While researchers have engaged in debate over what distinguishes a team from other types of groups, many definitions include working collectively towards a common goal. Based upon this criterion alone, the success of almost any organisation depends on the ability of employees to work effectively in teams. Because of this interdependence, many managers have an interest in a broad range of research on teams. They search for similarities among effective and ineffective teams across a range of disciplines as well as specific differences among teams. They examine the impact of these similarities and differences on team performance so they may use this information to foster high-performing teams.
By gaining a comprehensive understanding of teams, as well as in-depth knowledge of your specific teams, you as a project manager can potentially take action to promote high-levels of performance. The Collaboration and Key Concept Exercise of this week ask you to analyse the characteristics of good teams, the formation of teams and the challenges teams present for project managers. They also require you to analyse how managers might address these challenges to help groups function as teams and to motivate individuals to perform well at work.
For your Key Concept Exercise, write an analysis of how you as a project manager can ensure you have a good team and motivate them to achieve high performance. In your analysis, explain the characteristics of a good team. Explain how you would ensure your team is comprised of appropriate members who operate as a team rather than a group and how you would use knowledge of individual motivation to ensure that your team achieves high levels of performance (500 words maximum).
Resources:
Brooks, I. (ed.) (2009) Organisationalbehaviour: individuals, groups and organisation. 4th ed. Harlow: Pearson.
OrganisationalBehaviour: Individuals Groups and Organisation, 4th Edition by Brooks, I. Copyright 2009 by Financial Times Prentice Hall. Reprinted by permission of Financial Times Prentice Hall via the Copyright Clearance Center.
• Chapter 4, ‘Motivation at work' (pp.79-110)
• Chapter 5, ‘Groups and teams' (pp.111-155)
Project Management Institute (2013) A guide to the project management body of knowledge (PMBOK® Guide). 5th ed. Newtown Square, PA: Author.
• Chapter 9, ‘Project human resource management' (pp.255-285)
Laureate Education (2014) A practitioner's perspective [Audio, Online]. (Accessed: 25 September 2014).
Nixon, P., Harrington, M. & Parker, D. (2012) ‘Leadership performance is significant to project success or failure: a critical analysis', International Journal of Productivity and Performance Management, 61 (2), pp.204-216.
Savelsbergh, C. M., Poell, R. F. & van der Heijden, B. I. (2015) ‘Does team stability mediate the relationship between leadership and team learning? An empirical study among Dutch project teams', International Journal of Project Management, 33 (2), pp.406-418.
Farok, G. M. G. & Garcia, J. A. (2015) ‘Developing group leadership and communication skills for monitoring EVM in project management', Journal of Mechanical Engineering, 45(1), pp.53-60.
Belbin Associates (n.d.) Belbin Team Roles [Online]. Available from: https://www.belbin.com/rte.asp?id=8 (Accessed: 27 October 2014).
Erhardt, N. (2011) ‘Is it all about teamwork? Understanding processes in team-based knowledge work', Management Learning, 42 (1), February, pp.87-112.
Myers, S. (n.d.) Myers Briggs personality types [Online]. Available from: https://www.teamtechnology.co.uk/tt/t-articl/mb-simpl.htm (Accessed: 27 October 2014).
Ochieng, E.G. & Price, A.D.F. (2010) ‘Managing cross-cultural communication in multicultural construction project teams: the case of Kenya and UK', International Journal of Project Management, 28 (5), July, pp.449-460.
Schmid, B. & Adams, J. (2008) ‘Motivation in project management: the project manager's perspective', Project Management Journal, 39 (2), pp.60-71.
PMBOK is a registered mark of the Project Management Institute, Inc.