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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.