Synopsis

JyotiEnroll no. 00719103913MBA M4ASynopsisTitle:To study impact of team building and teams on productivity of two FMCG organization.

Introduction:The area of research is effect of team building on productivity. The researchers would specifically concentrate on the effect of Team building on a particular employee performance. The researchers dealt with employee at organizational level. The research in this respect would enable organization to see effect of Team building on their productivity level in organizations. It will also serve to confirm previous research findings in similar area.Many studies have been completed that highlight the effects of team building upon the long-term productivity of team and the types of team they make on adults, children, and even on organizations . These studies have provided for a -general consensus that team, the right team at the right place, with the right number of people, can help employee work hard, focus more intently upon their tasks, increase productivity and work at a higher rate, and be, in general, more productive.Industry and Organization:The fast movingconsumer goods(FMCG) segment is the fourth largest sector in the Indian economy. The market size of FMCG in India is estimated to grow from US$ 30 billion in 2011 to US$ 74 billion in 2018. Food products are the leading segment, accounting for 43 per cent of the overall market. Personal care (22 per cent) and fabric care (12 per cent) come next in terms of market share. Growing awareness, easier access, and changing lifestyles have been the key growth drivers for the sector.

ITC Limited:Established in 1910 as the Imperial Tobacco Company of India Limited, the company was renamed as the Indian Tobacco Company Limited in 1970 and further to I.T.C. Limited in 1974. The periods in the name were removed in September 2001 for the company to be renamed as ITC Ltd.The company completed 100 years in 2010and as of 2012-13, had an annual turnover of US$8.31 billionand amarket capitalization of US$45 billion.It employs over 25,000 people at more than 60 locations across India and is part of Forbes 2000list.AMUL:Amulis an Indian dairy cooperative, based atAnandin the state ofGujarat, India.The wordamulis derived from the Sanskritwordamulya, meaning rare, valuable.The co-operative was initially referred to asAnand Milk Federation Union limitedhence the name AMUL. Formed in 1946, it is a brand managed by acooperative body, the Gujarat Co-operative Milk Marketing Federation Ltd. (GCMMF), which today is jointly owned by 3 million milk producers in Gujarat. Amul spurredIndia's White Revolution, which made the country the world's largest producer of milk and milk products.In the process Amul became the largest food brand in India and has ventured into markets overseas.Nature of industry: From the consumers' perspective: Frequent purchase Low involvement (little or no effort to choose the item) Low price From the marketers' angle: High volumes Lowcontribution margins Extensivedistributionnetworks Highstock turnover

Objective of Study: To study teams in workplace. To study impact of teams in productivity. To identify role of team building in production. To study relationship between team building and productivity. To study team building procedure of organizations. To study impact of teams on productivity.

Scope of Study:Team building enhances the performance level and this increased productivity level in organizations, will definitely aid to achieve higher productivity. An employee performance in his/her field is the most essential part in organizations, and by measuring the effect, the researches learn the benefits of enhanced productivity and eventually good results. Over the past a couple of studies have been carried out to explain as to what effect Team building has on the productivity level on individual employee.

Methodology:Sample Size60 employees will be randomly chosen from both the FMCG organizations.Method of Data CollectionPrimary data will be collected by: Observation QuestionnaireSecondary data will be collected by: Research Papers Organizations Articles and Journals Newspaper Internet

ReliabilityTo establish the reliability of the measuring instrument, the researchers conducted test-retest reliability approach. This involved a group of 60 employees from both FCMG organizations. All of the worker used were experienced and have being working for minimum 2 years. 30-30 employees from both organizations are selected randomly. Questionnaire got filled by each employee in the sample and difference will be studied.ValidityThe observation has high degree of face validity because the assessment sheet has high degree of content validity because it completely covers all the dimensions and elements of basic productivity. All the questions that can help measure the productivity level were present in the measuring instrument.

Tools:Data measuring statical tool ANOVAMeasuring System: SPSS

Important Steps when Building a new TeamThis article outlinesessential steps in forming a new team. These steps are also useful for existing teams that are interested in assessing their format and effectiveness.First, the work of the team needs to be clearly defined and matched to some real needs of the department, lab or center or of the Institute as a whole. If the team doesn't get a clearmissionorscope statementfrom the teamsponsor, creating these should be part of the team's kick-off process. (See ourChecklist for Team Start-upMicrosoft Word tool.)In the early stages it is important to talk to the team's sponsor about his/her role and how he or she will support the team's work. What will the sponsor do for the team? What does the sponsor expect from the team? Teams need the clear support of the organization's leadership, including concrete support such as release time, funding and resources.Selecting the right team members is critical. Ideally, teams should be small (not more than ten people) so that members can develop a high-level of connection and interdependence. Members need both technical expertise (including writing and presentation skills) and good interpersonal skills for working in small groups. For teams working on Institute-wide projects, diverse membership (across MIT's units, across payroll/employee classifications and across gender/race categories) can lead to a richer team with better results.Content experts,process experts andend users can all play key roles.Team kick-off events are an important part of the start-up process. Kick-off events enable the team to articulate and understand the goals, mission and structure. A well-planned kick-off can increase team productivity and build team momentum. A formalized start-up activity will help the team define its mission, deliverables, roles & responsibilities, and success factors.How can I build a successful team?Six items are crucial to help teams function effectively.1. MissionIt is the shared commitment to a specific mission that helps define a team. A mission statement can provide powerful documentation about the team's purpose. Creating a mission statement requires team members to think about, discuss and come to agreement on the following questions: What is the work we were brought together to do? Why can this work best be done as a team? What will be different as a result of our working together? What will our work create for our organization, our team and ourselves? For project teams: What will a successful outcome look like for our team? How will we know we've completed our task? For standing teams: How will we measure our success in an on-going way?A team's mission may be based on a directive from management or others outside the team. But good team discussion about how each member -- and the group collectively -- understands that mission will make the mission statement meaningful and useful to the team. Mission statements may be short; they should be written in everyday language that each team member understands and supports.2. GoalsMission statements give a team guiding principles, but goals give the team a real target for their activity. Goals should be something worth striving for -- important results that the team can provide for the organization.The best goals areS-M-A-R-Tgoals:Specific,Measurable,Achievable,Relevant andTime-bound."Improving customer service" may sound like a good goal for a team, but it doesn't really meet the S-M-A-R-T criteria. A more effective goal would be "Reduce call-back time to customers to two hours or less within six months." The revised goal is: Specific (reduce call-back time to customers) Measurable (to two hours or less) Achievable (The team would need to decide this. Maybe call-backs need four hours, or maybe the time can be reduced to 30 minutes.) Relevant (Again, the team will know - is slow call-back time an issue for the customers? For the team's manager? Is reducing call-back time important enough to merit team effort?) Time bound (within six months)3. Roles and responsibilitiesIt's particularly important in a team environment that team members know what is expected of each of them. Without these expectations, members can't develop mutual accountability or trust in the team. When a team's expectations are clear and members meet (or exceed) expectations, trust and an increased sense of "teamness" are natural by-products.Almost all teams at MIT have designated team leaders. Team leaders are the individuals who are held accountable for the team's results by the team's sponsor. The Team leader often serves as a spokesperson for the team and may also be responsible for coordinating the team's work. Facilitators may be a member of the team or a resource person for the team. The facilitator is responsible for guiding the team's process. This might include helping to set agendas for team meetings and running the meetings. Sometimes these two roles are played by one person. (Learn more about facilitators in theMeeting Design and FacilitationLearning Topic.)4. GroundrulesTo be effective, teams need to be explicit about the ways they will work together. Groundrules are guidelines for specific behaviors. Teams don't need a lot of groundrules to work together well, but everyone on the team should agree to the groundrules and share responsibility for ensuring that they are followed.Possible areas for groundrules include: How you communicate DURING team meetings(Are interruptions OK? Should the Facilitator call on you before you speak? What about side conversations?) How you communicate BETWEEN team meetings(How quickly should you respond to emails? Are there suggested length limits on emails or memos? How do you keep everyone on the team informed of your progress?) What constitutes respectful behavior towards other team members?Some sample ground rules include:1. Be respectful of others -- don't bad-mouth team members within the team or outside the team2. Share your own experiences and opinions; avoid "they say" statements3. One speaker at a time4. Keep discussions focused on topic at hand5. Honor time limits - start and end on time5. Decision-makingTeams may choose different models for making decisions; the most important factor is that the decision-making model be explicit and understood by all team members. A clear decision making model describes who makes the decision and how others will be involved.(Will decisions be made by consensus where everyone can agree to support the final decision? Will the team leader get input but make the final decision? Will the team vote?)Knowing what decision-making model will be used lets team members know what to expect and what is expected; this can help build support for the final decision.Good decisions have two characteristics: quality and commitment. Quality decisions are logical, supported by sound reasoning and good information. Steps towards making quality decisions include checking to see if all available information has been gathered and shared, that all team members have been consulted, and that critical input from stakeholders (individuals or groups affected by the decision) outside the team has been considered as appropriate.Commitment is demonstrated by the active backing for the decision by every team member. Each team member agress with the decision, is committed to carrying out the decision, and understands their individual role in doing so.Learn more about consensus decision-making in our"Decision-making Models"article.6. Effective Group ProcessCommunication:Using groundrules as a starting point, teams need to develop practices for open communication. Examples include:1. Listen respectfully and respond with positive interest to ideas from team members.If an idea is confusing or seems unconventional or odd to you, ask for more information to understand the idea better. (Saying,"Can you tell me more?"is a great way to continue a conversation.)2. Help create an environment that encourages team members to share all ideas - even the "half-baked" ones.Most great ideas are built by teams building on an initial thought. Sometimes it's the "crazy" ideas that really spark the team's creativity. Treating every idea as important keeps team members from holding back some "half-baked" thought that could be just what the team needed.3. Don't hide conflicts; try to surface differences and use them to create better results that all team members can support.Learn more about effective communication in ourCommunicating with Otherslearning topic.Mutual Accountability:Each member of a team is responsible for the success of the team as a whole. This is the interdependence that makes teams stronger than the sum of their parts. Working together towards specific tangible results is the best way to start creating mutual accountability. Recognize and celebrate small accomplishments and successes of individuals and milestones (large and small) for the team as a whole. By acknowledging successes, team members can develop an increasing trust in their teammates and the team as a whole.Appropriate self-evaluation:It is be helpful for team members to "stop action" at regular intervals and check out how the team is working. These self-evaluations can be as simple as a team discussion: "Looking at X, what things worked well and what would we like to improve next time?" or they can be deep and reflective (e.g.,"How can we deal with conflict more effectively?").Regardless of the method or tool used, the real benefit of self-evaluation comes from the team discussion about their assessments of the team.SeeArticles and Toolsfor survey examples.Stages of team developmentJust like individuals, teams go through stages of development. Although there are a number of descriptions of the stages of team development, the most commonly used terms are forming, storming, norming and performing.(Bruce Tuckman, "Developmental Sequence in Small Groups," 1965 Psychological Bulletin, 63, 384-99)As in human development, team development is not a linear process -- the introduction of new members, a change in the organization's climate, or the successful completion of a particular milestone can cause a team to loop back to an earlier stage of team development.Recognizing the team's development stage can be really helpful as you work to improve your team's effectiveness and meet your goals. Each stage has recognizable feelings and behaviors. For more information, see our"Using the Stages of Team Development"article and the"What Stage is Our Team In?"tool (Microsoft Word).GLOSSARYContent experts:People who know the team's subject wellEnd users:People who will use the products produced by the teamMission:The purpose of the teamProcess experts:People who are experienced at helping groups be successfulScope statement:The work that the team should accomplishSponsor:The person who set up the team or who receives the team's products

WritingI.IntroductionNurse educators working in academic settings experience unique and significant pressures to perform their work in a context that is at times confusing and frustrating to them. One aspect of this work environment is the need for a balance between individual work and teamwork. Nurse educators often resist group work much as their students do, and for many of the same reasons. Yet, teamwork is essential to acheivement of departmental and college goals. This paper is an attempt to make sense of the literature on teamwork and to identify best practices that the academic nurse leader can bring to faculty work teams.There are many nursing iniatives today that examine the impact of work environements on individual and group effectivness in the clinical setting, but little so far in academia. It is almost as if nursing faculty are focused on preparing practitioners and forget they themselves are practitioners themselves - practitioners of the science of teaching and learning about nursing. High rates of faculty burnout and rampant faculty shortages attest to the critical need to address the work environment of nursing faculty. This paper starts this discussion with an examination of the importance of teams and team-building, based on the author's belief that nurse educators in the academic setting have the same needs in team situations as other workers.II.Theories ofteams and workgroupsA.Traditional conceptualizationsTheories of group and team development began to appear in the literature in the 1940s and 1950s having a broad goal of improving task and social societal function. Research increased in the 1960s and 1970s in the sociology and psychology literature. One of the most widely accepted of these early theories was proposed by Tuckman in 1965. He identifiedfive stages of group development: testing and dependence, intragroup conflict, development of group cohesion, functional role relatedness, and termination. These five stages became known later as "forming, storming, norming, performing, and adjourning". In the same general timeframe, a similar five step model was proposed in the field of social work by Garland, Jones, and Kolodny (1973) called the "Boston Model". Both were developed based on observational research, the first with adults and the second with children and adolescents. Since these early beginning, research on teams and groups has become more interdisciplinary and pragmatic.Team selection has received increasing attention in the literature. Ben Carson, Director of Pediatric Neurosurgery at Johns Hopkins Hospital was interviewed about his leadership style in the OR with teams under pressure(Clarke, 2009) and discussed the need to merge different "personalities and egos and make sure that everyone is appropriately recognized and feels a part of what is going on" (p. 19). Carson feels that putting the wrong people together is one of the most common mistakes in team building, recognizing the importance of "fit". Carson suggests planning to have the team "get to know each other in nonstressful settings like social events". His emphasis is clearly on the people who make up the team while the team effectiness (quality patient care in the OR) remains the ultimate goal. The team leader has a responsibility to understand the team as individuals and provide them with what they need to function well in a very stressful performance situation.A similar focus on forming team relationships to improve effectiness is evidenced by Bandow (2001) who applies the concept to teams using communication technology. CT is defined as cell phones, teleconferences, faxes, and emails, and teams that are connected primarily through technology require additional support for relationship-building. Leaders must provide traditional support (involvement of management, effective team structure, clear roles and responsibilities and expectations), examine barriers to team support. Bandow suggests a written team contract, a face-to-face meeting to begin the task or project with one or two follow-ups,encouragement to socialize as a group, Team dysfunction can be recognized when members perceive others as not timely or responsive, uncommitted, do not follow-through, talk behind other backs, avoid other members, and don't fully participate. When the team perceives these behaviors, trust is damaged and team members become defensive, withold information, and withdraw from participation. Managers should distinguish problems that arise from personalities from those that arise from the task, and deal with each separately.Nurses McCallinand Bamford (2007)discussed implications from a larger grounded theory research study done in 2004. That study found that team members resolved conflict through a process of pluralistic dialoging that involved changing their thinking "by breaking stereotypical images, grappling with different mind-sets, negotiating service provision and engaging in a dialogical culture. Changing thinking also also depended on several key variables that included competency, worldviews, information exchange, accountability, personality differences, and leadership." (p. 387) In this article, the authors went on to further analyze personaly differences because in the larger study this had a significant effect on teamworking, with much energy going into handling dysfunctional team members. Often, team members are selected for expertise at specific tasks and diversity without regard to interpersonal skills and personality differences, leading to poor team functioning. Personality difficulties described included "poor interpersonal skills, disruptive behaviors, sabatoge, and the use of power-coercive tactics, suggesting a low level of emotional intelligence" (p. 388). The team members avoided confrontation, and exited the team or withdrew, denied a problem, became angry or anxious, job satisfaction declined. Leaders are important in setting the tone for the team by creating a sage atmoshphere and by encouraging members to speak up, share concerns, and question each other.B.Alternative modelsA femminist challenge to the tradionalstagescame in 1995 when Schiller proposed that women's groups, and maybe someother groups, followed a different developmental pathway. She observedthat intimacy precedes and maybe aprerequisite for conflictor challenging behavior, and developeda model with these five stages:preaffiliation, establishing a relational base, mutuality and interpersonal empathy, challenge and change, and termination. A key premise of this work is the need for women to establish a "felt sense of safety" early in the process before conflict could be addressed. This model may be particularly applicable to nursing faculty teams, as such groups are predominantly female andnurses themselvesare considered by some to be an oppressed group due to the historic impact of power differntials in their work settings. Schiller (2007) later applied this model to vulnerable populations other than women: those who have experienced trauma, culturally oppressed groups, and people dealing with loss. Schiller (2007) makes a case for applying a particular model of group development intentionally, based on characteristics of the group and on motivation of the person applying the model.C. Theoires in process of developmentMickans and Rodger (2005) used a constructivist philosophy to inform their model development. Theydesigned a mixed-methods but predominantly qualitative study of 39 team members in healthcare (15 doctors, 10 nurses, 7 administrators, and 7 allied health professionals). Participants told stories to develpp bipolar constructs, and then rate those as effective or ineffective using a five-point scale, 30 conceptual characteristics of effective teamwork were identified, and thenall 39 participants were asked to rate the comparative importance of the characteristics and identifyfour descriptive themes. 27 of the origional 39 returned the questionaire. 202 health care professionals from the same group of hospitals were then asked to participate in validation of a tool that was developed from the themes and characteristics, The Teamwork in Healthcare Inventory. The emerging model was based then on components of three research methods and various levels of data analysis, reflection, and interpretation. A Healthy Team Model links six categories distinguisghing effective teams across four emerging themes.Team EnvironmentTeam StructureTeam ProcessIndividual Contribution

Purposepurpose

GoalsGoals

leadershipLeadershipleadership

Communication

cohesionCohesion

mutual respectmutual respectMutual Respect

Mickans and Rodger (2005), p. 365.Purpose must be future-oriented, clear, and relevant. Goals were seen as an intermediary link between a team's purpose and its outcomes. Leadership was critical, and the team must agree and share leadership. A good leader would "set and maintain structures for making decisions and managing conflict, share ideas, and information, co-ordinate tasks equally, provide feedback about the team's activity, and be able to listen to, support, and trust team members" (p. 366). Communication requires interpersonal skills, clearly written records, and time to reflect during meetings. Cohesion was seen as a sense of comraderie and involvement that was developed by working together over time. Mutual respect meant that teams were open to the talents and beliefs of each person.III.Research on teams and team-buildingA.Integrative reviews and meta-analysesB.Descriptive studiesKapp (2009) reported on a SoTL project involving a team-building intervention designed to improve senior students' ability to workin teams. The intervention consisted of a one-hour workshop and subsequent peer evaluations. The workshop was well-described and included brief intro to purpose and agenda, human continum exercise on personal styles, randomization of students to teams for the semester, structured team discussion with introductions and discussion of past positive and negative team experiences, presentation of this to class, master lists on board, handout on effective teams based on Larson and LaFasto, and finally creation by each team of a team membership contract of behaviors important to team performance. Another part of the intervention was student peer evaluations of their own team performance (total of 3 over semester). Evaluation of the intervention was conducted using a triangulated approach that included student written responses to two open-ended questions and a comparison between the student course evaluations and the evaluations from the previous offering of the course. The two student response questions asked about team performance and attitude toward teamwork. All measures indicated success of the intervention.C.Qualitative studiesD.Tool development studiesIV.Common themes in the literatureTeams are seen generally as open systems that use resources, communicate within themselves, and produce outcomes. There are various definition of teams, often having the same elements. Mickans and Rodger (2005) defines a team as "a smallnumber of members with the appropriate mix of expertise to complete a specific task, who are committed to a meaningful purpose and have acheivable performance goals for which they are held collectively responsible" (p. 359). This differentiates a team from a work group which may or may notbe committed, find their work meaningful, or be held collective responsible for performance. Internal aspects of teamwork include specific task behaviors such as co-ordination, organization, decision-making, and problem-solving. There is a need for conflict resolution, cohesion, and interdependence. Team members therefore are required to be socially competent as well as skilled in their role function. They must be willing to share information, negotiate decisions, and solve problems. They demand a certain level of respect, recognition, and encouragement. Mickans and Rodger (2005) point out that team effectiveness is both an empirical and a political process, since stakeholders and team membersmay prioritize team outcomes differently. Thus, clear definiton and communication of team goals must be coupled with negotiation and conflict resolution skills.There are differences between work groups and work teams, and various authors have attempted to describe them, though there is still much conceptual overlap. Allen emphasizes that one differnce is that teams are held accountable for team goals, and individual contributions are managed by and within the team. He applies Hodgetts and Hegar's 12 characteristics of team building to two hypothetical teams, and finds one is a team and one is a work group. The characteristics are:1.There is a high level of interdependence among team members.2.The team leader has good people skills and is committed to the team approach.3.Each team member is willing to contribute.4.The team develops a relaxed climate for communication.5.The team develops mutual trust.6.The team and individuals are prepared to take risks.7.The team is clear about goals and establishes targets.8.Team member roles are defined.9.The team can examine personal and team errors without personal attacks.10.Team efforts are devoted to the acheivement of results.11.The team has the capacity to create new ideas.12.Each team member knows he or she can influence the team agenda.Allen concludes that "in a group everyone depends on the other, yet each person is only there to accomplish the task that is set before them. A team, however, works together and depends on each other to work toward an ultimate goal that benefits the whole team and not just the individual" (2009). Allen alsoexplains the nature ofseveral types of teams: functional teams, project teams,product developmentteams, task force teams, work teams, and cross-functional teams. Allen provides many benefits to the expenditure of resources on team building: committment to a project, the project manager, and other team members; a sense of purpose and comraderie, improved communications, better conflict resolution, and increased team member job satisfaction. Allen reminds the reader that turning a group into a team is not an easy process, and quotes Hodgett and Hegar, "most people are not inherently team players, and some people only want to be recognized for their individual accomplishments (p. 153)".Turning a work group into a functional team is addressed by Pryor, Singleton, Taneja, and Toombs (2009),wo draw upon the work of Robbins and Judge (2007) in differentiating the two.Work GroupsWork Teams

share informationgoalcollective performance

neutral (sometimes negative)synergypositive

individualaccountabilityindividual and mutual

random and variedskillscomplementary

routine and simpletypes of workcomplex

managment-directedempowermentself-directed leaders

Pryor, Singleton, Taneja, and Toombs (2009),p. 321.They remind the reader that work groups are comprised of people grouped together for administrative purposes, where a true team is self-directed. Teams often fail when they are just groups of people who work together as opposed to a team, when the team structure is unclear, lack of accountabilty to each other, poor fit, poor reward system for team performance, vested interests of team members, failure to create a culture of respect and trust, and management incompetence.Efforts have begun to understand and enhance multidisciplinary teams. Weaver (2008) examined faciliators and barriers to interdisciplinary research. Weaver asserts that "The level of committment is often related to the level of interest in the question being addressed and whether the outcome of the collaboration meets individual members' career goals" (p. 109). Weaver also reinforces that "the right combination of personality types and productive group dynamics is also essential to group work" (p. 109). Other important factors included: physical proximity, institutional support, learning each other's disciplinary languages, not letting one discipline dominate the group, role clarification, and conflict resolution. Weaver provides examples pertinent to academia and to healthcare in this article.There have been a number of articles in nursing that examined the concept of followership as a collarary of leadership. In a team, members serve at various times as leaders and at other times the same members are in the role of followers. DiRenzo argues for more awareness and acceptance of followership skills and their importance, and develolped a list of attributes of exemplary followers:Characteristics of Effective Followersself-managementresponsibilityintegritycommittmentcompetencefocusownershipvulnerability

DiRenzo, p. 29.DiRenzo also discusses the need for followers to be critical thinkers, and careful in who and what they follow. Much self-reflection and intention is required of followers, and DiRenzo states that the same set of skills is required of a good leader. If this is so, the transition between leading and following at different times for team members will be facilitated. Musselwhite (2006) agrees, and lists these essential followership (and leadership) skills: be honest, be supportive, be reliable, always seek the big picture, ask good questions, and be aware of your own assumptions. In a similar vein, Coffee and Jones (2006) posit that good followers are prepared to speak up, share a committment to an overarching purpose or goal, complement the leader by providing a counterweight, and have a skillful appreciation of change and timing. They define good leadership as having personal and professional authenticity, recognition of the team members' signifigance, generating excitement, and creating community on the team.Many articles in the business literature provide suggestions for effective teams that are based on traditional models of teamwork and leadership that may or may not be supported by evidence. Expert opinion is a major source of much of this literature.Consultant Jean Lloyd (2009) advises these rules for being a team player: appreciate your teammates, reach out to help others, confront conflicts face to face, stay focused on the team goal instead of your own glory, cummunicate, and treat all team members as equals. She offers this team-buliding advice for managers: empower employees, focus on results, pay for performance, recognize individuals, and set guidelines. Timothy Brady (2009) advises teams to: understand responsibilities, have common goals, deal with change, deal with conflict, share information, share ideas, perform team maintenance, use direct communications, and develop trust.Leader and writer John Maxwell identified lessons for leading in his 2008 book, Leadership Gold. His main idea is that leadership can be taught, and that it depends on relationships with yourself and with others. He advocates knowing your weakness and playing to your strenghts, always empowering others, and acting with integrity. Reflection and intention are critical components of effective leadership.Forman (2008) teaches the following skills to team leaders:Rhetorical LeadershipHow to shape and express stories about an organization's future, including elements such as the narrative voice and ethos, selection of details, sequencing, and the rhythm of claims and data, and how to motivate and lead others through communications.

Data-based PersuasionHow to articluate and defend recommendations in a contested arena where others, such as competetition internal or external to the organization, are vying for resources, and how to integrate a substantial amount and variety of primary research into the arguement.

Ethics, Rhetoric, and Client CommunicationsHow to distinguish between "spin" and positions that are well-substantiated by data and analysis and how to manage the pressures of those who demand "rubber-stamp" endorsements of their preconceived organizational agenda.

Relative Merits of, and Relationship among, Communication ChanelsHow to decide what to emphasize and what to omit in writing, in speaking, and online.

Group WorkHow to provide constructive assessemnts of the work of peers in writing and orally and how to manage team dynamics, project management, and a group-written plan and presentaton.

Translation of Technical Informaton for Nontechnical and Foreign AudiencesHow to use charts, graphs, and stories to explain complex information and how to communicate with cultures outside of the United States.

Modern Notions of GenreHow to determine the funcitons of different genres (business plan, persentation, company web site) in helping the organization achieve its goals with specific audiences (Ifunding from investors, contracts with strategic partners, recruitment of board and staff (faculty) members).

Students notoriously hate group work, and yetthis skill iscritical to functioning in today's work environments. Snyder (2009) reported on teaching this skill to students, starting with what students dislike most: team meetings are unproductive, some members do not participate, and group ends up rushing to complete project by deadline. Snyder suggests addressing these issues in class by having them brainstorm and role play methods to refocus a group discussion; use active listening, questioning, and restating techniques; create a timeline by working backward from a deadline, delegate and prioritize; schdedule team meeting throughout project to discuss progress, encourage group feedback, and share ideas, accept new ideas and revisions that enhance the project; and resolve conflict. Snyder also suggestss that students should reflect on their own group perfomance in the areas of contribution, communication, participation in implementation, and faciliation of decision-making.A resistance to the glorification of teamwork has been expressed by some. In a medical journal, Eva (2002) questioned the statistical correlation between group functioning and acheivement. He calls for further research to define when teams work best and when individual efforts produce better results. He sees teamwork as an advanced skill requiring specifc training, and admonishes faculty or managers not to expect much from an unprepared team.V.A conceptual model for nursing faculty teamsVI.Suggestions for application and researchVII.ConclusionVII.ReferencesAllen, J. (2009). Building a group into a team.Internet Journal of Healthcare Administration, 6(1), DOI 15312933.Bandow, D. (2001). Time to create sound teamwork.The Journal for Quality and Pasrticipation, 41-47.Brady, T. (2009). Successful team building.Fleetowner's Small Business Review96.Clarke, K. (2009). Team building under pressure.Associations Now,19.Coffee, R. & Jones, G. (2006). The art of followership.European Business Forum, 25,22-26.DiRenzo, S, (1994). A challenge to nursing: Promoting followers as well as leaders.Holistic Nursing Practice, 9(1), 26-30.Eva, K. (2002). Teamwork during education: The whole is not always greater than the sum of the parts.Medical Education, 36, 314-316.Forman, J. (2008). Way beyond the basics: Working on cross-disciplinary faculty teamsBusiness Communication Quarterly, 211-216. DOI10.1177/1080569908317080.Garland, J., Jones,H., & Kolodny, R. (1973). A model for stages of development in social work groups, in S. Bernstein (Ed.),Exploration of group work: Essays in theory and practice(pp. 17-71). Boston, MA: Milford House.Hodgetts, R. & Hegar, K. (2007). Modern Human Relations at Work. Ohio: Mason.Kapp, E. (2009). Improving student teamwork in a collaborative project-based course.College Teaching, 57(3), 139-143.Lloyd, J. (2009). Works and plays well with others.The Receivables Report, 9-11.McCallin, A. & Bambord, A. (2007). Interdisciplinary teamwork: Is the influence of emotional intelligence fully appreciated?Journal of Nursing Administration, 15, 386-391.Maxwell, J. (2008).Leadership Gold. Nashville, TN: Thomas Nelson.Musselwhite, C. (2006). Why great followers make the best leaders.Harvard Business School Publishing Corporation.3.Pryor, M., Singleton, L., Taneja, S., and Toombs, L.(2009). Teaming as a strategic and tactical tool: An analysis with recommendations.International Journal of Management, 26(2), 320-333.Schiller, L. (1995). Stages of development in women's groups: A relational model. In R. Kurland and R. Salmon (Eds.),Group work practice in a troubled society(pp. 117-138). New York, NY: The Haworth Press.Schiller, L. (2007). Not for women only: Applying the relational model of group development with vulnerable populations.SocialWork with Groups, 30(2), New York, NY: The Haworth Press.Snyder, L. (2009). Teaching teams about teamwork: Preparation, practice, and performance review.Business Communication Quarterly, 74-79. DOI 10.1177/1080569908330372.Tuckman, B. (1965). Develomental sequence in small groups.Psychological Bulletin, 63(6), 384-399.Weaver, T. (2008). Enhancing multiple disciplinary teamwork.Nursing Outlook, 56(3), 108-114.

Team Building Literature ReviewPage historylast edited byLinda Comer5 years agoDraft Draft Draft!!!MatrixAuthorDateDescription of Article or Book

Salas, Cooke,Rosen2008Integrative review of the literature on Teaming.Identified 8 discoveries and 5 challenges,, more than 130 modelsand frameworks of team performance. Core concepts include input-output framework, multilevel and dynamic nature of teams, team members engage in both individual taskwork and teamwork processes. Emphasizedimportance of shared cognition, effectivenessof team training, factorsthat influence team performance, the multidisciplinary nature of team research and theory, need for better measures of teamwork processes and team effectiveness, andneed to study multicultural teams.

McCallin, Bamford2007Nursing. Australia.Need to examine team processes as well as team effectivness. Proposes emotional intelligence as model for examination of team processes. Dysfunctional team members, avoidance of confrontation, need for members to "fit: the team, need for trust-building, communication a priority, leaders set the tone.

Weaver200Nursing.Multidisciplinary teamwork. Issues of personality type, level of team committment, leadership. Developed model, gave table to strategies to enhance teamwork grouped into promoting the promotors, barring the barriers,and the 14 C's of teamwork.

Mickan, Rodger2005Healthcare. Australia.Theory development article on effective healthcare teams. Good definitions, examination of teamwork. Constructivist approach todevelopment of a model. Participants in study were 15 doctors, 10 nurses, 7 administrators, and 7 allied health professionals. Identified 6 categories conceptually linked across 4 emerging themes (team environment, team structure, team processes, and individual contribution). Developed 4 stage guide for reflective analysis and team development.

Snyder2009Teaching students to work in teams beforefaculty assign group work. Strategies forhelping students learncollaboration skills (refocusing a discussion, active listening, questioning,restating, working backward from a timeline, delegation and prioritization techniques, keeping a project on track through communication, felicity and tolerance, and conflict negotiation.Also use of self-reflection at the end of the project abouthow individual student functioned in the team.

Kapp2009Describes a team-building intervention in a senior-level project course (a 1-hr workshop and then peer evals).

Eva2002Editorial positing that teamwork is not better than individual work.Cites weak correlations between group functioning and achievement, and a model where productivity = potential productivity - losses due to process.

Brady2009Brief article giving tipsfor successful team building. Focus on shared understandings, communication,tolerance, willingness tofaceconflict, and development of trust.

DiRienzo1994Nursing.Article focusing on followersand developing skills needed, discusses relationship of leaders and followers.

Kersten2009Article identifies what followers learn from leaders, and how leaders behaviorimpacts followers.

Musselwhite2006Brief article on follower skills which author equates with leadership skills.

Goffee, Jones2996Business article on followership, states thatfollowers want 4 things from leaders - authenticity, significance, excitement, and community.

Hurwitz and Hurwitz2009aLiterature review on followership. Examines research and theories.

Hurwitz and Hurwitz2009bDevelopscore competencies and a model of followership.

Xyrichis, Ream2007Nursing. UK.Aconcept analysis of teamwork. Used Walker and Avant's model. Definingattributes: exercising concertedeffort, employing interdependent collaborating, utilizing shared decision-making. Antecedants: two ormorehealth professionals, opencommunication and information sharing, understanding of professional roles, common healthgoals. Consequences: forhealth professionals - job satisfaction, recognition of individual contribution and motivation, improved mental health; for patients - improved quality of care, value-added patient outcomes, and satisfaction with services; for the healthcare organization- satisfied and committed workforce, cost control, workforce retention and reduced turnover. Definition:a dynamic processinvolving two or more health professionals with complementary backgrounds and skills, sharing common healthgoals and exercising concerted physicaland mental effort in assessing, planning, or evaluating patient care. Thisis accomplished through interdependent collaboration, open communication, and shared decision-making. This in turngenerates value-added patient, organizational, and staff outcomes.

Klein, DiazGranados, Salas, Le, Burke, Lyons2009Examined whether team-building works. Meta-analysis of 20 study reports revealed60 correlations. Careful attention to procedures for meta-analysis.Process and affective outcome were most amenable to intervention, all components of team-building had moderate effect on outcomes, but goal-setting and role-clarification had largest effect size. Larger teams benefitted more than smaller teams.

Maugham1971UK.Case study report of a consultation andfollow-up evaluation. Satisfaction of manager withconsultation, reports of increased morale and willingness to work together. Interventions may improve affect but noteffectiveness.Questions reasonableness of expectationthat a five-day intervention would effect permenant change in teamwork.

Allen2009Healthcare.Describedtwelvecharacteristics of teambuilding.Emphasizes importance of mission statement,vision statement, standards of behavior,Defines types of teams, traditional stages of group development, benefits of team-building.

Glista, Petersons2003Case study of an effective interdisciplinary faculty team. Factors deemed critical in fostering team development include strong institutional support for meetings, backgroundpreparation, and writing time. Secretarial support for mintes and assistance with grant writing (a grant was the group project),incentivessuch as lunch for the team, recognitionandawardsfor participation, a small stipend, and positive consideration in evaluation and tenure and promotion. Shared indirect costs across colleges.Chairs endorsed faculty participation. The biggest barrier was scheduling and meeting issues, finding time to write, full workloads.

Forman2008Article on cross-disciplinaryfaculty team, casereport.

Saavedra, Van Dybe1999Research study on social exchange, emotional investment, andgroup performance. Sample was 28 work groups consisting of 134 individuals (undergraduate students). Found emotional investment was key variable in prediction group effectiveness, along with costs and rewards.

Thomas, Jacques, Adams, Kihneman-Wooten2008Cross-organizational research study in project management about work-team building. WCU authors.Applied project management steps togroup process stages. Found correlation between formation of project teams and effectiveness of project.

Schiller2007Applies feminist model (relational) of group development tovulnerable populations. Nice discussion of group development theories. Relational model proposes that intimacyprecedes conflict that the needis to establish a "felt sense" of safety(trust) in the early stages. Article discussed influence of model onwhat is observed.

Pryor, Singleton, Taneja, Toombs2009Paper analyzing teamingas a strategic and tactical tool. Differentiates work groups vs. work teams. Identifies essentials for team success, reasons for team failure, and a model forhigh performance teams.

Bandow2001Article on how organizational climate can help or hinder effective teams. Suggestions for team building, symptoms of ineffective teamwork.

Lloyd2009Business article on how to be a good team member. Same general suggestions: communicate, recognize and appreciate, help, deal with conflict, stay focused on team goal, respect all members. 5 steps for effective team building.

Chiu, Lin, Chien2009?Study of intricacies to team processes, supports transformational leadership methods.

Clarke2009Interview with physician Ben Carson of JHU about teams and pressure situations. Team member selection is critical, leader must give recognition and include all personalities, social events to build relationships help.

Kezar, Lester2009Researchon faculty grassroots leadership in 5 sites. Identifies barriers as academic capitalism, rising publication standards for tenure and promotion, expanded roles in service and teaching, rise in number of part-time and no tenured faculty. Supports include shared governance, leadership development programs, faculty development programs, and mentoring programs. Identified departmental or school-wide approaches to support faculty grassroots leaders, campus-wide approaches, and multi-level approaches.

Conrad1978A grounded theory of academic change. Critical role of administrative change agent. Interest groups, exerting power in an unstable situation, create need for new policies.

Treadwell, Lavertue, Kumar, Veeraraghavan2001Reliability and validity study of a tool: the Group Cohesion Scale-Revised.Discusses implications of group cohesion. Cronbach alpha was acceptably high for use of tool in research (.77-.90). This should be considered a state, rather than a trait, instrument.

Wheelan, Burchill1999Nursing.Wheelan's model of group development (similar to traditional models). Developed 60-item questionnaire with 4 scales and 15 items per scale. Tested on 14 units (teams) and found that lower scores on dependency and inclusion and lower scores on conflict and counter dependency were associated with higher levels of group productivity across settings.

Knight, Trowler2000UK.Article drawn from in-depth interviews with academics and from literature review. Sees changing nature of higher education as a barrier to improving practice in teaching. Specifically facults intensification, "hard" managerialism, a loss of collegiality, greedy institutions, aging, malaise, and marginality. Questions benefits of transformational leadership, transactional leadership, and instead proposes interactional leadership.

Rathe, Conchie2008Book reporting model development from Gallup research. Focuses on leading from strengths and developing team to complement strengths.

Maxwell2008Book of advice for leadership from successful leader, speaker, guru.

Kouzes, Posner2007Book provides "evidence-based" guide for leadershipdevelopment.

Hansen-Turton, Sherman, Ferguson2007Book of conversations with nurse leaders.

Team buildingis the use of different types of team interventions that are aimed at enhancing social relations and clarifying team members roles, as well as solving task and interpersonal problems that affect team functioning.[1]Team building was originally a group process intervention aimed at improving interpersonal relations and social interactions but over time has developed to include achieving results, meeting goals and accomplishing tasks.[2]It refers to the activities in which teams can engage to change its context, composition or team competencies to improve performance. It is distinct from team training, which is also a team-development intervention that is designed to improve team functioning and effectiveness.Team building differs from team training in a number of ways. Team building is not necessarily formal or systematic in nature, does not target skill-based competencies and is typically done in settings that are not in the actual environment where the team works on the task.Team building generally sits within the theory and practice of organizational development, but can also be applied to sports teams, school groups, armies, flight crews and other contexts. There have been many issues in past literature about the conceptual definition of team building. However, now there is consensus and conceptual clarity about what team building constitutes exactly. Its four components are: Goal setting: aligning around goals Interpersonal-relationship management: building effective working relationships Role clarification: reducing team members role ambiguity Problem solving: finding solutions to team problemsThese team-development interventions have proven to have positive effects on cognitive, affective, process and performance team outcomes. Team building has seen the strongest effect on affective and process outcomes. According to Klein et al. (2009), team building is one of the most widely used group development interventions in organizations today. Of all organizational interventions, team-development interventions were found to have the largest effects on financial measures of organizational performance.[3]Recent meta-analyses show that team development activities, including team building and team training, improve both a teams objective performance and supervisory subjective ratings on performance.[4]The four approaches[edit]The following are a summary of the four approaches as described by Salas and his team:[5]Goal setting: this intervention emphasizes setting objectives and developing individual and team goals. Team members become involved in action planning to identify ways to achieve goals. It is designed to strengthen team member motivation to achieve team goals and objectives. By identifying specific outcome levels, teams can determine what future resources are needed. Individual characteristics (e.g. team member motivation) can also be altered by use of this intervention. Many organizations insist on teams negotiating a team charter between the team and responsible managers (and union leaders) to empower the team to accomplish things on behalf of the organization. Successful goal settings help the teams to work towards the same outcomes and make them more task and action oriented. Role clarification: this intervention emphasizes increasing communication among team members regarding their respective roles within the team. Team members improve their understanding of their own and others respective roles and duties within the team. This intervention defines the team as comprising a set of overlapping roles. These overlapping roles are characterized as the behaviors that are expected of each individual team member. It can be used to improve team and individual characteristics (i.e. by reducing role ambiguity) and work structure by negotiating, defining, and adjusting team member roles. It includes an understanding of the talent that exists on the team, and how best to use it, allows members to understand why clear roles are important. The members should also realize that they are interdependent and the failure of one team member leads to the failure of the entire team. Problem solving: this intervention emphasizes identifying major task-related problems within the team. Team members become involved in action planning, implementing solutions to problems identified and to evaluate those solutions. They practice setting goals, developing interpersonal relations, clarifying team roles, and working to improve organizational characteristics through problem-solving tasks. This can have the added benefit of enhancing critical-thinking skills. If teams are good in problem-solving skills, they are less likely to need external interventions to solve their problems.[15] Interpersonal relations management: this intervention emphasizes increasing teamwork skills (i.e. mutual supportiveness, communication, and sharing of feelings). Team members develop trust in one another and confidence in the team. This is based on the assumption that teams with fewer interpersonal conflicts function more effectively than teams with greater numbers of interpersonal conflicts. It requires the use of a facilitator to develop mutual trust and open communication between team members. As team members achieve higher levels of trust, cooperation and team characteristics can be changes as well.Effective[edit]According to Sanborn and Haszczo (2007), the effectiveness of team building differs substantially from one organization to another.[6]The most effective team building efforts occur when members of the team are highly interdependent in performing the task, highly knowledgeable and experienced in the task to be accomplished, and when organizational leadership actively establishes and supports the team. Effective team building must also incorporate an awareness of the ultimate objective of the task. They must work to develop goals, roles and procedures to achieve it successfully. In addition to task-orientated team building efforts, team-building efforts must also be relationship oriented. To ensure effectiveness, team building should work towards the establishment of policies and procedures and working with the environment, including support systems. Caveats to team building effectiveness is that team building as an intervention is designed to work when the members of the team are actually involved in solving the problem and when they are already intact as a team (i.e. they worked with each other before) to be able to problem solve. The members of the team must have the willingness and ability to speak up about their needs.

Effects of team building strategies on all four outcomes, with 10% and 90% credibility intervalsEffects on performance[edit]Team building is a specific team development intervention that has been scientifically proven to positively affect team effectiveness, when exerted with its intended purpose.[7]Team building is aimed at specific needs, and thus has been proven to have specific outcomes on teams. Based on the research conducted by Klein et al. (2009), goal setting and role clarification were shown to have strongest impact on cognitive, affective, process and performance outcomes. However, they had the most powerful impact on affective and process outcomes. This implies that team building can help benefit teams experiencing issues with negative affect, such as lack of cohesion or trust. It could also improve teams suffering from process issues, such as lack of clarification in roles. Although the four approaches were useful in enhancing team functioning, goal setting and role clarification have proven to be the most impactful. This is because, drawing upon theory, providing teams with clearly set and challenging goals enhances motivation to work harder to be more effective and reduces conflict.[8]Role clarification helps to set individual purposes, goals and motivation. Finally, larger team sizes (those with 10 or more members) appeared to benefit the most from team building interventions. That is because larger teams generally have a greater reservoir of cognitive resources and capabilities than smaller teams.[9]The following table provides the main results of the effect of team building strategies on cognitive, affective, process, and performance team outcomes:[10]Challenges to team building[edit]Dyer recognized three challenges that team builders will face in the future with regard to effective team building.[11]They are: The lack of teamwork skills in tomorrows workforce: one of the challenges facing leaders of organizations is to find employees who have the ability to work effectively in a team environment. Most of the organizations rely on educational institutions to train their students with the skills. Dyer believed that students are rather encouraged to work individually for a higher grade and succeed without having to collaborate with one another. This creates an emphasis in self-interest- rather than an orientation to collaborate with others - than can work against the kinds of behavior needed for successful teamwork. According to a research study conducted by Salas, team training proved to have a positive effect on cognitive, affective, process and performance outcomes.[12]That is, across a wide variety of settings, tasks, and team types, team training efforts were successful. The increasing need for teams to work together in virtual workplaces and across organizational boundaries: according to Dyer, organizations will find it increasingly important for individuals to work together who are not in the same physical space. Such teams will prove to be a challenge as they are unable to build concrete relationships within the team members. A study conducted by Oertig and Buergi to compare face-to-face communication and virtual project teams indicated that face-to-face communication is very important in building an effective working environment for the team.[13]Face-to-face contact was a key to developing trust and this was initiated by a formal team building sessions with a facilitator to agree to the relationship and define the rules as to how the teams are going to work. Informal contact was also mentioned, e.g. sitting down over lunch to break barriers. Team building training will need to be suited according to virtual teams who are working in geographically distant places. Globalization and teamwork: the globalization of industry also will make team more challenging in the future. Teams of the future will be compared more and more of team members who have dissimilar languages, cultures, values and approaches to solving the problems. This challenge will need to be addressed by arranging more one on one meeting that have proven to be successful in some organizations.[14]This challenge will be enhanced when combined in virtual workplaces when teams do not have the opportunity to have face to face communications. Training of understanding and communication across team members can address this issue.Application of team building[edit]Intervention in schools[edit]Diana and Joseph, in their paper on team building tools for students, describe how instructors can motivate students to develop teamwork skills and provide a guideline on how to achieve it.[15]Typically professors assign a team to work on a project and the only advice they give is - best of luck. Diana and Joseph argue that this is not enough and professors should intervene more and help the students build a team that they can work effectively with. Professors should establish the importance of teamwork by providing specific examples of job situations that would require teamwork skills and how helpful this skill will be in their professional career. If students are able to understand the importance of teamwork skills and how they would benefit from it, they will be willing to contribute more to learn these skills. The following are guidelines provided to instructors for successful team building interventions: Defining the task: the first approach to an effective team building is that the instructor defines the goals and tasks required to be completed by the end of the project and a clear set of objectives to achieve. The most important instruction given at this step is clear timelines and deadlines for progress reports. This will ensure that the students are on track with their project and what is expected from them is clearly communicated in the beginning. Create a psychological contract: at this step, the instructor provides the team with a set of rules to specify their role in the team and the consequences of not following the teamwork norms. For example, what would happen if the team does not submit their work or if one team member does not contribute to the team effectively? The important goals achieved in this step are assignment of responsibilities, establishment of deadlines, ensuring contribution by all group members and documentation of group norms and conduct. This will help the team in conflict management as they will know what will be the consequences of lagging behind at a given point and help in management of interpersonal relationships. Establishing team member roles: the instructor should stress the importance of a balance between task and relationship roles by clarifying different roles. Task roles are essentially information that will help the team to perform the task at hand and relationship roles are social interaction between each team member. Establishment of roles will help the students in distribution of labor and to focus on work that they are good at. They will also know who is to be held accountable for different tasks and who can fix them as they arise Meeting with team members: the instructor should attend some of the team meetings and observe the discussion taking place. They should not necessary lead the discussions but surprise the students by attending the meetings without prior notice. Instructor can get a first-hand experience on what is actually happening in the team and give constructive feedback on how to improve certain aspects of the situation and move on. While the instructor is attending the meetings, he should reinforce the rules of teamwork skills as the students will be more familiar with these. Diana and Joseph recognize a list of seven basic rules that must be communicated to the teams: know your team members, communicate accurately and unambiguously, accept and support one another, check for understanding, share ideas and understanding, check for agreement and resolve conflicts constructively and quickly. Conflict management: the next steps are to create a problem solving mechanism in the groups so they can manage any problem that arises within. The instructor should emphasize on the importance of conflict management as and when they arise so it does not harm the overall dynamics of the team. Diana and Joseph provide a decision making score wherein students can see at what stage they are and resolve the issue. For example, students may be at a 0-1 score of no decision where none of the members are able to reach to a common consensus to a score of 10 where needs of all members are explored and all are satisfied with the material presented. The middle stages are situations when some dominant team-members are happy while others are not. Individual accountability: finally, groups should keep a track of their team meetings and activities in a log so the non-performers are held accountable and get what they deserve. This also includes a list of different roles and parts of the projects that was completed by each member so the instructor can see who contributed to which part. If individuals know that they will be held accountable for not performing in the project, this process will keep them motivated and reduce any sort of social loafing within a team.Team building in organizations[edit]At the organizational level, team building is a philosophy of job design in which employees are viewed as members of interdependent teams instead of as individual workers.[16]According to the authors of the encyclopedia of industrial and organizational psychology, team building [in organizational level] will be ongoing rather than a one-shot session and will be composed of training and discussion specific to that team.[17]Interventions in sports[edit]The concept of team building was introduced in sports in the 1990s[when?]. A study was conducted in 2010 by Rovio and other researchers to analyze the effects of teambuilding on sports teams.[18]The results indicated that team building has a positive impact on the functioning of teams as it contributes towards group cohesion. The key concepts of team building identified in organizations were applied to sports teams as well. Sport researchers lay a significant amount of emphasis on group cohesion, which was used to define team building in the late 1980s.According to Yukelson, In sports, teams are made up of a collection of interdependent individuals, coordinated and orchestrated into various task efficient roles for the purpose of achieving goals and objectives that are deemed important for that particular team.[19]The purpose of teambuilding in sports is to develop those behavior and skills that will lead to effective team functioning. One of the fundamental strategies for building a team is to develop a sense of team identity among the team members. This can be done by instilling a sense of we in the team. Team members cannot work in isolation and are independent of each other.An experiment was carried out by Sencal, Loughead and Bloom to determine whether the team building intervention program stressing on the importance of goal setting increased cohesion in a sports team.[20]A total of 86 high school basketball players were studied as participants under either of the two conditions - season long goal setting intervention program and a control program. In the intervention program, participants were asked to individually assign targets for the team and negotiate with other team members to finalize a goal score for the team. The coach reminded them throughout the season about this goal by different approaches such as pasting a copy of it in their locker rooms. Under the control condition, their study concluded that the coach would occasionally encourage them to cheer for other team members and support each other. The research concluded that at the beginning of the study, all the participants had the same level of cohesion for the team but the team with the season long goal setting intervention program performed better in their games. It was found that the level of team cohesion did not increase in the team as a result of ceiling effect with the intervention program but the level decreased significantly for the control group. This must have happened, as they were not focused on their goals as the team with the intervention program did and occasional social events such as outings and dinners did not help in increasing the cohesion level. Therefore, team building intervention program in teams proved to be successful and showed significant improvement in the level of cohesion which positively impacted the performance.Following are the core components to consider in building a successful sports team: Shared vision and unity of purpose: the beginning of any team building should start with the coach communicating the goals and objectives to the team. By doing so, roles are defined and group norms for productivity get outlines. The coach should motivate them to work effectively together to reach the goals. Collaborative and synergistic teamwork: the team members should know what is expected from them by providing them with a clear understanding of their role in the team. Mission statements have proved to be successful in encouraging everyone in the team to support each in achieving the goals together. Individual and mutual accountability: the team members should be trained that the team comes first. Everyone should be accountable for any individual action or the actions of the team as a whole. A positive team culture and cohesive group atmosphere: according to Martens, team culture refers to the psychosocial leadership within the team, team motives, team identity, team sport and collective efficacy.[21]The coach should build a positive team culture that allows for the smooth functioning of the team. This can be done by selecting team players after careful judgment of how much they value dedication, commitment and the willingness to work hard to achieve the teams goal to win, not to achieve any personal goal. A coach usually delivers a speech in the locker room before the game which has proved to be motivating for a football team in 2014[weaselwords].[22]The coach mentions what is it like to be a part of the team and reminds them of successful players in the past and how beating the particular team will give the team the respect and success they need. Team identity: a successful team building endeavour is to instill a sense of pride in group membership such that team members are proud to be a part of the team. Team identity can be created by motivating team members to be committed to team goals and have pride in the performance by working together as one single unit. Open and honest communication processes: an open and honest communication process should be encouraged within a team so that the lack of unity does not affect them during a game. The main components of communication such as trust, honesty, mutual sharing and understanding should be emphasized. The team members should be encouraged and given the chance to speak during debriefing sessions can help build these components of communication. Peer helping and social support: finally, teammates should be encouraged to help each other during games and before and after a game too. They should support each other if they lose a game or motivate each other if they win the game. Sport teams should function as a family wherein players are not just focused on their own individual goals but rather are concerned about the well-being of the entire family.

LITERATURE REVIEWIn spite of this popularity of the concept of team building, however,several reviewers (e.g., Buller, 1986; Woodman & Sherwood,1980) have observed that there is no conclusive evidence that teambuilding renders an increase in team productivity.Druckman and Bjork (1994) noted that the enthusiasm for these approaches among practitioners "is not matched by strong empirical support for their effect on team productivity" (p. 125). Similar to this, Smither, Houston, and McIntire (1996) concluded that "Research findings on the effectiveness of team building provide a complex mix of results that make drawing firm conclusions difficult" (p. 324). : More than 20 years after Beer (1976) attempted to formalize the: notion of team building, some of the most fundamental questions : about the effects of team building remain: Does team building enhance productivity? Why? Under what conditions? This article reports the results of a meta-analytic integration of previous research examining the effects of team building on productivity.Robinson & Robinson (1994) and also Thamhain (1988) define a team as a group of people, but all groups do not qualify as teams. At times, a group may be formed just for administrative purposes or for achieving personal goals or for social affiliation. At other times, committees can stifle creativity and hinder decision-making. However, occasionally, a group of people combine high morale, effective task productivity and a clear relevance to the organization. A team is a group of people who work interdependently, who are committed to common goals, and who produce high quality results.Katzenbach and Smith (1994) defined a team as "A small number of people with complementary skills who are committed to a common purpose, productivity goals, and common approach for which they hold themselves mutually accountable."Teamwork is a symbiotic process which leads to a much better result that is greater than the integration of individual productivitys. Thamhain (1988) describes effective teams as the ones that produce high quality results and succeed in spite of many difficulties and cultural or philosophical differences. Effective teams have several task-oriented and people-oriented characteristics. Thamain (2004) debates that the working environment within the project team has a significant impact on project success, and therefore suggests that the project manager has a significant leadership role in blending the team.Teams can be depicted in terms of many philosophers and theoretical frame works and team based philosophy with in organization is becoming increasingly popular and common place ( Sheard and Kakabadse 2001). Recently in the uk as many as 82% of the company with 100 or more employees reported using team structures (Gordon 2002). Banker et al. (1996) argued that the use of teams has led the tremendous organization improvements in variety of industries. In south Africa the scenario is the same team instead of jobs , have become the critical building block of future org (robins et al 2004:99).