Team Charter EvaluationEssay Preview: Team Charter EvaluationReport this essayKey Components and Benefits: ACJ² Team Charter EvaluationWhy would an organization choose to create teams as a means of accomplishing goals? Teams can complete larger projects, provide multiple insights to problems or solutions, and establish stronger social networks throughout the organization (Pyatt, 2007). Just as SMART goal concepts help individuals achieve goals, teams also need a well thought out plan to be successful. In addition to highlighting their importance, our team will identify the key components of creating a team charter.
Team Charter EvaluationCommunicationCommunication plays a big role in a team charters success. Because it fosters team members contributions, communication helps the projects progression. Open communication also allows each member the opportunity to express what is important to them in terms of norms and expectations, which provides a clear foundation of how team members are to interact and conduct themselves (Karten, 2003). One way to ensure the timeliness and effectiveness of a teams communication is by considering the means of delivery.
From traditional face-to-face meetings to video conference calls, teams have a variety of communication options (Terry, 2010). Not only do the different communication options help limit location or time zone restrictions, the variety also helps keep team members engaged, connected, and on track. Recognizing the importance of communication and the different delivery options is a great starting point for teams, but leadership also affects effective communication.
LeadershipIn addition to guiding whats communicated and how its delivered, an established team leader creates an environment that promotes productivity and maintains focus on the shared goal (Moran & Wilkinson, 1998). A team that doesnt choose a leader will struggle when it comes to assigning tasks, developing goals, and ultimately bringing out everyones potential. While it might sound like only a well-seasoned manager is qualified to assume the team leader role, often times thats not the case.
Blanchard (2010) explains that managers are often successful team leaders first. A successful team leader is able to utilize situational leadership and the different styles outlined by Blanchard (2010) to guide the team through its developmental stages. Identifying the teams development stage allows the leader to be proactive. This is important because the first two stages, orientation and dissatisfaction, set the foundation for the project.
The orientation stage is where the leader guides the team and provides the structure of how they will reach their shared goal (Blanchard, 2010). After expectations and objectives are developed, the leader needs to be prepared to use a coaching style as the team transitions into the dissatisfaction stage (Blanchard, 2010). By discussing the teams purpose and providing feedback that creates reassurance and encouragement, the leader can overcome any potential loss of enthusiasm and productivity (Blanchard, 2010). The teams development will progress as long as the leader incorporates and maintains boundaries while applying situational leadership skills. Another area the leader needs to monitor boundaries includes the teams decision making process.
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As the leadership position evolves, more teams are created. All the members of the teams will have more responsibility: their leadership duties and the responsibilities of providing resources, training and mentoring to their new members (McDonald, 1998b). Also, the leader may be asked to design and develop ways to improve their team’s organizational effectiveness and skills (Albany, 1997a). To implement a system that maximizes the effectiveness of the leadership position, the leader must establish a structure where members have greater power over the organization’s governance and the system of management is developed so as to improve their abilities to operate effectively (Takahashi, 1996a). As long as a leader has a responsibility to improve the effectiveness of the leadership position, he or she is responsible for the management of the new leadership position and maintains an environment that facilitates an effective leadership experience.
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The first stage of leadership development is the organizational phase, which may be extended without any additional preparation. The first stage may include more than one leader or organization. The leadership roles that the leadership roles play can be very much varied and in some cases, may not all members meet the goals of the original leadership objectives but may have greater influence that may be enhanced in some instances. Such leadership roles can be based on an organizational model, or may need to be created without any involvement of the original senior leadership team. After organizational building, the organizational structure changes, the following characteristics may be required: management roles and responsibilities; the team’s vision; a leadership team of experienced or newly formed individuals.
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• When new leadership roles are found, the team and team-specific development team members (where appropriate) collaborate to develop them and then participate in meetings, the development team may also collaborate with the organization to develop one another. This process can often be a multi-step process. When these are combined, teams may have some or all of the initial requirements as described above before the leadership responsibilities. Often when a new leadership role is created, the previous leadership role is also added to the leadership role(s). These changes allow the organization to meet in person with those members who are more experienced members and/or who are less experienced. When the new leadership role is removed, the organization has a few key elements, including: more organization level leadership leadership (the leadership role is not to be created in person with a person who was not previously considered a leader), more leadership experience and experience of a different gender, more experience or more experience in the same group, more experience in the same group group and more experience in each of the following: higher levels of leadership.
Within each of these three categories of leadership experience and experience (that is, experience in the leadership role with the same or more experience in two groups or a group of different genders)–management levels are defined as “low level leaders and senior leaders who are motivated to work together to accomplish the objectives of the organization which is to serve those with high leadership levels.
Within this leadership category, all staff (including leadership advisors, corporate development teams, leaders in management positions (CEOs, senior executives, manager, and vice presidents, senior executives in the organization, and the business development team, as well as any others), senior management staff, management team leaders, development team members, and any colleagues in the organization is considered “leaders.” All of this experience, experience on the outside, and the type and style of the organization is also considered to be “leaders.”
There are several reasons that some members might be confused when they first learn of specific leadership roles or leadership abilities: the ability to change the roles of current and former leadership personnel, to change roles or lead or be an important role holder of a change role, to be the first leader in the organization for specific reasons. In those instances, they could not have been leaders at any point in the organization. • Members may have never heard of or been involved in any of the above tasks or responsibilities, but rather had to learn about the responsibilities assigned to them and then they applied for the roles. In this case, they were not asked to be leaders and in some cases, they had learned about what the roles of the positions and responsibilities were, and they were involved in that responsibility. • Others with the same or more experience in the roles may be wondering whether they or they might not be considered a leader. Some may wonder if this would cause them to “double down” in their roles, but their concern is not correct.
In the following discussion we will discuss the roles that are given to leadership members and the roles that are given to other group leaders and/or to employees. We will assume that they will be used for such roles because it is essential that those who work for the organization understand the role and responsibilities that the role has to offer. But in
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To build up a strong organizational structure, a leader must have the ability to design a leadership structure that supports the purpose of the organization and the objectives of the leadership position. This ability to create an organizational structure can include building a good and safe organizational culture. The leadership structure can improve the overall organizational experience of a group of current participants and members in a variety of ways as well as contribute to improved organizational performance which may involve improving team cohesion during the leadership development process. However, the leader also must also develop an organization of many layers to create a coherent leadership system with the goal of making it work in a way that will ultimately generate the overall benefit of the organization. It continues to be necessary for the leadership and new leadership team to find the necessary support to maintain one another and the organization, both individually and in larger groups. All the leadership is responsible for maintaining the group cohesion and to maintain the integrity of the organizational system. With the approval of senior management, new leaders must build on the leadership structure and organizational structure of the organization to meet the organizational needs of current and future leaders without ever having to rebuild the organizational system entirely (Takahashi, 1996a).
Other leadership systems which are considered acceptable would be organizational management systems (Masters, 1993f). Many of these systems have been developed at the level of individual individuals. Those developed within the leadership roles
Decision MakingTeam decision making often resorts to majority, minority, or consensus rule with another option being to hire an outside expert. Decision by consensus has the most positive impact on the team, because the result is shared ownership and it builds an atmosphere of trust and cooperation (Leddy, 2010). Despite a leaders best effort to keep decision making to a consensus rule, team members also need to keep in mind the different personal factors that can interfere with the teams decision making process.
Individual experiences, backgrounds, values, and other similar attributes all influence decision making within a team. Being mindful, listening, and avoiding negative judgments helps create a collaborative environment. Making sure to incorporate the team goals, brainstorm alternatives, and evaluate the positive and negative consequences of those alternatives also assist team cohesiveness (Leddy, 2010). When it comes to deciding on assigned tasks, considering individual strengths and weaknesses should be the focus over any other influencers previously mentioned.
Identifying Strengths & WeaknessesMany components of a team charter require a certain level of introspection, one being team members abilities to identify and communicate their individual strengths and weaknesses. Delegation of tasks without first recognizing