Projects requiring joint efforts and outputs, what Katzenbach and Smith (1993) called collective work products, rather than pooled efforts are better given to teams. Because of the pooled nature of group outputs, groups provide opportunities to complete larger tasks than individuals could on their own. But the synergy created in teams results in greater learning from team outputs, necessary cross training, continuous learning, freely shared This information has nothing to do with the videos in the blog. There should be no videos int eh blog. “information and team methods improvement (Zenger & Associates, 1994). In addition, assignments in intense, time-compressed formats requiring the need for immediacy are more appropriate for teams rather than groups.
In 1994 Katzenbach and Smith published “The Wisdom of Teams”, based on studies of team work across several companies, and case studies of business environments and work challenges. They provide evidence that teams can yield superior performance compared to groups and prescribes structures for the creation and operation of successful teams. Katzenbach and Smith define a team as “a small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable.” (p.112). In comparison, a work group is simply a collection of people working in the same area or placed together to complete a task. After reviewing the knowledge base on high performance teams, below are 5 characteristics high performance teams need to have.
- Create a sense of shared purpose
Both groups and teams have a sense of shared purpose, but teams can perform at higher levels than typical work groups, as they create value-added synergies rather than focus on individual performance and evaluation as measures of success. These value-added synergies rely on distinct structures and skill sets, without which the success of the team and by extension the organization is impaired. Skill sets and structures include problem solving and decision-making skills, technical or functional expertise, and interpersonal skills. All of these skills have strong structural underpinnings.
The human resource (HR) and political frames are vital to creating high performing teams as their leaders must building commitment and confidence, manage relationships with outsiders and create opportunities for others. The same applies to classroom settings, where a team is committed to working with each other to achieve their purpose and hold each other fully and jointly accountable for the team’s results
2. Specify roles and functions for members
Core to Katzenbach and Smith’s formulas for superior team performance are structural elements that include measurable commitment, performance goals, mutual accountability and complementary skills. Even class team must specify roles and functions for members, assure individual and group accountability and devote their resources to problem solving (Brown, 2000). Meyers and Jones (1993), also theorizes that accountability of individual students to both team and instructor is a co-requisite for effective learning in class teams. Developing high performance teams in a class requires more active course design – a structural demand. Given these co-requisites, it is logical to conclude that the structural frame is of superior importance to the creation and functioning of high performance teams.
Projects requiring joint efforts and outputs, what Katzenbach and Smith (1993) called collective work products, rather than pooled efforts are better given to teams. Because of the pooled nature of group outputs, groups provide opportunities to complete larger tasks than individuals could on their own. But the synergy created in teams results in greater learning from team outputs, necessary cross training, continuous learning, freely shared information and team methods improvement (Zenger & Associates, 1994). In addition, assignments in intense, time-compressed formats requiring the need for immediacy are more appropriate for teams rather than groups.
The six assumptions that underpin
the structural frame are aligned with co-requisites for superior performing
teams (Katzenbach and Smith, 1994).
These assumptions emphasize the importance of goals & objectives,
specialization and appropriate division of labor, coordination and control,
prevailing rationality, ability to address current circumstances and effective
analysis and restructuring. The human resource, political and symbolic frames
are essential elements that guide these assumptions. However, the structural
frame is the best suited lens for creating, observing and measuring high
performance teams.
