too generous-‐giving away more than they need to
You may appear crass-‐pushing others for favorable concessions
Others may seem too unassertive to ask for a fair settlement-‐failing to get what they deserve
Your bargaining may seem to expend more energy than a compromise settlement is worth
Dealing Constructively with Other Styles You can build on your existing strengths if you can incorporate some key insights from other styles into your thinking. You can also reduce the cost of your compromising by learning to address the special concerns of people with different conflict styles. With Competitors 1. Recognize that there are win-‐lose issues where compromise would be unacceptable
or disastrous when you need to maintain your position. 2. Learn to make demands or to respect counteroffers when you are clearly in the right 3. When you see that compromise would be wiser for your team than maintaining its
position, explain why e.g. when there is a deadlock and you are running out of time With Collaborators Recognize that win-‐win solutions are possible on many issues-‐often both parties can do better than a compromise Learn not to offer a quick compromise on important issues – first, give collaborators some time to search for a win-‐win solution Tell your team when you see that compromise looks more practical than continuing to search for a win-‐win solution With Avoiders 1. Recognize that some unimportant issues are not worth the time required to work
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out a compromise 2. Try to sidestep unimportant issues and reduce the negotiating time used up by
posturing or resorting to gamesmanship 3. When an issue seems worth the time required to negotiate a settlement, tell
avoiders why-‐and give them advance notice so they can be prepared With Accommodators 1. Recognize that there are times when it is more important to accommodate than to
seek a compromise e.g. when you need to apologize for something you did wrong 2. Learn to notice when hurt feelings and resentments are the most important issues in
a conflict – and to let people talk about them 3. When you see that accommodation isn’t necessary and that a compromise would be
better for your team, tell other team members why. References Rubie, Thomas and Thomas, Kenneth, 1976. Support for a Two Dimensional Model of Conflict Behavior, Organizational Behavior and Human Performance. Thomas, Kenneth W. 1976. Conflict and Conflict Management in Handbook for Industrial and Organizational Psychology. Ed. Marvin Dunnette. Chicago: Rand McNally. Thomas, Gail Fann and Thomas, Kenneth W. 2004. Introduction to Conflict and Teams. CPP Mountain View CA. Kilmann, Ralph H. and Thomas, Kenneth W., 2007. Thomas-‐Kilmann Conflict Mode Instrument. CPP, Mountain View, CA.
Module 2.4.a Know the Impact of Your Dominant Conflict Style: To build trust, please treat your team members’ information confidentially and respectfully and only discuss within your team. Unless your team decides to openly discuss the results with others. 1. My Conflict Style: Describe your dominant conflict style.
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2. Using your results how would you best describe the major contributions you will
make when differences of opinion arise in the team? 3. What behaviors will you guard against when a difference of opinion arises on the
team? 4. What specific actions are you going to take to improve your effectiveness at
handling differences of opinion when they arise on your team?
Dominant Styles of Your Team Members
1. Write your name in the box that corresponds to your dominant style 2. Enter the names of your team members under their appropriate dominant styles 3. Enter what rotation you will be team leader after your name.
Collaborator Competitor
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Let’s look for patterns. List styles from Strongest to Weakest styles that are predominant on your team. Do all three of you have the same dominant style or are they all different? Let’s see where you are the closest.
Compromiser
Accommodator Avoider
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Action Implications for your Team Now you can draw conclusions about your team’s conflict style modes and you as a team can decide how you can increase your effectiveness at managing conflict (differences of opinion) 1. Team Conflict Style: How would you describe your team conflict style? 2. Team’s Strengths for Managing Conflict: What aspects of conflict management
do you think your team will manage well? 3. Team’s Challenges for Managing Conflict: Which aspects of conflict management
do you think will be your greatest challenges? 4. Goals and Remedies to Improve your Team’s Conflict Management: What goals
and remedies can your team adopt to meet these challenges? 5. Monitoring Team’s Progress: The team Leader will be responsible for keeping
track of how well your team achieves these goals and remedies. They will report these goals and remedies in the Team leader transition Report.
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Team’s Conflict Style Attributes – Goal and Roles
Competitor Team Goal: most comvincing argument.Conmlicts framed as either/or. Whether or not to do X , whether Y or Z is true. Debates encouraged to see which ooption hold up best. "Let's see who is right" Role: arbitrator and referee. Leader may advocate or impose a decision . Forceful leadrship needed to keep debates and arguments under control and to break deadlocks
Collaborator Team Goal: most integrative solution. Conmlicts framed in terms of underlying issues and concerns. Discussions encouraged to mind solutions that best meet all team members' needs. "Let's migure this out" Role: facilitator. Leader invites team membrers to identify key issues and concerns at the heart of a conmlict. Helps team problem solve to mind creative solutions.
Compromiser Team Goal: a fair, acceptable settlement. Conmlict issues framed as need for a settlement that is workable and doesn't impose unfair costs on any team member. "let's be rasonable." Role: mediator, Leader gently pressures conmlicting team members to make partial concessions leading toward a settlement; to be rasonable for the sake of the tam.
Avoider Team Goal: conserving time and energy. Conmlict issues often framed as potential traps or time sinks. Emphasis is on doing only what is necessary and getting back to work: "Let's not get into that." Role: milter. Leader milters or screens out issues from team meetings that are too time consuming or petentially contentious.
Accommodator Team Goal: help and harmony. Conmlict issues framed in terms of a member's greater needs or a threat to harmony or goodwill within the team. "Let's stay together on this." Role: supporter and peacemaker. Leader attends to individual concerns, provides emotional support (sympathy and reassurance), and works to maintain harmony and goodwill.
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Competitor Team Decision Quality: generally less than optimal. Team members stake out and defend positions, often fail to see the value of other positions, explore other althernatives, or modify their own views. Debates are frequently deadlocked, requiring the leader or a group vote to Interpersonal Realtions: strained/poor. Team often divides into coalitions or voting blocks on key issues with allies and opponents. Team is often seen as dysfunctional. "We have our problems"
Collaborator Team Decision Quality: generally high especially on novel or unstructured issues. Members identify central concerns, listen to team members' concerns, modify their own understanding, work to mind innovative, win win solutions and make decisions by consensus. Interpersoanl Relations: Good. Successes at minding intergrative solutions increases team morale and cohesiveness. "Were a great team"
Compromiser Team Decision Quality: generally les than optimal. Process of exchanging concessions, assume issues are win-‐lose, preventing exploration for win-‐win solutions. Interpersonal Realtions: Moderate. Successes at minding comprmises builds moderate cohesiveness. "Were a pretty good group"
Avoider Team Decision Quality: generally low, Decision to avoid is acceptable on low priority issues, but signimicant issues tend to worsen while not being addressed. Interpersonal Relations: moderate/poor. Memberrs' caution may keep their emotional investment in the group somewhat low, so realtions are typically not close, but neither are they strained. "Its an OK group."
Accommodator Team Decision Quality: generally low, with substantive issues often subordinated to protecting feelings and team cohesiveness. Members often hesitate to express doubts about decisions. Interpersonal Relations: good. Members often feel like a family or group, with high levels of trust and mutual supprt. Members often look forward to meetings "I am close to these people."
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Team’s Conflict Style Attributes -‐ Decision Quality and Interpersonal Relationships
Competitor Team Decision Quality: generally less than optimal. Team members stake out and defend positions, often fail to see the value of other positions, explore other althernatives, or modify their own views. Debates are frequently deadlocked, requiring the leader or a group vote to Interpersonal Realtions: strained/poor. Team often divides into coalitions or voting blocks on key issues with allies and opponents. Team is often seen as dysfunctional. "We have our problems"
Collaborator Team Decision Quality: generally high especially on novel or unstructured issues. Members identify central concerns, listen to team members' concerns, modify their own understanding, work to mind innovative, win win solutions and make decisions by consensus. Interpersoanl Relations: Good. Successes at minding intergrative solutions increases team morale and cohesiveness. "Were a great team"
Compromiser Team Decision Quality: generally les than optimal. Process of exchanging concessions, assume issues are win-‐lose, preventing exploration for win-‐win solutions. Interpersonal Realtions: Moderate. Successes at minding comprmises builds moderate cohesiveness. "Were a pretty good group"
Avoider Team Decision Quality: generally low, Decision to avoid is acceptable on low priority issues, but signimicant issues tend to worsen while not being addressed. Interpersonal Relations: moderate/poor. Memberrs' caution may keep their emotional investment in the group somewhat low, so realtions are typically not close, but neither are they strained. "Its an OK group."
Accommodator Team Decision Quality: generally low, with substantive issues often subordinated to protecting feelings and team cohesiveness. Members often hesitate to express doubts about decisions. Interpersonal Relations: good. Members often feel like a family or group, with high levels of trust and mutual supprt. Members often look forward to meetings "I am close to these people."
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Module 5.2 Ground Rules Examples Ground Rule Instructions: 1. Generate a List of Ground Rules for your Team. 2. Do Not Use all of these Ground Rules. 3. Discuss and Agree on the Rules. 4. Discuss the ground rules you wish to add to your team’s ground rules. 5. Post ground rules on Dropbox and include them in your first Weekly Memorandum
Progress Report for your faculty advisor to review. Team Role Responsibilities: This category of rules covers what is expected of the team leader during his/her rotation. Example #1: 1. Team leader has primary responsibility for keeping in touch with the faculty and
technical advisors and scheduling meetings with them. a. Team leader is responsible for convening and facilitating a meeting at a team
member or faculty’s request. 2. Team leader is responsible for writing agenda for weekly team and faculty meetings
and sending it out at least 24 hrs in advance. 3. During faculty meetings, the team leader should report to the advisor previously
formulated proposals and thoughts. 4. The team leader should facilitate meetings allowing each member to contribute to team
discussions. 5. Team leader is responsible for reminding the group of upcoming deadlines, tasks,
etc via e-‐mail. 6. Team leader will create Activity Lists (lab schedule; list of tasks to accomplish in lab,
writing and other outside tasks) for the week. The lab schedule will be discussed and changed as team sees fit during team meetings and during lab as needed.
7. Team leaders will delegate tasks using the team’s strengths and weaknesses. Team members may discuss and change tasks at the discretion of the team leader.
8. The Team leader is responsible for updating the team Google calendar and sending reminder emails to team members in a timely fashion.
9. The team leader mediates any "heated" discussions during team or faculty meetings or in lab.
10. The team leader also acts as a ‘mediator’ to mediate any conflict and argument that may arise during discussion.
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11. The team leader does not have absolute authority and say over arguments or disputes. a. Team leader must take into account different opinions and try to propose a middle
ground that everyone agrees upon. In case of a conflict or argument that cannot be easily resolved, the team will vote using “majority rule.” (see conflict management system)
12. The team leader will be responsible for doing the final edit to a written report before turning it in to faculty advisor or CI instructors.
13. Team Leader is responsible for organizing a discussion about information being presented in Team Leader Transition Report and then writing the report.
14. Team leaders will facilitate the team in following the ethical guidelines. Example #2: 1. Team Leader facilitates team and faculty meetings. Making sure the meetings stay
relevant to the project and that every member, faculty advisor, and industrial consultant has time to voice their opinions.
2. Team leaders with the team will designate weekly time and place for the weekly team and faculty meeting.
3. Team leaders will schedule additional meetings as appropriate and when requested. 4. Team leaders will remind the team of important deadlines and tasks. 5. Team leader will keep in touch with faculty advisers and industry representatives as
needed and schedule meetings with them. 6. Team leaders will present previously prepared group data, thoughts, concerns, and
conclusions to faculty advisers during faculty meetings. 7. Team Leaders will create weekly task lists (Activity Lists) (lab schedule, writing
assignments and any other pertinent tasks; to accomplish for the week) for the week and laboratory schedules for the team to use as a guideline. These should be discussed and approved by the team. They can be dynamic and are brought up for discussion during team meetings.
a. The lab schedule will be discussed and changed as team sees fit during team meetings and during lab as needed.
b. In case of dispute, final say on task delegation goes to the team leader. 8. Delegate tasks needed to be done in the case of emergencies (e.g. when a member
has valid reason for being unable to complete an assignment he previously was delegated to do. ‘Valid reasons’ include, but are not limited to: confirmed illness, job interviews, internship interviews, death of a family member)
9. The team leader will create the agenda in advance, allowing a period of review from team members. They will then submit the final document 24 hours in advance and print for meeting attendees for weekly team and faculty meetings.
10. Team Leader is responsible for organizing a discussion about information being presented in Team Leader Transition Report and then writing the report.
Example #3:
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1. Facilitate team and faculty meetings. 2. Send out agendas for meetings 24 hours in advance to attendees 3. Send e-‐mail reminders to the team of important deadlines from weekly activity lists 4. Create activity lists for the team for lab and outside activities. List should include estimated times and task should be delegated to individual team members. Actual time should be archived so when task are delegated again the actual times are used instead of estimated times. 5. At team meetings make sure all team members understand the goals for the day/week 6. Write team leader transition report after discussing major points to include with team members. 7. Monitor timelines for milestones. 8. Take on additional responsibility should a team member be ill or have extenuating circumstances. 9. Delegate specific tasks to team members 10. Ensures that assignments are on track with regards to due dates 11. Mediate disputes between team members by following the Conflict Management ground rules system 12. Discuss team process and motivational issues at each team meeting. 13. Always be aware of maintenance tasks associated with team life cycles and implement them. Recorder Responsibilities: This category of rules covers what is expected of the recorder during his/her rotation Example #1: 1. Set up and maintain Dropbox. 2. Team recorder should prepare and send meeting minutes 24 hours after each team
meeting. (optional?) Recorder will record all pertinent information from the meetings.
3. Recorder is responsible for making sure that data and other important things are updated and shared. Team members are responsible for recording data that they obtain In the case that more than one person needs the lab notebook, the recorder is responsible for making sure that the original copy of all data (even if it’s written on scrap paper) is attached securely into the lab notebook by the end of the day.
4. Recorder will be responsible for assembling the written report from the individual sections and distributing copies to all team members after the final edit.
5. Recorder will keep a neat and orderly lab notebook by following the instructions in the manual and in the ground rules.
6. Recorder maintains the Team Calendar, which contains the time and place of meetings, team’s milestones, goals, and scheduling conflicts
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7. Recorder should organize and send Weekly Progress Report. All members will provide content for these reports.
8. Maintain Dropbox. Example #2: 1. Set up and maintain organization of Dropbox. 2. Prepare and send meeting minutes to the team via e-‐mail. This must be done within
24 hours after the end of the meeting. Corrections to the minutes will be submitted via email to the recorder and the team recorder will resubmit the minutes as necessary. Minutes will be used to create Weekly Progress Reports.
3. Maintain the team calendar, which includes: team milestones, goals, schedule conflicts, and the time & meeting place of meetings.
4. Recorder has authority over the lab booklet and assuring that it is clear, neat, and orderly. Record data if available. If not, delegate the task to another member and make sure the data is recorded.
5. Assemble class and project related documents to compile a central database. In particular, assemble individual team building answers for the entrance conference.
6. Upload relevant information for the team into Dropbox and maintain organization. 7. Sends out action items within 24 hours of the team meeting. 8. Organize and send Weekly Memorandum (Progress Report). Example #3: 1. Set up and maintain Dropbox. 2. Maintain the team calendar. 3. Make sure the notebook follows the instructions in the manual. 4. Team recorder should prepare and send meeting minutes 48 hours after each team
meeting. 5. Recorder will record all pertinent information from the meetings. 6. Recorder records data if recorder is available. If multiple data sets are being
recorded, the relevant person will record it. 7. Recorder will be responsible for assembling the written report from the individual
sections and uploading to Dropbox for members to see. 8. Keep a neat and orderly lab notebook by following the instructions in the manual
and in the ground rules. 9. Team members maintain their own calendars. 10. Recorder should organize and send Weekly Progress Report.
Oral Presenter’s Responsibilities: This category of rules covers what is expected of the oral presenter during his/her rotation Example #1:
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1. The student who is presenting should take the responsibility of preparing an outline
of the contents and of the visual aids to be used and submitting to the team two week before the presentation.
2. The other team members will help to revise and polish the outline; help to design and prepare visual aids; and listen to the presenter practice the presentation and provide suggestions for improvement.
3. The presenter should refer to the manual on guidelines and tips for presentation. 4. Oral presenter will make slides; group members will help with layout. 5. The presenter should be prepared for the rehearsal with the CI instructor. 6. The team members will listen to at least two rehearsals before the real presentation. 7. All team members must also prepare for any possible questions that may be asked
after the presentation. 8. Each team member will have a delegated subject to which they should be subject
matter experts. 9. In faculty meetings, the oral presenter will present the previously prepared group
thoughts/proposals to the advisor. Example #2: 1. Oral presentations are primarily the responsibility of the oral presenter. 2. The team will meet to discuss the presentation, delegate responsibilities for helping
create the presentation including help with slides and data presentation, and to help the oral presenter practice the presentation.
3. The oral presenter must practice the presentation in front of the team at least twice before the day the presentation is scheduled for. One of those must be at least three days before the scheduled presentation date.
4. All team members will actively participate in gathering information and creating slides.
5. The presenter has the task of recording data in the lab notebook and will transfer data into excel the same day the data was recorded.
6. This will enable the presenter to be most familiar with the data and results of experiments and allow for a better presentation.
7. All team members must also prepare for any possible questions that may be asked after the presentation.
Example #3: 1. Coordinate planning, organization, delegation of tasks, rehearsals, and execution of oral presentations 2. Delegate appropriate slides/topics to be created by each team member 3. Practice presentation at three times (to his/her discretion) in front of other team members, faculty and CI instructor.
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4. All slides and tables should be made at least 48 hours prior to presentation 5. Responsible for compiling slides and organizing presentation 6. All team members must agree with content and organization of slides for presentation. 7. All team members should submit questions they think could be asked at presentation. 8. All critical analysis by faculty, CI instructors and others should be incorporated into the presentation by the oral presenter and presented to the other team members for final editing. 8. Dress appropriately for presentation. Decorum and Ethical Guidelines: These are general rules about how team members should treat one another and all people involved in the project. The team while executing the project will practice ethical standards. Example #1: 1. Listen to and understand each other’s opinions and decisions. 2. Minimize unnecessary interruptions during meetings and while another person is talking. 3. No team member should be controlling/monopolizing the discussion. Everyone will have
the opportunity to share opinions. 4. Inform other members of possible absences in advance. 5. A professional atmosphere should be maintained and distractions should be kept at
minimum at meetings. 6. All members should be well-‐prepared before team and faculty meeting. 7. Everyone’s opinions should be regarded as of equal weight. 8. Unethical and inappropriate manipulation of data will not be allowed. Example #2: 1. Team members should be polite and courteous 2. No one should be controlling or monopolizing the discussion. All team members should feel comfortable to share opinions 3. Team members should be well prepared before class, meetings and for any assigned task. 4. Any manipulation of data will not be tolerated 5. Cell phone use during meetings is unacceptable except for team business. 6. Team members will not force other team members into something they are not comfortable doing. There will be an open discussion if someone feels uncomfortable or it can be discussed confidentially with the team coordinator. 7. Team members must allow other members to speak and not interrupt them. 8. Changes in personal and team schedules must be announced to all team members. 9. All team members’ ideas have equal weight.
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10. There should be no interruptions in team meetings; cell phones should be put on silent.
Example #3: 1. Members will only speak when others are not. But if one member is controlling
discussion the team leader will inform him/ her to let others speak. 2. Interruptions during work/meeting time kept at a minimum. 3. Members are expected to maintain a formal atmosphere and to minimize
distractions at team/faculty meetings. 4. Members will be prepared for discussion prior to the meeting. 5. Each meeting will end with a summary of what has been covered and what still
needs to be done/ assigned. (5 minute wrap up) 6. Everyone will listen to each other and not interrupt the person speaking. Each
member has the opportunity to speak. 7. Plagiarizing is not acceptable; maintain academic integrity 8. Unethical and inappropriate manipulation of data will not be allowed.
Effective Communication (Coalition Building): These rules outline how to work as a team. They emphasize the need for good listening skills and open mindedness. Example #1: 1. Be prepared for the experiments, having read the necessary material and completed
assigned work. 2. Spend a few minutes reviewing day’s work prior to beginning experiments using the
Activity List for the week. 3. Be open and nonjudgmental when communicating your ideas. 4. Use constructive criticism when you have a difference of opinion. 5. In times of conflict, refer to the conflict management system. 6. Include all team members in discussions. 7. Communicate any issues one might have, whether it is with the lab itself or issues
with another team member, advisor, or teaching assistant. 8. Be conscious of the feelings and well-‐being or your team members and understand
their strengths and weaknesses as well as their expectations. 9. Keep discussion focused on relevant topics 10. Communicate with everyone whenever you are uncomfortable or unhappy with a
certain task. 11. All team members must be aware of each week’s activities and their own tasks to be
accomplished and communicate when they are falling behind. 12. Team members must be included in discussions and must contribute as much as
possible to discussions.
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13. Team members must be attentive to what other members have to say and give them a chance to speak without interruption.
14. Team members must be courteous to other team members and refrain from using offensive language. Cell phone use is not allowed during meetings or in lab. All phones must be on silent.
15. Team members will communicate via email out of lab. All team members must check their email at least twice a day, once before 12 noon and once by 12 am.
16. If you will be unable to complete a task let other team members know ahead of time.
Example #2: 1. Team Leaders will delegate tasks evenly, if complications arise, Team Leader will
delegate and mediate. 2. Team members will mutually keep track of deadlines and ensure one another are on
the same page by communicating when you are falling behind on a task or if the task is too time consuming or less time consuming then expected.
3. Be prepared for all experiments, read necessary materials, and complete assigned work prior to lab.
4. Collaborate, and help each other out as needed. Similarly, ask for help if you need it. 5. Include all team members in discussions and email correspondences. 6. Be prepared for the experiments, having read the necessary material and completed
assigned work. 7. Spend a few minutes reviewing day’s work prior to beginning experiments. 8. Follow common courtesies (golden rule). 9. Be open and nonjudgmental when communicating. Use constructive criticism
Collaborate, and help each other out as needed. Share your thoughts and opinions with the team when helpful. Listen to what others have to say and give them a chance to speak without interruption. Consider ideas different from one's own and discuss relative merits.
10. Communication is vital, thus team members must constantly check email/phone messages and electronic collaboration spaces but at a minimum by noon and midnight every day.
11. Communicate any issues one might have, whether it is with the lab itself or issues with another team member, advisor or teaching assistant.
12. Be understanding of the abilities of other team members. Keep discussion focused on relevant topics.
13. Openly communicate any issues and complaints she/he may have about any lab issues, communication issues, task delegation issues, or other issues associated with instructor, advisor, or another team member.
14. Openly share thoughts and helpful feedbacks during team meetings, brainstorming, and lab planning.
15. Be honest and non-‐judgmental.
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16. Collaborate to increase team efficiency and communicate often via email and Dropbox to make sure task are completed before the specified date for editing, discussion, and proofreading purposes.
17. Actively listen to others opinions and allow everyone the chance to share thoughts without interruption.
18. Be understanding of the abilities, strengths, and weaknesses of other team members and help each other to improve.
Example #3: 1. Be prepared for the experiments. Read the necessary reading before meetings
and labs. 2. Arrive on time to all meetings and labs. If there are ever cases when you are
unable to do so, notify the team at least 24 hours beforehand. 3. Be open and nonjudgmental. Treat others with respect, understanding, and
courtesy. 4. Collaborate and help each other. 5. Be comfortable with compromising. 6. Include all members in conversations and share ideas. Do not refute ideas without
proper discussion. Use constructive criticism. 7. Keep focused to the topic at hand. 8. Communicate with team members the lab information and any special
circumstances that may arise. 9. Each team member must devote a fair share of time to the development of the
project. 10. Share data and information to the team in a prompt manner. 11. Share both works in progress and finished works with the team. 12. Team members should maintain a high level of respect amongst each other.
Weekly Meetings: These are the general practices that should be used at all meetings including team, faculty and industry consultant. Example #1: 1. Minutes are used as record of tasks that need to be completed and topics we’ve already discussed to avoid being redundant 2. Meetings will be scheduled at: see Team Meetings 3. Two hours a week must be set aside and kept free of obligations for team meetings. These times are: _______________(flexible, meetings may be added if needed) 4. A faculty meeting will be held weekly on: 5. Team meetings and faculty meetings will be held at the same time and place each week
a. Faculty meeting: time _________; place ________
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b. Team meeting: time _________; place ________ 6. In general, meetings should be efficient and last less than 1 hour and 15 minutes, unless circumstances arise. Time of meeting will be changed by unanimous vote only. 7. Team Leader is the facilitator at team and faculty meetings. 8. Faculty advisors will follow the team’s ground rules for meetings. Read agenda before attending meeting. 9. Teaching Assistant will follow the Team’s ground rules for meetings. Read agenda before attending meeting. 10. Members check in with each other at beginning of meetings. Interruptions during
work/meeting time kept at a minimum. 11. If any person attending meetings attempts to monopolize the meeting, the Team Leader has the responsibility to redirect the discussion. 12. Inform of schedule changes in advance 13. Members are expected to maintain a formal atmosphere and to minimize
distractions at team/faculty meetings. 14. Members will be prepared for discussion prior to the meeting. 15. The Team Leader will end each meeting with a summary of what has been covered
and what still needs to be done/ assigned. 16. Distractions will be kept to a minimum at team meetings. For example, no cell phone
calls during meetings, unless it pertains to the project. However food and drinks are allowed unless the meeting is taking place in the lab.
17. Everyone will listen to each other and not interrupt the person speaking. 18. Each member will have the opportunity to speak. 19. Everyone's opinions are equal weight. 20. Team Leader will summarize key points at the end of each topic of discussion to
make sure we are in agreement 21. Speak effectively -‐ don't waste time in meetings by repeating what is already been
said or is irrelevant. 22. Only one minute tangents allowed. Lateness and Absence: These rules outline the consequences of being late to or missing a meeting, without notification. 1. Being a few minutes late will be tolerated, but if one member is significantly late (without prior notification), he/she will buy the other members a tasty beverage.
a. If 10 minutes late to meeting, owe 1 scoop of ice cream to other members. b. If 15 minutes or later to meeting, owes 2 scoops of ice cream to other
members. Ice cream can be substitute for another sugary craving. 2. Attend all meetings and be punctual. 3. Be willing to add more meetings to schedule when necessary. 4. If a member misses a scheduled meeting and does not notify the group at least 24 hours in advance, that person will take orders for food and bring refreshments for the next team meeting.
a. Team members who are going to be late will call or e-‐mail other team
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members or faculty advisor. b. Minutes will be taken for the late team member and given to them upon arrival.
5. Lateness is tolerated on occasion but chronic lateness will not be tolerated. a. Valid Excuses for missing an assignment or a meeting are Job interviews,
Graduate School Interviews, and Confirmed Illness. b. Missing a meeting must be communicated to all involved in advance. c. Other excuses are at the discretion of team members or all involved.
6. Chronic lateness will be reported to the team coordinator. Agendas: These rules set the formula for how the agenda will be written, presented at meetings, and distributed. 1. For all team and faculty meetings, the Team Leader will write an agenda 24 hours in advance and send to all participants and the Team Coordinator. 2. The agenda will be flexibly followed. General ideas will be covered without constraining interactions. 3. All team members will contribute to the agendas. Stay on topic and follow agenda. Minutes: These rules set the formula for how the minutes will be used by the team. 1. The recorder will record all pertinent information from the meetings and send minutes to other members within 48 hrs. 2. If a team member is going to be late the recorder will take minutes and give these minutes to the late member upon arrival. 3. The Recorder will only take minutes when a team member is missing from a team meeting or a faculty meeting. These minutes will be sent to all team members within 24 hours by the recorder
Example #2: 1. Team meetings will be held weekly
a. Time_________; Place_____________ 2. A faculty meeting will be held weekly
a. Time_________; Place_____________ 3. In general, meetings will last no longer than 1 hour, unless special circumstances arise. 4. Team leader facilitates the discussion at team and faculty meetings. Tardiness and Absence to Meetings: These are guidelines that outline the consequences of being late or absent. 1. If one is significantly late, he/she must send notification at least a day in advance unless it is an
emergency.
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2. Valid excused absence includes: sudden or chronic illness, job interviews, and graduate school interviews.
3. The first time a member is significantly late for a meeting, the group will warn that person. If the same member misses more than 2 times and does not heed the team’s warning, the problem will be reported to the team coordinator.
4. Being a few minutes late will be tolerated, but is one is significantly late (without notification in advance), he/she must buy the team tasty beverages based the team’s preferences.
5. If a member misses a meeting without prior notification, he/she must order refreshments for the next group meeting.
6. Minutes will be taken for the late member and given to him/her upon arrival. In case of absences, minutes will be distributed out within 24 hours after the meeting.
7. Chronic lateness will be reported to the team coordinator. 8. Members will be prepared for discussion prior to the meeting. 9. The Team Leader will end each meeting with a summary of what has been covered
and what still needs to be done/ assigned. 10. Distractions will be kept to a minimum at team meetings. For example, no cell phone
calls during meetings, unless it pertains to the project. However food and drinks are allowed unless the meeting is taking place in the lab.
11. No interrupting. 12. Each member will have the opportunity to speak. 13. Everyone's opinions are equal weight. 14. Team Leader will summarize key points at the end of each topic of discussion to
make sure we are in agreement 15. Speak effectively -‐ don't waste time in meetings by repeating what is already been
said or is irrelevant. 16. Only one minute tangents allowed. Agendas: These rules formulate how the agenda will be written, shared, and presented at meetings. 1. The team leader will email agendas out 24 hours before a faculty meeting to all
participants and the Team coordinator. 2. During team meeting, all team members will contribute to the formulation of agenda for
the next faculty meeting. 3. Teaching Assistant will follow the Team’s ground rules for meetings. 4. Each team member should read and understand the agenda before faculty meeting. 5. During meetings, the team should stay focused and flexibly follow the agenda. Minutes: These rules formulate how minute will be kept, distributed to, and used by team members. 1. The team recorder will record relevant information during faculty meetings and email out minutes
to other team member within 48 hours. 2. In case a team member is absent, the team recorder will email out minute within 24 minutes after
the meeting.
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Example #3: Team Meetings 1. Weekly meetings will be held on ____________; Place__________. 2. We will meet for one hour to discuss any problems we are having in the laboratory. The
team will also discuss the weekly activities created by the team leader and agree on which activities to pursue. The team will discuss main issues and questions to bring up to the faculty advisor. This will be reflected through the team leader’s agenda for the faculty meeting.
3. Team members must be punctual to team meetings. 4. If a member is going to be absent, that member must inform other team members a day
before the meeting. Faculty Advisor Meetings: These are guidelines that should be considered during Faculty Advisor meetings 1. Weekly meetings with the faculty advisor will be held _______; Place________. 2. Items on the agenda will be discussed at the meeting. 3. The team leader facilitates meeting. 4. The items are those pre-‐selected from the team meetings and each member can add to
them 24 hours before the faculty meeting. 5. The faculty in this meeting will give as much input as necessary and will not take over
the meeting. 6. Team members must be punctual to faculty meetings. 7. If a member is going to be absent, that member must inform other team members a day
before the meeting. CI Meetings:
1. Time __________; and Place_____________ to be determined with CI Instructor. 2. Team members must be punctual to meetings. 3. Oral presenter facilitates meetings when it is their rotation. 4. If a member is going to be absent, that member must inform other team members a
Written Reports: These are rules to help in the delegation and completion of written reports in a timely fashion and to the standards that the team has set down YOU MUST CREATE A SYSTEM FOR DOING LITERATURE SEARCHS FOR YOUR TEAM. THIS IS A NEW SYSTEM FOR 2015 Example #1: General 1. The team will clearly delegate writing responsibilities. Each team member
contributes towards writing delegated sections of papers, and reads over the final
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draft (revised by Final Editor) to ensure that all components are completed. 2. All team members should clearly understand the sections that they are to write,
their mutual responsibilities, and the entire process by which the report will be prepared.
3. The team will draw up a writing plan and will meet to discuss content and establish timelines.
4. Written work should be finished at least 24 hours before the deadline, to provide time for editing and proofreading.
5. The final check of the report is critical and the editor will insure that terminology is consistent, tone is even, and the report is consistent and logical.
Proposal 1. The proposal is written individually, but specific meetings will be held by the team to
collaborate on content. All content will be agreed upon by the team and will be the same in the individual papers.
2. The content of the proposal will be discussed at the team meeting on ______. 3. The proposal must be written and emailed to all team members by __________. 4. The proposals will then be discussed prior to submission. 5. Team members must approve of your proposal before being submitted. Weekly Progress Reports 1. The weekly memorandums will be written by the recorder and sent to all team
members for review. Other team members will contribute to the content of the report.
2. The report will be sent out weekly no later than the day before the faculty meeting. It should be emailed to the team email address.
Final Report 1. The final report will be compiled by the team leader and submitted 24 hours before
the faculty meeting. 2. Each team member is expected to contribute equally to write both draft and final
reports. 3. Start preparing for final reports as early as possible for adequate discussion and
revision. Laboratory Notebooks 1. The recorder is responsible for neatly recording data in the lab notebook. 2. Keep only one notebook in active use at a time. 3. Keep detailed records of experiments by noting down all necessary information (i.e.
problem statement, sketches or flow diagrams, objectives, observations, operating details, calculations, etc.)
Team Leader Transition Report: 1. The team leader will write this report at the end of first and second rotation. It will include
key concepts such as team life cycles, TKI, the application of ground rules, and suggestions for new team leader.
Completion Report:
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1. Written by the team leader and turned in the evening before the team’s Exit Conference. The report will summarize team accomplishments, effectives tools used, and feedbacks. All team members will approve and contribute to this report.
Example #2: General 2. Documents written by the team will be discussed and the basic content finalized will
be discussed prior to writing at team meetings. 3. All major documents including the mid-‐term progress report and final report will
have dedicated meetings for content and writing discussion. 4. The team will draw up a plan. The team will meet well in advance of the deadline to
delegate responsibilities and set a timeline. The team will stick to the timeline. 5. The team will clearly delegate writing responsibilities. 6. All team members should clearly understand the sections that they are to write,
their mutual responsibilities, and the entire process by which the report will be prepared.
7. The team will all be final editors. 8. The final check of the report is critical and the editor will insure that terminology is
consistent, tone is even, and the report is consistent and logical.106 9. d. Major documents will be written collaboratively by assigning specific sections of
the documents to individual team members to write by a specific internal due date. 10. The entire team will be responsible for final compilation and editing of the
document prior to submission no less than 48 hours before the project document due date.
11. Finish written work 24 hours early to give time to edit and proofread 12. Rough drafts for reports presented to group three days in advance of due date so all
team members can review the work. 13. Writing will be divided into sections. 14. Be honest while recording and analyzing data. 15. After team members have written their individually assigned sections for the team
paper, one team member, selected by the team, will complete the final edit of all sections and send to other team members for approval.
16. Valid Excuses for missing an assignment are Job interviews, Graduate School Interviews, and Confirmed Illness. Missing an assignment must be communicated to all involved in advance with an alternative plan to make up the assignment.
Proposal 1. The proposal is written individually but specific meetings will be held by the team to
collaborate on content and all content will be agreed upon by the team and will be the same in the individual papers.
2. The content of the proposal will be discussed at the team meeting on ______. 3. The proposal must be written and emailed to all team members by __________. 4. The proposals will then be discussed prior to submission. 5. Team members must approve of your proposal before being submitted. Weekly Progress Reports
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1. Weekly Progress Report will be written with the idea in mind that all team members in their individual and team reports will utilize the content.
2. Weekly Memorandum will be written by the recorder(s) and then forwarded to the rest of the team for editing and commentary.
3. Weekly Memorandum will start in the third week of the course. 4. The report will be sent out weekly no later than the day before the meeting with
your faculty advisor; it should be e-‐mailed as an attachment to the team email address. The report is due even if the meeting is canceled for any reason. Although the recorder is responsible for writing the report, all members of the team should contribute to the content.
Final Report 1. The final report will be compiled by the team leader and submitted no less than 24
hours before the faculty meeting. 2. Every member produces their own bibliography (in correctly cited format) 3. Each team member is expected to contribute equally to write both draft and final
reports. 4. Start preparing for final reports as early as possible for adequate discussion and
revision. Team Leader Transition Report: 1. The team leader will write this report at the end of first and second rotation. It will include
key concepts such as team life cycles, TKI, the application of ground rules, and suggestions for new team leader.
Completion Report: 1. Written by the team leader and turned in the evening before the team’s Exit Conference.
The report will summarize team accomplishments, effectives tools used, and feedbacks and will be approved by all team members.
Laboratory Notebooks 1. The recorder is responsible for neatly recording data in the lab notebook. 2. Keep only one notebook in active use at a time. 3. Keep detailed records of experiments by noting down all necessary information (i.e.
problem statement, sketches or flow diagrams, objectives, observations, operating details, calculations, etc.)
Example #3: General 1. Documents written by the team will be discussed and the basic content will be
discussed prior to writing at team meetings. 2. All major documents including the mid-‐term progress report and final report will
have dedicated meetings for content, timeline, and writing discussion. 3. The team will assign a Final Editor, who will ensure that terminology is consistent,
tone is even, and the report is consistent and logical. The editor should receive all parts within 5 days before the deadline.
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4. The team should plan to have a near-‐final draft within 2 days of the deadline. After that, only superficial edits should be done.
5. Writing will be divided into sections. 6. Be honest while recording and analyzing data. 7. The team will follow firm deadlines to ensure that all weight is born equally. Proposal: 1. All scientific content will be agreed upon by the team and will be the same in the
individual papers. 2. The content of the proposal will be discussed at the team meeting on ______. 3. The proposal must be written and emailed to all team members by __________. 4. The proposals will then be discussed prior to submission. 5. Team members must approve of your proposal before being submitted. Weekly Progress Reports 1. Recorder writes the Weekly Progress Reports and will send to the rest of the team
for editing and commentary. 2. Sent 24 hours before meeting with faculty advisor. The report is due even if the
meeting is canceled for any reason. Final Report: 1. A Draft final report will be written 2. The final report will be compiled by the team leader and submitted no less than 24
hours before the faculty meeting. 3. Once the report has been edited, all team members must read the report and give
feedback. B and C should be done at least twice. 4. The Final report should be completed at least three days before it is due. Laboratory Notebooks 1. The recorder is responsible for neatly recording data in the lab notebook. 2. Keep only one notebook in active use at a time. 3. Keep detailed records of experiments by noting down all necessary information (i.e.
problem statement, sketches or flow diagrams, objectives, observations, operating details, calculations, etc.)
Team Leader Transition Report: 1. The team leader will write this report at the end of first and second rotation. It will include
key concepts such as team life cycles, TKI, the application of ground rules, and suggestions for new team leader.
Completion Report: 1. Written by the team leader and turned in the evening before the team’s Exit Conference.
The report will summarize team accomplishments, effectives tools used, and feedbacks. All team members must agree with what is written in the report.
Example #4: General:
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1. Each written report will have meeting for discussion of content, task delegation, and timeline for compilation and editing.
2. The team will set up meeting times and draw up a plan. The team should meet at least a week before the deadline to delegate tasks and create an internal timeline.
3. The team will delegate tasks and responsibilities. All team members must clearly understand the part they are writing and stick to the internal timeline.
4. The team will assign a final editor. 5. The team leader will read through the final report and give his/her proof of the report
before submission. 6. A final editor will be selected based on writing strengths and weaknesses. 7. Everyone must finish his/her share of work 3 days in advance for compilation and editing
purposes. 8. The final report should be ready for submission at least 12 hours in advance. The team will
avoid furiously trying to finish the work the night before it is due. 9. Unethical and inappropriate manipulation of data will not be allowed. Proposal: 1. The proposal will be written as individuals; however, meeting will be held for discussion of
content and data analysis. 2. The team will agree on the results and the same data/result will be used in individual
papers. 3. The content of the proposal will be discussed at the team meeting on ______. 4. The proposal must be written and emailed to all team members by __________. 5. The proposals will then be discussed prior to submission. 6. Team members must approve of your proposal before being submitted. Weekly Progress Reports: 1. The team recorder will be in charge of writing the Weekly Progress Report. 2. The weekly memorandum will be uploaded onto Dropbox 2 days in advance of the faculty
meeting for group editing and commentary. 3. The weekly memorandum will be sent out to the team address no later than 24 hours
before the faculty meeting. Even if the meeting is canceled, it should still be sent out nevertheless.
4. During team rotation, the previous recorder will write the first Weekly Progress Report Final Report: 1. Final Report will be compiled by the team leader at least 3 days in advance, and turned in
no less than 24 hours in advance. 2. Each team member is expected to contribute equally to write both draft and final
reports. 3. Start preparing for final reports as early as possible for adequate discussion and
revision. Progress Report: Collaboratively written and compiled by the team leader at least 3 days in advance, and turned in no less than 24 hours in advance. Team Leader Transition Report:
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The team leader will write this report at the end of first and second rotation. It will include key concepts such as team life cycles, TKI, the application of ground rules, and suggestions for new team leader. Completion Report: Written by the team leader and turned in the evening before the team’s Exit Conference. The report will summarize team accomplishments, effectives tools used, and feedbacks. Laboratory Notebooks 1. The recorder is responsible for neatly recording data in the lab notebook. 2. Keep only one notebook in active use at a time. 3. Keep detailed records of experiments by noting down all necessary information (i.e.
problem statement, sketches or flow diagrams, objectives, observations, operating details, calculations, etc.)
Example #5: Written Reports 1. Documents written by the team will be discussed and the basic content finalized will
be discussed prior to writing at team meetings. 2. Timelines (and deadlines) will be made and followed 3. Work will be evenly distributed after discussion by all team members 4. Editing will be evenly distributed 5. Team Leader will be in charge of final check-‐up and reminder if something has not
been properly completed/ if work is sub-‐par and delegate responsibilities accordingly
6. Compilation and editing of document should be completed prior to the deadline Ground Rules regarding submitting proposal 1. Agree on the potential experimental paths and procedures to achieve team’s goals. 2. Share useful literature (graphs, reaction pathways, process diagrams) for effective
presentation 3. The content of the proposal will be discussed at the team meeting on ______. 4. The proposal must be written and emailed to all team members by __________. 5. The proposals will then be discussed prior to submission. 6. Team members must approve of your proposal before being submitted. Ground Rules regarding weekly progress report 1. The recorder will be in charge of submitting weekly progress report, and team
members should contribute to the content. 2. All team members should check the weekly progress report before the recorder
sends it to the faculty advisor. Ground Rules regarding submitting final report 1. The team leader will be in charge of compiling and submitting no less than 24 hours
before the faculty meeting. 2. Each team member is expected to contribute equally to write both draft and final
reports.
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3. Start preparing for final reports as early as possible for adequate discussion and revision.
4. Extracurricular activities, UROP commitment and other course work should not be the excuses for not contributing equally.
Ground Rules regarding keeping laboratory notebooks 1. The Recorder will be in charge of updating the notebook for each laboratory session
and follow specific rules to keep neat, complete and clear notebook. (Rules from course manual)
Ground Rules regarding Team Leader Transition Report: 1. The team leader will write this report at the end of first and second rotation. It will include
key concepts such as team life cycles, TKI, the application of ground rules, and suggestions for new team leader.
Ground Rules Regarding Completion Report: 1. Written by the team leader and turned in the evening before the team’s Exit Conference.
The report will summarize team accomplishments, effectives tools used, and feedbacks. All the team members must agree upon all information.
Conflict Management System: These are basic guidelines on how to deal manage conflict and disagreements ethically within the team. Example #1: 1. If conflicts were to arise, team members should first try to listen and understand each
other and settle the conflict. 2. Be aware of team members’ conflict styles and your own during disagreements. 3. If conflict were to persist, the team should go to the team coordinator for further
mediation and negotiation. 4. Conflict with faculty advisor and teaching assistant should be discussed as a team and the
team coordinator. 5. Respect each other’s opinions and criticisms. 6. The team leader should mediate any disagreement and heated discussions. 7. Each team member should be willing to compromise. 8. Conflict brought to the attention of the team coordinator should be kept confidential. 9. Be aware of team members’ conflict styles and your own during disagreements. 10. Only voice concerns relevant to the project. 11. Try to understand each other's motives before getting confrontational. Example #2: 1. Communicate with everyone whenever you are uncomfortable or unhappy with a
certain task. 2. Be aware of team members’ conflict styles and your own during disagreements. 3. Actively listen to each other's opinions/criticisms.
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4. Summarize agreements and disagreements and then make decisions 5. Team members should discuss problems with each other before going to faculty
advisor. 6. Defer to judgment of team leader if conflict cannot be resolved 7. If outside conflicts become too cumbersome, discuss with TA then faculty advisor,
then team coordinator (everything will be kept confidential). 8. Conflicts with TA or faculty advisor should be discussed as a team with the team
coordinator. Example #3: 1. Be aware of team members’ conflict styles and your own during disagreements. 2. Summarize agreements and disagreements and then make decisions 3. Team members should discuss problems with each other before going to faculty
advisor. 4. Be open to constructive criticism. Respect each other’s opinions and criticism. Be
willing to make compromises. 5. If a heated discussion occurs, Team Leader will mediate, after all team members
having taken a step back to cool down before continuing discussions. 6. Be willing to make compromises. Compromises are not sufficient. We will instead
strive for collaboration. 7. Only challenge each other in meaningful ways. 8. Respect each team member. 9. Understand each other's motives before getting confrontational 10. Conflicts with TA or faculty advisor should be discussed as a team with the team
coordinator. 11. Conflict within the team that cannot be settled by the team leader should be
brought to the team coordinator. 12. Disagreements amongst team members should be brought to team coordinator for
settlement. 13. Disagreements amongst team members brought to the team coordinator’s attention
will be confidential. 14. Refer to Mission Statement and Team Expectations Example #4: 1. Communicate with all team members when you are uncomfortable or unhappy with
a specific task 2. Be aware of team members’ conflict styles and your own during disagreements. 3. Summarize agreements and disagreements, then form a decision together 4. Do not just let a disagreement go unresolved 5. Be willing to make compromises
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6. Team members should discuss/work out problems with each other before going to faculty advisor
7. If conflict cannot be resolved between team members: If unresolved conflict arises between two team members, third team member should help settle it (majority rules)
8. If unresolved conflict arises among all three team members, discuss (together, as a team) with TA or faculty advisor
9. If still irresolvable, discuss together with team coordinator
Lab/ Outside Work: Lab Sessions: These rules are guidelines for how to prepare for and utilize a lab session. Work and Work Distribution: These are guidelines for how create an equitable division of work between the team members while making sure that each team member works on and learns every aspect of the project. These also outline how to go about actually performing your individual work. Example #1: 1. The group must agree on work distribution, assigned tasks, and set deadlines. All
tasks will be distributed fairly; everyone will do assigned tasks on time. Work as a team to meet all deadlines
2. Rotate positions, so that all can develop necessary lab skills 3. Arrive on time to the lab or communicate conflicts in advance. 4. Hand assignments in on time. 5. Delegate equal task distribution over the entire term rather than weekly and make
the distribution dependent upon each team member’s outside work commitments. 6. Prior commitments and the team’s priorities will be the over ridding criteria for
equal work distribution. 7. Perform duties of role to best of ability. If you don’t understand to do something,
check with team members or advisors before you start. 8. If a team member forgets his/her task, the others will remind him/her. If the same
member continuously forgets, a tasty beverage/fancy dessert will be in order. 9. Assigned task must be completed by meeting times. Start work early. Keep in mind
that the primary focus of the team is work. 10. If 2 of 3 members decide they need to stay late or come in another time and the
third member can make this time, all three must show up if necessary. 11. Background reading that is assigned at team meeting for upcoming week and all
members are expected to read assigned readings. 12. Remain in agreement about what needs to be done before leaving lab. 13. Activity Lists will be formulated utilizing strengths and weaknesses and individual
expectations of team members and will be created on a weekly basis by the Team Leader and updated by the Recorder and attached to the Weekly Progress Report
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for everyone’s perusal. Example #2: 1. The group must agree on work distribution, assigned tasks, and set deadlines. All
tasks will be distributed evenly; everyone will do assigned tasks on time. Work as a team to meet all deadlines
2. Arrive on time to the lab. 3. Delegate equal task distribution over the entire term rather than weekly and make
the distribution dependent upon each team member’s outside work commitments. 4. Team members will submit schedules of outside prior commitments for the term at
the first team meeting and it will be updated as changes occur. Prior commitments and the team’s priorities will be the overriding criteria for equal work distribution.
5. If a team member forgets his/her task, the others will remind him/her. If the same member continuously forgets, the others will take up the issue with the Team Coordinator.
6. Plan experiments in advance of lab time. Perform data analysis outside of lab. 7. Accomplish tasks with no more than the necessary number of man-‐hours. 8. Background reading will be assigned each week at team meeting for the upcoming
week and all members are expected to read this. 9. Remain in agreement about what needs to be done before leaving lab. 10. Activity Lists will be formulated utilizing strengths and weaknesses and individual
expectations of team members and will be created on a weekly basis by the Team Leader and updated by the Recorder and attached to the Weekly Progress Report for everyone’s perusal.
Example #3: 1. The team must be focused on the long-‐term goal and short-‐term goal of the lab
project. 2. The team roles are rotated once a while to help each individual gain the necessary
skills of a leader, a recorder, and an oral presenter. 3. Each team member should hand assignment in on time and follow the team
calendar accurately. 4. Work should be distributed fairly and reasonable. Accommodations can be made for
unexpected/special situations. 5. Each member should arrive to the lab on time and go through the Activity List for
that day. 6. If change of schedule occurs, team members should contact the team leader
immediately. 7. If a team member forgets his/her task, others will remind him/her. However, if the
same member continuously forgets, he/she should be read to order refreshments for the group at the next team meeting.
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8. If the majority of the team believes that it is necessary to come in for an additional lab session and remaining team member can make to the time, all team member must show up for the lab session.
9. Tasks should be delegated according to the strengths and weakness of each team member.
10. Deviations from the planned activities must be agreed on by all team members. 11. Set up should not take more than 30 minutes and clean up will take place 30
minutes before the end of lab. 12. If it is necessary to stay later than 5 pm two of the three members must stay to
conduct experiments. Staying after 5 pm will be voluntary and will be agreed up by all team members. I
13. t is expected that team members will volunteer to pick up extra assignments/tasks if their schedule allows and if they are willing.
14. Activity lists will also be created keeping individuals strengths and weaknesses and whether team members would like to develop their weaknesses.
15. The team must be focused on the long-‐term goal and short-‐term goal of the lab project.
16. Each team member should hand assignment in on time and follow the team calendar accurately.
17. Work should be distributed fairly and reasonable. Accommodations can be made for unexpected/special situations.
18. If change of schedule occurs, team members should contact the team leader immediately.
19. If a team member forgets his/her task, others will remind him/her. However, if the same member continuously forgets, he/she should be read to order refreshments for the group at the next team meeting.
Example #4: 1. The group must agree on work distribution, assigned tasks, and set deadlines. All
tasks will be distributed evenly; everyone will do assigned tasks on time. Work as a team to meet all deadlines
2. Attempt to distribute work fairly. Even distribution of work over the course of the term.
3. Rotate positions, so that all can develop necessary lab skills 4. Arrive on time to the lab or communicate conflicts in advance. 5. Hand assignments in on time. 6. Delegate equal task distribution over the entire term rather than weekly and make
the distribution dependent upon each team member’s outside work commitments. 7. Team members will submit schedules of outside prior commitments for the term at
the first team meeting and it will be updated as changes occur. Prior commitments and the team’s priorities will be the over ridding criteria for equal work distribution.
8. Perform duties of role to best of ability.
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9. If a team member forgets his/her task, the others will remind him/her. If the same member continuously forgets, a tasty beverage/fancy dessert will be in order.
10. Start work early so assigned tasks are completed by meeting time 11. Keep in mind that the primary focus of the team is work. 12. If 2 of 3 members decide they need to stay late or come in another time and the
third member can make this time, all three must show up then. 13. Background reading will be assigned each week at team meeting for upcoming week
and all members are expected to read this. 14. Remain in agreement about what needs to be done before leaving lab. 15. Activity Lists will be formulated utilizing strengths and weaknesses and individual
expectations of team members and will be created on a weekly basis by the Team Leader and updated by the Recorder and attached to the Weekly Progress Report for everyone’s perusal.
Safety: These are rules to codify how the team will follow through on safety in the laboratory in compliance with MIT regulations. Example #1 1. Check team members before going into lab for meeting Safety Requirements (long
pants, closed shoes). 2. All team members must complete and understand the new policies on
environmental safety before beginning their project. 3. All Team members will adhere to the following Overall Safety Rules in all laboratory
work: a. Eye protection is required at all times in the laboratory and where chemicals are
stored and handled. b. Horseplay, pranks, or other acts of mischief are especially dangerous and are absolutely prohibited.
c. Work only with materials when you know their flammability, reactivity, corrosiveness, and toxicity.
d. Laboratory areas should not be used as eating or drinking places. e. Unauthorized experiments are prohibited. f. Confine long hair and loose clothing when in the laboratory. Men should remove
neckties. g. Mouth suction should never be used to fill pipettes, to start siphons, or for any
other purpose. h. Never perform experimental work in the laboratory alone. i. A TA or a staff must be around when students are in the lab. Know how to shut
down your experiment if the alarm sounds. j. A complete copy of the safety regulations will be referred to whenever any
question about safety in regard to our project is questioned by a team member or anyone else associated with our project.
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4. Cleanup and Checkout The team will do laboratory Cleanup and Checkout on the last day of class. When the cleanup is complete, Steve Wetzel will inspect, approve, and sign the team out. The team will consider the following during the cleanup: a. Glassware should be cleaned and dried and returned to the proper storage area. b. Tools and equipment should be returned to the location they came from. c. If you borrowed anything from another lab, please return it. d. If you have equipment that needs attention, please notify Steve Wetzel, or a TA. e. Discard all items that are not likely to be reused. f. Use CAUTION when disposing of chemicals. Be sure that every container is clearly
identified with its contents, full names only, no abbreviations or formulas. i. We have special tags and forms that need to be filled out for the disposal
of chemicals. Please ask if you have any questions about mixing, compatibility, or proper disposal method. Check the MSDS for chemicals used.
g. Dispose of sharps only in proper containers. h. Clean the top of your bench. Remember that you started with a clean bench, and
you should leave it clean. Example #2: Safety: The following guidelines give code for safety. Follow the Overall Safety Rules in all laboratory work that are outlined in the Course Manual:
1. Goggles must be worn at all time in the lab. 2. No pranks and jokes during lab hours 3. Make sure to check material’s characteristics before using. 4. No food or drink allowed. 5. Wear loose clothing all the time
Each team member will clean up lab area during cleanup: 1. Tools should be returned to proper location. 2. Dispose sharps to proper container. 3. Be cautious when disposing chemical in the container. Make sure the container has
correct labeling.
Module 6.3 Agenda Templates Agenda Template #1: This is an example of an Agenda that can be used as a template
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1. Subject line of e-‐mail: E-‐MAIL SUBJECT LINE: Last Name of Team Leader -‐Team# -‐ Agenda – Date
a. If a download subject line of file: Last Name -‐Team# -‐ Agenda – Date
2. Send to Team Members, TA, Faculty Advisor and Team Coordinator
3. Sends out agendas 24 hours to allow time for comments on the topics included in the agenda before the meetings. Advance knowledge allows time for feedback from all the participants because comments and additions are always appreciated especially comments on any solutions to problems stated on agenda.
AGENDA for either Team or Faculty Meeting
Team # Last Name of Team Leader: Time and Date of Meeting: Place and length of the meeting: Attendees: Team Member #1 In Attendance: Team Member #2 In Attendance: Team Member #3 In Attendance: Faculty Advisor: In Attendance: Teaching Assistant: In Attendance: State Key Topic of Meeting. State Importance and deadline for key topic. 1. Socializing for 5 minutes is helpful and should be listed as an agenda item. 2. List and estimate time for each agenda item.
a. Assign Team priorities for these items with time to address b. Time Management issues are listed as an agenda item for every team meeting b. Time for feedback from team and/or faculty advisor on issues discussed
at the meeting 3. Ten minutes at end of a team meeting to discuss team issues Agenda Template #2 This is an example of an Agenda that can be used as a template 1. Subject line of e-‐mail: E-‐MAIL SUBJECT LINE: Last Name of Team Leader -‐Team# -‐ Agenda – Date
a. If a download subject line of file: Last Name -‐Team# -‐ Agenda – Date
2. Send to Team Members, TA, Faculty Advisor and Team Coordinator
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3. Sends out agendas 24 hours to allow time for comments on the topics included in the agenda before the meetings. Advance knowledge allows time for feedback from all the participants because comments and additions are always appreciated especially comments on any solutions to problems stated on agenda.
Agenda for either Team or Faculty Meeting
Team# Agenda Team Leader: Date and Time: Place: Room Attendees: Team Members In Attendance: Faculty Advisor: Teaching Assistant: Length of Meeting: Key Topic: Priority Due Date: 1. Socialize Time to Accomplish 2. Agenda Items Time to Accomplish 3. Discussion Time to Accomplish 4. Team Updates Time to Accomplish 5. Weekly Activity List Time to Accomplish 6. Goals for week Time to Accomplish 7. Discussion:
a. Tasks and time required for each Time to Accomplish 8. Feedback Time to Accomplish 9. Meeting Summary by Team Leader Time to Accomplish
Module 6.4 Agenda Examples Example #1 Team Meeting Agenda 10.26 Team Y Team Meeting #3 Date of Meeting: 02/26/2014 Time: Noon – 1PM Location: ChemE Department Attendees: A, B, C
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Key Topics: Feedback on proposal drafts, experimental data regulation Agenda
1. Proposal draft feedbacks 40 min a. Ensure that all members are on board with project goal and key
milestone b. Finish up on safety analysis, Gantt chart, and other proposal related
items 2. Experimental data regulation 15 min
a. Responsibility for analytical methods: GC-‐FID, GC-‐MS, HPLC, NDIR b. Decide on what to digitize into what format
3. Discuss next meeting time, location, and content 5 min Example #2 Faculty Meeting Agenda Team #X – Faculty Agenda #7 Team Leader: Date and Time: 02/24/14 (Mon) @ 1-‐2pm Place: Who should attend? Things To Be Done… Team Updates 30 minutes
o Team meetings on 2/19 (Wed) & 2/22 (Sat) o Weekly Progress Reports—ppt slides presented by Maria
Laboratory progress update Project proposal Research agenda
Discussion & Feedback 30 minutes o Recommendations/feedback on proposed experimental
methods? For coating: ICVD vs. LbL? For MD: AGMD vs. DCMD (vs. MGMD)
o Future experimental direction? • Get faculty signature on training forms
Preparation FOR This Faculty Meeting…
• Read the Proposal Format Google doc thoroughly (https://docs.google.com/document/d/1Ykxbp65jZq2kLp7HpGHgPLwT7_r2X_Vt5jLk7HpaVwA/edit) as well as other teammate’s articles & be ready to have discussion if there is any
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Action Items for the Week of 2/24 (Mon)-‐3/2 (Sun) • [ALL] 2/25 (Tues) @1-5pm: Lab-‐ (a) Test desalination efficiency w/
18% PVDF membrane (b) Re-‐attempt fabrication of 10% and 25% PVDF membranes
• [ALL] 2/26 (Wed) @1:15-2:15pm: Team Meeting • [HA-YOUNG]: contact the ISN training person & set up dates/places
ASAP • Submit the training forms ASAP • Continue doing the literature search & upload in Mendeley
Future Due Dates to Keep in Mind • 2/27 (Thurs): 10 page Proposal Due (individual work) • 3/13 (Thurs): Proposal Oral Presentation
Example #3 Agenda for 10.26 Team V Week 6 Team Meeting Team Leader Name: Date of Meeting: Sunday, March 9, 2014 Time: 4:00 pm, for 120 minutes. Place: Maseeh Lobby Attendance: X Y Z Key objective: oral presentation Agenda 1. Summary of meeting with prof. (10mins) 2. Discuss activities for next week (10mins) 3. Oral presentation preparation (80mins) Review key points of presentation Decide on who will do graphs Discuss Questions for oral presentation from audience Review slides 4. Discuss progress report and create a timeline (20mins) Example #4 Team F Team Meeting Agenda Week 3 Team Leader:
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Date and Time: Friday, February 21, 2014; 1:00pm Place: Prof.’s office Attendees: Team Members-‐ Length of Meeting: 1 hour min Key Topic: Discussion of Problems with Project
1. (5 min) Socializing 2. (15 min) Recapping lab work done yesterday
a. Parameters used for spin coating b. Issues with vacuum pump (smoking?)
3. (35 min) Questions for Prof. Tisdale: a. Is a pure QD film still in toluene? Is toluene very volatile? b. How do you get colors in TV screen from just red light? c. Why do you take the area under the intensity curve? d. How do we measuring thickness of the film? How should we
determine times and speeds for spinning to create those thicknesses? 4. (5 min) Miscellaneous concerns/questions
Module 7.2 Mission Statement Examples Mission Statement Example #1 The team will pursue the creation a bifunctional catalyst for dry reforming of methane, while encouraging members to share their strengths and abilities. An open and collaborative environment will be promoted to allow each individual to gain engineering experience, permitting the mastery of interpersonal skills needed to achieve success in an industrial or research setting. The team is committed to work efficiently and to continually assess each individual’s and the team’s progress to ensure a successfully well tested, quality catalytic design that is reproducible. Mission Statement Example #2
We, Dream Team, wish to take our diverse experience in chemical engineering and solve a significant problem that’s affecting our world: diabetes. More specifically, today’s treatment strategies require much too strict patient compliance, placing unnecessary burden on the patient. By encapsulating a variety of diabetes drugs into different types of polymeric particles and evaluating their performance and properties for controlled drug delivery, we hope find new insights
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in controlled drug delivery to achieve longer lasting therapies that would need less strict patient management.
To do this, we will adopt a team culture of diversity, allowing us to bring a variety of experiences to the group. We will be a collaborative team that builds off of feedback from each other and mentors each other in our areas of expertise. Our commitment to innovative approaches and novel problem-‐solving techniques, combined with our drive for success, will result in the team producing the highest quality work. We at Dream Team believe that we are more than just the sum of our parts: a true synergy. Thus, communication will be the key to our success. We will communicate via email or text messages and respond in a timely manner. Each member of the team will have the opportunity to communicate ideas to promote innovation. Dream Team members will be open to giving and receiving constructive criticism. We will work collaboratively on the problems that we face. Through a thorough and critical analysis of the research, we will take the dream and make it reality. We are Innovation. We are Discovery. We are Dream Team. Mission Statement Example #3
The mission of team is to work cohesively and efficiently to develop a low-‐cost short wavelength near-‐infrared transmission spectroscopic device for monitoring the glycerol concentrations in biofuel production processes. We are committed to maximizing each team members full potential while all members gain a greater understanding and knowledge of the device in an open and collaborative environment. The team members will be responsible, adhere to ground rules, punctual, and work cohesively to ensure productivity of the entire group. Team members will be self-‐accountable such that they can work independently on their particular assignments and responsibilities. Mission Statement Example #4 The team will aim to synthesize and optimize thin film thermo power wave generators in order to maximize the electricity produced, and optimize output and efficiency of 1d thermo power wave generators. This will be achieved by clearly defining roles utilizing all the materials and experience available to the team, while maintaining the team’s commitment to self-‐assessment and quality output in an open and collaborative environment. The team is committed to work efficiently and to continually assess each individual’s and the team’s progress to ensure a successfully well tested, quality them power generator.
Module 8.3 Strengths and Weakness Template: (Entrance
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Conference Booklet)
Name: Team # Technical Strengths: Technical Weaknesses: What do you want to develop in this area during the term? Interpersonal Strengths: Interpersonal Weaknesses: What do you want to develop in this area during the term? Writing and Editing Strengths: Writing and Editing Weaknesses: What do you want to develop in this area during the term? Presentation Strengths: Presentation Weaknesses: What do you want to develop in this area during the term? Strengths and Weaknesses (part of Entrance Conference Team Booklet used during teambuilding lecture) Step 3. Exchange of interpersonal and technical information integrating strengths and weaknesses into the team and task process, which includes a discussion and recording of each individual team members’ strengths and weaknesses in the areas that will be utilized in the team and task process.
Team members, during the teambuilding lecture, list their strengths and weaknesses in specific areas. Also list your individual expectations and team expectations. The team uses this personal information to delegate tasks and form ground rules.
Student team leaders assign tasks and should assign tasks considering the team’s expectations. Teams can allow members to develop their weaknesses into strengths and/or utilize each team members' strengths to establish a high performing team. In 10.26/27/29, a team is considered high performing when a team allows members to choose a weakness to develop into a strength and the team members support the development of that individual weakness into a strength. If the development of that weakness into strength becomes too cumbersome to the overall mission of the project and the team, the team can decide to allow another team member who has strength in that area to take over the task. The major tasks that the team cannot reorient are: Team Roles and Writing the Individual Proposal. It is important if you are strong at leading others that when another team member is leading the team and is less capable at this task to "sit on your hands" and be supportive of the other team member's time as team leader. Be supportive and make suggestions but do not take over the role to move the project along. If the problem is
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deterring the success of the project the team coordinator and the faculty advisor should be informed. Team Coordinator discussions are confidential and should be utilized because corrective measures can be instituted to support the team's success. The proposal and the oral presentation are collaborative processes only the actual writing of the proposal and the actual presenting of the information about your project are individual accomplishments.
Module 8.4.c Team Leader Transition Report Template Team Leader Transition Report: Team Number: Team Members: Rotation Number: Current Leader: Future Leader: 1. How is the team doing?
a. Team Life Cycles i. Use the Weekly Progress Reports section 4 to write this section as
well as answer the questions delineated in the Team Life Cycle your team is experiencing. Remember to add to the discussion your personal assessment using the material in Module 4 Step 6 including answering the questions.
2. What are the team interactions? a. Effectiveness and Changes to Ground Rules b. How is team using TKI assessment?
i. Explain how you have observed how your team is utilizing the information about the dominant and underused styles and the dominant Team style when having differences of opinion. This will somewhat different than the examples because we have added to the material such as the Team’s dominant style was added this year and the new exercise you did with your team, knowing your Dominant Style.
3. How is the team accomplishing the task? a. Synopsis from the Weekly Progress Reports 4. Strengths:
a. Team strengths b. Individual strengths
i. Explain how the team is utilizing them while doing the tasks associated with your project.
5. Weaknesses: a. Team weaknesses b. Individual weaknesses
i. Explain how the team is transforming them while doing the
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tasks associated with your project. 6. Are Expectations being met?
a. List expectations that are being met and those that are not being met. i. For those that are not being met create a plan on how to meet these expectations. ii. For those being met discuss how they were met
1. Team’s, Individual, Faculty, TA and industrial consultant’s expectations
7. Improvements and Suggestions For New Team Leader: i. Be clear and focused on the problems your team is having with collaborating and utilizing the tools that are available for implementing the project including writing papers, executing the oral presentation and implementing your ideas about the project.
8. Milestones met and Suggested changes in Milestones: a. List and discuss Milestones accomplished and those needing to be discussed or implemented
9. Suggested Changes in Weekly Activity Lists: It is important to review the activity lists because they will help you write this report and give helpful suggestions for the team in the next rotation. SEE EXAMPLES FOR EACH ROTATION IN MODULE 8.
8.4.d Team Leader Transition Report Rotation #1 Example Team Number: X Team Members: A, B, C Current Leader: A Future Leader: B Date: Team Life Cycles
Our team started off being very productive in the formation stage. Although this project was none of our first choices, we immediately dived into researching the project and building the foundation of our team culture and system of ethics. We tackled tasks systematically and collaboratively. We created our mission statement from the proposal given to us by C, Inc., combined all previous ground rules examples into one document and decided which ones we should adopt and which to reject, added ground rules specific to our team, discussed our expectations for each other and the expectations of our advisors at team and faculty meetings, analyzed our strengths and weaknesses, and created a logical framework and milestones for our project during the first two weeks of
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class. The roles of each team member were defined as we created our ground rules, and have developed as we have worked together in the lab and become accustomed to our project. We have changed our ground rules accordingly. We performed all of these tasks together using active listening skills to ensure everyone was on the same page and in agreement, as well as to consider and appreciate the different perspectives of each team member. The recorder kept detailed notes in order to keep everyone up to date. As team leader, I organized our meetings by writing specific agendas and facilitating discussion, created detailed weekly activity lists and assigned tasks, sought feedback from team members and faculty, kept in constant communication with advisors and consultants, made sure that our time was managed well by checking time estimates during meetings, put together our lab protocols, and made sure that lab tasks were accomplished as efficiently as possible. Tasks were delegated according to team members’ strengths and interest areas. All documentation was kept up to date in the Dropbox folder to allow all members to view, comment, or edit as necessary. This strong start is what I believe gave us the strength to endure the criticism stage.
Shortly after forming the foundation of our team, we hit the criticism stage. Our
equipment did not arrive for the first couple weeks, which gave us time to further discuss our project and form our team relationships, as we could not begin lab work. However, during this time, conflict arose between our industrial consultants and our faculty members. We became frustrated at what seemed like an unnecessary waste of our limited time, as the faculty advisors targeted one question after another at the consultants without giving the consultants a chance to answer. Many of these questions seemed beside the point or were already answered in the background reading, and we did not have a chance to discuss our questions with the consultants despite staying until far past 5pm on several lab days. We found out when the equipment finally did arrive that it was not complete, nor were all the parts we needed available. Due to large misunderstandings about the project between the faculty and consultants, the project was nearly cancelled. However, we held a meeting to discuss options for the project with everyone present, and finally settled on continuing the project with an understanding that our deadlines would be pushed back and our focus would be narrower. We also created additional ground rules to mediate discussion between the students, faculty, and consultants in order to allow a better balance of communication.
The criticism stage persisted as we began to work on the completion of our
equipment. We discovered that the schematics and explanations we had received regarding the unit were inconsistent, and we were not sure how everything was supposed to connect. We had to order missing parts, although we were not sure which parts were missing, as we did not design the system, and we had also never ordered parts before. This issue was particularly difficult because none of us have experience with high-pressure systems, so there was an issue of safety involved. We became frustrated with the situation, lack of effective communication, and further delay of actual experimentation. However, team members remained supportive of each other throughout the process, working together to complete whatever tasks we could, such as gathering other lab supplies. I communicated with John extensively via telephone, over email and Dropbox documents, and in the lab, and was able to resolve many of the conflicts. We received an
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accurate enough description to create a schematic and lab protocols, as well as order the missing parts. We discovered that through more open and honest communication with our advisors, we could be a more productive and high-functioning team.
During the criticism stage, we worked together to discuss and resolve issues. We
discussed at team meetings the best way to communicate with our advisors and specific steps that should be taken to move the project forward while issues were being worked out. As team leader, I facilitated many of these discussions and met with advisors on my own time in order to come up with effective solutions and clarify problems. We are currently receiving quick and informative responses from John, making our construction on the equipment much more effective, and have tried being more directive and providing more specific agendas with our faculty advisors, although differences of opinion and tension still persist. The team and I continually discuss the state of the project and update our calendar, milestones, and logical framework accordingly, as well as create new ground rules to facilitate better communication, as we feel necessary.
At this point, I believe we are moving into the synthesis stage of the team life
cycle. Collaborating on the proposal content and revision as well as preparing for the oral presentation has helped us understand and clarify the details of our project. Tasks are now being delegated not only according to members’ strengths, but also weaknesses that they would like to develop. We are working to achieve our goals by transforming our weaknesses, providing positive criticism (for example with our proposal rewrites, the presentation slides, and during lab work), and discussing what we can realistically accomplish during the rest of the semester. With the help of our very supportive TA, we have completed the impregnation unit, so the experimentation can now begin. We have created ground rules for more effective communication and conflict resolution and are striving to implement them in our interactions with our faculty advisors and industrial consultants. I believe that the work we have done up to this point has created a strong launching point for the next team leader as we begin the activities of the synthesis stage. TKI
All of our team members were reported to use high levels of compromising when dealing with conflict, which has been apparent in the easy exchange of ideas and willingness to listen to others’ opinions thus far in the project. We also showed individual and distinct conflict styles – C tends to avoid, B tends to accommodate, and I tend to collaborate. These styles have also shown themselves during various decision-making processes. C tends to be quieter when there is a conflict at hand, but he has been making clear efforts to insert his opinion, especially in low-stress settings such as the lab. B is very easy-going and helps maintain the cohesiveness of the team with his accommodating nature, but he has also been trying to be more assertive, particularly when discussing his slides for the oral presentation. I have tried to utilize collaborative skills as much as possible, trying to look at all solutions, get input from others, and choose the best path with help from my teammates. Decision-making has become easier as we have gotten to know each other and our individual communication styles in meetings, in the lab, and through outside conversations. Using our dominant styles effectively, and working on
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areas where we are weaker, has helped us make better decisions as a team and move forward in project.
None of us scored highly on the competitive conflict style. Because of our
compromising and somewhat accommodating natures, we have had some difficulties when communicating with the faculty and industrial consultants. When we feel as though we aren’t being heard or the advisor isn’t discussing something relevant, we tend to fall silent and avoid the issue instead of openly communicating how we are feeling, because we do not want to offend our advisors. I have tried to be more directive in communicating with our advisors in order to gather the information we need and keep us on the right track. However, we could all still use some development with this conflict style. We have also been working to collaborate more on tasks such as completing the equipment, taking images, revising the proposal and deciding the project direction, calibrating, and preparing for the oral presentation, rather than settling for a compromise. We have maintained a supportive environment as a team so that everyone’s opinion can be heard, and we have verbally committed to having more open communication with our advisors as well. In the future, more honest and direct communication with our advisors will help our team move forward in the synthesis stage. MBTI Our MBTI conflict style results seem quite accurate and much more useful for understanding the individuals on our team and specific things which might cause conflict. C was characterized as type INTJ: Mapping the way to a brighter future, I was characterized as ESTJ: Acting with thoroughness and conviction, and B was characterized as ESFP: Actively seeking freedom to express their values.
C views conflict as something that needs to be resolved so he can get on with life.
The results describe him as being on a continuous journey of self-discovery and fulfillment, which is often displayed in his creative ideas and quiet humor. In agreement with the results, he carefully assesses situations, such as when putting together lab equipment or focusing the camera, learns from his mistakes, and is not afraid to take on a complex challenge, such as calibrating the UV, figuring out how to obtain graphics from the spectrometer, and dealing with its lack of functionality. When under stress, he may make simple tasks complicated, ignore help from others, and question his own competence. Conflict may erupt when he receives stubborn responses from people he views as incompetent, is continually expected to justify his actions such as during faculty meetings, and when there is sustained emotional turbulence such as between our faculty and consultants. He should guard against jumping to conclusions without getting enough information, being impatient when people wish to discuss how everyone is feeling, and neglecting to consider the impact of his well-thought-out solutions on others, as well as focus on learning more about others’ motives and taking time to acknowledge others’ feelings and his own during conflict. As a team, we need to give him time to internally explore and reflect on what is happening and allow issues to be dropped once they have been addressed.
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I also view conflict as something that needs to be quickly resolved so that we can move on. I tend to organize the world around me to provide clarity and efficiency, particularly when setting up the foundation of the team (ground rules, logical framework, mission statement), and I need to reach closure during conflict, particularly with authority figures. I tend to make decisions based on a wealth of information, seek clarity when asking questions about an issue, bring a commonsense perspective to the table, and act responsibly and practically, in particular when making decisions about our experimental procedures, activity lists, and proposal content. Under stress, I may become demanding, doubt my competence, and focus narrowly on getting the job done. Conflict may erupt when faced with illogical arguments, challenges to my authority (such as refusing to follow ground rules and agendas), and emotional outbursts including my own. I should guard against impatience, ignoring unforeseen opportunities, and failing to offer sufficient support and recognition, as well as focus more time on problem definition rather than problem resolution, accept some exceptions to the rules, and actively listen to others. From the team, I need respect for the rules, structure, and principles that have been established, and willingness to objectively explore conflict.
B views conflict as something to be listened to and explored. He makes decisions
based on personal values, provides light relief during stressful times such as after faculty meetings, listens attentively to everyone’s opinions, accepts others and recognizes their immediate concerns, is a “practical persuader with a sense of style” as exhibited by his presentation today, and maintains an exploratory outlook towards all possibilities, particularly when discussion the project direction and parameter variations. Under stress, he may become hyperactive, sensitive, overwhelmed, blunt, intimidated, or confused. Conflict may erupt when he is told he cannot do something or is being fenced in, or when people disrespect his values or interpret his easygoing nature as being flippant. He should guard against being intolerant of those who address conflict in a logical manner or being satisfied with partial resolution of conflict, and focus more on closure, mindfulness of facts and logic, and control of his emotions. As a team, we should give him space to explore and mend the rules, and accept his concerns, feelings, values, and observations
Along with the results from the TKI survey, these MBTI results provide insight
into our conflict strengths and challenges individually and as a team. If each team member focuses on their individual areas of improvement, and if our team sticks to our goals of becoming more collaborative and open in communication, our team can become more effective at managing conflict. Effectiveness of Ground Rules Our ground rules were carefully chosen and have thus far served us well. Everyone has done their part following the rules: I have sent out activity lists and agendas for all meetings in a timely manner, C has done an excellent job posting our minutes and weekly memos, and B rigorously prepared for our presentation today. We make time at each team meeting to collaborate on what should be included in the weekly memo and faculty meeting agenda. There was one instance where C was late to a meeting due to a last minute time change, but he followed our ground rule outstandingly and provided not
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only tasty beverages but also donuts at our next team meeting. Our rules on writing and internal deadlines have particularly been useful; especially since our project was still undergoing changes the weekend before the proposal was due. Being prepared in advance allowed us time to discuss remaining issues before the due date.
However, we have also had to make several updates to our ground rules in order
to allow for more effective communication. These rules include allowing time to discuss proposal revisions, enforcing balanced communication between all parties, preparing agendas for meetings with consultants, having everyone read and amend the agendas if they wish to discuss additional topics, and creating a better way of delegating last minute assignments. Although it was already a rule for the team leader to ensure that everyone’s voice is heard, I failed to enforce that rule and the issue had to be brought up at an impromptu meeting. Although I have tried to make sure everyone’s opinion is considered, I need to learn to be more directive and to depend on others to provide their input as well. I also originally tried to tackle last-minute assignments on my own, discovered it was too much for me to handle, and had to ask for help. The next team leader should strive for more even communication and task distribution, which should be easier due to the creation of our new ground rules. Team and Task Process The project has proceeded somewhat slowly up until this point due to issues with the equipment. However, the team members have remained understanding of each other throughout the process as we learn about the specifics of the equipment and the tasks we will need to accomplish. As we learned how to cut and bend tubing and add fittings, we have been patient with the learning curve and encouraged each other. C and B have allowed me to help with measuring and adding fittings, although they often have to tighten things that I am not strong enough to seal tight. We have particularly had trouble with some illnesses, first with B and then with myself, which have affected our work some. However, we were supportive of B and encouraged him to leave lab early in order to rest, and the team has also been patient with me as I have been struggling through meetings and lab days over the past week and a half. Our TA has also been understanding and has been actively listening to us as we encounter problems with the equipment and conflict with the faculty and consultants. Because of our organization and specific task lists, our constant communication with faculty and consultants, our productive use of lab time, our daily updates on what stage of progress we are in, and our support and encouragement of one another, we have been able to accomplish our first milestone of completing the impregnation unit. The majority of the work on our project thus far has been written and oral communication. From the initial literature search, to composing our teambuilding documents, to taking notes from all advisors, to creating a schematic and lab protocols, to writing the proposal, to preparing the presentation, we have constantly been working together and utilizing our different styles to define our team and project. Time management has been essential, from keeping meetings within their scheduled time, to completing individual assignments according to our internal deadlines, as well as
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completing lab tasks in a timely manner. We discussed writing the proposal at a team meeting two weeks prior to the due date, provided outlines and drafts by the next team meeting, and collaborated via Google document, Dropbox, and verbal communication on the content to be included, particularly for the overall goal and figures. Similarly, we discussed the oral presentation at a team meeting two weeks prior to the due date, B created the slides within the week, and C and I provided constructive feedback over several meetings until the day of the presentation. We also listened to B practice the presentation and provided feedback for the physical presentation as well. (This was in addition to meetings with the faculty advisors and with the CIM instructor, and meetings between B and the faculty.) Our commitment to the class and our established ground rules has helped us proceed well in these areas thus far.
I believe our team’s different working styles have contributed greatly to our success as a team so far. We all have different conflict styles and strengths, and we all have different perspectives to bring to the table. This is particularly useful since none of us have experience with our project, and it allows us to keep an open mind and consider several different aspects, especially when choosing which parameters to vary and the values at which non-varied parameters will be set. Our different styles also make for a great team dynamic, as we can learn from each other and work on our weaknesses. Our common dedication and motivation, in conjunction with our diversity, has allowed us to pursue the goals of our mission statement even as it changes to better encompass our evolving project.
Strengths The team has been working hard to utilize our strengths in order to streamline the start-up of our project. Personally, I have taken diligent notes during interactions with our consultants and posted them in order to keep everyone in the loop, held discussions with the team, the industrial consultant, and team coordinator to try to resolve conflict, created figures and charts for our proposal, and taken images of our mixture. C has used his knowledge of refrigeration units to help us assemble our unit and create our schematic, helped us choose which parts to order, used his previous lab experience to help us calibrate our spectrophotometer, and used his unique writing style to effectively communicate our team’s progress in our weekly progress report. He also uses his calm nature to diffuse conflict when it arises. B has been a positive influence with his active listening skills at team meetings, has used his chemical engineering and technical writing background to inform decisions on our experimental methods and proposal, and has worked diligently on creating slides and preparing for the oral presentation.
As a team, we have used our previous experience and dominant compromising conflict style to define the scope and details of our project and our team. We all have previous lab experience, which has allowed us to proceed forward (albeit slowly) during lab days, as we are familiar with standard lab equipment and procedures. We have also utilized our core chemical engineering background knowledge to inform our literature search and various decisions about process parameters, solubility testing, energetic considerations, etc. Our dominant conflict style, compromising, has allowed us to move
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forward at a steady pace while considering others’ opinions and choosing the best path for our project. Our team has also exhibited great flexibility, being willing to change the process parameters we’ll be varying as we receive new information from our consultants, to stay extra hours in lab if the need arises (as it often does when the consultants are present or when working with the SEM), and to schedule extra meetings as necessary (for example, to rehearse the presentation and to discuss the project’s direction). Although progress has been slow, the team is committed to moving forward, remaining flexible, and resolving conflicts that arise. Weaknesses Each member of the team has been working to develop our personal weaknesses into strengths. I have tried to become more familiar with our particular experiment by helping B and C assemble the equipment, brought up issues such as communication conflicts and non-functional equipment to the team instead of avoiding them, and tried to rely on the strengths of my teammates more by asking them to do tasks such as respond to the consultants’ questions and plan the calibration. C has worked to assert himself more in the lab setting by directing us on how to connect the steel tubing to the impregnation unit, used his classroom knowledge to direct us on the calibration, and improved the flow of his writing as he prepares the weekly memos. B has worked on his presentation skills, actively trying to improve his slides and preparing for the things he will say in his presentation as opposed to putting all the information on the slides. He has also decided to write the Discussion and Conclusion sections of our Progress Report since he expressed that he is not strong in those areas. As a team, our major weaknesses have been our lack of experience with drug delivery and supercritical fluids, our presentation skills, and our tendency to avoid confrontation. In order to address these overall weaknesses, we have done intense literature searches, dived into the construction of the impregnation unit and ordering of necessary parts, actively participated in the creation and critiquing of presentation slides, practiced and given presentation feedback, and created ground rules to facilitate and committed to more open communication with our advisors and consultants in order to address issues before they become serious conflicts. Knowing that we are a strongly compromising team, we have been working to become more collaborative as well. We take time to brainstorm all possible solutions, such as different methods of spiking the glass beads and which images we should collect, before devising one that is a win-win situation for everyone. This collaborative style of thinking is one goal that we set during the entrance conference exercise. Collectively, we are working to improve not only our personal skills but also our effectiveness as a team and our interpersonal skills, so that we can to gain more from this project than merely results. Improvements and Suggestions for New Team Leader: Moving forward, I believe improved communication will be essential to the success of the team. The new team leader should work to establish a team attitude of being more open with advisors about our opinions, make sure all team members actively
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participate in meetings, and ensure that the ground rules are respected. Faculty meetings could be improved by including a more detailed preparation section in the faculty agenda such that the faculty advisors are on the same page as we are and no time is wasted during meetings. It may also be useful to have specific questions we have and our opinions on them listed in the agenda with each person’s name attached so that the faculty can be prepared to respond to the questions in advance and the communication can be more balanced between team members. The new team leader should be on the lookout for red flags that could lead to serious conflict and contact Bonnie if the need arises. He should also be willing to seek help as necessary. Although we as team members have committed to communicating more openly and directly with our advisors about how we are feeling during meetings, B may need to initiate this sort of communication as discussion facilitator in order to hold us to our commitment to improving team interactions. B’s positive nature and strong interpersonal skills will make him a great team leader. As our roles change, he may want to utilize a more directive style and take advantage of the opportunity to improve his ability to lead a discussion in a clear and concise manner, as he has stated this is a skill he would like to develop. Similarly, I should step back and develop my accommodating skills, and C will have a chance to develop his assertiveness as he no longer has to be taking minutes. Thus far, task delegation has been easy due to members’ high levels of motivation and our general accommodating natures. B should keep in mind our different strengths, weaknesses, and conflict styles when delegating tasks and making decisions so that we can continue growing and making progress. Keeping a positive attitude will help keep members motivated about the project, especially as we can now begin to get real results. Team members should keep striving to improve on their weaknesses and work on exercising different conflict styles where appropriate. We should work as a team to keep improving our collaboration and active listening skills. Although we try to practice these skills, we sometimes make decisions and dismiss alternatives too hastily in order to move on. It is important to remain flexible and positive as our project continues to develop. A few improvements could also be made organizationally. As previously mentioned, last minute assignments should be delegated more evenly, so that the team leader is not trying to take care of everything on their own. Although the team leader can handle team communication, the actual work should be divided amongst all team members to keep any one person from feeling overwhelmed. Additionally, now that the equipment has been completed, tasks can be split between team members in the lab such that various tasks can be completed simultaneously and more things can be completed in one lab day. I also found it useful to create an action-by-action list of the tasks that needed to be done each lab day with time estimates for each (in addition to the weekly activity list) so that I could cross off completed items and keep track of items that still needed to be taken care of. It is important to keep track of all action items; double the time estimates for how long you think a task will take, and keep an eye on upcoming deadlines. I did not check in to see how long out-of-lab tasks actually took for each team member, which is something that the new team leader should probably do.
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Suggested Changes in Activity Lists Activity lists should adapt as our experimental design and methods are clarified. Weekly experiments can be discussed in team and faculty meetings if more details are needed. Weekly activity lists should be updated as tasks are completed, added, or rescheduled. Team members’ strengths and weaknesses should be considered when delegating tasks for the week. Previous lab experiences and team members’ feedback should be taken into account when determining the time dedicated to each task. Activity lists should include optimistic goals for the week, but should also be manageable in the time that we have to dedicate to this class. If we end up over committing our time to this class as the real experimentation begins, the amount of activities per week should be reduced. We may also want to talk through each day’s experiments before we begin them so that no time is wasted trying to figure out what to do. Suggested Changes in Milestones Because of our delay in starting experimentation, it may be necessary to remove pill making and dissolution testing from our list of milestones. This depends on how efficiently we work in lab from now on and the results that we obtain. Additionally, our milestone deadlines may need to be pushed back and our Gantt Chart may need to be updated, although that is also dependent on our lab efficiency and results. The team should remain flexible and realize that the scope and direction of the project is subject to change.
Module 8.5.b Weekly Progress Report Example #1 This example is more than .5 of a page to include a variety of discussion items a team can report in a week. The team is near the end of the synthesis stage and will soon move into the accomplishment stage. Our conflict management system seems to be working well, as tension and frustration have disappeared, and members are providing feedback to each other during lab and the collaborative writing. Team members are adjusting to their new roles: B is working to create effective agendas and activity lists and to facilitate discussions, C is becoming more verbal during meetings, and I am working on data analysis and compilation. Members are becoming better at problem solving and decision making as we encounter issues with the project, running out of ethanol, writing a paper as a team, and finding ways to improve our solubility results. Tasks are now being delegated more efficiently, still allowing members to utilize their strengths and work on their weaknesses. Rather than having everyone work together on the same task, tasks were divided when possible C worked on improving his writing by writing the discussion and conclusion of our report, and
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revising the organization and flow of the content in response to feedback. B utilized his strength of compressing information to take the information from our proposals and write the introduction and methods of our paper. Rather than deferring to C’s strength of calibrating the UV/VIS, I tackled the task and learned how to do it myself. I also got to use my data analysis skills to create tables and plots for the data collected this week. Fortunately, we have no conflict to report this week. Although minor differences in opinion have occurred in writing or during lab, we have worked against our tendency to avoid and have worked on openly communicating what we are thinking and feeling. B’s positive and accommodating nature has brought fresh enthusiasm to our team, especially as we have started to collect data. I have worked on being more accommodating rather than directive as I have stepped into the role of recorder. C is also inserting his questions and opinions during meetings to exercise his collaborative side more often. As a team, we still compromise when decisions need to be made quickly, avoid minor issues that don’t warrant significant discussion, and work on collaborating more (particularly to produce the best progress report draft possible). Interactions with our faculty advisors and consultants are becoming smoother and more pleasant now that the project is moving forward and we are learning more about each person’s communication style and expectations. Time management has been difficult this week, but we have pushed through and accomplished all of our tasks. On Thursday, sampling took longer than expected and we ran out of time to measure the absorbance of the samples. However, I stayed an extra hour and got all the measurements so that we could include them in our progress report. We also had issues getting our report finished on time, although this was likely due to a week filled with other exam and assignments and the knowledge that we would have all day Saturday to work on it. I did not complete the section I was assigned until Thursday night rather than Wednesday, and I didn’t complete the additional 10.27 section until Friday night. However, we worked nonstop from 9am to 11pm on Saturday and completed a pretty good first draft of our report on time.